Degrees and Certifications

Responsibilities

Dr. Tracey is a Professor of Learning Design and Technology in the Administrative and Organizational Division in the College of Education. She teaches graduate courses, advises graduate and doctoral students and serves as the major advisor and committee member on doctoral committees. Her teaching and research focuses on theory and design research of interdisciplinary design including cultivating designer professional identity,designing for the audience, moment of use, and empathic design.

Biography

Dr. Tracey is a passionate human centered design leader, skilled in empathic design, engaged in research and education, to design innovative interventions. She has in-depth experience in qualitative research, interdisciplinary design team management, creating innovative design solutions, and is a published thought leader. She is successful in building trusted relationships with executives, teams, vendors, and clients.

She has worked for over 35 years in design and on numerous design projects. Her work includes designing internationally and across disciplines. She has served as a consultant in design and performance improvement for numerous fortune 500 companies designing and implementing programs in leadership development, sexual harassment and assault, strategic planning and team development and execution.

Dr. Tracey has secured over $2,059,204.00 in funding from the National Institutes of Health, Michigan Department of Community Health, Blue Cross Blue Shield, and Gulf State Reality. She has been funded to conduct interdisciplinary research with the School of Medicine and cross-cultural research in Dubai, U.A.E. She has held key leadership positions in International Associations including serving as a board member for the Association for Educational Communications and Technology, and the on its foundation board. Tracey currently serves as a Board Trustee for Boise State University's Organizational Performance and Workplace Learning Board. She has served on editorial boards for Educational Technology Research and Development and was a guest editor for a special edition on ethics. Sharing her expertise in design, she serves on the board for the International Journal of Designs for Learning.

Dr. Tracey has over 60 publications in the research and practice of instructional design including her most recent co-authored book, Cultivating Professional Identity in Design (2023) and a Brown book award winning co-authored book, the Instructional Design Knowledge Base, numerous book chapters and refereed journal articles on design. She has chaired over 39 doctoral dissertations and served on an additional 30 committees. She mentors numerous future designers and scholars in the field and has published research with over 20 doctoral and masters’ students. Dr. Tracey earned her PhD in Instructional Technology at Wayne State University and is recognized as a leader in the field of instructional design and developing instructional designer practitioners.

Area of Expertise

Research Interests

Awards

Grants

• Michigan Department of Health and Human Services Pre-Service Institute Redesign, 2022 - 2023
• The Implementatiohn and Study of a Scabale Professional Development Service-learning Model to Crowd Source the Design of Open Educational Resources for an Underserved Population of Adult Learners with Basic Skills Gaps, AECT, 2018 - 2020
• Integrated Course Design and Development in the Biology and Physics of Radiation Oncology, National Cancer Institute/National Institute of Health, 2013 - 2018.
• Prostate Cancer Survivorship Care: Development, Implementation, and Evaluation of a Continuing Medical Education Module for Primary Care Providers, Michigan Department of Community health and BCBS Foundation, 2015 - 2017. 
• Using Data in Cyberlearning: Girl Scouts of America, 2013 - 2014.
• The Customization of Cross-Cultural Instruction, Gulf States Reality, 2008 - 2009
• Instituting a Lean Transformation, Noble International LTD., 2004
• The Pawley Institute, Creating and Sustaining an Interdisciplinary Institute Focusing on Researching and Teaching Lean Principles, Dennis Pawley, 2002 - 2006

Community Engagement Activities

Featured publications

Empathy and Empathic Design for Meaningful Deliverables

Tracey, M.W. & Baaki, J. (2022). Empathy and Empathic Design for Meaningful Deliverables. Educational Technology Research and Development, DOI: 10.1007/s11423-022-10146-4

