Faculty Profiles

Ash, G. E., Holschuh, J. P., & Baumann, J. F. (n.d.). Vocabulary and comprehension: More than a simple equation. In Handbook of Research on Reading Comprehension (3rd Ed.). Guilford.

Lampi, J., Rush, L., Holschuh, J. P., & Reynolds, T. (2025). Making covert processes explicit: A disciplinary heuristic for reading literary text. Journal of Adolescent & Adult Literacy, 68(6), 657–664. https://doi.org/https://doi.org/10.1002/jaal.1408

Holschuh, J. P., & Suh, E. K. J. (2025). Semi-Annual Report, April 2025: Postsecondary Educator Micro-Credentials Stage 2-Best Practices for Teaching and Learning. THECB.

Paulson, E. J., Holschuh, J. P., & Lampi, J. (2024). Using college readers’ eye-movements to discuss textbook reading strategies. Journal of Adolescent & Adult Literacy, 67(5), 274–282. https://doi.org/https://doi.org/10.1002/jaal.1332

Lampi, J., Holschuh, J. P., Rush, L., & Reynolds, T. (2023). Methodologies in Research on Disciplinary Literacy in ELA. In Unpacking Disciplinary Literacies: From Research to Practice (pp. 269–289). Guilford Press.

Paulson, E. J., & Holschuh, J. P. (2023). Final Report: Postsecondary Educator Micro-Credentials - Best Practices for Teaching and Learning. THECB.

Paulson, E. J., & Holschuh, J. P. (2023). Semi-Annual Report, July 2023: Postsecondary Educator Micro-Credentials - Best Practices for Teaching and Learning. THECB.

Perin, D., & Holschuh, J. P. (n.d.). Literacy Skills in College: Developmental Education. In Foundations in Adult Literacy Education. Taylor and Francis.

Paulson, E., & Holschuh, J. P. (2023). Semi-Annual Report, January 2023: Postsecondary Educator Micro-Credentials - Best Practices for Teaching and Learning. THECB.

Paulson, E. J., & Holschuh, J. P. (2023). Semi-Annual Report, January 2023: Postsecondary Educator Micro-Credentials - Best Practices for Teaching and Learning. THECB.

Reynolds, T., Rush, L. S., Holschuh, J. P., & Lampi, J. (2022). Generating, Weaving, and Curating: Disciplinary Processes for Reading Literary Text. English Teaching Practice and Critique, 21, 29–43. https://doi.org/10.1108/ETPC-06-2021-0070

Reynolds, T., Lampi, J., Holschuh, J. P., & Leslie Rush. (2022). Antiracist Reading in English Language Arts Classrooms: A Disciplinary Literacy Response to Inoue. Journal of College Reading and Learning, 52(4), 290–303. https://doi.org/10.1080/10790195.2022.2116128

Paulson, E., & Holschuh, J. P. (2022). Semi-Annual Report, June 2022: Postsecondary Educator Micro-Credentials - Best Practices for Teaching and Learning. THECB.

Paulson, E., & Holschuh, J. P. (2022). Semi-Annual Report, January 2022: Postsecondary Educator Micro-Credentials - Best Practices for Teaching and Learning. THECB.

Reynolds, T., Rush, L. S., Holschuh, J. P., & Lampi, J. (2021). Moving beyond interpretive monism: A disciplinary heuristic to bridge literary and literacy theory. Harvard Educational Review, 91(3), 382–401. https://doi.org/https://doi.org/10.17763/1943-5045-91.3.382

McGee, B. E., Williams, J., Armstrong, S. L., Holschuh, J. P., Flaggs, D., Francis, M. A., & Williams, C. (2021). Gateways, Not Gatekeepers: How Language Matters in Reclaiming the Narrative for Developmental Education. Journal of Developmental Education, 44(2), 2–10. https://doi.org/10.17763/1943-5045-91.3.382

Reynolds, T., Rush, L. S., Lampi, J. P., & Holschuh, J. P. (2020). English Disciplinary Literacy: Enhancing Students’ Literary Interpretive Moves. Journal of Adolescent and Adult Literacy, 64(6), 201–209. https://doi.org/10.1002/jaal.1066

Lampi, J. P., Holschuh, J. P., Reynolds, T., & Rush, L. S. (2019). Using Disciplinary Approaches for Reading Literary Texts in Developmental Literacy Courses. Journal of College Reading and Learning, 49(3), 244–251. https://doi.org/10.1080/10790195.2019.1631231

Perin, D., & Holschuh, J. P. (2019). Teaching Academically Underprepared Postsecondary Students. Review of Research in Education, 43(1), 363–393. https://doi.org/10.3102/0091732x18821114

Holschuh, J. P. (2019). College Reading and Studying: The Complexity of Academic Literacy Task Demands. Journal of Adolescent and Adult Literacy, 62(6), 599–604. https://doi.org/10.1002/jaal.876

Holschuh, J. P., & Lampi, J. P. (2018). Comprehension. In In R.F.  Flippo and T. W. Bean (Eds.), Handbook of College Reading and Study Strategy Research (pp. 118–142). New York, NY: Routledge.

