Gallagher, J. A. (2019). Fighting for Rights in the 1910s and 1920s. In Dawn Durante (Ed.), 100 Years of Women's Suffrage Anthology (pp. 123-137). University of Illinois Press.

Gallagher, J. A. (2021). “The Interpreter Class: Women in Conflict Engage the International Human Rights Community”. In Eileen Boris, Sasha Coles, Sandra Dawson and Barbara Malony (Eds.), Engendering Transnational Transgressions (pp. 253-269). NY: Routledge Press.

Gallagher, J. A. Devlin O'Sullivan, M., & Grossman, J. (2020). “After the Vote: Continuing the Struggle for Women’s Social, Legal, and Political Equality”. In Kalthleen M. Dowley, Susan Ingalls Lewis, Meg Devlin O'Sullivan (Eds.), Suffrage and Its Limits: The New York Story (pp. 49-63). Albany, NY: SUNY Press

Fong, C. R., Gaynus, C. J., & Carpenter, R. C. (2020). Extreme rainfall events pulse substantial nutrients and sediments from terrestrial to nearshore coastal communities: A case study from french polynesia. Scientific Reports, 10(1), 2955-2955.

Fong, C. R., Chiquillo, K. L., Gaynus, C. J., Grier, S. R., Hà, B. A., Ryznar, E. R., Smith, L. L., Sura, S. A., Zweng, R. C., Anggoro, A. W., Moore, T. N., & Fong, P. (2021). Flip it and reverse it: Reasonable changes in designated controls can flip synergisms to antagonisms. The Science of the Total Environment, 772, 145243-145243.

Greene, P. D. (2017). Contemporary Buddhist Chanting and Music. In Michael Jerryson (Ed.), Oxford Handbook of Contemporary Buddhism (pp. 11). Oxford, U.K.; New York, NY: Oxford University Press.

Greene, P. D. (2020). Contests of Devotion in Nepal: Music and Civic Rivalry in the Buddhist Communitas. Ethnomusicology Forum, 28(2), 16.

Guertin, L. (2018). Social Media Hashtags and Campaigns Showcasing Female Geoscientist Selfies and Stories. In B. Johnson (Ed.), Women and Geology: Who Are We, Where Have We Come From, and Where Are We Going?. (214), (pp. 87-94). Geological Society of America Memoir.

Guertin, L., & Clements, N. (2018). Starting the Research Process with Information Literacy in Introductory-Level Earth Science Courses. In N. Hensel (Ed.), Course-based Research: Providing Opportunities for All Students to Learn through Undergraduate Research (pp. 25-34). Stylus Publishing.

Guertin, L., Berkey, J. & Jansen, A. (2021). Developing Multiple Literacies and Foundational Research Skills in Students through Audio Narratives on Global Warming Solutions Scholarship and Practice of Undergraduate Research, 5(1), .5. DOI: 10.18833/spur/5/1/5

Kraal, E., Sirrakos, G., Guertin, L., Epstein, A., & Simmens, G. (2022). Impact of Student Produced Audio Narrative (SPAN) assignments on students' perceptions and attitudes toward science in introductory geoscience courses. Journal of Geoscience Education, 70(2), 208-222.

Guertin, L., Johnson, B., & van der Hoeven Kraft, K. (2022). The role two-year colleges play in Unlearning Racism in the Geosciences (URGE). New Directions for Community Colleges, 2022(199), 189-200.

Rosas Alquicira, E., Guertin, L., Tvelia, S., Berquist, P., & Cole, M. (2022). Undergraduate research at community colleges: A pathway to achieve student, faculty, and institutional success. New Directions for Community Colleges, 2022(199), 63-75.

Guertin, L. Theveny, K. C., & Barber, D. (2021). Virtual Community Building Via Nature-Themed Podcast Discussions. Bulletin of the Ecological Society of America, 102(1), 7 pages.

Guertin, L. & Briseño, I. (2020). The Power of New Online Opportunities to Connect to the Ocean: The Journey of a Research Student and Mentor. Current: The Journal of Marine Education, 34(3), 18-20.

Fortner, S., Manduca, C., Guertin, L., Szymanski, D., & Villalobos, J. (2019). Teaching for Earth Resilience: A Strategy for Increased Diversity and Equity. GSA Today (Geological Society of America), 29, 2 pages.

Harrell-Levy, M., Isamah, O., & Jackson, K. (2020). The Lived Experience of Adolescent Mother Trauma Survivors: A Narrative Approach. Journal of Community Psychology, 48(5), 22.

Harrell-Levy, M. & Abdul-Majeed, M. T. Child Maltreatment and the Acquisition of Identity Capital: A Retrospective Exploration of a Transformative Social Justice Experience. Child & Youth Services, 29.

Harrell-Levy, M. (Author, 80%), & Harrell, R. (2019). Racial Diversity or Cultural Safety?: Utilizing Social Identity to Understand the Choice of Racially Segregated Neighborhoods among Middle-Class African-Americans. Identity: An International Journal of Theory and Research, 19(2), 109-127

Harrell-Levy, M. (2018). Sociopolitical Efficacy as a Mediator of Pedagogical Experience and Sociopolitical Involvement. Citizenship, Social and Economics Education, 17(2), 1-18.

Hartle, L. C., Bales, D., Gardner, K., MacLeod, K., DeFluri, M., & Ehinger, S. (2021). Early Childhood Teacher Professional Development on Technologies for Young Children. In J. Burris, D. Rosen, & D. Karno (Eds.), Handbook of Research on Empowering Early Childhood Educators With Technology IGI Global.

Hartle, L. C., & Waite-Stupianski, S. (2020). Technology and Young Children: Processes, Context, Research, and Practice. STEM in Early Childhood Education: How Science, Technology, Engineering, and Mathematics Strengthen Learning New York, NY: Routledge, Taylor and Francis Group.

Sourer, M. I., Kistler, K. A., Marcus, A. H., & Matsika, S. (2021). Accurate Modeling of Excitonic Coupling in Cyanine Dye Cy3 Journal Of Physical Chemistry A, 125, 15.