Newton, G., Miller-Young, J., Sanago, M*. (2019) Characterizing SoTL across Canada. The Canadian Journal for the Scholarship of Teaching and Learning. In Press.
Newton, G., Racey, M*., Marquez, O., Preyde, M., McKenney, A*., Wosnick, D. (2019) A Systematic Review of Tools Measuring Nutrition Knowledge of Pre-adolescents and Adolescents. Journal of School Health, In Press.
Newton, G., Rajakaruna, R*., Kulak, V., Albabish, W*., Gilly, B., Ritchie, K. (2019) Two-Stage (Collaborative) Testing in Science Teaching: Does It Improve Grades on Short-Answer Questions and Retention of Material? Journal of College Science Teaching, 48:66-75.
Hymers, D*., Newton, G. (2019) Investigating Student Engagement in First-Year Biology Education: A Comparison of Major and Non-Major Perception of Engagement Across Different Active Learning Activities, The Canadian Journal for the Scholarship of Teaching and Learning, 10: 1-26.
Newton, G., Poung, K*., Laila, A*., Bye, Z*., et al. (2019) Perception of Biology Instructors on Using Student Evaluations to Inform Their Teaching. International Journal of Higher Education, 8:133-147.
Omer, K*., Gelkopf, M*., Newton, G. (2019) Effectiveness of royal jelly supplementation in glycemic regulation: A systematic review. World Journal of Diabetes, 19:0-0.
Sypes, E*., Racey, M*., Albabish, W*., Newton, G. (2018) Characterization of Website use Associated with the WhyDairy? School-based Nutrition Education Intervention. The Open Nutrition Journal, 12:30-39.
Monk, J., Newton, G. (2018) Use of a Scaffolded Case Study Assignment to Enhance Students’ Scientific Literacy Skills in Undergraduate Nutritional Science Education: Comparison between Traditional Lecture and Distance Education Course Formats. International Journal of Higher Education, 7:95-106.
Bourghaize, S*., Janjua, I*., Murnaghan, K., Mior, S., Srbely, J., Newton, G. (2018) Fibromyalgia and myofascial pain syndrome: Two sides of the same coin? A scoping review to determine the lexicon of the current diagnostic criteria, Musculoskeletal Care, 1-10.
Bourghaize, S*., Kumbhare, D., Srbely, J., Newton, G. (2017) A Comparison of the Clinical Manifestation and Pathophysiology of Myofascial Pain Syndrome and Fibromyalgia: Implications for Differential Diagnosis and Management. Journal of the Canadian Chiropractic Association, 62:26-41.
Robertson, D.*, Kumbhare, D., Nolet, P., Srbely, J., Newton, G. (2017) Associations between low back pain and depression and somatization in a Canadian emerging adult population. Journal of the Canadian Chiropractic Association, 61:96-105.
Racey, M.*, Bransfield, J.*, Capello, K.*, Field, D.*, Kulak, V., Machmueller, D.*, Preyde, M., Newton, G. (2017) Barriers and facilitators to intake of dairy products in adolescent males and females with different levels of habitual intake. Childhood Obesity and Nutrition, 4:1-12.
Racey*, M., O'Brien*, C., Douglas*, S., Marquez*, O., & Newton, G. (2016). Systematic review of school-based interventions to modify dietary behaviour: does intervention intensity impact effectiveness? Journal of School Health, 86, 452-463.
Racey*, M., Macmueller*, D., Field*, D., Kulak, V., & Newton, G . (2016). Perceptions and use of sources of health knowledge by young adolescents. International Journal of Adolescent Medicine and Health., doi: 10.1515/ijamh-2016-0002.
Kulak, V. & Newton, G. (2015). An investigation of the pedagogical impact of using case-based learning in a undergraduate biochemistry course. International Journal of Higher Education, 4 (4), 13-24.
Marquez*, O., Racey*, M., Preyde, M., Hendrie, G., & Newton, G. (2015). A systematic review of interventions to increase consumption of dairy products by adolescents. ICAN: Infant, Child & Adolescent Nutrition, 7 (5), 242-254, doi: 10.1177/1941406415600752.
Acai*, A. & Newton, G. (2015). A comparison of factors related to learning between college-transfer and direct-entry from high school university students. Canadian Journal of Higher Education, 45 (2), 168-192.
Murrant, C., Bettger, W., Dyck, D., Kirkland, J., Newton, G ., N Richardson, K Ritchie, J Tishinsky (2015). A unique, large, first year, multi-sectional Biological Concepts of Health course designed to develop skills and enhance deeper learning. Canadian Journal of Higer Education, 42 (4), 42-62.
Teri*, S. & Newton, G. (2015). Use of a virtual clinical trial lab curriculum increases student understanding of the scientific method and communication. Teaching and Learning Innovations Journal, 17, 1-12.
Newton, G., Bettger, W., Buccholz, A., Kulak, V., & Racey*, M. (2015). Evidence-informed strategies for undergraduate nutrition education: A review. Applied Physiology, Nutrition and Metabolism., doi: 10.1139/apnm-2014-0368.
Kawchuk, G., Newton, G ., Srbely, J., Passmore, S., Bussieres, A., J.W. Busse, P. Bruno (2014). Knowledge transfer within the Canadian Chiropractic Community. Part 2: Narrowing the evidence-practice gap. Journal of the Canadian Chiropractor Association, 58 (3), 206-214.
Landry*, A., Jacobs, S., & Newton, G. (2014). Effective Use of Peer Assessment in a Graduate Level Writing Assignment: A Case Study. International Journal of Higher Education, 4 (1), 38-51, doi: 10.5430/ijhe.v4n1p38.
McCunn*, P. & Newton, G. (2014). Student perception of topic difficulty: Lecture capture in higher education. Australasian Journal of Educational Technology, 31 (3), 252-262.
Fehr*, A., Minty*, L., Racey*, M., Bettger, B.., & Newton, G . (2014). FoodUCation: A graduate level community engaged learning project. Transformative Dialogues: Teaching and Learning Journal, 7 (2), 1-9.
Newton, Genevieve S., Tucker, T., Dawson, J., & Currie, E. (2014). Use of lecture capture in higher education - lessons from the trenches.Tech Trends, 58 (2), 32-45.
Kulak*, V. & Newton, G. (2014). A guide to using case-based learning in biochemistry education. Biochemistry and Molecular Biology Education, 42 (6), 457-473, doi: 10.1002/bmb.20823.
Teri*, S., Acai*, A., Griffith*, D., Mahmoud, Q., Ma, D., G Newton (2014). Student use and pedagogical impact of a mobile application in biochemistry education. Biochemistry and Molecular Biology Education, 42 (2), 121-135, doi: DOI 10.1002/bmb.20771.
*Denotes student contributions to manuscripts