Paulson, E. J., & Holschuh, J. P. (2018). College Reading. In In R.F.  Flippo and T. W. Bean (Eds.), Handbook of College Reading and Study Strategy Research (pp. 27–41). New York: NY: Routledge.

Acee, T. W., Barry, W. J., Flaggs, D. A., Holschuh, J. P., Daniels, S., & Schrauth, M. (2017). Student-perceived interferences to college and mathematics success. Journal of Developmental Education, 40(2), 2–9.

Nist-Olejnik, S. L., & Holschuh, J. P. (2016). College rules! How to study, survive, and succeed in college. Berkeley, CA: Ten Speed Press/ Random House.

Holschuh, J. P. (2016). Disciplinary literacy: Diet and nutrition. Itunes University. Retrieved from www.itunes.apple.com

Holschuh, J. P. (2016). Disciplinary literacy: DNA and biotechnology. Itunes University. Retrieved from www.itunes.apple.com

Hynd-Shanahan, C., Holschuh, J. P., & Hubbard, B. P. (2014). Thinking like a historian: College students’ reading of multiple historical documents. In S. Armstrong, N. A. Stahl, & H. Boylan (Eds.), Teaching developmental reading (pp. 317–350). Boston: Bedford/St Martin’s.

Holschuh, J., Scanlon, E., Harper Shetron, T., & Caverly, D. C. (2014). TechTalk: Mobile apps for disciplinary literacy in science. Journal of Developmental Education, 37(3), 32–33.

Holschuh, J., Scanlon, E., Shetron, T., & Caverly, D. (2014). Techtalk: Mobile apps for disciplinary literacy in science. Journal of Developmental Education, 37(3), 32–34.

Holschuh, J. P. (2014). The Common Core goes to college: The potential for disciplinary literacy approaches in developmental literacy classes. Journal of College Reading and Learning, 45, 85–95. https://doi.org/10.1080/10790195.2014.950876

Domizi, D. P., Holschuh, J. P., & Nielson, E. K. (2014). Mentors, dementors, and tormentors: Understanding the graduate school experience through reflective storyboards (p. 61).

Holschuh, J., Scanlon, E., Shetron, T. H., & Caverly, D. C. (2014). Mobile apps for disciplinary literacy in science: References. In Developmental apps. Retrieved from http://devedapps.wp.txstate.edu/science-disciplinary-literacy/

Holschuh, J. P. (2013). All the ways of reading and writing: The role and concerns of disciplinary literacy. English Education, 4, 317–321.

Holschuh, J. (2013). Read and write like a college freshman: Trying to walk in their shoes. English in Texas, 41(1), 6–14.

Holschuh, J. P., & Paulson, E. J. (2013). Terrain of college developmental reading. College Reading & Learning Association. Retrieved from http://www.crla.net/publications.htm

Nist, S. L., & Holschuh, J. P. (2012). College success strategies. New York: Penguin Academics/Pearson Longman.

Holschuh, J. P. (2012). Understanding the role of epistemological beliefs on student learning. In K. S. Agee & R. Hodges (Eds.), The CRLA handbook for training peer tutors and mentors (pp. 11–14). Stamford, CT: Cengage Learning.

Paulson, E. J., Payne, E. M., Acee, T. W., Caverly, D. C., Holschuh, J. P., Mireles, S. V., … Lampi, J. L. (2012). Principles of a professional development approach to credentialing in developmental education (pp. 1–34). Austin, TX: Texas Higher Education Coordinating Board.

Holschuh, J. P., Paulson, E. J., Payne, E. M., Acee, T. W., Caverly, D. C., Hodges, … Lampi, J. (2012). Principles of a professional development approach to credentialing in developmental education.

Nist, S. L., & Holschuh, J. P. (2011). Practical applications of the research on epistemological beliefs. In R. Hodges, M. L. Simpson, & N. A. Stahl (Eds.), Teaching study strategies in developmental education (pp. 208–215). Boston: Bedford/St. Martin’s.

Holschuh, J. P., & Nist, S. L. (2011). College rules! How to study, survive, and succeed in college. Berkeley, CA: Ten Speed Press/Random House.

Holschuh, J. (2010). Helping students understand themselves as learners: Teaching epistemological beliefs. Journal of the Japan Association for Developmental Education, 5, 5–16.

Holschuh, J. P., & Nist, S. L. (2010). Effective college learning. New York: DK Education/Pearson Longman.

Holschuh, J. P. (2010). Using learning theory to develop self-regulation in postsecondary students (pp. 7–14).

Nist, S. L., & Holschuh, J. P. (2009). College success strategies. New York: Penguin Academics/Pearson Longman.

