Publications

Peer-reviewed Academic Publications:

• Anderson, M. & Boutelier, S. (2021). Converging Andragogy with Working Adult Professionalism in Initial Teacher Preparation. Journal of Educational Research and Practices, 11(1), 202-216. https://doi.org/10.5590/JERAP.2021.11.1.14

• Anderson, M., Boutelier, S., & English, S. (2021). Converging Working Adult Experience with Teacher Preparation: A Pilot Study [Abstract]. Michigan Academician, 47(3), 34. https://doi.org/10.7245/0026-2005-47.3.1

• Boutelier, S. (2024). Gamified ungrading: Playing with andragogy and feminist instructional design. Feminist Pedagogy, 4(4), article 7. https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss4/7

• Boutelier, S. (2022). Verse-ing Reflexivity. In P. Ballamingie & D. Szanto (Eds.), Showing Theory to Know Theory: Understanding social science concepts through illustrative vignettes. Showing Theory Press. https://doi.org/10.22215/stkt/bs07 

• Boutelier, S. (2022). [Review of the book Scientists and Poets #Resist, by S. L. Faulkner & A. England]. Journal of Autoethnography, 3(3), 418-420. https://doi.org/10.1525/joae.2022.3.3.418

• Boutelier, S. (2020). #SocialPovertyFromaSocialContradiction. Ubiquity: The Journal of Literature, Literacy, and the Arts, 7(1), 9-11. [link]

• Boutelier, S. (2019). Exploring Privilege with Young Adult Literature. Language Arts Journal of Michigan, 35(1), 17-21. [PDF and metrics] 

• Boutelier, S. (2019). Limiting Learning Environments through Domestication. Journal of Culture and Values in Education, 2(1), 45-55. [PDF]

• Boutelier, S. & Donovan, S. (2025). Teaching Poetry in a Digital World: Inspiring Poetry Writing through Technology in Grades 6-12. Routledge. 

• Boutelier, S., Craig, M., & Parker, J. (2025, April 28). Contemporary Andragogy: Modern Adult Learners. The Teaching Professor.

• Boutelier, S., Craig, M., & Parker, J. (September 11, 2025). Four C’s for Emerging Adult Learners (Zoomers) in AI Learning Spaces. Online Learning Consortium.

• Boutelier, S. M. & Anderson, M. (2022). Program responsiveness: Increasing professional dispositions with vulnerability in graduate teacher education. In S. von Hohenberg (Ed.), Dispositional Development and Assessment in Teacher Preparation Programs (pp. 1-17). IGI Global. https://doi.org/10.4018/978-1-6684-4089-6.ch001 

• Boutelier, S., Gibson, S., Leal, C., & Ludwig, N. (2020). Teacher education during isolation: Virtual worklabs for community and accountability. In Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds.), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field (pp. 473-477). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/  [PDF]

• Boutelier, S., Leal, C., & Ubik, N. (2022). Do virtual worklabs still work? Utilizing digital accountability and micro goals in teacher education. In E. Baumgartner, R. Kaplan-Rakowski, R. E. Ferdig, R. Hartshorne, & C. Mouza (Eds.) A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 87–92). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/221522/

• Boutelier, S., Leonowicz-Bukała, I., Martínez-Suárez, A.A., Guta, H., & Lambrechts, A.A. (2023). Barefoot Strangers: Multinational Digital Epistemologies of Academic Moms, Mamás, Mamy, Umahat. In: Trocchio, S., Hanasono, L.K., Borchert, J.J., Dwyer, R., Harvie, J.Y. (eds) Academic Mothers Building Online Communities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-26665-2_4 

• Boutelier, S. & McAreavey, N. (2026). A Collaborative Reflection of Higher Educational uses of Generative AI through UDL and Andragogical lenses. Higher Education Compass; Special Issue: AI & Higher Education [accepted manuscript].

