Publications:

Juried Books
Wlodarsky, R. and Walters, H.  (2014).  Reflection and the college teacher:  A solution for higher education.  Charlotte, NC: Information Age Publishing.

Juried Articles
Wlodarsky, R. (2020). Tools that Facilitate the Reflective Process: Supporting the Learning and Development of College Educators. Perspectives In Learning, 19 (1).

Wlodarsky, R., Walters, H. & Baughn, P. (2019).  Simulated or reproduced reality events as the basis of reflective learning. International Journal of Psychological and Brain Sciences, 4(4), 41-49.

Wlodarsky, R. (2018c, December).  A critical look at the cognition component of reflection.  Journal of Cognitive Education and Psychology, 17(2), 151-163.

Wlodarsky, R. (2018b, Fall). A structured model for reflective adult learning among university faculty.  Journal of Higher Education Theory and Practice, 18(5), 98-111.

Wlodarsky, R. (2018a, Spring/Summer). The benefits of reflection on improving teaching through change: A reflective model for professional development. National Teacher Education Journal, 11(1), 33-41.

Wlodarsky, R., & Walters, H. (2015). The event: A philosophical perspective on the event component of reflection. Scholar-Practitioner Quarterly, 9(1), 61-76.

Wlodarsky, R. and Walters, H.  (2012, March).  The event component as a phenomenological trigger in the pathway of professional reflection. Ohio Journal of Teacher Educators, 25(1), 31-39.

Wlodarsky, R. and Walters, H. (2010, July).  Use of the Reflective Judgment Model as a reference tool for assessing the reflective capacity of teacher educators in a college setting.  I-manager¿s Journal of Educational Psychology, 4(1), 13-20.

Wlodarsky, R. (2009, Summer). Promoting professional reflection:  Tools that help education professionals facilitate the reflective process. Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 23(3), 89-97.

Wlodarsky, R. and Walters, H. (2007, Fall). The event path for professional reflection: The nature and characteristics of reflective practice among teacher education faculty.  Journal of Cognitive Affective Learning, 4(1), 25-31.

Wlodarsky, R. and Walters, H. (2006, January). The reflective practitioners in higher education: The nature and characteristics of reflective practice among teacher education faculty.  National Forum of Teacher Education Journal, 16(3), 1-16.

Walters, H., Bishop, T. and Wlodarsky, R.  (2006, January).  An Impact Assessment of the National Ocean Sciences Bowl¿Lessons Learned from a National Two-Year Study.  Special Report No. 2: Current, The Journal of Marine Education, pp. 3-11.  Published jointly by the Consortium of Oceanographic Research and Education, NOAA/National Ocean Services, and the National Marine Educators Association.

Wlodarsky, R. (2005, Summer).  The professoriate: Transforming teaching practices through critical reflection and dialogue.  Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 19(3), 156-172.

Juried Book Chapters
Wlodarsky, R. and Carr-Chellman, D. (2020, December).  Cultivating Leadership in Adult and Continuing Education:  Developing Adults Through Mentoring. In G. Alston and C. Hansman (Eds.), New Directions in Adult and Continuing Education, (pp. 21-32 ). Hoboken, NJ: Wiley Publishing.  

Wlodarsky, R. and Hansman, C. (2019, January). Women professors¿ ways of working in academia.  In V. Wang (Eds.), Handbook of Research on Transdisciplinary Knowledge Generation, (pp. 143-156).  Hershey, PA: IGI Global.  

Wlodarsky, R. (2019, March). College faculty as adult learners: An important role in the new age.  In Y. Inoue-Smith (Eds.), Faculty Roles and Changing Expectations in the New Age, (pp. 197-216). Hershey, PA: IGI Global.

Wlodarsky, R. (2010, Spring). Teacher reflectivity: Importance, origins, and tools to facilitate.  In E. Pultorak (ed.), The purposes, practices, and professionalism of teacher reflectivity: Insights for the 21st century teachers and students, (pp. 211-230).  Lanham, MD: Rowman and Littlefield.

Conference Proceedings
Wlodarsky, R. (2020, October). Improving social engagement: Reflection as a guiding force for constructive dialogue and mutual respect.  Paper presented at the American Association of Adult and Continuing Education (AAACE) 2020 Conference, Improving Social Engagement Through Adult Education, Reno, NV (Virtual).  

Wlodarsky, R. (2020, March). The benefits of reflection on improving teaching through change: A reflective model for adult learners.  Paper presented at the Adult Higher Education Alliance (AHEA) Annual Conference, Unfinished Business, Orlando, FL.

Wlodarsky, R. and Hansman, C. (2019, June). Women professors¿ ways of working in academia. Paper presented at the 2019 Adult Education Research Conference (AERC), Buffalo, NY.  

Hatala [Wlodarsky], R., & Sandmann, L. (2000, September). Toward an inventory and assessment of higher education¿s engagement with communities it serves.  Paper presented at the Midwest Research to Practice (MRTP) Conference in Adult, Continuing and Community Education. Madison, WI.