Keywords

Instructional Design
Empathic Design
Authentic Projects

With the challenges of a global pandemic, political and social unrest, and the consequences these issues bring, there is a universal call for empathy as we attempt to maneuver through this tumultuous time. For designers, this includes employing empathy and empathic design as they grapple with how to design instructional interventions for learners. Empathy is the first stage in the design thinking process, now a popular buzz word in design research and practice. It suggests that empathy results in a design that meets the audience needs. But how do we know if this is true? We teach empathy for action as a means for design students to act by producing a meaningful design deliverable. Over 15-weeks, we measured designer empathy and empathic design with 31 graduate students while they participated in authentic design projects. Results indicate that 75% of the instances of empathy were students showing sensitivity to the end-learners’ experiences and situations, 52% were directed toward identifying with end-learners’ thoughts and feelings. We provide the framework for what we believe is needed to bridge the connection of empathy, empathic design and meaningful designed deliverables.

Cultivating Professional Identity in Design: Empathy, Creativity, Collaboration, and Seven More Cross-Disciplinary Skills

Tracey, M.W., & Baaki, J. (2022). Cultivating Professional Identity in Design: Empathy, Creativity, Collaboration, and Seven More Cross-Disciplinary Skills (1st ed.). Routledge.

Keywords

Design
Professional Identity Development 

Cultivating Professional Identity in Design is a nuanced, comprehensive companion for designers across disciplines honing their identities, self-perception, personal strengths, and essential attributes. Designers’ identities, whether rooted in education, workforce training, digital technology, arts and graphics, built environment, or other fields, are always evolving, influenced by any combination of current mindset, concrete responsibilities, team dynamics, and more. Applicable to designers of all contexts, this inspiring yet rigorous book guides practitioners and students to progress with ten key traits: empathy, uncertainty, creativity, ethics, diversity/equity/inclusion, reflection, learning, communication, collaboration, and decision-making.

Though it details a complete journey from start to finish, this book acknowledges the varying paths of designers’ roles and is structured for a flexible, highly iterative reading experience. Segments can be read individually or out of order and revisited for new insights. Specific takeaways, activities, and reflection exercises are intended to work across settings and levels of experience.

Faced with Given Circumstances: A Localized Context of Use

Herman, K., Baaki, J. & Tracey, M.W. (2022). Faced with Given Circumstances: A Localized Context of Use. In Hokanson, B, Exter, M., Schmidt, M., & Tawfik, A. (editors). Toward Inclusive Learning Design: Social Justice, Equity, and Community. New York: Springer-Verlag. 

Keywords

Localized context of use
Designer bias
Inequity

The following chapter presents a case study from a graduate-level course in non-instructional interventions where students were challenged to address an issue of inequity in their organizations or communities via a localized context of use approach. This approach allows for students to reflect on and design for the large, often systemic, issues surrounding diversity, equity, and inclusion with a narrow focus on a specific audience while acknowledging the bias the designer also brings to the design table. The focus of this case study is on inequitable student access experience with an online proctoring tool. Narrowing the scope of design to a moment of use allows for design work meant to address issues of inequity to be put into practice instead of remaining merely theoretical. Designers are encouraged to look beyond an empathic design approach, engage in introspection, interaction, and intention and put change into action.

 

Graduate instructional design students using empathy as a means to an end

Baaki, J. & Tracey, M.W., Bailey, B. & Shah, S. (2022). Graduate instructional design students using empathy as a means to an end, Journal of Design Research.

Keywords

Empathic design
Reflective practice
Design research 

Empathy is the ability to identify with other people’s thoughts and feelings. Measuring empathy is difficult and questions have surfaced regarding if empathy is the most appropriate way to design. As instructional design instructors and practitioners, we view empathy as a means to an end. We taught an empathic design approach to 34 graduate instructional design students where students, working in teams, participated in a design project for a nonprofit organization. This qualitative study investigated how graduate students demonstrated empathy for adult learners. We witnessed design teams demonstrate empathy for adult learners as documented instances of empathy were included in the final design project. Implications of empathy for action in design, implications for designer preparation, and implications for design research are discussed. 

Behind the curtain: How Design Teams Function to Move Design Forward

Tracey, M. W., Baaki, J., Budhrani, K., & Shah, S. (2022). Behind the curtain: How Design Teams Function to Move Design Forward. International Journal of Technology and Design Education.

