SCHOLARSHIP
Empirical Research
When choosing research topics, I aim to focus on areas that not only spark my personal interest but also hold broader social significance. I seek to explore subjects that have the potential to benefit others and contribute meaningfully to advancing the science of learning. This approach allows me to stay current with trends and innovations in education while ensuring that my work makes a positive impact on the learning community. By aligning my research with both personal passion and societal needs, I strive to contribute to the development of more effective and inclusive learning practices, including the following topics:
- Memory Retention and Humor
- Adult Learning and Andragogy
- Technology in Learning
- Instructional Design and Faculty Development
- Global Education Policy
- Social Interaction in Online Learning
Something funny happened on the way to the hippocampus: The effects of humor on memory retention and student achievement
A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Educational Leadership and Supervision at Arizona State University
Research shows the positive effects of humor on classroom environment, student-teacher relationships, and student engagement. This article seeks to continue the discussion on the positive effects of humor on learning and memory in adult learners. Gain scores from a pretest to two post-tests was analyzed to determine if students who receive humor-embedded instruction would perform better on multiple-choice assessments on electrical theory and sound application, than students who did not receive the treatment. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom.
Research shows the positive effects of humor on classroom environment, student-teacher relationships, and student engagement. This article seeks to continue the discussion on the positive effects of humor on learning and memory in adult learners. Gain scores from a pretest to two post-tests was analyzed to determine if students who receive humor-embedded instruction would perform better on multiple-choice assessments on electrical theory and sound application, than students who did not receive the treatment. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom.
Matthews, M. L. M. (2011). A funny thing happened on the way to the hippocampus: the effects of humor on student achievement and memory retention. Arizona State University. Available from ProQuest Dissertations and Theses data base (publication number; AAT 3453480).
PUBLICATIONS
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CLick for a Comprehensive list of Presentations
McCartney, M. & Rick, H. (2021, February). Autonomy of choice in a global classroom: Choose-your-own-adventure, micro-credentials, and the destruction of “course in a box.” [Conference Proceedings]. 3rd International Conference on Teaching, Learning, and Education. Amsterdam, Netherlands. https://www.dpublication.com/wp-content/uploads/2021/02/105-815.pdf.
McCartney, M. & Tkatchov, M.A. (2021). Applying andragogy to backward design to support adult learners. In C.L.B. Jennings (Ed.), Ensuring adult and non-traditional learners’ success with technology, design, and structure (210-227). Hershey, PA: IGI Global.
McCartney, M. & Rick, H. (2021). The adult student/consumer model: Micro-credentials as a solution for adult learners. In C.L.B. Jennings (Ed.), Ensuring adult and non-traditional learners’ success with technology, design, and structure (210-227). Hershey, PA: IGI Global.
McCartney, M. (2020). Playful pedagogy: Using humor to increase social interaction online. In A.W. Thornburg, D.F. Albernathy, & R.J. Ceglie (Eds.), Handbook of Research on Developing Engaging Online Courses (224-244). Hershey, PA: IGI Global.
Fedock, B., McCartney, M., & Neeley, D. (2019). “Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches”. Journal of Research in Innovative Teaching and Learning, Vol.12 No.3 pp. 222-235. https:// doi.org/10.1108/JRIT-02-2018-0005
V’Marie, J., Blake, M., & McCartney, M. (2016) Let's get gritty: measures of student outcomes. Southern Arizona Intercollegiate Journal (5)1. 50-53.
McCartney, M. & Tkatchov, M.A. (2021). Applying andragogy to backward design to support adult learners. In C.L.B. Jennings (Ed.), Ensuring adult and non-traditional learners’ success with technology, design, and structure (210-227). Hershey, PA: IGI Global.
McCartney, M. & Rick, H. (2021). The adult student/consumer model: Micro-credentials as a solution for adult learners. In C.L.B. Jennings (Ed.), Ensuring adult and non-traditional learners’ success with technology, design, and structure (210-227). Hershey, PA: IGI Global.
McCartney, M. (2020). Playful pedagogy: Using humor to increase social interaction online. In A.W. Thornburg, D.F. Albernathy, & R.J. Ceglie (Eds.), Handbook of Research on Developing Engaging Online Courses (224-244). Hershey, PA: IGI Global.
