Educational Methods Commons^™

Social Emotional Learning (Sel) For Secondary English Language Learners (Ells), Summer E. Wallace

Honors Projects

This literature review and unit plan seeks to understand what Social Emotional Learning (SEL) is and provide resources to educators on its importance in the classroom. The literature review provides an overview of peer-reviewed sources from various educational journals, as well as online publications. It also contains interviews with two educators currently in the field. This project examines the benefits of SEL within the classroom and beyond, and proposes steps and considerations for implementing SEL into the classroom. It also includes specific provisions for SEL instruction to secondary English Language Learners (ELLs). Additionally, it discusses specific strategies to implement in …

Improvements Upon Reprocessing Of Orthopedic Single-Use Instruments, Alyssa P. Nguyen

Master's Projects and Capstones

Internal Medline data for Hospital A, a level I academic trauma center, identified a quality gap due to improper segregation and underutilization of orthopedic single-use device reprocessing bins. The baseline reprocessing rate of 4% for orthopedic products results in missed sustainability opportunities, financial strain, and increased regulated waste. A proposed quality improvement intervention implemented updated communication strategies, visual management tools, and education modules to reinforce current reprocessing workflows and close knowledge gaps. Outcome measures include the percentage of SUDs collected for reprocessing, survey results on reprocessing awareness, and potential financial savings in Appendix I. Early data showed a 10% year-to-year …

Advancing Blended Education: Caribbean Lecturers’ Reflective Narratives Of Caution, Creativity, And Change, Mia A. Jules, Donna-Maria B. Maynard, Grace A. Fayombo, Jason E. Marshall, Tanya Newton, Kamilah Hutson, Amanda Kellman, Cherise Bynoe, Mikaila Collymore, Jo-Ann Prosper-Chase, Laura Lee Foster, Adicia Clarke

Journal of Global Education and Research

Blended teaching requires lecturers to constantly self-reflect on their pedagogical practice to enhance student learning. However, there is yet to be a significant corpus of literature that highlights the cognitive resources that lecturers in higher education should possess to effectively use blended learning strategies. It is important to understand the intellectual resources required for blended pedagogy so that such capabilities can be fostered during faculty-training programs; ultimately resulting in innovative strategies to ensure quality learning outcomes and the advancement of university-level blended teaching mandates. This qualitative case study explored how twelve Caribbean lecturers experienced and navigated the teaching process in …

The Little Book Of Gifts: Great Ideas For Teaching, Eugene Korsunskiy, Petra Bonfert-Taylor, Emme Burgin, Jentry Campbell, Solomon G. G. Diamond, Kendall R. Farnham, Mattias W. Fitzpatrick, Rebecca Gallivan, Katherine R. Hixon, Michael Kokko, Wesley Marrero, Vicki V. May, Erin N. Mayfield, Colin R. Meyer, Emily H. Monroe, Nina Montgomery, Kofi M. Odame, Laura E. Ray, Peter J. Robbie, Rafe H. Steinhauer, Douglas W. Van Citters, Vikrant S. Vaze

Dartmouth Scholarship

We borrowed the “GIFTs” acronym from the American Society for Engineering Education (ASEE), whose annual conference includes sessions in which educators share quick, actionable ideas for new and exciting teaching practices that they’ve developed.

In this collection, we present over thirty Great Ideas For Teaching—collected from faculty and staff at the Thayer School of Engineering at Dartmouth College—that can be used in diverse labs and classrooms.

The specific theme of the GIFTs in this volume is: accessibility & inclusion. The ideas in this collection are all aimed at making our course content more understandable, our …

Impact And Utilization Of Asl Lab Spaces In University Settings, Nathan J. Dutra, Michele Vincent

Journal of Interpretation

American Sign Language (ASL) is a challenging yet rapidly growing language taught at both secondary and higher education levels. Despite its increasing popularity, there is limited literature on utilizing ASL labs as learning centers. This quantitative study examines the implementation of a new ASL lab at a large four-year university in California. It investigates the factors influencing participation, the motivations behind students' involvement, and their perceptions of the lab's effectiveness. Results indicate significant associations between course modality, instructor influence, and lab participation. The study suggests that ASL labs function as cultural and educational spaces that promote visibility of Deaf culture …

Teaching Third Graders To Read Multisyllable Words: Segmentation Versus Whole Word Reading, Jolie D. Heath

Dissertations, Theses, and Capstone Projects

In the early years of elementary school when children are still learning to read, they are presented with words of increased syllable length, and orthographic and morphological complexity in the texts they read.  Although multisyllabic words comprise 90% of words in the English lexicon and carry important linguistic information for expanding vocabularies and comprehension of content, few studies have focused on teaching middle elementary children to read multisyllabic words.  Many children lack strategies to identify these longer more complex words accurately and easily, leading to reading difficulties that place weaker readers at higher risk for school related problems and limit …

Solving For X: Centering Black Girls’ Experiences In Mathematics Education, Natasha A. Fortes

