Call For Manuscripts,
2026
Rochester Institute of Technology
Call For Manuscripts, Thomastine Sarchet-Maher
Journal of Science Education for Students with Disabilities
The Journal of Science Education for Students with Disabilities is a peer-reviewed, open access, multi-disciplinary online journal with an international focus. We publish articles that reflect the best of research and practice related to inclusive science education, including works submitted by science and special education researchers, teacher educators, and teachers. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management strategies in science education. JSESD adopts the philosophical perspective that all students can achieve in science, and that science benefits from the full participation of all students.
The Minutes Of The Marshall University Staff Council Meeting, March 2026,
2026
Marshall University
The Minutes Of The Marshall University Staff Council Meeting, March 2026, Marshall University Staff Council
Staff Council Minutes
No abstract provided.
Dissertation To Journal Article: How Professors Can Help,
2026
University of Nebraska at Omaha
Dissertation To Journal Article: How Professors Can Help, Jeanne Surface
Educational Leadership Faculty Publications
This white paper explores the critical role professors play in guiding doctoral students through the process of transforming dissertations into publishable journal articles. It emphasizes mentorship as both a pedagogical responsibility and an opportunity to advance students’ academic and professional trajectories. The paper outlines key strategies for supporting students, including helping them refine the scope of their research, align their work with appropriate journals, and navigate the expectations of scholarly publishing. It also highlights structural differences between dissertations and journal articles—such as brevity, focus, and audience—and provides practical guidance on manuscript development, writing style, and submission protocols. Ultimately, the paper …
March 26, 2026 Minutes,
2026
Southwestern Oklahoma State University
March 26, 2026 Minutes, Swosu Faculty Senate
Faculty Senate Minutes
No abstract provided.
Evaluating The Sap Mentorship Program At Octc: A Quantitative Program Evaluation,
2026
Morehead State University
Evaluating The Sap Mentorship Program At Octc: A Quantitative Program Evaluation, Rebecca M. Wheeler
Morehead State Theses and Dissertations
A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Rebecca M. Wheeler on March 26, 2026.
20260326: Recommendations And Summaries, 1919-2000,
2026
Marshall University
20260326: Recommendations And Summaries, 1919-2000, Faculty Senate
Guides to University Archives
These items include materials from the office of Faculty Senate at Marshall University from 1919-2000. Items were received in the late 1990s/early 2000s and were processed in 2026. This collection includes notable materials from the Faculty Senate as a whole and includes faculty meeting minutes, recommendations, and summaries for the period (with some gaps).This is not an exhaustive list. Please download the finding aid for a full list of contents.
Silent Detonations: Redirecting Focus, Preserving Identity, And Leading Under The Weight Of Microaggressions,
2026
Abilene Christian University
Silent Detonations: Redirecting Focus, Preserving Identity, And Leading Under The Weight Of Microaggressions, Ray Lavan
Tapestry: Journal of Research in Education
African American educational leaders consistently navigate racial microaggressions that challenge their focus, identity, and well-being. This study explores how these leaders deploy attention to manage the emotional weight of microaggressions in K-12 public school settings. Using Gross’s emotion regulation theory and Sue’s taxonomy of racial microaggressions, this qualitative phenomenological study examines how attentional deployment serves as both a shield and constraint. Data from the African American leaders reveal that silence, background processing, selective focus, and redirection to professional goals are common strategies to sustain composure. These strategies protect leaders in the moment but create emotional strain, identity conflict, and cumulative …
2026 March 25 - Undergraduate Curriculum Council Minutes,
2026
East Tennessee State University
2026 March 25 - Undergraduate Curriculum Council Minutes, Undergraduate Curriculum Council, East Tennessee State University
Undergraduate Curriculum Council Minutes
No abstract provided.
