Research & Publications

Studies Underway

Holistic Teaching Study | Principal Investigator, Georgetown University | 2024–present
Experimental design study with mixed methods approaches incorporated - designed to examine how educators conceptualize students as learners and how these perspectives shape teaching practice, student belonging, wellbeing, and educational outcomes.

Peer-Reviewed Work (Selected based on Current Research)

Renzi, D. T. Holistic teaching as scholarly identity: Recognizing real-world contexts as an advantage for student engagement in higher education. Manuscript in preparation.
Renzi, D. T., McWilliams, M., & Moore, L. From engaged learning to self-efficacy: Student belonging remains the strongest predictor of student outcomes in higher education. Manuscript under review.
Renzi, D. T., & McWilliams, M. Holistic teaching as praxis: Predictors of engaged learning in the first-year student experience in higher education. Manuscript in preparation.
Renzi, D. T., McWilliams, M., & Moore, L. Engaged learning for first-year students: The importance of community building and individualized instruction. Manuscript in preparation.
Carvallo, H., & Renzi, D. T. Perceived usefulness and self-efficacy as key predictors of AI acceptance: Validation of the TAAI scale in Chile. Manuscript under review.
Jalal, H., Ebenbach, D., Renzi, D. T., & McWilliams, M. Enhancing student well-being through curriculum infusion: An empirical study of exposure. Manuscript under review.

Practice and Professional Publications (Selected)

Renzi, D. T. (2025). Experiential learning in higher education. Center for New Designs in Learning
and Scholarship (CNDLS), Georgetown University.
Renzi, D. T. (2025). Designing in-class assignments for engaged learning. CNDLS, Georgetown.
Renzi, D. T. (2024). The inquiry and discourse toolkit for higher education. CNDLS, Georgetown.
Renzi, D. T. (2024). Guide to co-teaching in higher education. CNDLS, Georgetown University.
Renzi, D. T. (2023). Addressing technology use in the classroom. CNDLS, Georgetown University.
Renzi, D. T. (2023). Designing syllabus participation policies. CNDLS, Georgetown University.
Renzi, D. T. (2022). Gathering teaching feedback. CNDLS, Georgetown University.
Renzi, D. T. (2019–2022). Faculty teaching guides and instructional resources for active learning and course design. Robert H. Smith School of Business, University of Maryland.