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Beyond Teaching: The Ripple Effect Of Mentoring And Advising On Job Satisfaction, Brad Burgess, Justin Bamba, Laura Beiler, Patricia Meulemans, Cathy Roberts, Alicia Slate

Journal for the Scholarship of Teaching & Learning

Abstract

This study explored the lived experiences of faculty members in a Christian higher education (CHE) institution located in the southeastern region of the United States. Mentoring and advising were defined within the research as they pertain to CHE. Herzberg et al.’s (1959) two-factor model was the theoretical framework of this qualitative phenomenological study. The study examined how perceptions of mentoring and advising related to job satisfaction. Six participants completed interviews, asynchronous written discussions, and individual journal entries. Using Moustakas’ (1994) transcendental phenomenological approach, five themes were revealed: Student Impact, Relationship Development, Life Experience Mentorship, Christian Identity, and Fulfillment. Christian …

Can You Hear Me Now? The Impact Of Communication With Students On Faculty Job Satisfaction In Christian Higher Education: A Qualitative Research Study, Bruce K. Bell, Virginia W. Cashion, Kimberly S. Cashman, Alexander Lagos Choquecahua, Collin M. Lyons, Robert J. Doan

Journal for the Scholarship of Teaching & Learning

The goal of Christian higher education is to effectively integrate faith and learning to equip students to make an impact for Christ in the world. Consequently, faculty at faith-based institutions face challenges when attempting to navigate the ever-changing academic landscape while simultaneously satisfying students’ expectations. This study seeks to explore faculty-student communication and how this affects faculty job satisfaction within Christian higher education. The methodological approach to address this gap included a phenomenological design, which involved interviewing six faculty members from a large Christian university located in the Southeastern United States. These interviews produced useful lived experiences, and the purposeful …

Beyond Lecturing: A Qualitative Exploration Of The Impact Of Lesson Planning On Faculty Job Satisfaction In Christian Higher Education, Andrea Lynn Smith, Randy Baker, David M. Hahn, Cheryl B. Hemric, Karen Haaland Hubbard, Annik A. Miller, Brenda L. Widger

Journal for the Scholarship of Teaching & Learning

Job satisfaction for higher education faculty is influenced by many factors, with lesson planning serving as a contributing factor. This phenomenological study sought to explore and understand the lived experiences of faculty members regarding the impact of lesson planning on job satisfaction in a Christian higher education institution. Using phenomenological methods, 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 located in the southeastern United States. During the data analysis, five themes emerged: Faith Integration and Spiritual Purpose, Autonomy and Creative Freedom, …

Tension And Grace: Perceptions Of Assessment And Grading Among Christian Higher Education Faculty And Impact On Job Satisfaction, Jerry L. Pitts, Nary Kitson, Lori Roach, Ashley Tharpe, Sherri Ann Walker, Daniel P. Yerrington

Journal for the Scholarship of Teaching & Learning

This research investigated Christian higher education faculty members perceived job satisfaction regarding assessment and grading. Six participants completed semi-structured interviews, discussion boards, and journal entries with specific questions related to assessment and grading. A phenomenological methodology using rich textual data generated four themes: pedagogical support, job satisfaction, time management, and emotional investment. Results indicated that faculty believed that assessment and grading were an integral part of their job. Job satisfaction was most prevalent when student growth was apparent in assessment and when students appreciated instructor feedback. The study offered five recommendations: 1) clarified assessment and grading expectations for Christian higher …

Beyond Teaching: A Qualitative Exploration Of The Impact Of Active Learning On Faculty Job Satisfaction In Christian Higher Education, Alisha Castaneda, Grace Michele Baker, Marsha Baker, Hanna Byrd, Kahlib Fischer, Folashade O. Odedina

Journal for the Scholarship of Teaching & Learning

Abstract

This research aims to examine the lived experiences of university professors at a Christian university regarding active learning (AL) and job satisfaction. Using Herzberg’s two-factor theory as a guiding framework, the researchers employed a qualitative transcendental phenomenological study to gauge the perceptions of six faculty members who teach using residential or online delivery formats. Data were collected through individual interviews, reflection journals, and discussion groups. Thematic analysis was utilized to identify initial codes and emerging themes, giving voice to the participants' firsthand knowledge and perspectives. The research noted four dominant themes regarding AL and professor job satisfaction: positive student …