Fedock, B., McCartney, M., & Neeley, D. (2019). “Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches”. Journal of Research in Innovative Teaching and Learning, Vol.12 No.3 pp. 222-235. https:// doi.org/10.1108/JRIT-02-2018-0005
V’Marie, J., Blake, M., & McCartney, M. (2016) Let's get gritty: measures of student outcomes. Southern Arizona Intercollegiate Journal (5)1. 50-53.
PRESENTATIONS
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Click for a Comprehensive list of Publications
Koranksky, M., & McCartney, M. (2023, October). Power in the Process: tactics to enact change at your institution. OLC Accelerate, Online Learning Consortium, Washington DC.
McCartney, M. (2024, April). Online Programs Updatel. IT Strategy Committee Meeting, Queens University Board of Trustees Spring Meeting. Charlotte, NC.
McCartney, M. (2023, October). Overcoming change paralysis: Using the ADKAR method to empower faculty to design accessible learning spaces. OLC Accelerate, Online Learning Consortium, Washington DC.
McCartney, M. (2023, July). “Embrace your superpower,” National Faculty Meeting, South University. Savannah, GA (virtual).
McCartney, M. (2023, May). “Introducing the graduate school,” Employee Development Day, Queens University of Charlotte, Charlotte, NC.
McCartney, M. (2022, November). Seamless modalities: Supporting students from the classroom to the cloud. Presented at OLC Accelerate, Online Learning Consortium Orlando, FL.
Pillar, G., & McCartney, M. (2022, November). Surviving a decennial reaccreditation during a global pandemic. Presented at OLC Accelerate, Online Learning Consortium Orlando, FL.
McCartney, M. (2022, April). Exploring a change to degree level: Doctoral programs at Queens. Academics Committee Meeting, Queens University Board of Trustees Spring Meeting. Charlotte, NC.
Rick, H., McCartney, M. (2020, October). Inter-relater reliability and collaborative committee conditions in online graduate projects: A prospectus process analysis. [Conference Session]. 2020 International Conference on Assessing Quality in Higher Education. Berlin, Germany. https://assessmentinstitute.iupui.edu/program/ (Virtual Presentation).
McCartney, M. (2020, October). COVID 19 pandemic response: Virtual spring and fall. Academics Committee Meeting, Queens University Board of Trustees Fall Meeting. Charlotte, NC.
McCartney, M. (2020, September). COVID 19 pandemic response: Virtual spring and fall. IT Strategy Committee Meeting, Queens University Board of Trustees Fall Meeting. Charlotte, NC.
McCartney, M. & Rick. H., Pillar, G. (2020, July 2). Assessment and effectiveness of faculty development to address student accessibility of course materials. [Conference Session] International AHE Conference. Manchester, England, United Kingdom. https://ahenetwork.org/ahe-conference-2020. (conference cancelled)
McCartney, M. & Rick, H. (2020, June 29-30). What's so funny? Diversity and inclusion: Fostering intercultural communication with humor. [Poster Session]. Going Global 2020. British Council. London, England, United Kingdom. https://www.britishcouncil.org/going-global. (conference cancelled)
McCartney, M. (2019, October). Micro-credentials. Academics Committee Meeting, Queens University Board of Trustees Fall Meeting. Charlotte, NC.
McCartney, M. (2019, May). Strategic imperative #2 update. Academic Committee Meeting, Queens University Board of Trustees Annual Retreat. Charlotte, NC.
Rick, H., & McCartney, M. (2018, November) What is library anxiety: How do we address it in the online environment? Presented at 2018 OLC Accelerate Conference. Online Learning Consortium. Orlando, FL.
McCartney, M., & Rick, H. (2017, November). From papyrus to pixels: Rebranding educators for careers in EdTech. 2017 OLC Accelerate Conference, Online Learning Consortium. Orlando, FL.
McCartney, M. & Krebs, S. (2017, October). Formative and summative assessment. Workshop presented to University of Phoenix Instructional Designers. Tempe, AZ.
Rick, H., & McCartney, M. (2017, October). 3R’s of rebranding. NLA-MPLA 2017 Conference, South Lake Tahoe, NV.
Fedock, B., McCartney, M., Neeley, D., & Avella, J. (2017, February) Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches. XII International GUIDE Conference, Orlando, FL.
V’Marie, J., Blake, M., & McCartney, M. (2017, January). Let's get gritty: measures of student outcomes. Seminar presented for University of Phoenix College of Humanities and Science Brown Bag Webinar Series. Tempe, AZ.
