Timothy J.  Newby

Professor
Educational Technology Area Convener
Department of Curriculum & Instruction

Education

Ph.D.	Brigham Young University, 1984, Instructional Psychology
B.S.	Brigham Young University, 1979, Psychology

Courses Taught

EDCI 270	Introduction to Educational Technology and Computing
EDCI 591T	Learning Theories and Instructional Design
EDCI 591M	Motivation and Instructional Design
EDCI 675	Instructional Strategies
EDCI 674	Advanced Instructional Design Theory

Professional Experience

1997- present	Professor, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN
1990-1997	Associate Professor, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN
1984-1990	Assistant Professor, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN

Research

Professor Newby's research focuses on learning and motivation and the impact of various instructional strategies. In particular he has studied the creation and implementation of instructional analogies, the use of mentoring, and the integration of computer technology.

Selected Publications

• Newby, T.J, Stepich, D., Lehman, D., Hehman, J., and Russel, J. (2006, 3rd Edition). Educational Technology for Teaching and Learning. Upper Saddle River, NJ: Merrill College Publishing/ Prentice Hall.
  
  
• Newby, T.J. (2004). Teaching and Learning with Microsoft Office and FrontPage. Upper Saddle River, NJ: Merrill/Prentice Hall.
  
  
• Richardson, J., & Newby, T.J. (2006). The role of students' cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37.
  
  
• Yang, Y.C., Newby, T.J., & Bill, R.L. (2005). Using Socratic Questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. American Journal of Distance Education, 19(3), 163-181.
  
  
• Wang, L., Ertmer, P.A., & Newby, T.J. (2004). Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-252.

• Newby, T.J., Corner, J. (1997). Mentoring for increased performance: Steps in the process. Performance and Improvement, 36(5), 6-10.

• Ertmer, P.A., Newby, T.J., Y MacDougall, M. (1996). Students' approaches to learning from case-based instruction: The role of reflective self-regulation. American Educational Research Journal, 33(3), 719-752.

• Ertmer, P.A., & Newby, T.J. (1996). The expert learner: Strategic, self-regulated, and reflective.  Instructional Science, 21(4), 1-24.