Keywords

Authentic design
Design teams
Instructional design

Behind the curtain is where what makes things happen, happens. Five doctoral students from Learning Design and Technology programs across the US had a unique opportunity to pay attention to graduate instructional design teams behind the curtain designing open educational resources (OER) for a non-profit that provides learning resources for adult learners with literacy-related knowledge skill gaps. The observers provided an interesting lens to witness the unfolding of a design. We were interested in exploring what the five observers witnessed that may have helped instructional design teams complete the OER design and development. Our research question was - How did design teams function to complete the OER design and development? We discuss how preparing instructional designers to design continues to evolve so that design teams can move a design to completion. We then present the steps we took in exploring what was going on in each team outside of the purview of the instructors. Results indicate six themes of design team activities to complete the design and development phases. We conclude with implications for preparing instructional designers.

An effective way of designing blended learning: A three-phase design-based research approach

Ustun, A.B. & Tracey, M.W. (2019). An effective way of designing blended learning: A three-phase design-based research approach. Education and Information Technologies.

Online learning is common in higher education, but has its drawbacks. As a result, blended learning (BL) has emerged as an alternative to alleviate the challenges of online learning. The purpose of this design-based research study was to determine what elements were needed to assist a higher education instructor inexperienced in designing and teaching a BL course to successfully create and implement it, and to document the instructor’s perceptions about the first experience of teaching a BL course. The BL course was designed, imple- mented and redesigned to make the BL course an effective and efficient learning environment through the three phases of this design-based research. Qualitative and quantitative research methods including instructor interviews, learning environment observations and student surveys were employed to col- lect data. Results indicated that iterative analysis, design and evaluation of the created BL course provided an opportunity for the researchers to find applicable solutions to any real-world problems that the instructor faced in the course. Besides, the design and implementation of BL led the instructor to shift from a passive teaching approach to an active teaching approach and allowed the students to become active and interactive learners through the process of three iterative design cycles. Although challenges were identified, she had an overall positive perception toward teaching the BL course.
   
 Online learning is common in higher education, but has its drawbacks. As a result, blended learning (BL) has emerged as an alternative to alleviate the challenges of online learning. The purpose of this design-based research study was to determine what elements were needed to assist a higher education instructor inexperienced in designing and teaching a BL course to successfully create and implement it, and to document the instructor’s perceptions about the first experience of teaching a BL course. The BL course was designed, imple- mented and redesigned to make the BL course an effective and efficient learning environment through the three phases of this design-based research. Qualitative and quantitative research methods including instructor interviews, learning environment observations and student surveys were employed to col- lect data. Results indicated that iterative analysis, design and evaluation of the created BL course provided an opportunity for the researchers to find applicable solutions to any real-world problems that the instructor faced in the course. Besides, the design and implementation of BL led the instructor to shift from a passive teaching approach to an active teaching approach and allowed the students to become active and interactive learners through the process of three iterative design cycles. Although challenges were identified, she had an overall positive perception toward teaching the BL course.

Final Report from IBPRO: Impact of Multidisciplinary Collaboration on Research in Radiation Oncology Radiation Research

Burmeister, J.W., Dominello, M.M., Tracey, M.W. Kacin, S.E., & Joiner, M.C. (2020). Final Report from IBPRO: Impact of Multidisciplinary Collaboration on Research in Radiation Oncology Radiation Research. Radiation Research.

An important hallmark of the field of radiation oncology has traditionally been multidisciplinary collaboration amongst its clinicians and scientists. Increased specialization, resulting from increased complexity, threatens to diminish this important characteristic. This article evaluates the success of a short-term educational environment developed specifically to enhance multidisciplinary collaboration. The NIH-funded educational course developed at Wayne State University called “Integration of Biology and Physics into Radiation Oncology (IBPRO)” was designed to facilitate the engagement of radiation oncologists, medical physicists, and radiobiologists in activities that foster collaborative investigation. The question we ask here is “Did it work?”
   