20260325: Marshall University Plane Crash, 1970-2024,
2026
Marshall University
20260325: Marshall University Plane Crash, 1970-2024, Marshall University Plane Crash
Guides to University Archives
These items include materials from an individual, Pete Naputano, which was donated to the university archives in March of 2026. Items span date ranges between 1970-2024 and materials comprise items from or about the Marshall University Plane Crash tragedy that occurred on November 14, 1970. Items were received and include some newspaper articles and clippings, correspondence, magazines documenting the tragedy, Pittsburgh Ironman, and artwork. Please download this inventory to view the folder-level list in its entirety.
The Rural Minnesota Principalship: Commitment Amid Challenge Interpreting The Minnesota Principals Survey Through A Rural Leadership Lens,
2026
Minnesota State University-Moorhead
The Rural Minnesota Principalship: Commitment Amid Challenge Interpreting The Minnesota Principals Survey Through A Rural Leadership Lens, Brennan Kent
Essays in Education
School principals occupy one of the most complex leadership roles within public education, particularly in rural communities where schools often serve as central institutions for both learning and community life. This paper interprets findings from the 2023 Minnesota Principals Survey (MnPS) through a rural leadership lens. While the survey reflects statewide perspectives on principal workload, leadership efficacy, and barriers to student learning, several findings carry particular relevance for rural districts where staffing capacity and access to services may be more limited. MnPS results indicate that principals work an average of 57 hours per week and that only 52% perceive their …
20260324: Education Department, 1910-1991,
2026
Marshall University
20260324: Education Department, 1910-1991, College Of Education And Professional Development
Guides to University Archives
These items include materials from the College of Education and Professional Development at Marshall University from 1910-1991. Items were received in the 1990s and were processed in 2026 and includes: WV Economic Profiles (Volumes 1 and 2 from 1991); Manual for teaching home economics in education (1949); Information from the Department of Home Economics at Marshall; Mathematics Department materials; Department of Music Materials and programs; Department of Health, Physical Education, and Recreation; A publication called Baseball in Huntington in the early 1900s; and a publication called "The Black Quarterback." Please download the finding aid for a full list of contents, …
Clinicians’ Perceived Preparedness To Support Clients Who Have Co-Occurring Disorders,
2026
Governors State University
Clinicians’ Perceived Preparedness To Support Clients Who Have Co-Occurring Disorders, Jessica A. Love Jordan, Joseph Day
Journal of Applied Disciplines
Co-occurring mental health and substance use disorders are prevalent, yet many clinicians feel underprepared to provide integrated care for this population. This study explores the factors influencing clinicians' perceived preparedness and objective knowledge in treating clients with co-occurring disorders. Data were collected from 131 clinicians using the CODECAT EZ 2.0 and TIP ZIP assessments to evaluate their competence in co-occurring disorders treatment. Results indicate that while participants held positive attitudes toward integrated care, their practical knowledge and skills were often rated as average or below. Education, clinical experience, and continuing education were found to significantly influence both perceived preparedness and …
2026 March 23 - Faculty Senate Agenda And Minutes,
2026
East Tennessee State University
2026 March 23 - Faculty Senate Agenda And Minutes, Faculty Senate, East Tennessee State University
Faculty Senate Agendas and Minutes
No abstract provided.
Bridging Professional Development Gaps In Pacrao Through Gamification,
2026
University of Denver
Bridging Professional Development Gaps In Pacrao Through Gamification, Chad Everett Saunders
Electronic Theses and Dissertations
This study examined the extent to which a gamified professional development platform can foster skill development, knowledge application, and engagement among members of the Pacific Association of Collegiate Registrars and Admissions Officers (PACRAO). Grounded in the principles of humanism (Rogers, 1969) and andragogy (Knowles, 1990), and operationalized through gamification (Kapp, 2012), this study evaluated whether game-based mechanics aligned with adult learners’ professional development needs within a geographically dispersed regional association. To address these constraints, a prototype gamified platform, PACRAO University, was developed to provide a flexible, self-paced, and contextually relevant learning environment. Using a quantitative, within-subjects repeated measures design, …
40 For 40: Celebrating 40 Years Of Evans Library,
2026
Florida Institute ofTechnology
40 For 40: Celebrating 40 Years Of Evans Library, Nancy Garmer, Jason Martin
Evans Library Publications
Evans Library celebrated its 40th anniversary during the 2024–2025 academic year with “40 for 40,” a campaign blending commemorative events and fundraising. Highlights included interactive digital content, cultural programs, and community engagement initiatives that showcased the library’s evolution and impact. The celebration strengthened alumni connections, energized donors, and reaffirmed the library’s role as a dynamic, collaborative space for learning and innovation.
