Courses Taught
Number | Name | Level |
|---|---|---|
BA 3103 | Integrative Business Applications | Undergraduate |
BA 3903 | Honors Integrative Business Applications | Undergraduate |
Selected Publications
Recent
Schirmer, M. WalletHub’s best free credit cards: Ask the experts. Retrieved from https://wallethub.com/credit-cards/free/#expert=Michael_L._Schirmer.
Blau, G., Gaffney, M., Schirmer, M., Ozkan, B., & Kim, Y. (2019). Exploring the relationship of background, technology and motivation variables to business school transfer intent for two mixed course format business undergraduate samples. Online Learning Journal, 23(1), 80-94. doi: 10.24059/olj.v23i1.1416.
Blau, G., Mittal, N., Schirmer, M., & Ozkan, B. (2017). Differences in business undergraduate perceptions by preferred classroom learning environment. Journal of Education for Business, 92(6), 280-287. doi: 10.1080/08832323.2017.1365679.
Schirmer, M. The Essential Intersections between Needs, Institutional Capacity, and the Adult Learner. Retrieved from https://www.tesu.edu/news/1637544/university-to-present-29th-national-institute-maintaining-focus-on-serving-adult-learners.
Blessley, M., Blau, Keen, & Schirmer (2017). Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions. Journal of Educational and Developmental Psychology, 7(1). Canadian Center of Science and Education. doi: 10.5539/jedp.v7n1p229.
Blau, G., Blessley, M., Keen, H., & Schirmer, M. (2017). Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions. Journal of Educational & Developmental Psychology, 7(1), 229-240. University of Newcastle.
Blau, G., Blessley, M., Kunkle, M., Schirmer, M., & Keen, H. (2017). Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions. Journal of Educational and Developmental Psychology, 7(1), 229. doi: 10.5539/jedp.v7n1p229.
Blau, G., Blessley, M., Kunkle, M., Schirmer, M., & Regan, L. (2017). Toward understanding business student professional development engagement. Journal of Education for Business, 92(3), 145-152. doi: 10.1080/08832323.2017.1302916.