The 240 clinicians and researchers participating in IBPRO over the five years of the course were surveyed to quantify its effectiveness. In total, 95 respondents identified 45 institutional protocols, 52 research grants (19 of which have been funded thus far), 94 research manuscripts, and 106 research presentations as being attributable to participation in IBPRO. The majority (66%) of respondents reported generating at least one of these research metrics attributable to participation in IBPRO and these participants reported an average of nearly 5 such quantitative research metrics per respondent. This represents a remarkable contribution to radiation oncology research within a relatively short period of time through an intervention involving a relatively small number of radiation oncology professionals. Nearly two thirds of respondents reported ongoing collaborative working relationships generated by IBPRO. In addition, approximately half of respondents stated that specific information presented at IBPRO changed the way they practice, and 95% of respondents practicing in a clinical setting stated that, since participation in IBPRO, they have approached clinical dilemmas more collaboratively. Many collaborative working relationships generated by this course are still actively driving research productivity and the creation of a new debate series in a professional journal is just one of the many enduring legacies of this course. IBPRO serves as a model for our ability to leverage collaborative learning in an educational intervention to foster multidisciplinary clinical and research collaboration. It has already had a profound impact on the profession of radiation oncology and this impact can be anticipated to increase in the future.

Empathic Design: Imagining the Cognitive and Emotional Learner Experience

Tracey, M.W. & Hutchinson, A. (2019). Empathic Design: Imagining the Cognitive and Emotional Learner Experience. Educational Technology Research and Development, 67(5) 1259-1272.

In an effort to create meaningful user experiences, instructional designers participate in continuous projection and reflection during design. Empathic design draws on instructional designers’ sensitivity toward their learners as a reference for design. Empathic forecasting, or predictions about an emotional reaction to future events, is an important influence on design in general and may be particularly meaningful for empathic design. This exploratory mixed-methods study examined how instructional designers’ imagined the cognitive and emotional learner experience as they designed a collaboration-based interactive case study to promote interaction and collaboration among physicians, radiobiologists, and radiation physicists. We employed a protocol analysis methodology to document the verbal exchanges of members of this design team during collaborative meetings. Online surveys that included scale-based ratings and short open-ended questions assessed learners’ perceptions of their instructional experience. Findings indicate that instructional designers visualized learner interaction with the Virtual Hospital, and emoted learner feelings with the activity while engaging in design. User results indicate that the outcome the instructional designers envisioned for the user experience aligned with user perceptions of their experiences during the activity.

Weaving a localized context of use: What is means for instructional design

Baaki, J. & Tracey, M.W. (2019). Weaving a localized context of use: What is means for instructional design. Journal of Applied Instructional Design, 8 (1). 

In thinking about patient experience design and working to expand usability methodologies for healthcare, Meloncon (2017) concluded that current theoretical models of context are insufficient. Meloncon pointed to Rice (2012) who emphasized that context is complex, in constant motion, and not bounded as a self-contained situation. Rice presented context as an ecological network, which emphasizes the give-and-take and relationships between people, events, texts, and contexts of use. 

In 1997, Tessmer and Richey published The Role of Context in Learning and Instructional Design. According to Google Scholar the article has been cited over 300 times. Tessmer and Richey saw a need for a comprehensive view of contextual analysis in instructional design (ID). Their extensive theoretical model of context for ID included a conceptual model, an analysis model, and contextual examples and issues. Tessmer and Richey’s approach aligns well with Rice’s ecological model where context is negotiated as a network.

While the literature has scaled context as large and complex, Meloncon (2017) has called for scaling back the size of context to localized contexts of use. A localized context of use emphasizes specific moments of use where context is scaled back to what is needed in a situation or moment.

Our initial goal was to define context for ID. As we present, this was no easy task and ultimately led us down a road to synthesize what is a localized context of use for ID. Consequently, the purpose of our manuscript is to probe what a localized context of use means for the practice of ID and of environments in which learning occurs. Specifically, we look at the evolution of context in design, summarize Tessmer and Richey’s contextual approach to instruction, review context in ID since 1997, present our localized context of use through the actions of a learner and a designer, provide applications for practice, and implications for further research. Exploring context ultimately resulted in our decision that as it relates to a learner’s context and an instructional designer’s context, we side with a localized context of use.

