Higher Education and Teaching Commons^™

Guiding Growth Through Change: Developing A Staff Development Career Pathway In A Transforming University, Bridie Killoran

Teaching and Learning Together in Higher Education

No abstract provided.

Reflecting On The Atu Assessment Hackathon: Exploring Assessment And Ai Through Collaborative Challenge-Based Learning, Noreen Henry, Nokuvimba Chiyaka, Olya Antropova

Teaching and Learning Together in Higher Education

No abstract provided.

Learning With Champions: Genai Champions Project Ireland, Rebecca Roper

Teaching and Learning Together in Higher Education

No abstract provided.

Navigating Interdisciplinarity: A Holistic Reflection On Collaboration And Learning In An N-Tutorr Supported Hackathon, Elaine Edmonds

Teaching and Learning Together in Higher Education

No abstract provided.

Rethinking Sustainability In Business Education, Gabriela Gliga, Auguste Buliauskaite

Teaching and Learning Together in Higher Education

No abstract provided.

"No Closed Door": How A Peer-Led Wellness Café Model Facilitated & Supported Staff-Student Partnerships, Sharon Ferguson, Aimee O. Byrne

Teaching and Learning Together in Higher Education

No abstract provided.

Invisible Witnesses: Unpacking The Interactions Of Student-Staff Partnerships Through Reflective Interview Summary Notes, Sarah Carroll, Olya Antropova

Teaching and Learning Together in Higher Education

No abstract provided.

Fairy Godmothers: Empowerment By Design, Magic In Unexpected Moments, Jessica Duffy, Aoife Kelliher, Caitriona Mcgrattan, Roisin Murray, Raquel Volpini Cox

Teaching and Learning Together in Higher Education

No abstract provided.

Introduction: Building A Student Empowerment And Partnership Programme Driving Innovation And Change Across The Technological Higher Education Sector In Ireland, Carina Ginty, Moira Maguire

Teaching and Learning Together in Higher Education

No abstract provided.

Interview With Orca Award Winner James Van Etten, Unl Plant Pathology; Discoverer Of Giant Viruses, Mark Griep, James Van Etten

UNL ORCA Interview Series

Dr. James Van Etten was awarded the UNL Outstanding Research and Creative Activities Award in 1992. He was born in Virginia but grew up Peoria, Illinois. Something in his youth must have sparked an interest in science because he earned his bachelor’s degree in biology from Carleton College in 1960. Carleton is a well-regarded liberal arts institution in Northfield, Minn., about 400 miles from Peoria. Next, Jim earned a master’s and doctorate at the University of Illinois in Champaign-Urbana, both in plant pathology. For his postdoctoral work in 1965 and 1966, he did postdoctoral work in the Department of Genetics …

Sjsu Erfa Board Minutes, October 3, 2025, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

October 3, 2025

Sjsu Erfa Board Minutes, September 8, 2025, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

September 8, 2025

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

The Shadow Of The Covid-19 Pandemic On State Comprehensive Universities, Rachel Dolechek, Latisha Haag, Kylie Jank

Teacher-Scholar: The Journal of the State Comprehensive University

Collegiate faculty at state comprehensive universities (SCU) have an opportunity to reflect on and learn from Emergency Remote Teaching (ERT) and Remote Hybrid Teaching (RHT) experiences during the COVID-19 pandemic and apply the lessons learned to future emergency or crisis situations. This paper focuses on the shadow of COVID-19 and offers insight into building a learning environment that maintains academic design and prepares for the possibility of ERT or RHT, as well as the increased demand for hybrid courses. Findings from an explanatory, mixed-methods study at an SCU suggest a lack of teaching presence during the COVID-19 pandemic. Based on …

Clash Of Equity, Diversity, Inclusion (Edi) And Anti‐Woke‐Ism: Reclaiming And Re‐Storying Edi For Thriving Communities, Ardavan Eizadirad, Sabreena Ghaffar Siddiqui

Education Faculty Publications

This commentary examines the evolution of Equity, Diversity, and Inclusion (EDI) discourses, critiquing its shift from grassroots activism to a performative tool co‐opted by institutions and weaponized by politicians. It addresses concerns from the antiwoke backlash and advocates for reframing EDI as a community‐driven framework for thriving communities, fostering belonging and engagement, through data‐driven decision‐making that facilitates transformative systemic change.

