My research focuses on aspects of geoscience education associated with student learning and faculty professional development in geoscience courses. I utilize a variety of qualitative and quantitative methods to evaluate student learning as the result of instructional interventions and to assess the efficacy of faculty professional development initiatives. I am also interested in learning among geology majors, investigating how learning can be improved for lower and upper level students and how their experiences can inform teaching to non-majors in introductory courses. How geology and non-geology students think and learn about geologic time, rates, and Earth history is of particular interest.

Below is a list of my publications and works in progress (Google Scholar Link). If you are interested in an article that is not open source, please contact me.

Books

Schweitzer, M.H., Shroeter, E.R., & Czajka, C.D. Dinosaurs: How we know what we know. CRC Press. 2021.

Journal Articles

2021

Czajka, C.D., Reynders G., Stanford, C., Cole, R., Lantz, J., & Ruder, S. A novel rubric format for providing feedback on process skills to STEM. Journal of College Science Teaching. (In Press)

2020

Teasdale, R., Ryker, K., Viskupic, K., Czajka, C.D., & Manduca, C. Transforming education with community-developed teaching materials: Evidence from direct observations of STEM college classrooms. International Journal of STEM Education. 7(1), 1-22. LINK

2019

Czajka, C.D. & McConnell D. (2019) The adoption of student-centered teaching materials as a professional development experience for college faculty. International Journal of Science Education. 44(5), 693-711. LINK

2018

Czajka, C.D. & McConnell D. (2018) An exploratory study examining undergraduate geology students’ conceptions related to geologic time and rates. Journal of Geoscience Education. 66(3), 231-245. LINK

2017

McConnell, D.A., Chapman, L., Czajka, C.D., Jones, J.P., Ryker, K.D., & Wiggen, J. (2017) Instructional utility and learning efficacy of common active learning strategies. Journal of Geoscience Education. 65(4), 604-625. LINK

2016

Czajka, C.D. & McConnell, D. (2016) Situated instructional coaching: A case study of faculty professional development. International Journal of STEM Education, 3(1), 1-14. LINK

2015

Grissom, A.N., Czajka, C.D., & McConnell, D.A. (2015) Revisions of physical geology laboratory courses to increase the level of inquiry: Implications for teaching and learning. Journal of Geoscience Education, 63(4), 285-296. LINK