Cathy Box, Ph.D.

• Ph.D. in Education (Curriculum and Instruction) - Texas Tech University, 2008
• M.S. in Multi Disciplinary Science - Texas Tech University, 2003
• B.S. in Education (Field-Composite Science) - Texas Tech University, 1991

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Dr. Cathy Box is the Director for the Center for Teaching, Learning, and Scholarship (CTLS) at Lubbock Christian University where she also serves as the Quality Enhancement Plan (QEP) Director, and formerly served as the founding Program Coordinator for the Curriculum and Instruction Master’s Program in the Graduate School of Education. She has been at LCU since the fall of 2008, serving as an Associate Professor in the School of Education before assuming her role as Director of the CTLS. She holds a Ph.D. in Curriculum and Instruction, a Master of Science in Multidisciplinary Science, and a Bachelor of Science from Texas Tech University in Lubbock, Texas. In her duties at Lubbock Christian University she provides faculty development and enrichment programs for all faculty, she leads the EquipLCU Learning Scholars as they find ways to enhance learning in their college courses, and she teaches graduate courses that focus on enhancing instruction and assessment practices in the classroom. Dr. Box is the author of the book Formative Assessment in United States Classrooms: Changing the Landscape of Teaching and Learning, published by Palgrave Macmillan in 2018 and serves as a consultant for schools, teachers, and faculty at the local, state, and national level.

• Box, C. (2018). Formative Assessment in United States Classrooms: Changing the Landscape of Teaching and Learning, Springer.
• Box, C. (2018). Assessment for learning: It just makes sense. Best of the 2018 Teaching Professor Conference, Magna Publications.
• Box, C., et al. (2015). "A case study of teacher personal practice assessment theories and complexities of implementing formative assessment." American Educational Research Journal - Teaching, Learning and Human Development52(5): 956 - 983.
• Box, C. (2008). Formative assessment: Patterns, personal practice assessment theories, and impact on student achievement and motivation in science. School of Education. Lubbock, TX, Texas Tech University. Ph.D.
• Taraban, R., Box, C., Myers, R. Pollard, R, Bowen, C. (2007). "Effects of Active-Learning Experiences on Achievement, Attitudes, and Behaviors in High School Biology." Journal of Research in Science Teaching44(7): 960-979.