Editorial: Faculty Flourishing: Job Satisfaction, Calling, And The Strength Of Academic Community, Shawn Bielicki, Alexandra Barnett

Journal for the Scholarship of Teaching & Learning

Editorial: Faculty Flourishing: Job Satisfaction, Calling, and the Strength of Academic Community

About This Journal - Issue 2, Shawn Bielicki

Journal for the Scholarship of Teaching & Learning

About this Journal - Issue 2

“Thrown To The Fire”: Exploring The Impact Of The Covid-19 Pandemic On The Education And Self-Efficacy In New Graduate Physical Therapists, Michael Furtado, Gregory Brusola, Dana Wild

Internet Journal of Allied Health Sciences and Practice

Purpose: The COVID-19 pandemic significantly disrupted Doctor of Physical Therapy (DPT) education and practice, leading to emergency transitions to online learning and interruptions in clinical experiences across the United States. These disruptions raised concerns about their impact on new graduate DPTs' self-efficacy and professional readiness. The current issue addressed by this study is the effect of these disruptions on new graduate self-efficacy and confidence in their professional role. This mixed-method study aimed to assess the extent of clinical education disruption, evaluate its effects on self-efficacy, and explore the lived experiences of new graduate DPTs during the pandemic. Method: A survey …

A Qualitative Study Of Transfer Student Policies And Practices At Four-Year Public Regional Universities In Louisiana, Mickey Diez

Doctoral Dissertations

This research study presented a qualitative, multiple case study that examined the extent to which universities within the University of Louisiana System (ULS) align their transfer policies and practices with national best practices for transfer student success, as outlined in the American Association of Collegiate Registrars and Admissions Officers’ A Guide to Best Practices: Awarding Transfer and Prior Learning Credit (AACRAO, 2017). Through a document analysis of institutional transfer policies and practices, the study aimed to identify common themes, similarities, differences, strengths, and gaps in institutional support for students transferring from two-year community colleges to four-year universities. The study was …

An Exploration Of Variables Related To Gender Role Differences And Social Relationships Among Nontraditional Bachelor's Degree Recipients, Cynthia Bourgeois Bergeron

Doctoral Dissertations

The goal of this study was to examine variables that speak to gender role differences among nontraditional bachelor’s degree recipients aged 30 to 49. These issues are particularly relevant given enrollment trends showing that the diversification of bachelor’s degree seekers has outpaced the policies and norms of traditional undergraduate education. A nonexperimental, correlational research design was employed using chi-square tests and Cramer’s V as post-hoc measures on categorical data from the 2012, 2014, and 2016 General Social Survey. Shaped by Gilligan’s moral development theory, several social variables were included in the analysis. Two statistically significant associations emerged: women earning bachelor’s …

First Course Portfolio For Plpt 803 Fundamentals Of Scientific Discovery, Hernan Garcia-Ruiz

UNL Faculty Course Portfolios

PLPT 803 Fundamentals of Scientific discovery is a new curse in the Department of Plant Pathology at the University of Nebraska-Lincoln. I designed and developed this course from the ground up. Initially, it was offered as a special topic (PLPT 892-014) for four years. PLPT 803 was approved by the College of Agricultural Sciences and Natural Resources curriculum committee in September of 2025. PLPT 803 is unique within the University of Nebraska system and will be offered for the first time in the fall of 2027. The course is designed for students to learn fundamental scientific skills such as scrutinize, …

Black Men, Aces, And Family Support: Pathways To College Persistence And Graduation, Tessa J. Davis

