- Schnittka, C.G., Lakin, J.M., Savrda, A., Greene, S., Moss, J., & Alenzi, A. (2017). Science STUFF (Science, Society and Technology for Underrepresented Future Fabricators): Curriculum for future makers and designers. European Journal of Curriculum Studies, 4(1), 601-617.
- Schnittka, C.G. (2017). Developing the Save the Animals STEM Curricula. European Journal of Curriculum Studies, 4(2), 556-576.
- Schnittka, C.G. (2017). Gravity can do what? Engineering a gravity-powered electrical generator. The Science Teacher, 84(8), 37-43.
- Schnittka, J.E., & Schnittka, C.G. (2016). Gender and learning in an engineering design-based afterschool STEM program. Journal of Pre-College Engineering Education Research, 6(2).
- Schnittka, C.G. & Richards, L.G. (2016). Powered by the sun: Teaching the science of energy, force, and motion through an engineering design challenge. The Science Teacher, 83 (3).
- Schnittka, C.G. & Nguyen, T. (2016, April). Examining the use of competition in robotics curriculum as a means of improving motivation and self-efficacy. National Association for Research in Science Teaching, Baltimore, MD.
- Schnittka, C.G., Turner, G., Colvin, R., & Ewald, M.L. (2014, March). Professional development in engineering with science and math teachers: Fostering conceptual understandings. National Association for Research in Science Teaching, Pittsburgh, PA.
- Schnittka, C.G. (2012). Engineering Education in the Science Classroom: A Case Study of One Teacher's Disparate Approach with Ability-Tracked Classrooms. Journal of Pre-College Engineering Education, 2(1), 35–48. Downloaded from http://docs.lib.purdue.edu/jpeer/vol2/iss1/5/
- Schnittka, C.G., & Bell, R.L. (2011). Engineering design and conceptual change in the middle school science classroom. International Journal of Science Education, 33, 1861-1887.
- Schnittka, C.G., Bell, R.L., & Richards, L.G. (2010). Save the penguins: Teaching the science of heat transfer through engineering design. Science Scope, 34(3), 82-91.