Scholarship of Teaching and Learning Commons^™

Co-Creating Ai Learning Solutions: A Qualitative Analysis Of Student And Faculty Deliverables In An Algorithmic Literacy Learning Community, Samantha Legrand, Zoeanna Mayhook, Jing Lu

Libraries Faculty and Staff Scholarship and Research

This research describes the conceptual development and insights from implementation of Partners for Algorithmic Literacy (PAL) - a groundbreaking student-faculty learning community model, facilitated by academic librarians, where undergraduates and instructors partner to co-design curricular plans integrating or interrogating AI in the classroom. In the fall of 2023 and 2024, two cohorts in this learning community were partnered. In weekly sessions, partners experimented with AI tools and engaged PAL’s novel Algorithmic Literacy Pedagogy Framework to guide their conversations and co-design process.

Employing qualitative content analysis, an in-depth exploration is underway to glean valuable insights from the student-faculty partners’ personal reflections, …

“Honey, Life Is Just A Classroom:” Using Taylor Swift As A Pedagogical Tool For College Composition, Liz Thomae

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

As educators, we confront the challenge of cultivating a deeper understanding of writing in an age obsessed with utilitarianism, instant gratification, and pragmatism. Students come into our classrooms inundated with these messages of utility and often find subjects within the humanities, especially first year writing, boring and unhelpful. Especially with the rise of generative artificial intelligence (AI) use in our classrooms and society at large, we as pedagogues have our work cut out for us. I propose a pedagogical approach that bridges students' interests with essential writing skills by integrating Taylor Swift's music into the composition classroom. Swift's evolution as …

Engaging Undergraduate Students In Critical Visual Reflections Using Their Visual Journals, Madeleine A. Barney-Gibbs

Undergraduate Honors Theses

This qualitative, arts-based study examines how undergraduate students engage with visual journaling to construct and articulate knowledge in a social science course centering issues of diversity, inclusion, and social justice. Drawing on Freirian critical pedagogy and critical visual reflection, this research centers students’ voices and creative processes. Through one-time, audio-recorded interviews, participants share insights about their journaling experiences, reflect on memorable pages, and articulate both the significance and intended future use of their visual journals. The collaboration between researchers and student participants involves shared reflective practices, flattening hierarchies, and emphasizing embodied expression, including nonverbal and vocal cues. This approach builds …

A Seat At The Schoolhouse Table: Reimagining Education Through Afrofuturist And Womanist Theory, Natasha M. Capers

Student Theses

“A Seat at the Schoolhouse Table: Reimagining Education Through Afrofuturist and Womanist Theory” critically examines how curriculum, even when well-intentioned, can perpetuate harm by excluding the lived experiences of marginalized communities—especially Black, Indigenous, and LGBTQIA+ students. Using a real middle school immigration assignment given to the author's son as a case study, this capstone deconstructs the structural biases embedded in curriculum design and proposes a radical reimagining through the liberatory lenses of Afrofuturism and Womanism. Blending scholarly inquiry, personal narrative, and community-based interviews, this project offers a restructured assignment that centers joy, identity, and speculative storytelling as tools for educational …

Becoming A Beloved Community: A Restorative Reckoning For A Radical Conversion To Transform Discourse In Higher Education, Latasha Tomay Varlack-Butler

Dissertations

This dissertation critically examines the misappropriation of Restorative Justice Discourse (RJD) within three predominantly white institutions (PWIs), analyzing 59 institutional documents through Critical Discourse Analysis, Relational Critical Discourse Analysis, and Rhetorical Criticism (Fairclough, 1995; Vaandering, 2021; van Dijk, 2008). Tribal Colleges and Universities and South African institutions have emerged as exemplars of authentic RJD, countering co-optation within PWIs. The findings demonstrate that RJD as applied in PWIs is framed in ways that attenuate its transformative potential, perpetuating color-evasiveness (Bonilla-Silva, 2017) and obscuring the intersectional experiences of Black, Indigenous, and disabled communities (Crenshaw, 1991; Million, 2009).

Grounded in decolonial praxis (Smith, …

Book Review: A Modern Take On Mere Christianity, Shawn M. Bielicki

Journal for the Scholarship of Teaching & Learning

No abstract provided.