The Journal of Advancing Education Practice

The problem is that adverse childhood experiences (ACEs) affect the coping skills of college students, resulting in challenges in graduating from higher education institutions. The goal of the study was to analyze how temporality, sociality, and spatiality intersect to influence these individuals’ journeys to graduation. The research addressed the critical issue of how ACEs influence academic persistence and success among this demographic, who are disproportionately affected by challenges due to childhood adversities. Using a qualitative narrative inquiry design, the study delved into the lived experiences of 10 Black males aged 24–65 from the Southeastern United States who graduated from higher …

Her Fire This Time: Black Women Faculty And The Liberatory Pedagogy That Can't Wait, R. Danielle Scott, Andi Toliver-Smith, Nailah Smith

The Journal of Advancing Education Practice

The purpose of this paper is to document the experiences of Black women faculty sustaining culturally responsive, justice-oriented, liberatory pedagogy in the current sociopolitical climate of higher education. In the context of coordinated attacks on diversity, equity, and inclusion infrastructure, the erasure of culturally responsive accreditation standards in Speech, Language & Hearing Sciences (SLHS), and the unwritten expectation that Black women faculty absorb the weight of equity work that institutions have abandoned, this paper examines the sustaining forces that keep liberatory teaching aflame. Drawing on critical autoethnography and reflective practice, three Black women, two faculty members and one doctoral student …

Learning From Planet Krypton - Building Faculty Efficacy To Remove Barriers To Neurodiverse Student Success, Anna Weisling, Nina F. Weisling

The Journal of Advancing Education Practice

There are an increasing number of students with Autism, ADHD, and other neurodiversities attending institutions of higher education. Unfortunately, most higher education faculty do not receive formal training or support around the skills, knowledge, and pedagogy needed to effectively design and implement instruction that removes barriers to accessing the post-secondary curriculum. This was the case for the first author, a content expert with a Ph.D. in Digital Media. She engaged author two, who holds a Ph.D. in Special Education, to discuss ways to more effectively support her neurodiverse college students. What emerged was a duoethnographic research study, followed by thematic …

Performance Of Illustrations And Images As Language In Sarnath Banerjee’S All Quiet In Vikaspuri, Akanksha Barthwal Ms

SANE journal: Sequential Art Narrative in Education

Sarnath Banerjee’s All Quiet in Vikaspuri, fictionalizes but at the same time addresses water wars and political ideologies in the city of Delhi. By the means of eco-critical approach in the name of Vi-kas (development) Banerjee discuss the acts of slow violence subverted on nature in the name of progress (vikas). Through text/ images the author depicts chaos and challenges for the readers in more direct and obscene ways. The current paper attempts to look at Banerjee’s illustrations and images as new form of language emerged in modern Indian literature with the possibly that illustrations have more effect on …

Exploring Information Literacy Skills, Attitudes, And Barriers Among Medical And Nursing Students In Bahrain: A Mixed-Methods Perspective, Asif Altaf, Suchita N. Dsilva, Simple Sibi Joseph, Fida Mukhtar, Muhammad Zeeshan, Bindhu Nair

Communications in Information Literacy

Information literacy is essential for evidence-based medical education, yet Gulf-region studies rarely examine student competencies and barriers. This study examines the information literacy skills, attitudes, and challenges faced by medical and nursing students at RCSI Bahrain. A mixed-methods design was employed, combining a quantitative survey (n = 343) with qualitative focus groups (n = 10). Students reported high self-perceived information literacy across domains. Time constraints and information overload were identified as the primary barriers to effective communication. Focus group findings highlighted the late introduction of curricula, technical access challenges, and inequities between medical and nursing programs. Library training attendance, academic …

The Dual Dilemma Of Language Barriers Faced By International Students In Higher Education: A Literature Review, Song Wang

Journal of Comparative & International Higher Education

This literature review summarizes and analyzes existing research on the language barriers faced by Chinese and Indian international students in American higher education. Drawing on previous research in second language acquisition and academic English, this paper summarizes the differences in language education between China and India and how limited academic English preparation impacts students' participation and learning experiences in American higher education classrooms. The paper also explores how higher education institutions can address these challenges through language support and learning environments. Overall, this literature review emphasizes the role of institutional practices in influencing the academic language development of international students.

