VTechWorks
VTechWorks provides global access to Virginia Tech scholarship, including journal articles, books, theses, dissertations, conference papers, slide presentations, technical reports, working papers, administrative documents, videos, images, and more by faculty, students, and staff. Faculty can deposit items to VTechWorks from Elements, including journal articles covered by the University open access policy. Email vtechworks@vt.edu for help.
Open Access Policy
Virginia Tech's open access policy enables researchers to deposit the accepted version of scholarly articles with no embargo.
Theses and Dissertations
Virginia Tech was first in the world to require ETDs in 1997, and continues to add scans of older theses and dissertations.
Open Textbooks
More than 50 freely available and openly licensed textbooks are among our most downloaded items.
Communities in VTechWorks
Select a community to browse its collections.
Recent Submissions
Letter From the Co-Editor: Yes, “Shit’s Got to Change.” But How? A Call for a Deep Scholarship Social Movement
McGehee, Nancy G. (SAGE Publications, 2025-04-01)
This letter from the editor is in response to Benjamin et al.'s (2024) call to action surrounding the structures and systems of the tourism academy. It recommends a social movements approach as a possible framework for taking next steps. This Deep Scholarship Movement suggests (1) identifying and assembling key leadership change agents with diverse viewpoints, (2) enhancing self-efficacy, increasing consciousness-raising, and maximizing resource mobilization, the three primary components of successful social movements, and using them to work toward (3) community consensus building. These are challenging and daunting recommendations. This letter argues, however, that this or some other systemic, organized approach is necessary for those of us in varying aspects of leadership to clear the way and establish deeper, richer, more inclusive and less oppressive environments for our early-and mid-career colleagues.
Strategies and Challenges to Teaching for Conceptual Learning
Johnson, Marcus L.; Herrick, Imogen Rose; Vaughn, Ashley R.; Jones, Suzanne H.; Schoepf, Sydnie; Taasoobshirazi, Gita (Information Age Publishing Inc., 2022-04-30)
Given the complexity of learning, an increasingly diverse student population, and growing demands on today’s teachers, educational psychology has never been more relevant for informing instructional practice. Notably, an understanding of learning, both what it is and how it occurs, is essential for teachers to design and implement effective instruction that is responsive to the needs of their learners. As part of the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching, this volume highlights what and how teacher educators should teach about learning so that developing teachers will be more effective in their instructional practice. Preservice teachers represent a group of unique learners; in that they are learning about learning in order to support others’ learning. Similarly, teacher educators represent a unique group of educators in that they are guiding others in not just content knowledge but also in how to teach content across a variety of domains. As a means to highlight the ideas and constructs most essential for preservice teachers to learn, this volume was crafted for teacher educators, whether teaching educational psychology content incorporated into domain-specific courses or in a dedicated educational psychology course. Each chapter offers insight into what teachers need to know about learning as well as practical applications for how to teach the content. Chapters draw from a variety of theoretical perspectives about learning and identify common misconceptions that educational psychology instructors and teacher educators need to address in their work with preservice teachers.
Strategies for Supporting Graduate and Professional Students’ Teaching Readiness
Johnson, Marcus L. (Faculty Focus, 2026-05-25)
This article provides practical strategies for supporting graduate and professional students’ teaching readiness, particularly when traditional teaching assistant opportunities are limited. It describes developmental pathways including teaching assistantships, guest lectures, teaching-center micro-credentials, departmental teaching groups and material redesign, and online or hybrid teaching experiences. The article also discusses ways students can document these experiences through teaching artifacts, feedback, reflection, and teaching statements, and offers recommendations for faculty mentors, departments, and teaching centers to make teaching preparation a more systematic and equitable component of graduate and professional education.
External Letters Done Right: Practical Tips for P&T Candidates, Committees and Reviewers
Johnson, Marcus L. (Inside Higher Ed, 2026-09-16)
This article provides practical guidance for candidates, promotion and tenure committees and administrators, and external reviewers on the use of external review letters in promotion and tenure processes. It addresses the identification and selection of appropriate reviewers, reviewer independence and conflicts of interest, preparation of reviewer materials, communication with prospective reviewers, and the development and evaluation of evidence-based external review letters. The article emphasizes the importance of disciplinary norms, consistent procedures, and clear communication in making external review processes more transparent, informative, and fair.
Seronegative Spondyloarthropathy
Vempala, Michael; Bankole, Adegbenga A.; Maher, Lewena (Statpearls, 2026-07-20)