• Hutton, S., & Bruff, D. (2020). Teaching statistics with a BYOD (bring your own device) student response system. In Rodgers, J. (Ed.), Teaching Statistics and Quantitative Methods in the 21st Century. Routledge.
• McClure, N., & Bruff, D. (2020). Student as producers: Strategies and activities to promote inclusive patient interactions. Nurse Educator, 45:4, E43-E44.
• Bruff, D. (2019). Intentional tech: Principles to guide the use of educational technology in college teaching. Morgantown: West Virginia University Press.
• Bruff, D. (2019). Students as producers: Collaborating toward deeper learning. In Pierard, C., Jackson, A., & Schadl, S. (Eds.), Scholarship in the Sandbox: Academic Libraries as Laboratories, Forums, and Archives for Student Work. Chicago: Association of College and Research Libraries.
• Bruff, D. (2015). An indirect journey to indirect impact: From math major to teaching center director. In Rogers, K., & Croxall, B. (Eds.), #Alt-Academy. Online: MediaCommons.
• Bruff, D. (2015). Conceptual or computational? Making sense of reading questions in an inverted statistics course. In Dewar, J., & Bennett, C. (Eds.), Doing the scholarship of teaching and learning in mathematics. Washington, DC: Mathematical Association of America.
• Anderson, B., Bruff, D., Geronimo, J., & Hardin, D. (2014). Wavelets centered on a knot sequence: Theory, construction, and applications. Journal of Fourier Analysis and Applications, online.
• Bruff, D., Fisher, D., McEwen, K., & Smith, B. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning and Teaching, 9(2).
• Wright, M., Niemer, R., Bruff, D., & Walle, K. (2012). Tweeting #PODHBCU: Content and process of the 2011 POD HBCUFDN conference Twitter backchannel. To Improve the Academy, 31, 311-327.
• Bruff. D. (2011). Engaging statistics students with classroom response systems. In Cline, K., & Zullo, H. (Eds.), Teaching mathematics with classroom voting: With and without clickers. Washington, DC: Mathematical Association of America.
• Bruff, D. (2010). Multiple-choice questions you wouldn’t put on a test: Promoting deep learning using clickers. Essays on Teaching Excellence, 21(3).
• Bruff, D. (2009) Teaching with classroom response systems: Creating active learning environments. San Francisco: Jossey-Bass.
• Walker, D. G., Stremler, M. A., Johnston, J., Bruff, D., & Brophy, S. P. (2008). Case study on the pedagogical impact of tablet PCs as a presentation medium in engineering classrooms. International Journal of Engineering Education, 24(3), 606-615.
• Bruff, D. (2007). Clickers: A classroom innovation. National Education Association Advocate, 25(1), 5-8.
• Bruff, D. (2007). Valuing and evaluating teaching in the mathematics faculty hiring process. Notices of the American Mathematical Society, 54(10), 1308-1315. // Survey
• Bruff, D. (2007). A TA orientation plenary session on university policies and resources for teaching. In Ross, C., & Dunphy, J. (Eds.), Strategies for teaching assistant and international teaching assistant development: Beyond microteaching. San Francisco: Jossey-Bass.
• Bruff, D. (2003). Wavelets on nonuniform knot sequences. Vanderbilt University Ph.D. Dissertation.
• Bruff, D., & Hardin, D. (2002). Squeezable bases and semi-regular multiresolutions. In Zhou, D.-X., (Ed.), Wavelet analysis: Twenty years’ developments. New York: World Scientific Press.

Co-PI, “MOOC-Supported Learning Communities for Future STEM Faculty: Multiple Paths to Advance Evidence-Based Teaching Across the Nation,” National Science Foundation WIDER Grant, $750K, 2013-2016.

• Linear Algebra
• Probability and Statistics for the Engineering Sciences
• Introduction to Probability and Mathematical Statistics
• Cryptography: The History and Mathematics of Codes and Code-Breaking