Higher Education and Teaching Commons^™

Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen

Dissertations, Theses, and Projects

This qualitative case study examines how teachers’ decision-making and professional autonomy shift while participating in a Hip Hop Pedagogy Professional Learning course supported by structured FIXIT (Lo & Wachter, 2023a, 2023b, 2023c, 2023d; Wachter & Lo, 2024) game-facilitated dialogue in a rural, culturally and linguistically diverse Midwest community. Grounded in Freire’s (1970) Critical Pedagogy, Ladson-Billings’ (1995) Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy (Paris and Alim, 2017), and Adult Learning Theory (Knowles et al., 2005), the study explores the reclamation of agency by teachers in a time of constrained creativity and educator autonomy shaped by strict policy environments, an emphasis on …

Contradiction And Critical Consciousness: Engaging Canadian University Students In Racial Dialogue On Anti-Chinese Racism, Dan Cui

Journal of Comparative & International Higher Education

This study examines how Canadian university students perceived and engaged with anti-Chinese racism during the COVID-19 pandemic. Drawing on grounded theory and interviews and written reflections from 28 undergraduates at a predominantly White university, the study analyzes students’ contradictory understandings of racism shaped by media, national narratives, and prior educational experiences. Informed by Bourdieu’s concept of habitus, it conceptualizes these tensions as a contradictory racialized habitus, in which awareness and denial, empathy and distancing, coexist. Three themes emerged: contradictory orientations toward anti-Chinese racism, the transnational influence of U.S. political discourse, and the limited transformative impact of a social justice course. …

Fieldwork Educators' Perspectives On Occupational Therapy Students Addressing Sexuality And Intimacy: Expectations, Supports, And Barriers, Elizabeth Deluca-Berg

Student Dissertations

Sexuality and intimacy are recognized as meaningful occupations within occupational therapy practice; however, they remain inconsistently addressed in clinical care. Previous research has identified limited educational preparation as a contributing factor to occupational therapists' discomfort and lack of confidence in addressing these occupations. Although classroom instruction provides foundational knowledge, Level II fieldwork serves as the primary setting in which students apply knowledge within authentic clinical environments. Despite the central role of FW educators in facilitating students' professional development, little research has explored how they prepare OT students to address sexuality and intimacy during fieldwork. The purpose of this basic qualitative …

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 …

Parks Coble, Jr., Unl History; Chinese Nationalists & Business, Chinese-Japanese Relations, Mark A. Griep, Parks M. Coble Jr.

UNL ORCA Interview Series

Dr. Parks Coble, Jr. was awarded the ORCA in 2005. He was born in Waterloo, South Carolina in 1946 but he grew up in Columbia. He earned his bachelor’s in history at the University of South Carolina in Columbia. Next, he traveled 740 miles northwest to earn his doctorate at the University of Illinois in Champaign. In 1976, he became an assistant professor of history at the University of Nebraska, where he quickly rose through the ranks. His early work focused on the relationship between Chinese business elites and leaders of the Chinese National Government movement during a very interesting …

Of Writing, Community And Transformation: Lessons Learned From A Faculty Developer, María Lucía Guerrero Farías

GHEA21 Publications

No abstract provided.

From Gatekeeping To Opportunity: Authentic Assessment In Natural Resources Education, Aradaryn Marsh

All Dissertations

Assessment practices play a central role in shaping how students engage with learning, demonstrate understanding, and participate in science, technology, engineering, and mathematics (STEM) education. Despite increasing calls for more inclusive and professionally relevant educational practices, undergraduate STEM assessment remains heavily dominated by traditional examinations emphasizing memorization, speed, and standardized performance. These concerns may be particularly important within Natural Resources (NR) education, a field that requires students to integrate scientific knowledge with communication, collaboration, and applied problem-solving. This dissertation explores authentic assessment within undergraduate NR education through a multi-phase investigation examining assessment prevalence, student experiences, racially marginalized (RM) student perspectives, …

Graduate Student Reflections On Mentoring Undergraduate Researchers In Mathematics, Melissa Beerbower, Jillian Cervantes, Pamela E. Harris, Kimberly J. Harry, Matt Mcclinton, Gabriella Pinter

Journal of Humanistic Mathematics

This is an interview with four graduate students who for the first time mentored undergraduate students during a summer research program. The interviewees present their lessons learned in mentoring and advice to other graduate students looking to mentor students.

"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan

Teaching/Writing: The Journal of Writing Teacher Education

This article shares the findings of a qualitative study that engaged ten writing teacher educators from across the United States in interviews, curriculum submission, and a mapping practice to explore the ways that they perceive and enact the teaching of the writing methods course within dynamic and complex settings. Using a conceptual framework of borderlands of practice to gain insight into the discourses and value systems that surround the course, findings revealed the overlapping domains that impact the preparation of teachers in the field of writing, the key values that guide the way that participants approach their teaching, and the …

Expertise, Ideals, And The Ecology Of Learning To Teach: A Conversation About The Transition From The Writing Methods Course To Student Teaching [Special Issue], Jessica Rivera-Mueller, Josie Clark

Teaching/Writing: The Journal of Writing Teacher Education

Writing pedagogy educators need approaches for designing the writing methods course in ways that will make a positive impact on practicing teachers’ decision-making. In this article, the co-authors—a writing pedagogy educator and a former student—address this need by providing a reflective conversation about the former student’s transition from the writing methods course to the student teaching experience. Together, the co-authors explore the extent to which a hands-on learning experience built into the writing methods course (designing and hosting an online writing competition for middle and high school students) impacted the former student’s experience of teaching writing as a student teacher. …