Graduate Doctoral Dissertations

Black girls can grow up, attend school, and move through their math classes without ever feeling seen as capable mathematical thinkers. Their teachers may not affirm their brilliance. Their voices may even go unheard. Math classes may not be a space where they can imagine themselves belonging. These experiences do not reflect ability. Instead, they reflect on the conditions in which they are expected to learn. This study centers the voices of Black girls and asks what they deserve from their mathematics education and instructors to develop a mathematics identity. The study is grounded in Black feminist traditions and draws …

Faculty Insights On Teaching Self-Determination Skills In Postsecondary Education, Jacqueline Lubin

International Journal of Teaching and Learning in Higher Education

While self-determination skills may serve as a predictor of success in higher education, limited research exists on faculty attitudes toward teaching these skills to students with and without disabilities. Therefore, the purpose of this study was to examine faculty’s knowledge of self-determination and perception of teaching self-determination skills to all college students. The data were analyzed using descriptive statistics and multivariate analysis of variance. Findings indicated that while the majority of participants were familiar with the term “self-determination,” and recognized its instructional value, their responses varied on their likelihood to teach skills. On average, faculty reported being somewhat likely to …

From Reflection To Confidence: Student Career Self-Efficacy In Course-Embedded Career Learning At A Minority-Serving Institution, Elizabeth J. Muniz, Isaura B. Flores-Breeze

International Journal of Teaching and Learning in Higher Education

From Reflection to Confidence: Student Career Self-Efficacy in Course-Embedded Career Learning at a Minority-Serving Institution

Abstract

This study examines undergraduate students’ career decision-making self-efficacy and related performance indicators within course-integrated career readiness assignments at a Hispanic- and minority-serving institution. As higher education institutions seek scalable approaches to workforce preparation, embedding career development into credit-bearing coursework may offer more equitable access to professional learning opportunities, particularly for students at Minority-Serving Institutions. Guided by Bandura’s theory of self-efficacy and the career decision-making self-efficacy framework, this evaluation study analyzes descriptive data from faculty-rated rubric summaries across multiple course-integrated assignments (assignment-level sample sizes varied) …

Between Care And Competence: Rethinking Alternative Provision., Helen V. Mulligan

Plymouth Interdisciplinary Education Open Journal

This opinion piece argues that Alternative Provision (AP) in England is failing to meet the needs of vulnerable young people due to inconsistent staffing, inadequate specialist training, and the normalisation of low educational expectations. Although some AP settings demonstrate high aspirations and committed practice, the sector as a whole remains marked by variability and a lack of coherent pedagogical structure. Drawing on research into educational inequality, emotional labour, ethics of care, and professional identity, the paper contends that systemic reform is urgently required. Recommended actions include mandatory specialist training for AP staff, national standards for curriculum and pedagogy, stronger accountability …

Personal Authenticity For Engagement And Transfer In Introductory Cybersecurity Education, Daniel T. Hickey, Ronald J. Kantor

Journal of Cybersecurity Education, Research and Practice

Abstract—This conceptual/theoretical paper explores how personal authenticity might promote generative learning in introductory cybersecurity courses. Generative learning transfers confidently to future educational, professional, personal, and testing situations. This cycle of design-based research addresses the concern that more typical professionally authentic contexts (e.g., hospitals, banks, etc.) may be alien and overwhelming to many students, particularly those in introductory courses and/or from non-professional families and communities. If so, this leads to “inert” knowledge that does not transfer. Personal authenticity is rooted in expansive framing, a modern theory of learning transfer. We reframe expansive framing as personal authenticity to make it …

Creating Safe(R) Classrooms: Trauma-Informed Teaching Practices In Higher Education, Shannon Pappas, Nolan Bowers, Lili R. Romann

Journal of Communication Pedagogy

Trauma is a public health issue, with effects being increasingly harmful for adolescents. While instructors cannot control how students respond to trauma, they can work to create traumainformed teaching practices to support student learning and safety. Based on the principles of trauma-informed pedagogy, this manuscript details how safety, trustworthiness and transparency, choice, collaboration, and empowerment can be implemented in higher education communication courses. Additionally, a sixth principle, responding to the current climate, is introduced. Currently, instructors are grappling with supporting vulnerable students and answering to those in power. These practices offer insights into classroom adaptations to assist instructors in these …

Healthcare Students’ Experiences Using Artificial Intelligence Simulation Tools In Clinical Simulated Laboratory Practice, Delicia S. Cousin

Student Dissertations

Artificial intelligence-driven simulation has become an important component of healthcare education by providing students with opportunities to strengthen clinical reasoning, decision-making, and technical skills in a safe learning environment. Despite its growing adoption, limited research has explored how healthcare students experience artificial intelligence-driven simulation during clinical laboratory practice. The purpose of this qualitative case study was to explore healthcare students’ experiences using artificial intelligence-driven simulation tools during clinical laboratory practice. Guided by Experiential Learning Theory and Transformative Learning Theory, the study examined how students interpreted, reflected upon, and learned from these experiences. Data were collected through a researcher-developed Qualtrics questionnaire …

