Research

My research focuses on how course modality affects student learning outcomes and equity in higher education. I study blended and online learning environments — how they are structured, how students experience them, and how different designs affect student success, particularly for historically underrepresented students, first-generation students, and students with disabilities. This work connects directly to my teaching and program development and informs how I design and revise courses.

Grant Support

Current

Improving Learning Outcomes and Equity in Blended Online and Face-to-Face Learning. National Science Foundation, Improving Undergraduate STEM Education (IUSE). Co-PI (PI: Caitlin Kirby).

Pending

Collaborative Research: ADAPTing Computing Education: AI-Driven Adoption of Pedagogical Techniques. National Science Foundation. Co-PI (PI: Caitlin Kirby).

GATHER at the Gateway: Generative AI for Teaching in Higher Education Research in Gateway Course Contexts. Institute of Education Sciences. Co-PI (PI: Caitlin Kirby).

Recent Publications

Kirby CK, Tetu IC, Henley CL. Defining Key Modality Parameters of Blended Courses. Journal of Educational Technology Systems. 2025; 53(4):320–336.

Henley CL, Cummings JA. Lynwood G. Clemens. In Nelson RJ, Weil ZM (Eds.), Biographical History of Behavioral Neuroendocrinology. Springer International Publishing; 2022.

Recent Presentations

C.L. Henley (May 2025). Blended and Beyond: Strategies for Flexible Teaching Across Disciplines. MSU Spring Teaching and Learning Conference. Panel facilitator.

V.L. Hedges and C.L. Henley (April 2024). Building Student Resiliency: Reflections from a Learning Community. MSU Spring Teaching and Learning Conference.

C.L. Henley (April 2023). Equity in the Classroom. Online Learning Consortium Innovate Annual Conference. Invited plenary lightning talk.

C.L. Henley (February 2023). The Hyflex, Flipped Classroom. ComArtSci Teaching Fellows, College of Communication Arts and Sciences, Michigan State University. Invited.