Publications

• Tracey, M.W. & Baaki, J. (2023) Cultivating professional identity in design: Empathy, creativity, collaboration and seven more cross-disciplinary skills. Routledge.
• Hokanson, B., Clinton, G., & Tracey, M.W. (2015). The design of the learning experiene: Creating the future of educational technology, Educational Communications and Technology Series, Springer.
• Richey, R., Klein, J., & Tracey, M.W. (2011) The instructional design knowledge base: Theory, research and practice. Lawrence/Erlbaum/Taylor Francis.

• Baaki, J. & Tracey, M.W. (2022). Empathy for Action in Instructional Design. Instructional Practices and Considerations for Training Educational Technology and Inatructional Design Professionals, Taylor Francis. 
• Herman, K., Baaki, J. & Tracey, M.W. (2022) Faced with given circumstances: A localized context of ue. In Hokanson, GB., Exter, M., Schmidt, M. & Tawfik, A. (editors) Toward Inclusive Learning Deign: Social Justice, Equity, and Community. Springer
• Tracey, M.W. & Stefaniak, J. (2020). MPATI: the Midwest Program on Airborne Television Instruction (1959-1971) In Boling, E., Gray, C., Howard, C., and Baaki, J. (Eds.) Historic Instructional Design Cases: ID Knowledge in Context and Practice, Routledge: Taylor Francis. 
• Morgan, V. & Tracey, M.W. (2019). Valerie March, In Ertmer, P. Quinn, J., & Glazewski, K. (Eds.) The ID Casebook: Case Studies in Instructional Design, 5th Edition. 
• Tracey, M.W. & Morrison, G. (2018). Instructional design in business and industry. In Reiser, R., & Dempsey, J.V. (Eds.) trends and Issues in Instructional Design and Technology (4th ed.) Pearson Education.
• Tracey, M.W., (2017). Response to Irene Visscher-Voerman, Preparing Instructional Designers, and Rejoiner. In Char-Chellman, A., & Rowland, G. (Eds.) Issues in technology, Learning and Instructional Design: classic and Contemporary Debates. Routledge/Taylor Francis.
• Tracey, M.W. (2016). How I Gave Up ADDIE for Design thinking and So Did My Students. In Boling, E., Schwier,R., Gray, C.M., Smith, K. & Campbell; M.(Eds.)Studio Teaching in Higher Education: Selected Design Cases, Routledge.
• Tracey, M.W. (2016). Developing Designer Professional Identity, In Donaldson, J.A., (Ed.) Our Journeys: Women's voices in the Field of Educational Technology, Springer.
• Tracey, M.W. (2015). Design Team Collaboration With A Complex Design Problem. In Hokanson, B., Clinton, g., & Tracey, M.W. (Eds.) The Design of learning experience: Creating the Future of Educational Technology. Springer.
• Baaki, J., & Tracey, M.W. (2015). Repertoire of Precedents: Designers Kindling Fatwood during Reflection-in-Action. In Hokanson, B., Clinton, G., & Tracey, M.W. (Eds.) The Design of Learning Experience: Creating the future of Educational Technology, Educational Communications and Technology Series, Springer.
• Tracey, M.W. & Baaki, J. (2014). Design, Designers and Refletion-in-Action. In Hokanson, B., & Gibbons, A. (Eds.) Design in Educational Technology: Design thinking, Design Process and the Design Studio. Springer. 
• Tracey, M.W., Unger, K.L., & Schwartz, M. (2014). Application of the Ning in a Graduate Level Course and its Effet on Student Use. In Mizell, A. P., & Ona, A.A., (Eds.) Real Life Distance Education: Case Studies in Practie, Information Age. 
• Tracey, M.W. Unger, K., & Wadell, K. (2013). Using Digital Communication Tools and Processes to Model Effective Instruction, In PLomp, T. & Nieveen, N. (Eds.) Educational Design Research - Ilustrative Cases, Enchede. 
• Tracey, M.W. & Boling, E. (2013). Preparing Instructional Designers and Educational Technologists: Traditional and Emerging Perspectives. In Spector, M., Merrill, M., Elan, J. & Bishop, M.J. (Eds.) Handbook of Research on Educgtional Communications and Technology (4th ed.) Springer. 
• Unger, K. L. & Tracey, M.W. (2012). Modeling Online teaching and Learning to Pre-and in-Service Teachers through the Use of Web 2.0 Social Networking Tool Ning. I9n Polly., D. Mims, C., & Persichitte, K (Eds.) Developing Technoloogy-rich Teacher Education Programs: Key Issues, Information Science. 