Political Linguistics And Epistemic Agency: Universal Write Publications And The Defense Of Global Black Knowledge, Ayo Sekai

Wagadu: A Journal of Transnational Women's & Gender Studies

As linguistic erasure intensifies across the African world, the preservation of African-centered knowledge systems has become both a scholarly and political imperative. This article examines the relationship between linguistic imperialism, epistemic agency, and scholarly sovereignty through the intellectual trajectory of Dr. Ayo Sekai, political linguist and founder of Universal Write Publications (UWP), a Black woman–owned academic press dedicated to culturally grounded scholarship. Expanding traditional understandings of linguistic imperialism, Dr. Sekai advances political linguistics beyond structural language dominance to examine who holds linguistic power and how that power operates through dog whistle politics, signaling terms, and policy language code—discursive patterns embedded …

Modernizing Career Counseling In Counselor Education: A Conceptual Exploration, Yuhyun Park, Se Hoon Kim, Rasheed Adeyemo, Sarah Ebner, Mallory Redmond, Breeana Donayre, Carly Steves

Journal of Counselor Preparation and Supervision

Career development is often confined to a single course despite its relevance across counseling practice. This conceptual article reframes it as an integrative foundation for counselor preparation, supervision, and professional identity. It examines connections among work, mental health, education, disability, relationships, and social context across counseling specializations. The article also considers doctoral training and the ethical use of artificial intelligence in career-related practice. Recommendations address curriculum design, supervision, and future research on integrated career preparation.

Building Engaged Readers: Fostering Students Engagement And Motivation, Breanna R. Gierak

Masters Projects

Student engagement and motivation are essential components of literacy development and academic achievement in elementary classrooms. However, research indicates that many elementary students are becoming disengaged due to a variety of factors, including increased technology use, decreased motivation, limited family involvement, and fewer opportunities for meaningful interactions around literacy. This masters project is grounded in research that examines the importance of fostering engagement and motivation in elementary literacy and synthesizes current research on the instructional practices that promote positive reading experiences. The literature highlights the influence of supportive classroom environments, teacher-student relationships, collaborative learning, purposeful technology integration, and storing family-school …

Comparing Student Perceptions: Self-Directed Learner And Sense Of Responsibility With Their Measured Self-Direction In Learning Programming, Abigail Blalock

Discovery Day - Daytona Beach

This research poster presents findings from a broader study examining self-direction in learning (SDL) programming among first-year engineering students enrolled in an introductory programming course at Embry-Riddle. Developing learner autonomy and self-direction is essential for fostering lifelong learning and adaptability, particularly in programming, where rapidly evolving tools and techniques require continuous skill development. Using a quasi-experimental approach, this study investigates students’ self-direction in learning using a 25-item validated instrument on the Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS). Grounded in the Personal Responsibility Orientation (PRO) model, the instrument distinguishes between the external teaching–learning process and the internal characteristics …

Dis/Ability Critical Race Theory In The Early Childhood Education Classroom, Milo Knickerbocker

Masters Projects

Data shows that many Black and Disabled students are underserved in their current learning environments. This project provides a theoretical introduction to Dis/ability Critical Race Theory (DisCrit), as well as guidance on how to incorporate the theory into the early childhood education setting. This is done in attempt to provide a more equitable and inclusionary learning environment.  This project incorporates a data-driven professional development program surrounding DisCrit and incorporation of anti-racist and anti-ableist inclusionary teaching methods, for the betterment of all students.

Understanding And Responding To Childhood Trauma In The Classroom, Kara L. Ganzer

Master of Arts in Human Services

This capstone explored childhood trauma as a significant public health and educational issue because of its widespread impact on children’s development, learning, behavior, and educational experiences. A review of the current literature was conducted to examine adverse childhood experiences (ACEs), the neurobiological and developmental effects of childhood trauma, its impact within educational settings, and the trauma-informed approaches for supporting students who have experienced adversity. The literature suggested that childhood trauma can disrupt brain development, executive functioning, emotional regulation, attention, memory, and stress-response systems, contributing to academic, behavioral, and social-emotional challenges within the classroom. Findings also highlighted the important role schools …

Exploring The Effectiveness Of A “How-To-Teach” Book Club For Preservice Teachers, Rina Bousalis, Eden Greene, Robyn Klein, Abigail Woods, Isabella Mandoeng

Journal of Educational Research and Practice

As teacher training programs continue seeking ways to prepare their preservice teachers to teach, many have turned to “how-to-teach” books written by veteran teachers, viewing them as a valuable source that could offer teacher candidates additional support. This study, which developed from the idea of creating a book club with instructors and members of a university’s future educators’ organization, used a qualitative textual analysis approach to explore concepts that emerged from how-to-teach books, how participants’ perceived those concepts, and how the books benefited participants. The study revealed that although authors’ perspectives often conflicted with participants’ beliefs, the authors’ engaging activities …