McCartney, M. (2017, January). Using objectives to measure student learning and guide instructional design. Seminar presented to University of Phoenix Instructional Designers. Tempe, AZ.
Plough, J., Avella, J. Armstrong, A., McCartney, M., & Holland, A. (2017, January). Meditation, critical thinking and critical inquiry in higher education: A case study. Presented at The Qualitative Report 8th Annual Conference. Fort Lauderdale, FL.
Fedock, B., Avella, J., McCartney, M., & Neeley, D. (2016, December). Online adjunct higher education teachers’ perceptions of using social media as instructional approaches to reach diverse learners. Presented at the 29th Annual Arizona Educational Research Organization Conference. Tempe, AZ.
McCartney, M., & Rick, H., (2016, November). Bite-sized learning in library skill development: Micro-learning application. Presented at 2016 OLC Accelerate Conference. Online Learning Consortium, Orlando, FL.
Plough, J., & McCartney, M. (2016, October). Meditation, critical thinking and critical inquiry in higher education: A case study. Presented at the 8th Annual Association for Contemplative Mind in Higher Education Conference. Amherst, MA.
Blake, M., McCartney, M., & V’Marie, J. (2016, July). Let's get gritty: measures of student outcomes. Presented at the University of Phoenix - Southern Arizona Faculty Annual meeting. Tucson, AZ.
McCartney, M. (2016, June). Imagine if you will, the engaged online learner: Using narrative short film for remediation in student workshops. Presented at the University of Phoenix Instructional Design and Development Ignite Conference, Tempe, AZ.
McCartney, M. (2015, December). Ha-ha and hijinks: The effects of humor-embedded instruction. Presented at the 28th Annual Arizona Educational Research Organization Conference. Tempe, AZ.
McCartney, M. (2014, January). Preventing plagiarism and strategies for teaching APA formatting. Presented at the Anthem College Annual Faculty meeting. Phoenix, AZ.
Matthews, M. (2005, December). Experience in the research process. Guest lecture presented to the Teacher as Researcher class at Arizona State University. Tempe, AZ.
McCartney, M. (2024, April). Online Programs Updatel. IT Strategy Committee Meeting, Queens University Board of Trustees Spring Meeting. Charlotte, NC.
McCartney, M. (2023, October). Overcoming change paralysis: Using the ADKAR method to empower faculty to design accessible learning spaces. OLC Accelerate, Online Learning Consortium, Washington DC.
McCartney, M. (2023, July). “Embrace your superpower,” National Faculty Meeting, South University. Savannah, GA (virtual).
McCartney, M. (2023, May). “Introducing the graduate school,” Employee Development Day, Queens University of Charlotte, Charlotte, NC.
McCartney, M. (2022, November). Seamless modalities: Supporting students from the classroom to the cloud. Presented at OLC Accelerate, Online Learning Consortium Orlando, FL.
Pillar, G., & McCartney, M. (2022, November). Surviving a decennial reaccreditation during a global pandemic. Presented at OLC Accelerate, Online Learning Consortium Orlando, FL.
McCartney, M. (2022, April). Exploring a change to degree level: Doctoral programs at Queens. Academics Committee Meeting, Queens University Board of Trustees Spring Meeting. Charlotte, NC.
Rick, H., McCartney, M. (2020, October). Inter-relater reliability and collaborative committee conditions in online graduate projects: A prospectus process analysis. [Conference Session]. 2020 International Conference on Assessing Quality in Higher Education. Berlin, Germany. https://assessmentinstitute.iupui.edu/program/ (Virtual Presentation).
McCartney, M. (2020, October). COVID 19 pandemic response: Virtual spring and fall. Academics Committee Meeting, Queens University Board of Trustees Fall Meeting. Charlotte, NC.
McCartney, M. (2020, September). COVID 19 pandemic response: Virtual spring and fall. IT Strategy Committee Meeting, Queens University Board of Trustees Fall Meeting. Charlotte, NC.
McCartney, M. & Rick. H., Pillar, G. (2020, July 2). Assessment and effectiveness of faculty development to address student accessibility of course materials. [Conference Session] International AHE Conference. Manchester, England, United Kingdom. https://ahenetwork.org/ahe-conference-2020. (conference cancelled)
McCartney, M. & Rick, H. (2020, June 29-30). What's so funny? Diversity and inclusion: Fostering intercultural communication with humor. [Poster Session]. Going Global 2020. British Council. London, England, United Kingdom. https://www.britishcouncil.org/going-global. (conference cancelled)
McCartney, M. (2019, October). Micro-credentials. Academics Committee Meeting, Queens University Board of Trustees Fall Meeting. Charlotte, NC.