Listening To Learn: Preservice Teachers’ Voice On What Matters Most In Their University Preparation Programs, David Wolff, Scott Klimek, Elizabeth Y. Dale

The Interactive Journal of Global Leadership and Learning

This study explores the perspectives of preserviceteacher candidates on the topics in education they perceive as the most important and urgent as they prepare for their first year of teaching. Utilizing quantitative methodology, the study aims to identify and prioritize educational topics sixty (n = 60) preservice teacher candidates believed were critical to their professional development. Participants are asked to rate the topics based on two criteria: urgency and importance. Each topic is rated on a scale from 0 to 5, where 0 indicated unfamiliarly with the topic, 1 indicated low urgency or importance, and 5 indicates high urgency …

Collaborating With Our Ai Research Companion: Exploring The Use Of Microsoft Copilot To Conduct Inductive And Deductive Coding In Qualitative Research, David Wolff, Melissa Wolff, Mark Diacopoulos

The Interactive Journal of Global Leadership and Learning

Higher Education faculty balance time in teaching, scholarship, and service, along with many other duties in their roles (Office of Occupational Statistics and Employment Projections, 2024). In our efforts to be stewards of our time and craft, faculty look for ways to be more efficient in these areas. With the increase of Artificial Intelligence (AI) in our personal and professional lives, this paper discusses the use of Generative Artificial Intelligence (GAI), Microsoft Copilot, as an analytic tool in the qualitative data analysis process. Qualitative data was collected from transcripts of recorded meetings and an online journal that included text and …

Preparing Teachers To Read The Data: Strengthening Data Literacy For Early Literacy Decision-Making, Tevia Q. Strand

The Interactive Journal of Global Leadership and Learning

Teachers are increasingly expected to use literacy screening and benchmark data to guide instruction, identify student needs, and participate in multi-tiered systems of support. However, pre-service and early-career teachers may enter the profession without sufficient preparation to interpret assessment data or connect benchmark patterns to instructional action. This white paper examines the gap between teacher preparation and the realities of K-12 data use, with particular attention to early literacy decision-making. Drawing from Bradbury’s discussion of teacher preparation and the changing realities of education, this paper argues that data literacy is an essential part of preparing teachers for equitable classroom practice. …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

Thinking Local Through Sources: Implementing Place-Based Education & The Inquiry Design Model, Kelli L. Knight

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Place-based educational methods are utilized across subjects to connect students with their local communities, and tasking them to grapple and solve real-world issues. Since place-based education (PBE) centers the students’ sense of place, this allows for the social studies disciplines to provide opportunities for place-based practices to take root. Through the use of the Inquiry Design Model (IDM), specifically through source material, place-based methods can be incorporated into the social studies classroom. The purpose of this paper is to provide a practical way in which, both pre-service and in-service, can modify IDMs to make them place-based by using local sources. …

Fred Luthans, Unl Business Management, Positive Organizational Behavior, Mark Griep, Fred Luthans

UNL ORCA Interview Series

Fred Luthans was awarded the ORCA in 2008. He was born in Clinton, Iowa in 1939. He earned three degrees from the University of Iowa in Iowa City, located only a few miles from Clinton. His bachelor's was in mathematics in 1961, a Master’s of Business Administration in ‘62, PhD in Management and Psychology in 1965. After serving two years as a captain in the Army at West Point, where he taught psychology and leadership, he joined the University of Nebraska-Lincoln as an Associate Professor of Management. He's had a remarkable career, but I'll only mention three major distinctions. His …

Stephen Baenziger, Unl Agronomy & Horticulture, Breeding New Wheat Varieties, Mark Griep, P. Stephen Baenziger

UNL ORCA Interview Series

Stephen Baenziger awarded the ORCA in 2011. He was born in 1951 in Toronto, Canada. When he was an infant, his family immigrated to the U.S., where he grew up in Des Plaines, Illinois. He earned a bachelor's in biological chemistry magna cum laude from Harvard University in Cambridge, Massachusetts. Next, he earned a master's and doctorate in plant breeding and genetics at Purdue University in West Lafayette, Indiana. Over the next decade, he worked for the USDA at Beltsville Agricultural Research Center in Maryland and then at the Monsanto Corporation in St. Louis, Missouri. In 1986, he joined the …

Dnp Final Report: From Academic Chaos To Professional Preparedness: Time Management And Goal Setting To Support Self-Efficacy In Undergraduate Nursing Students, Cristy Baker Mrs.

DNP Final Reports

Low perceived self-efficacy among undergraduate nursing students may contribute to stress, burnout, and challenges with academic success and program completion. Evidence suggests that interventions focused on time management and goal setting may support students' confidence.

The purpose of this improvement project was to implement time-management and goal-setting interventions and evaluate changes in perceived self-efficacy among undergraduate nursing students. Guided by Bandura's Self-Efficacy Theory and the ADKAR Change Model, the project examined the changes in perceived self-efficacy following the implementation of the interventions. The PICOT guiding the project was: In undergraduate nursing students (P), how does implementing time management and goal-setting …

Building A Toolkit Of Writing-Based Learning Activities For Finance Classes, Esther Afoley Laryea

GHEA21 Publications

No abstract provided.

Freewrite: Synchronizing Mind, Hand, And Pen – An Excavation Of A Basic Practice, Ibrahim Marazka

GHEA21 Publications

No abstract provided.