Beyond Lecturing: Christian Higher Education Faculty Perceptions Of Professional Development Expectations And Its Impact On Job Satisfaction, Andrea Lynn Smith, Diane S. Garber, Vhuthuhawe T. Madzinge, Folashade O. Odedina, Joshua E. Wilson, Daniel P. Yerrington

Journal for the Scholarship of Teaching & Learning

This research study was conducted to ascertain possible connections between higher education faculty expectations of professional development and how these relate to their perceived job satisfaction. Several theories were used as the foundational framework, which included Bruner’s (1960) constructivist worldview theory, Herzberg’s (1966) two-factor theory, and Dockery’s (2012) faith learning integration. The research design for this qualitative study was a phenomenological hermeneutical study. The participants answered the two primary research questions: (a) What are the perceptions of Christian higher education faculty regarding professional development expectations? (b) How do Christian higher education faculty’s perceptions of professional development affect their job satisfaction? …

Beyond Lecturing: Revealing Faculty Perceptions Of Technology Expectations And Job Satisfaction In Christian Higher Education, Jerry L. Pitts, Charlene Geisler, Mark D. Granger, Jessica E. Kuehne, Roger W. Mackey, Erica D. Moore

Journal for the Scholarship of Teaching & Learning

The purpose of this phenomenological study aimed to understand higher education faculty perceptions and job satisfaction related to technology integration expectations in a changing academic environment. This study asked two research questions: 1. What are the perceptions of Christian higher education faculty regarding technology expectations? 2. How do Christian higher education faculty’s perceptions of these technology expectations affect their job satisfaction? Six full-time residential faculty members participated in the study. The lived experiences of faculty were studied using individual interviews, focus groups, and journal entries. Data analysis revealed that faculty perceived that institutions have additional technological expectations that go beyond …

Beyond Lecturing: Christian Higher Education Faculty And Faculty Support Staff Perceptions Of Institutional And Committee Service Expectations And How These Affect Job Satisfaction, Andrew F. Milacci, Alisha Castaneda, Janet Brown, Alex Mason, Annik Miller, Christopher Sneeringer

Journal for the Scholarship of Teaching & Learning

Job satisfaction among faculty members and faculty support staff in higher education is a complex phenomenon influenced by various factors, including institutional and committee service expectations. This qualitative study gauged feedback from Christian higher education faculty members and faculty support staff regarding the institutional and committee service expected of them, as well as how their engagement with these expectations affects their job satisfaction. Using a hermeneutic-phenomenological schema, the researchers conducted in-person interviews, administered discussion board focus groups, and gathered reflective journal entries from a sample size of six participants at a large, faith-based university. During the analysis of the resultant …

A Time-Strapped Reality: Christian Faculty Perceptions On Research Expectations And Job Satisfaction, Hailey A. Manicone, Bruce K. Bell, Roger B. Bingham, Jacob T. Byrd, Kimberly S. Cashman, Sherri Ann Walker

Journal for the Scholarship of Teaching & Learning

There are many factors related to faculty perceptions of expectations and demands to conduct research that can significantly impact their job satisfaction. While much research has been done on the relationship between a faculty member’s ability to perform research and their job satisfaction, limited research on this relationship exists in the context of Christian higher education. To address this problem, this study asks the following questions: 1. What are the perceptions of Christian higher education faculty regarding research? 2. How do Christian higher education faculty’s perceptions of these research expectations affect their job satisfaction? Data were collected from six faculty …

Weary Yet Willing: Unveiling Faculty Perceptions Of Christian And Community Service Expectations And Their Impact On Job Satisfaction, Thomas W. Doss, Alexander Lagos Choquecahua, Jason Donahoo, Kjell Fenn, Diana J. Schwerha, Deidra M. Simspon, Amber L. Wilson

Journal for the Scholarship of Teaching & Learning

This research investigates Christian higher education faculty perceptions of Christian and community service expectations and the impacts on job satisfaction. Six participants completed interviews, discussion boards, and a journal entry with specific questions related to Christian and community service expectations and how those expectations affect job satisfaction. A phenomenological methodology using rich textual data generated six themes: benefits, service types, balance, motivations, expectations, and resources related to job satisfaction. Results indicate that faculty believe that involvement in Christian and community service can yield personal benefit, improving job satisfaction. However, the uncertainty related to the expectations of such service may create …

Faith Learning Integration In Christian Higher Education And Faculty Job Satisfaction: A Hermeneutical Phenomenological Study, Brad Burgess, Grace Michele Baker, Jamaica Conner, Jonathan Giles, Rachel Joseph, Kevin Layell

Journal for the Scholarship of Teaching & Learning

Faith learning integration (FLI) in Christian institutions of higher education contributes to job satisfaction (JS) for faculty. This study explores FLI and JS among interdisciplinary faculty in a Christian university in the Southeast US. Researchers used a hermeneutical phenomenological approach to collect data from six faculty from varying disciplines, using interviews, focus group discussions, and journaling. Manual coding was utilized to uncover three primary themes: (a) clear expectations for FLI; (b) challenges to implement FLI; and (c) faculty JS from FLI. Two subthemes emerged from the primary theme of clear expectations for FLI: standards set by the organization and classroom …

Editorial: Beyond Lecturing: Faculty Perceptions Of Expectations Outside The Classroom, Shawn M. Bielicki, Alexandra Barnett

Journal for the Scholarship of Teaching & Learning

No abstract provided.