• Boutelier, S., Moran, C., Sullivan, S., Rybakova, K., Damico, N., & Null, S. (2021). Multimodal Assessment and the New Normal: An Autoethnographic Research in Teacher Education. Journal of Technology and Teacher Education. 29(4), 471-495. https://www.learntechlib.org/primary/p/218987/ 

• Boutelier, S., & Stayman, S. (2021, June 16). Addressing human trafficking in secondary classrooms. Retrieved from http://dx.doi.org/10.13140/RG.2.2.26475.46886

• Brown, K.S., Lambrechts, A., Bender, S., Farwell, T., Boutelier, S., Martinez-Suarez, A., Leonowicz-Bukała, I. & Larasatie, P. (2022). "Part of something larger than myself”: Lessons learned from a multidisciplinary, multicultural, and multilingual international research team of academic women. International Journal of Qualitative Methods, 22, 1-15. https://doi.org/10.1177%2F16094069211073209

• Brown, K. S., Bender, S., Lambrechts, A., Boutelier, S., Farwell, T., Martinez-Suarez, A., & Larasatie, P. (2022). "Set your soul on fire”: A feminist-informed co-constructed autoethnography of sixteen multidiscipline, multicultural, and multilingual globally located academic women exploring gendered academic productivity during COVID-19. American Journal of Qualitative Research, 6(2), 242-264. https://doi.org/10.29333/ajqr/12291

• Donovan, S. & Boutelier, S. (2023). Human-centered poem-ing: Care of teacher-writers online. Writing and Pedagogy. https://doi.org/10.1558/wap.24292

• Fedewa, A., Kahael, K., Wright, E., Reens, L., Stitt, H., Jones, E., & Boutelier, S. (November 27, 2023). Writing in search of connection: Mini-oral histories told through creative nonfiction. Writers Who Care. https://writerswhocare.wordpress.com/ 2023/11/27/writing-in-search-of-connection-mini-oral-histories-told-through-creative-nonfiction/

• Lambrechts, A. A., Larasatie, P., Boutelier, S., Guta, H. A., Leonowicz-Bukała, I., Martinez-Suarez, A., & Prashad, S. (2021, July 16). Why Research Productivity Among Women in Academia Suffered During the Early Stages of COVID-19 Crisis: A Qualitative Analysis. https://doi.org/10.35542/osf.io/3awdq 

• McGrail, E., Boutelier, S., & Young, C. (2022). Navigating the hyphens of teacher education during the pandemic: Three scholars reflect. English Education, 54(2), 156-164.

• Nash, B. L., Garcia, M., Young, C. A., Rice, M., Piotrowski, A., O’Byrne, I., Moran, C., McBride, C., McGrail, E., Hicks, T., Fassbender, W., Boutelier, S., & Alvermann, D. (2024). ELATE Position Statement: Exploring, incorporating, and questioning generative artificial intelligence in English teacher education. English Education, 57(2), 158-165. https://doi.org/10.58680/ee2025572158

• Nash, B. L., Hicks, T., Garcia, M., Fassbender, W., Alvermann, D., Boutelier, S., McBride, C., McGrail, E., Moran, C., O'Byrne, I., Piotrowski, A., Rice, M., & Young, C. (2023). Artificial Intelligence in English Education: Challenges and opportunities for teachers and teacher educators. English Education, 55(3), 201-206. PDF 

• Nash, B. L., Garcia, M., Young, C. A., Hawley Turner, K., Rice, M., Piotrowski, A., O'Byrne, I., McBride, C., McGrail, E., Moran, C., Hicks, T., Fassbender, W., Boutelier, S., Alvermann, D. (2025). ELATE Position Statement: Exploring, Incorporating, and Questioning Generative Artificial Intelligence in English Teacher Education. https://ncte.org/statement/exploring-incorporating-and-questioning-generative-artificial-intelligence-in-english-teacher-education/. NCTE.

• Vredevoogd, I., & Boutelier, S. (2024). Co-learning with AI in the ELA classroom. In C. Moran (Ed.) Revolutionizing English Education: AI in the Classroom. Rowman & Littlefield.