• Tracey, M.W. & Baaki, J. (2022) Empathy and empathic deign for meaningful deliverables. Education Technology Research & Development. 
• Tracey, M.W., Baaki, J., Budrani, K., & Shah, S. (2022). Behind the curtain: How design teams function to move design forward. International Journal of Technology and Design Education. 
• Baaki, J., Tracey, M.W., Bailey, B. & Shah, S. (2022) Graduate instructional design students using empathy as a means to an end. Journal of Design Research. 
• Ustun, A. & Tracey, M.W. (2021) An innovative way of designing blended learning through design-based research in higher education. Turkish Online Journal of Distance Education. 
• Burmeister, J.W., Dominello, M.M., Tracey, M.W., Kacin, S.E., & Joiner, M.C., (2020). Final Report from IBPRO: Impact of Multidisciplinary Collaboration on Research in Radiation Oncology Radiation research, Radiation Research.  
• Baaki, J. & Tracey, M.W. (2019). Weaving a localized context of use: What it means for instructional design, Journal of Applied Instructional Design. 
• Ustun, A.B. & Tracey, M.W. (2019). An effective way of designing blended learning: A three-phase design-based research approach, Education and Information Technologies. 
• Tracey, M.W. & Hutchinson, A. (2019). Empathic design: Imagining the cognitive and emotional leaner experience, Educational Technology research and Development. 
• Tracey, M.W. & Hutchinson, A. (2018). Uncertainty, agency, and motivation in graduate design students, Thinking Skills and Creativity. 
• Burmeister, J., Tracey, M.W., Kacine, S. Dominello, M. & Joiner, M. (2018). Improving research in radiation oncology through interdisciplinary collaborationb, Radiation Research. 
• Tracey, M.W., Joiner, M., Kacin, S. & Burmeister, J. (2018). A collaborative educational intervention integrating biology and physics in radiation oncology: A design research case study, Contemporary Design Education. 
• Hutchinson, A. & Tracey, M.W. (2017). Designers' own emotions and the practice of designing: A literature review and preliminary reserch agenda, Journal of Design Research. 
• Joiner, M., Tracey, M.W., Kacin, S. & Burmeister, J. (2017). IBPRO: A novel short-duration teaching course in advanced physics and biology underlying cancer radiotherapy, Radiation Research. 
• Ifenthaler, D. & Tracey, M.W. (2016). Exploring the relationship of ethics and privacy in learning analytics and design: Implications for the field of educational technology, Educational Technology Research & Development. 
• Tracey, M.W. & Hutchinson, A. (2016). Refletion and professional identity development in design education, International Journal of Technology and Design Education. 
• Baaki, J., Tracey, M.W. & Hutchinson, A. (2016). Give us something to react to and make it rich: Designers reflecting -in-action with external represenations, International Journal of Technology and Design Education.
• Tracey, M.W. & Hutchinson, A. (2016). Uncertainty, reflection and designer identity development, Design Studies. 
• Hutchinson, A. & Tracey, M.W. (2015). Design ideas, reflection and professional identity: How graduate students explore the idea generation process, Instructional Science. 
• Stefaniak, J. & Tracey, M.W. (2015). An exploration of student experiences with leaner-centered instructional strategies. Contemporary Educational Technology. 
• Tracey, M.W. & Kacin S. (2014). Graduate students in a service-learning design case: The development of a parenting program. Journal of Computing in Higher Education. 
• Tracey, M.W. & Stefaniak, J. (2014). MPAI: the Midwest Program on Airborne Televeision Instruciton (1959 - 1971). International Journal of Designs for Learning. 