Graduate Student Supervision And Artificial Intelligence: Findings From Academic Faculty Interviews Across Disciplines,
2026
Ontario Council of University Libraries and University of Waterloo
Graduate Student Supervision And Artificial Intelligence: Findings From Academic Faculty Interviews Across Disciplines, Kari D. Weaver, Nadine Fladd
Transforming Libraries for Graduate Students
There is widespread discussion in higher education about the potential implications of GenAI for research and writing tasks (George, 2023). Many graduate students are under intense pressure to finish their degree milestones in a timely manner, and these rapidly evolving technologies offer the potential to optimize and automate much of the research and writing process. But the ethical, developmental, and career implications of graduate students – both masters’ and doctoral – using these technologies requires particularly careful consideration, as these students are simultaneously learners, scholars, and, sometimes, educators. Although emerging research about GenAI use in higher education has examined the …
Department Chair: Perceived Training Needs,
2026
Morehead State University
Department Chair: Perceived Training Needs, Holly M. Clifford
Morehead State Theses and Dissertations
A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Holly M. Clifford on March 18, 2026.
"Hey, I Need Help": Student-Survivor Perceptions Of Engagement With Title Ix.,
2026
University of Texas at Arlington
"Hey, I Need Help": Student-Survivor Perceptions Of Engagement With Title Ix., Rachel J. Voth Schrag, Jennifer Thompson, Alexandra Jacobs, Christine Highfill, Leila Wood
School of Social Work Faculty Publications
Interpersonal violence on college campuses disrupts academic experiences and impacts outcomes for students. This study sought to understand the experiences of students in the United States engaging with Title IX offices, within the context of additional state mandates. Interviews were conducted with 24 students and analyzed through inductive content analysis. Students described negative impacts such as challenges with the organizational processes, impacts to institutional trust, frustration with ineffective protections, and high personal and academic costs. Positive outcomes expressed included feeling more empowered to engage in self-advocacy and finding validation of their experience. Recommendations for promising university violence response practices are …
The Ai Litmus Test: Humanize, Deepen, And Delight K12 Learning,
2026
Winona State University
The Ai Litmus Test: Humanize, Deepen, And Delight K12 Learning, Scott H. Sorvaag
Essays in Education
This article introduces the AI Litmus Test, a practical framework designed to help educators evaluate when artificial intelligence meaningfully enhances K–12 learning. Grounded in a human-centered leadership stance, the framework asserts that effective AI use in schools must humanize learning, deepen student thinking, and reduce unnecessary burdens. Through conceptual framing, implementation guidance, and classroom snapshots, the article shows how AI can support connection, cognitive rigor, and joy when used with intentional pedagogical and ethical design. It also highlights risks such as dehumanization, cognitive offloading, and over‑automation, offering safeguards including verification routines, human‑authored feedback, and transparent ethics notes. The article concludes …
System-Level Drivers For The Adoption Of Evidence-Based Practices In Schools,
2026
Australian Council for Educational Research (ACER)
System-Level Drivers For The Adoption Of Evidence-Based Practices In Schools, Marijne Medhurst, Jen Jackson, Pru Mitchell, Romany Manuell
School and system improvement
This report outlines strategies that education system leaders can use to support the adoption of evidence-based teaching practices within schools, recognising the importance of teaching quality to lift student outcomes. It is based on an adapted systematic review of available evidence conducted by the Australian Council for Educational Research (ACER) for and in collaboration with the Australian Education Research Organisation (AERO). The report begins by identifying considerations or approaches that system leaders can apply to selecting strategies to support schools, to ensure that they are culturally reflexive, aware of contextual enablers and barriers, and aligned with the approaches evident in …
