Collier, A., & Lohnes Watulak, S. (2026, Oct. 27). Making intentional assessment decisions: A faculty institute for assignment (re)design in the age of AI. AAC&U 2026 Conference on AI and Higher Education.

Lohnes Watulak, S. (2025, Jul. 23). Strategic benefits of online course development as faculty professional learning. UPCEA Summit for Online Leadership and Administration 2025.

Payne, S., Mockler, S., Lohnes Watulak, S., & Collier, A. (2025). Cryptoparties as sites of feminist pedagogy. Feminist pedagogy for teaching online. Athabasca University Press.

Wehr, K., Singh, R., Lohnes Watulak, S., Harlap, A., Collier, A., & Archambault, A. (2024). Co-designing an action-oriented instructional design community: Applying the Design Justice Network principles to shape and inform our collaborative practices. Journal of Applied Instructional Design, 13 (1)

Lohnes Watulak, S., & Collier, A. (2023, Mar. 13). Staff-student partnerships as a pathway for institutional change: The case of the Inclusive Design Studio. Notre Dame Digital Learning Summit.

Collier, A., & Lohnes Watulak, S. (2023). Critical digital pedagogy across learning ecologies: The NOW project. Critical digital pedagogy in higher education: Broadening horizons, bridging theory and practice. Athabasca University Press.

Phillips, N., Smith, A., Woodard, R., Gierhart, A., Johnson, L., Lohnes Watulak, S., & Wargo, K. (2022, Apr. 18). A decade of cultivation: A citation context literature review of connected learning research. American Educational Research Association.

Collier, A., Lohnes Watulak, S., & Henrickson, J. (2022). Centering the margins through critical instructional design. Toward a critical instructional design. Hybrid Pedagogy, Inc.

McQuitty, V., Lohnes Watulak, S., & Runciman, J. (2021). Teacher professional learning in a writing-as-making MOOC. Teaching/Writing: The Journal of Writing Teacher Education, 10 (1)

Collier, A., & Lohnes Watulak, S. (2020, Jun. 15). Mind the gap: Exploring and establishing criticality within a “service” organization. OLC Innovate.

Shaheen, N., & Lohnes Watulak, S. (2019). Bringing disability into the discussion: Examining technology accessibility as an equity concern in the field of instructional technology. Journal of Research on Technology in Education, 51 (2)

Lohnes Watulak, S. (2018, Apr. 13). Instructors as brokers of digital learning opportunity: Exploring brokering practices in connected teacher education classrooms. American Educational Research Association.

Lohnes Watulak, S. (2018). Making space for preservice teacher agency through connected learning in preservice educational technology courses. Journal of Digital Learning in Teacher Education, 34 (3)

Lohnes Watulak, S., Johnson, L., Phillips, N., Smith, A., Wargo, K., & Woodard, R. (2018). Connected teaching and learning in K-16+ contexts: An annotated bibliography. Contemporary Issues in Teacher Education, 18 (2)

Lohnes Watulak, S., & Whitfield, D. (2016). Examining college students’ uptake of Facebook through the lens of domestication theory. E-Learning and Digital Media, 13 (5-6)

Lohnes Watulak, S. (2016). Reflection in action: Using inquiry groups to explore critical digital literacy with pre-service teachers. Educational Action Research, 24 (4)

Smith, A., Phillips, N., Woodard, R., Johnson, L., Wargo, K., Lohnes Watulak, S., Gierhart, A., & Fitzgerald, J. An equity agenda at work: A citation context analysis of connected learning research. Review of Research in Education American Educational Research Association.