About This Journal, Shawn Bielicki

Journal for the Scholarship of Teaching & Learning

No abstract provided.

Optimizing Accessibility Training By Prioritizing Cognitive Needs Of Students With Disabilities, Lio Jones, Kari Goin, Megan Mcfarland

Developmental Disabilities Network Journal

Despite the significant enrollment of students with disabilities in higher education, research and practice rarely center the voices and leadership of these students, particularly in accessibility training efforts. This paper addresses this gap by presenting an autoethnographic study of a digital accessibility training initiative co-led by a student with multiple disabilities. Using a process that combines participatory research and first-person narrative, this study outlines the development and implementation of faculty training on accessibility that centers the experiences of a student with cognitive disabilities. We propose a new framework for understanding "dynamic disability," a concept that recognizes the complex and evolving …

High-Entropy (Feconimnal)3o4/Cnt And (Feconimnal)3o4/Rgo Hybrid Bi-Functional Catalyst For Hydrogen And Oxygen Evolution Reactions, Bhumikaben V. Makawana

Electronic Theses & Dissertations

Developing efficient and durable electrocatalysts for the oxygen evolution reaction (OER) and hydrogen evolution reaction (HER) is crucial for advancing sustainable energy conversion technologies. In this study, high-entropy (FeCoNiMnAl)₃O₄ and its hybrid forms supported on carbon nanotubes (CNTs) and reduced graphene oxide (rGO) were synthesized with varying carbon concentrations (5 mM, 10 mM, and 15 mM) and evaluated for their bifunctional electrocatalytic performance in alkaline media. The rGO-supported catalyst with 10 mM concentration exhibited the best HER performance, achieving a low overpotential of 162 mV at 10 mA/cm², followed by rGO (15 mM) and rGO (5 mM) …

Applying Supervision To Animal Assisted Therapy: Using The Integrative Development Model, Rachel W. Rachlinski, Kelli A. Mcfarland

Journal of Counselor Preparation and Supervision

A study conducted by Hartwig and Smelser (2018) reported 91.7% of clinicians being aware of animal assisted therapy (AAT) who agree it is a legitimate treatment model. However, 57% of respondents expressed interest in receiving AAT training. Although published standards and competencies published by ACA and IAHAIO indicate the requirement for clinical supervision when implementing AAT, research does not address supervision protocols for AAT. This manuscript suggests a protocol for supervising the implementation of AAT. The consequence of untrained supervisors is the potential harm to the well-being of the client as well as the clinician and the animal. As such, …

Where To Deposit Your Master’S Thesis Or Doctoral Dissertation In The Unl Digital Commons, Sue Ann Gardner, Paul Royster

Thesis and Dissertation Deposit Information Resources

A list of degree-granting programs with links to the proper series for thesis and dissertation deposit in the UNL Digital Commons.

UNL = University of Nebraska-Lincoln.

Updated May 2025.

Find your degree-granting program in the list, then click on the link to go to the proper series to deposit your thesis, dissertation, or other student work.

If you have questions about the process or problems finding the correct series or uploading your work, contact Sue Gardner.

Navigating The Ai Frontier: Challenges And Opportunities For Academic Libraries, Zachary Newell Phd, Christine I. Dulac Jd, Mlis, Jill Piekut Roy, Anna Faherty, Benjamin Barton, Alex Elliott

USM Faculty Teaching Symposium

Academic libraries stand at a pivotal juncture, grappling with the transformative potential of Artificial Intelligence. Our presentation will address the practical, ethical, and social implications caused by the integration of AI into the work of academic libraries. Ethical considerations are paramount. Algorithmic bias threatens equitable access, while privacy and data security demand robust safeguards. The rise of AI-generated content necessitates a reevaluation of academic integrity and copyright law. Practical challenges include data quality and system integration. AI implementation requires substantial investment and specialized expertise, necessitating staff upskilling and training. Socially, building user trust through transparent communication is crucial. Libraries must …

How Open Source Digital Repositories Increased Visibility Of Coursework Worldwide, Ashanthi Maxworth Phd

USM Faculty Teaching Symposium

I started teaching ELE 452 Antennas course for engineering undergraduates in the spring of 2022. As a strong advocate of active learning techniques, I was incorporating antenna simulations using a software called ANSYS-HFSS. HFSS has a lot of moving parts hence I needed a method to make sure the students follow the steps correctly, so I created worksheets with step-by-step instructions. Since I put a lot of time and effort into creating these worksheets, I published those as an open source digital collection via the USM Libraries. Currently, the readership of these worksheets is almost 4000 worldwide.

Backed by this …