2026 June, Morehead State University. Office Of Communications & Marketing.

Morehead State Press Release Archive, 1961 to the Present

Press releases for June of 2026.

Shared Language For Responsible Ai Integration, Asa B. Stone, Mark C. Stone, Alisha Bevins, Jean Claude Niyomugabo, Irene Magara, Jacob Abaare, Derek M. Heeren, Mubarak Abu Zouriq

PRAIRIE: Pioneering Responsible AI for Research, Innovation, and Education

As AI rapidly reshapes how we work and learn, employers increasingly seek graduates who can think before they prompt, exercising judgment under pressure rather than merely producing output. Yet students are praised for AI use in one course and penalized for it in the next, and faculty are left to lead responsibly on shifting ground, with no shared language to guide them.

This paper introduces the PRAIRIE Framework for AI Integration, a shift from reactive gatekeeping toward proactive stewardship. It emerged from a qualitative sentiment analysis of three communities (students, faculty, and industry partners) whose concerns converged on one need: …

Teaching Learning Newsletter Vol 6 Issue 1, Sastra Deemed To Be University

TLC Newsletter

No abstract provided.

Teach In English Or Perish: A Phenomenological Inquiry Into The Lives Of Three Emi Educators, Michela Gronchi

Journal of Comparative & International Higher Education

Teaching in English Medium Instruction (EMI) programs can significantly reshape educators’ professional identities particularly when English is not their first language. This article summarizes a previously published phenomenological study with three Italian EMI educators in educational linguistics. Drawing on creative fortune lines to trace their experiences, the study showed that participants’ disciplinary field played a central role in their lived identity, intersecting with issues of language teaching and native-speakerist ideologies. The findings also revealed a heightened awareness of multilingual competence across English and other languages, which contributed to identity formation, alongside a pronounced tension between their professional selves expressed in …

Empowering International Students For Positive Social Risk-Taking In U.S. Higher Education, Maha Azzazi

Journal of Comparative & International Higher Education

During the acculturation process to their new life in the United States, international students can face challenges in building meaningful connections with their campus community due to difficulties in social integration. There has been limited research on finding effective ways to help international students overcome these challenges, despite numerous studies exploring the factors contributing to international students' disengagement, such as cultural and linguistic barriers and financial difficulties. To address this gap, this phenomenological qualitative study examines the experiences of eight international students at a US university. Among the themes that emerge from preliminary results are familiar challenges faced by students, …

Initial Teacher Education Programs (Iteps) And Global Citizenship Education (Gce): A Comparative Study In Italy And Ireland, Giulia Filippi

Journal of Comparative & International Higher Education

This study examines how Initial Teacher Education (ITE) programmes in Italy and Ireland prepare future teachers for Global Citizenship Education (GCE). Although promoted internationally through SDG target 4.7 (UNESCO, 2015) and the Dublin Declaration (GENE, 2022), GCE remains unevenly integrated in teacher education. The research investigates two university contexts in Italy and Ireland, through a qualitative comparative case study combining document analysis, semi-structured interviews, and focus groups with 32 participants (pre-service teachers and teacher educators). Findings indicate that GCE is systematically embedded in Ireland, while in Italy implementation result in more fragmented approaches. Shared challenges include conceptual ambiguity and the …

Ecological Support For Stem International Doctoral Student Success, Emily A. Crider

Journal of Comparative & International Higher Education

International doctoral students enrich U.S. institutions but often encounter challenges that affect belonging and academic success. This qualitative study examined the social, cultural, and institutional challenges faced by international STEM doctoral students and the role of faculty advisor relationships in their adaptation. Guided by ecological systems theory, interviews with eight participants revealed five major challenges: language barriers, cultural differences, building social networks, financial challenges, and navigating institutional processes. Positive faculty mentorship was critical, with effective advisors demonstrating empathy, adaptability, responsiveness, guidance, and trust while supporting professional development, funding, and networking. Microsystem and mesosystem interactions were most influential. Findings emphasize the …

Bringing The Museum To The Library: A Collaboration Between A Natural History Museum And An Academic Science Library, Angela D. Price, Jean Bossart

