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Doehler, K., & Taylor, L.L. (2023). Empathy through Data? Student Exploration of Elements of Diversity through  Projects in an Introductory Statistics Course. PRIMUS. DOI: 

Taylor, L.L., Doehler, K., VanKrevelen, R., Weaver, M.A., & Trocki, A.D. (2022). A Case Study of Strategies for Intentionally Building Course Community to Support Diverse Learners in an Introductory Statistics Course. Teaching Statistics. 44(2): 48-58. DOI: 

Mazur, K., & Taylor, L. (2020). Student Perceptions of Engagement in Calculus 1. PRIMUS. DOI: 

Beeby, J., Moore, S., Taylor, L., & Nderitu, S. (2020). Effects of a one-time organic fertilizer application on long-term crop and residue yields, and soil quality measurements using biointensive agriculture. Frontiers: Sustainable Food Systems – Agroecology and Ecosystem Services. DOI: 

Lawton, S., & Taylor, L. (2020). Student Perceptions of Engagement in an Introductory Statistics Course.  Journal of Statistics Education, 28(1). 

Coker, J., Heiser, E., & Taylor, L. (2018). Student outcomes associated with short-term and semester study abroad programs.  Frontiers:  The Interdisciplinary Journal of Study Abroad, XXX(2), 92-105. 

Doehler, K., & Taylor, L. (2018). Diversity-related projects in an introductory statistics course.  In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward.  Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, July, 2018), Kyoto, Japan. Voorburg, The Netherlands: International Statistical Institute. 

Coker, J., Heiser, E., Taylor, L., & Book, C. (2017). Impacts of experiential learning depth and breadth on student outcomes.  Journal of Experiential Education, 40(1), 5-23. 

Culp, M., & Taylor, L. (2016). Effect of team-based learning on student perception of team  member characteristics. Journal of Radiologic Science & Education.  21(2), 27-38.

Taylor, L., Doehler, K., & Smith, J. (2016). The development and factor structure of the Faculty Perceptions of Statistics (FPS) scale. International Journal of Learning, Teaching and Educational Research, 15(2).  

Taylor, L. L., & Doehler, K. A. (2015). Reinforcing sampling distributions through a randomization-based activity for introducing ANOVA. Journal of Statistics Education, 23(3). 

Doehler, K., & Taylor, L. (2015). Incorporating code-based software in an introductory statistics course. International Journal of Mathematical Education in Science and Technology, 46(6), 841-852. 

 Taylor, L., & Doehler, K. (2014). Using online surveys to promote and assess learning. Teaching Statistics, 36(2), 34-40. 

Taylor, L. L., & Peña, E. A. (2013). Nonparametric estimation in a recurrent competing risks model. Lifetime Data Analysis.  DOI 10.1007/s10985-013-9280-6. *Invited manuscript to a special issue on Competing Risks.

Taylor, L. L., & Peña, E. A. (2013). Parametric estimation in a recurrent competing risks model.  Journal of the Iranian Statistical Society, 12(1). *Invited manuscript to a special issue on Recurrent Events.

Doehler, K., Taylor, L., & Smith, J. (2013). A study of faculty views of statistics and student preparation beyond an introductory class. Journal of Statistics Education, 21(1).

Taylor, L. (2012). Competing risks in basketball… competing risks in basketball… competing risks in basketball. CHANCE, 25(2), 31-36.

Peña, E. A., & Taylor, L. L. (2008). Non- and semi-parametric models and inference for reliability systems. In E. Melnick & B. Everitt (Eds.), Encyclopedia of Quantitative Risk Assessment, Chichester, UK: John Wiley & Sons, Ltd, 1167-1175.