Holschuh, J. P., & Aultman, L. (2009). Comprehension development. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research. New York: Routledge.

Holschuh, J. P., & Nist, S. L. (2007). Effective college learning. New York: New York: DK Education/Pearson Longman.

Holschuh, J. P., & Nist, S. L. (2007). College rules! How to study, survive, and succeed in college. Berkeley, CA: Ten Speed Press.

Nist, S. L., & Holschuh, J. P. (2007). College rules! How to study, survive, and succeed in college. Berkeley, CA: Ten Speed Press.

Holschuh, J. P. (2006). Assessing beliefs: The epistemological scenario. Academic Exchange Quarterly, 10, 172–176.

Nist, S. L., & Holschuh, J. P. (2006). College success strategies. New York: Penguin Academics/Pearson Longman.

Nist, S. L., & Holschuh, J. P. (2005). Practical applications of the research on epistemological beliefs. Journal of College Reading and Learning, 35(2), 84–92.

Hynd-Shanahan, C. R., Holschuh, J. P., & Hubbard, B. P. (2004). Thinking like a historian: College students’ reading of multiple historical documents. Journal of Literacy Research, 4, 238–250. https://doi.org/10.1207/s15548430jlr3602_2

Holschuh, J. P. (2004). Creating a corporate memory [Review of College reading research and practice: Articles from The Journal of College Literacy and Learning, by E. J. Paulson, S. A. Biggs, T. L. Bullock, & M. E. Laine]. Learning Assistance Review.

Holschuh, J. P. (2003). Do as I say, not as I do: High, average, and low-performing students’ strategy use in biology. In N. A. Stahl & H. Boylan (Eds.), Teaching developmental reading: Historical, theoretical, and practical background readings (pp. 316–328). Bedford/St Martin’s: Boston.

Nist, S. L., & Holschuh, J. P. (2003). College success strategies. New York: Penguin Academics/Pearson Longman.

Nist, S., Hayes, C., & Holschuh, J. (2002). Transitions to learning in college. The Office of Continuing Education, University of Georgia, and Georgia Public Broadcasting.

Holschuh, J. P., & Nist, S. L. (2002). College rules! How to study, survive, and succeed in college. Berkeley, CA: Ten Speed Press.

Holschuh, J. P., Nist, S. L., & Olejnik, S. (2001). Attributions to failure: The effects of effort, ability, and learning strategy use on perceptions of future goals and emotional responses. Reading Psychology, 22, 153–173. https://doi.org/10.1080/027027101753170601

Holschuh, J. P. (2001). Helping students become motivated in their college courses (pp. 7–14).

Holschuh, J. P. (2000). Do as I say, not as I do: High, average, and low performing students’ strategy use in biology. Journal of College Reading and Learning, 31, 94–107. https://doi.org/10.1080/105735600278051

Hynd, C., Holschuh, J. L., & Nist, S. L. (2000). Learning complex scientific information: Motivation theory and its relation to student perceptions. Reading and Writing Quarterly, 16, 23–57.

Nist, S. L., & Holschuh, J. P. (2000). Active learning: Strategies for college success. Needham Heights, MA: Allyn & Bacon.

Richards, J. C., Viise, N., & Holschuh, J. P. (2000). Documenting critical thinking lessons through teaching cases: Russian teachers’ dilemmas and achievements. In D. Klooster, J. Steele, & P. Bloem (Eds.), Ideas without boundaries: Educational reform through reading and writing for critical thinking. Newark, DE: International Reading Association.

Holschuh, J. P., Hynd, C., & Oldfather, P. (2000). Theory into practice: Current motivation theories and the RWCT project. In D. Klooster, J. Steele, & P. Bloem (Eds.), Ideas without boundaries: Educational reform through reading and writing for critical thinking. Newark, DE: International Reading Association.

Nist, S. L., & Holschuh, J. L. (1999). Comprehension strategies at the college level. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategies. Mahweh, NJ: Earlbaum.

Holschuh, J. (1998). Points of view: Video conferencing Estonia-USA. Reading and Writing for Critical Thinking Journal, 1, 5–8.

Holschuh, J. L. (1998). Why manuscripts get rejected and what can be done about it: Understanding the editorial review process. Journal of Literacy Research, 30, 1–7. https://doi.org/10.1080/10862969809547979

Holschuh, J. L. (1998). Epistemological beliefs in introductory biology: Addressing measurement concerns and exploring the relationship with strategy use. ProQuest Dissertations and Theses (UMN No. 9908606).

Nist, S. L., Sharman, S. J., & Holschuh, J. L. (1996). The effects of rereading, self-selected strategy use, and rehearsal on the immediate and delayed understanding of text. Reading Psychology, 17, 137–157. https://doi.org/10.1080/0270271960170202

Nist, S. L., Holschuh, J. L., & Sharman, S. J. (1995). Making the grade in undergraduate biology courses: Factors that distinguish high and low achievers.