McCartney, M. (2019, May). Strategic imperative #2 update. Academic Committee Meeting, Queens University Board of Trustees Annual Retreat. Charlotte, NC.
Rick, H., & McCartney, M. (2018, November) What is library anxiety: How do we address it in the online environment? Presented at 2018 OLC Accelerate Conference. Online Learning Consortium. Orlando, FL.
McCartney, M., & Rick, H. (2017, November). From papyrus to pixels: Rebranding educators for careers in EdTech. 2017 OLC Accelerate Conference, Online Learning Consortium. Orlando, FL.
McCartney, M. & Krebs, S. (2017, October). Formative and summative assessment. Workshop presented to University of Phoenix Instructional Designers. Tempe, AZ.
Rick, H., & McCartney, M. (2017, October). 3R’s of rebranding. NLA-MPLA 2017 Conference, South Lake Tahoe, NV.
Fedock, B., McCartney, M., Neeley, D., & Avella, J. (2017, February) Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches. XII International GUIDE Conference, Orlando, FL.
V’Marie, J., Blake, M., & McCartney, M. (2017, January). Let's get gritty: measures of student outcomes. Seminar presented for University of Phoenix College of Humanities and Science Brown Bag Webinar Series. Tempe, AZ.
McCartney, M. (2017, January). Using objectives to measure student learning and guide instructional design. Seminar presented to University of Phoenix Instructional Designers. Tempe, AZ.
Plough, J., Avella, J. Armstrong, A., McCartney, M., & Holland, A. (2017, January). Meditation, critical thinking and critical inquiry in higher education: A case study. Presented at The Qualitative Report 8th Annual Conference. Fort Lauderdale, FL.
Fedock, B., Avella, J., McCartney, M., & Neeley, D. (2016, December). Online adjunct higher education teachers’ perceptions of using social media as instructional approaches to reach diverse learners. Presented at the 29th Annual Arizona Educational Research Organization Conference. Tempe, AZ.
McCartney, M., & Rick, H., (2016, November). Bite-sized learning in library skill development: Micro-learning application. Presented at 2016 OLC Accelerate Conference. Online Learning Consortium, Orlando, FL.
Plough, J., & McCartney, M. (2016, October). Meditation, critical thinking and critical inquiry in higher education: A case study. Presented at the 8th Annual Association for Contemplative Mind in Higher Education Conference. Amherst, MA.
Blake, M., McCartney, M., & V’Marie, J. (2016, July). Let's get gritty: measures of student outcomes. Presented at the University of Phoenix - Southern Arizona Faculty Annual meeting. Tucson, AZ.
McCartney, M. (2016, June). Imagine if you will, the engaged online learner: Using narrative short film for remediation in student workshops. Presented at the University of Phoenix Instructional Design and Development Ignite Conference, Tempe, AZ.
McCartney, M. (2015, December). Ha-ha and hijinks: The effects of humor-embedded instruction. Presented at the 28th Annual Arizona Educational Research Organization Conference. Tempe, AZ.
McCartney, M. (2014, January). Preventing plagiarism and strategies for teaching APA formatting. Presented at the Anthem College Annual Faculty meeting. Phoenix, AZ.
Matthews, M. (2005, December). Experience in the research process. Guest lecture presented to the Teacher as Researcher class at Arizona State University. Tempe, AZ.
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Editoral Work- Student PublicationsMatthews, M., Johnson, A., Ruby, T., (Eds.). (2003). The truth and lies that red tape hides: Paradise Valley High School Literary Magazine, 1, 1-69. Matthews, M., McCreary, H., Shoemaker, S. (Eds.). (2006). Student of life: Paradise Valley High School Literary Magazine, 4, 1-58. Matthews, M., McCreary, H., Shoemaker, S. (Eds.). (2007). Future for finding: Paradise Valley High School Literary Magazine, 5, 1-93. Matthews, M., Womeldorf, M., (Eds.). (2004). Banging on gray matter: Paradise Valley High School Lterary Magazine, 2, 1-69. |
Current Scholarship Initiatives
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Comprensive Microcredential Program and Business Case Misconceptions of online students report to student services on the front lines Preparing Online Learners to Succeed with New Student Orientations, long-term effects on course persistence |
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