Whitney Zimmerman

Assistant Teaching Professor
Whitney Zimmerman
Whitney
Zimmerman
Assistant Teaching Professor
Interests
Online education
Educational psychology
Statistics education for non-majors
Website
Personal Site

Biography

Whitney Zimmerman is an Assistant Teaching Professor of Statistics at Penn State.

Zimmerman received her PhD in Educational Psychology from Penn State in 2015. She received her MEd in Adult Education from Penn State in 2012, MS in Educational Psychology from Penn State in 2011, and BS in Psychology from Susquehanna University in 2007.

Zimmerman's primary research interests are in online education, educational psychology, and statistics education for non-majors.

Zimmerman joined Penn State's Department of Statistics in 2015. She serves as a Research Colleague for the Quality Matters Program and is a statistical consultant for the American Journal of Distance Education.

 

Honors and Awards

  • Wiley Nexty Award for Best Multi-Section Course, November 2, 2018. Award received from John Wiley & Sons for coordination of the online sections of STAT 200 offered through Penn State World Campus. 
     
  • Outstanding Conference Paper Award, 2012. AERA Learning Environments SIG. For Knight, S. L., Parker, D., Zimmerman, W., & Ikhlef, A. Investigating the relationship between professional development and student-centered learning environments in Qatari math and science elementary classrooms.

 

Publications

  • Zimmerman, W. A. (2019). Long video lectures: Shifting to an adult learning perspective. Personal reflection. Adult Learning, 30​(1), 38-40. DOI: 10.1177/1045159518797983. ​
     
  • Zimmerman, W. A. & Austin, S. R. (2018). Using attitudes and anxieties to predict end-of-course outcomes in online and face-to-face introductory statistics courses. ​Statistics Education Research Journal. https://iase-web.org/documents/SERJ/SERJ17(2)_Zimmerman.pdf.
     
  • Zimmerman, W. A., Kang, H. B., Kim, K., Gao, M., Johnson, G., Clariana, R., & Zhang, F. (2018). Computer-automated approach for scoring short essays in an introductory statistics course. ​Journal of Statistics Education, 26(1), 40-47. DOI: 10.1080/10691898.2018.1443047.
     
  • Zimmerman, W. A. (2017). Predicting success in an online undergraduate-level introductory statistics course using self-efficacy, values, and typical mode of instruction. International Journal of E-Learning & Distance Education. http://ijede.ca/index.php/jde/article/view/1011.
    ​
  • Zimmerman, W. A., & Johnson, G. (2017). Exploring factors related to completion of an online undergraduate-level introductory statistics course. Online Learning Journal, 21(3). DOI: 10.24059/olj.v2i3.1017.
     
  • Zimmerman, W. A., Knight, S. L., Favre, D. E., & Ikhlef, A. (2017). Effect of professional development on teaching behaviors and efficacy in Qatari educational reform. Teacher Development, 21(2), 324-345. DOI: 10.1080/13664530.2016.1243571.
     
  • Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3). DOI: 10.1080/08923647.2016.1193801.
    
  • Zimmerman, W. A., & Goins, D. D. (2015). Calibration of self-efficacy for conducting a chi-square test of independence. Statistics Education Research Journal, 14(2). http://iase-web.org/documents/SERJ/SERJ14%282%29_Zimmerman.pdf.
     
  • Shattuck, K. I., Zimmerman, W. A., & Adair, D. (2014). Continuous improvement of the QM Rubric and review processes: Scholarship of integration and application. Internet Learning, 3(1).
     
  • Knight, S. L., Parker, D., Zimmerman, W., & Ikhlef, A. (2014). Investigating the relationship between perceived and observed student-centered learning environments in Qatari elementary math and science classrooms. Learning Environments Research, 17(1), 29-47. DOI: 10.1007/s10984-014-9156-z.

 

Teaching

STAT 200 - Elementary Statistics