• Tracey, M.W., Hutchinson, A., & Gryzbyk, T. (2014). Instructional designers as reflective practitioners: Developing professional identity through reflection, Educational Technology Research & Development. 
• Tracey, M.W. & Gryzbyk, T. (2014). A blended learning program for parents: A design-based research case, Journal of Designs for Learning. 
• Stefaniak, J. & Tracey, M.W. (2014). Engaging multiple teams to design a blended learning course, Tech Trends. 
• Unger, K. & Tracey, M.W. (2013). Examining the factors of a technology professiohnal development intervention, Journal of Computing in Higher Education. 
• Tracey, M.W. & Unger, K.L. (2011). A design-based resaerch case study documenting a constructivist ID process and instructional solution for a cross-cultural workforce, Instructional Science. 
• Tracey, M.W. & Unger, K.L. (2010). Increasing motivation through 2.0 tools, Academic Exchange Quarterly. 
• Tracey, M.W. & Unger, K.L. (2010). Cross cultural instruction: An instructional design case, International Journal of Designs for Learning. 
• Leigh, H. & Tracey, M.W. 92010). A review and new framework for instructional design practice variation research, Performance Improvement Quarterly.
• Tracey, M.W. (2009). Using the definition as a compass to teach backgrounds, issues and trends, Tech Trends. 
• Tracey, M.W. (2009). Design and development research: A model validation case. Educational Technology Research & Development. 
• VanTil, R. Tracey, M.W., Sengupta, S. & Fleider, G. (2009). Teaching lean with an interdisciplinary problem-solving approach. International Journal of Engineering Education.
• Tracey, M.W., Chateauvert, C., Lake, K. & Wilson, R. (2008). Real world projects in an advanced instructional design course, Tech Trends. 
• Tracey, M.W. & Richey, R. (2007). ID model construction and validation: A multiple intelligences case, Educational Technology Research & Development. 
• Tracey, M.W. & Flinchbaugh,J. (2006). HR's role in the lean organizational journey, World at Work Journal.
• Giberson, T. Tracey, M.W. & Harris, M.T. (2006). Confirmative evaluation of training outcomes: Using self report measures to track change at the individual and organization level. Performance Improvement Quarterly. 
• Tracey, M.W. (2005). Developing and implementing a higher education quality initiative, Planning for Higher Education. 
• Bishop, M.J., Schuch, D., Spector, J.M. & Tracey, M.W. (2005). Providing novice instructional designer's real-world experiences: The Pacificorp design and development competition, Tech Trends. 
• Hastings, N. & Tracey, M.W. (2005). Does media affect learning: Where are we now? Tech Trends.
• Tracey, M.W., Solomon, D. & Moseley, J. L. (2004). Introducing dialogue: a 90-minute experiential approach. Academic Quarterly Exchange. 

Courses taught by Monica Walch Tracey

Winter Term 2025 (future)

• LDT7112 - Design Studio II

Fall Term 2024 (current)

• LDT7145 - Needs Assessment and Analysis

Winter Term 2024

• LDT7112 - Advanced Learning Design

Fall Term 2023

• LDT4915 - Capstone in Learning Design and Technology
• LDT7145 - Needs Assessment and Analysis

Winter Term 2023

• LDT7112 - Advanced Learning Design

Fall Term 2022

• LDT7112 - Advanced Learning Design

Winter Term 2022

• LDT7112 - Advanced Learning Design

Recent university news spotlights

• The professor and the practitioner: Mother and daughter alumnae discuss making it in instructional design, mentoring and membership in AECT 

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