Kristyn Muller

Ph.D. Educational Policy and Leadership


Muller, K., Scalzo, K.A., Pickett, A.M., Dubuc, L., Dugan, L., McCabe, R., Pelz, W., & Simiele, D. (2020). Ensuring online learning quality: Perspectives from the State University of New York. Online Learning, 24(2), 254-268.

Muller, K., Gradel, K., Deane, S., Forte, M., McCabe, R., Pickett, A. M., Piorkowski, R., Scalzo, K., & Sullivan, R.(2019, October). Assessing student learning in the online modality (Occasional Paper No. 40). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Muller, K. (2018). Reflection to promote and assess students’ intercultural competence: Challenges and opportunities for study abroad. The AAEEBL ePortfolio Review. 2(3), 30-37.

Veneruso, S. S., Black, E., Chaden, C., Habron, G., Muller, K., Stephens, B.R., Watson, J.M., & Yancey, K.B. (2017). Promoting student cognitive development: Integrative learning, reflection, and metacognition. In K. S. Coleman & A. Harver (Eds.), Field Guide to Eportfolio: Why it matters for learning (pp. 32-38). Washington, DC: Association of American Colleges and Universities.

Muller, K., Grabsch, D., & Moore, L. (2017). Factors influencing student affairs professionals’ attainment of professional competencies. Journal of Student Affairs Research and Practice. 55(1), 54-64.

Muller, K., Feuer, E., Nyman, M., Sokolowski, K, Squadere, J., & Rotella, L. (2017). Examining predictors of first year college student retention. New York Journal of Student Affairs, 17(1), 3-14.

Myricks, S.L., Grabsch, D.K., Muller, K., & Moore, L.L. (2017). Student affairs self-reported professional development needs by knowledge community membership. The Annual Knowledge Community Conference Publication. NASPA–Student Affairs Administrators in Higher Education: Washington D.C. Retrieved from

Muller, K. (2015). Electronic portfolios in student affairs. The Journal of Technology in Student Affairs, Summer 2015,

Muller, K. (2010). Evolutionary educational psychology: The disparity between how children want to learn and how they are being taught. EvoS Journal: The Journal of the Evolutionary Studies Consortium, 2(1), 12-23.