Collaborative Librarianship

A persistent challenge on college campuses is effectively connecting students with the wide array of university resources available to them. At the University of Florida, an opportunity to address this challenge emerged when the Florida Museum of Natural History (FLMNH), a major campus institution with extensive scientific collections, was scheduled for a 15-month closure due to renovations. In response, librarians at the Marston Science Library initiated a collaborative partnership with FLMNH, offering the library as a venue for science-related events and programming. This collaboration enhanced student engagement, added a non-traditional venue for science learning and interaction, and proved mutually beneficial …

Students’ Perceived Differences, Othering, And Engagement In Online Learning Spaces: A Cross-Sectional Survey Study, Hajeen Choi, Jaesung Hur, Dan He

School of Engineering Faculty Publications

In online learning spaces, students may feel disconnected not only because of limited interaction but also when they notice differences in their backgrounds or beliefs. This survey study examined students’ perceived differences and their implicit and explicit experiences of othering based on their backgrounds and beliefs. Descriptive results showed that political orientation, culture, and socioeconomic status were common areas where students felt different, while race/ethnicity, culture, and religion stood out as stronger points of distinction. Thematic analysis of open-ended responses showed that many students described subtle forms of othering, such as discomfort and self-doubt, while others encountered more direct negative …

Application Of Information Literacy Skills To Everyday Life Information Seeking In College Students: Implications For Instruction, Stephanie Ward, Rachel Dineen, Darren Ilett

Communications in Information Literacy

Academic librarians who teach information literacy (IL) skills hope students will transfer those skills to their information seeking in everyday life. However, there is little evidence that students are transferring what they learn about research to their lives outside college. This study aims to find out what search and evaluation strategies college students who have had IL instruction apply to their own personal information seeking behaviors. To do this, a talk-aloud protocol was used to record participants’ thoughts and actions as they navigated scenarios that required them to select a source that met a non-academic information need. The findings indicate …

The Spectrum Of Authority: A New Approach To Teaching Ai And Primary Source Literacies, Kristen Howard

Communications in Information Literacy

This article presents an information literacy workshop designed for undergraduate history courses that introduces students to generative artificial intelligence (GenAI) while strengthening primary source literacy. Anchored in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education, “Authority Is Constructed and Contextual,” the workshop employs an innovative pedagogical device, the Spectrum of Authority, to help students critically evaluate information sources. Through comparative analysis and guided discussion, students increased their ability to assess credibility in information sources. Student feedback indicated increased confidence in analyzing primary sources and a greater understanding of GenAI’s capabilities and …

Critical Information Literacy In Higher Education: An Evolution In Theory, Practice, And Assessment, Dan Williford

Communications in Information Literacy

This article offers a critical synthesis of scholarship on critical information literacy (CIL) in higher education from 2015 to 2026, extending and recalibrating prior longitudinal reviews to account for post-2020 theoretical, political, and technological shifts. Drawing on a corpus of 48 peer-reviewed publications published between 2020 and 2026, the study employs thematic cluster analysis—building on Tewell’s four-domain framework—to examine developments in theory, pedagogy, digital and political engagement, reflexive critique, and assessment. Rather than treating critical information literacy as a settled framework, this review positions it as an evolving and contested practice shaped by the political economy of higher education. It …

"An Open Mind And A Critical Stance": A Content Analysis Of Information Literacy Integration Into A Course About Poverty And Discrimination, Ashley Shealy, C. Rebecca Oldham, Clay Oldham, Tara L. Griffith

Communications in Information Literacy

The ACRL Framework argues that infusing curriculum with information literacy concepts can improve students’ attitudes and abilities to navigate complex information landscapes. This paper describes how a librarian and a faculty member integrated an information literacy curriculum into an undergraduate upper-division course about poverty and discrimination. Curriculum efficacy was assessed through directed content analysis of student responses to open-ended questions about engaging with news and social media, forming opinions, and having conversations about controversial topics. Responses were analyzed using a coding scheme based on course objectives derived from Framework dispositions and knowledge practices. Results indicated that exposing students to an …