Promoting Sophomore Progression: Academic Advocates’ Perceptions Of Holistic Interventions And Data Analytics, Sarah Angela Wray Marshall

USF Tampa Graduate Theses and Dissertations

This qualitative study explored academic advocates’ perceptions regarding holistic student interventions and data analytics utilization to enhance sophomore success at their institution. This study contributes to the literature on sophomore success by providing an academic advocacy perspective and to the emerging literature using data analytics to enhance retention, persistence, and graduation rates in higher education. Multiple methods of data collection were employed, including four academic advocate interviews, document analysis, and reflexive journaling. A hybrid thematic analysis approach was used to analyze the data. By exploring practitioners’ narratives, the research addressed a gap in scholarship on how academic advocates enact their …

Rethinking Civic Education. A Review Of Education For Liberal Democracy: Using Classroom Discussion To Build Knowledge And Voice, Jordan Garner, Colton Morton, Palak Shah

Democracy & Education

In his book Education for Liberal Democracy: Using Classroom Discussion to Build Knowledge and Voice, Walter Parker (2023) takes a centrist approach to redesigning civic education. Throughout the book, Parker provides valuable strategies teachers can implement into the K–12 social studies classroom to teach for democracy. While we believe Parker's instructional strategies lay the groundwork for reshaping civic education, we contend that the book does not adequately address issues of inequality and inequity. We would also challenge Parker to think about how teachers can educate for democracy outside of the social studies curriculum in the United States and globally. …

Feeling At Home In The Basic Communication Course: A Qualitative Case Study Of Faculty And Student Perceptions Of A Connected Classroom Climate At One Midwestern University, Cynthia Grobmeier

Basic Communication Course Annual

The concept of a connected classroom climate considers that peer-to-peer interaction, not just instructor-student interaction, contributes to a sense of community in the classroom that can impact student outcomes. This qualitative case study considers both student and instructor perceptions of what contributes to that sense of connection in the classroom at a mid-size, four-year, Hispanic-serving university. Data was collected using semi-structured interviews and member checks with students and instructors who engaged in the first-year basic communication course during the Spring 2022 semester. Four themes emerged in this study: a) the communication classroom is uniquely positioned to create a sense of …

Interview With Orca Award Winner Donald Weeks; Unl Biochemistry; Biotechnology, Mark Griep, Donald Weeks

UNL ORCA Interview Series

Emeritus Professor Donald Paul Weeks was awarded the ORCA in 2014, a year before he retired. He grew up in a small farm south of Terre Haute, Indiana. In his youth, he participated in 4-H programs that must have sparked an interest in science because he earned his bachelor's degree from Purdue University in 1963. Purdue is about 90 miles north of Terre Haute. Don's doctoral work was at the University of Illinois in Champaign-Urbana for a project about protein synthesis during maize germination. Next, he did postdoctoral work at the Fox Chase Cancer Center in Philadelphia, where his research …

9th Gsep Research Symposium - 2025

GSEP Research Symposium

The Ninth Annual GSEP Research Symposium, themed "Building Bridges to Elevate Humanity: Innovations and Insights in Education and Psychology", was hosted by the Pepperdine University Graduate School of Education and Psychology (GSEP) on June 19–20, 2025, at the historic Château d’Hauteville in Switzerland and virtually via Zoom.

This hybrid symposium convened a vibrant global community of students, alumni, faculty, and scholars to share research that addresses real-world challenges, advances scholarly inquiry, and builds pathways for inclusive collaboration and leadership. Spanning a wide array of topics—from artificial intelligence and mental health to trauma-informed practices, educational equity, social justice, and cross-cultural leadership—the …