Digital Commons Network^™

Integrating Digital Escape Room Design Into Teacher Education: Cultivating Instructional Creativity In Preservice Teachers, Gina L. Solano, Wen Wen

Excelsior: Leadership in Teaching and Learning

This action research documents how a teacher education program incorporates game-based learning to engage pre-service teachers (PSTs) in developing their instructional creativity. In this project, game-based learning goes beyond playing games; Instead, it allows PSTs to design their own game-a digital escape room created using a website with embedded clues, digital locks, and online challenges. This paper showcases an impressive level of creativity through the variety and complexity of PSTs’ clues, the creative graphics and layout of their websites, and their cleverly written scenarios and context for the game. Moreover, PSTs reflect on their design processes, considering the affordances and …

The Impact Of Mental Health Support On Academic Achievement, David Ersig, Tyrone Bynoe

Excelsior: Leadership in Teaching and Learning

Mental health concerns are becoming more pressing in American culture. There is an increasing call for mental health issues to be prioritized in policy discussions involving need, strategy, and funding. Addressing the cultural stigma and various barriers surrounding treatment and support for mental health issues are concerns that have infiltrated our school system; these concerns have exerted increased pressure on educators to provide effective and efficient mental health support mechanisms. There is growing recognition and observation that improving students’ mental health will help to remove barriers or hinderances to learning and achievement. With the increased pressure schools already face regarding …

Tips For Inclusive Postsecondary Education Programs On College Campuses: Peer Mentors’ Perspectives On Access And Inclusion, Laura N. Sarchet, Kristen Love, Martha Mock

Excelsior: Leadership in Teaching and Learning

As inclusive postsecondary education programs have grown and improved towards more campus access for college students labeled with an intellectual disability, peer mentoring is a common model for such programs. Peer mentors from one private institution were asked to describe their experiences and perspectives of campus inclusion after participating in a training program designed to increase their understanding of disability within a social justice lens. Mentors shared the personal and professional benefits of mentoring, for both themselves and for students labeled with an intellectual disability, and noted recommendations for how programs can increase access to college in order to improve …

Critical Literacy Approaches To Teaching Canonical Texts: Analyzing Race In To Kill A Mockingbird In Rural, Predominately White Classrooms, Ashley Graegin, Margery Gardner

Excelsior: Leadership in Teaching and Learning

In the 21st century, U.S. legislation continues to push for teacher censorship and seemingly depoliticized curriculums that ignore systemic issues regarding race, gender, sexuality, and other social justice topics. With the understanding that texts can never be politically neutral, English language arts (ELA) teachers must adopt critical approaches to teach required, and often hegemonic texts, and help students cultivate criticality and critical race consciousness. In this study, we aim to explore strategies that can be used to promote critical readings of canonical texts and how the topic of racial oppression can be broached in rural, predominantly White secondary English classrooms. …

Letter From The Editors - Excelsior 17/2, Quinn Austermann, Joelle Fingerhut, Stephanie Purington

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Message From The President - Excelsior 17/2, Rene S. Parmar

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Table Of Contents - Excelsior 17/2, Execlsior Journal

Excelsior: Leadership in Teaching and Learning

No abstract provided.

What Can The Active Learning Teacher Learn From Dramatic Arts Practice?, Strutts Psyridis

Staff Scholarship - Australia & Dubai

This presentation explores how active learning pedagogy can be informed by practices in the dramatic arts, particularly film editing and theatre direction. Drawing on an autobiographical lens, it argues that teaching and creative practice share a performative, interpretive, and collaborative structure. Concepts such as facilitative teaching, embodied cognition, intuition, and kinesthetic empathy are used to reframe the teacher as an active orchestrator rather than a passive facilitator. Through analysis of narrative construction, interpretive space, and audience engagement, the paper highlights parallels between editing and classroom practice. It proposes that effective teaching operates as a dynamic, multi-dimensional, and emotionally responsive creative …

July 8, 2025 Ereporter, University Of Alabama At Birmingham

eReporter (campus newsletter)

No abstract provided.

2025-07-08 Minutes, Morehead State University. Staff Congress.

Staff Congress Records

Staff Congress meeting minutes from July 8, 2025.

Artificial Intelligence And Transformative Curricula Practices In Africa For Educational Development, Ibiwumi Abiodun Alade, P Mthetwa

International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM

Industrial revolutions in the world have orchestrated numerous innovations, and the impact on educational landscape in different countries do not leave the society to remain static. However, with the emergence of Artificial Intelligence (AI) in the fourth era of industrial revolution, the structural shift and the effect it might significantly cause in transformative educational and curricula practices deserve attention. This paper therefore, explored “artificial intelligence and transformative curricula practices in Africa for educational development” In the paper, a review of the transformative era of the Four Industrial Revolutions (4IR) within which artificial intelligence emerges has been explored, Also, an …

Co-Design Of A Program For Medical Students’ Experiential Learning In Community-Engaged Research, Daenique H. A. Jengelley, Tess D. Weathers, Dustin O. Lynch, Morgan E. Ness, Luis Garcia, Gina E. Claxton, J. Dennis Fortenberry, Tamara S. Hannon

Journal of Community Engagement and Higher Education

Medical education may lack experiential training on authentic community engagement (CE). Employing a human-centered design approach with medical faculty and students to identify goals, opportunities, needs, and barriers to implementing CE research, we developed an Experiential Community Engagement Learning Series (EXCELS) pilot program. EXCELS supported both our community partners and medical students as a platform from which to learn from each other. EXCELS can be accomplished virtually, incorporated in medical training, and disseminated broadly.

Enhancing Undergraduate Education Through Social Innovation Projects: The Experience Of A Young University In Singapore, Intan Azura Mokhtar, Yong Lim Foo

Journal of Community Engagement and Higher Education

In this paper, social innovation is used as a catch-all phrase for projects and initiatives by higher education institutions (HEIs) related to community engagement, community-based learning, and service-learning. This paper explores the concept and application of social innovation in higher education, followed by a case study of implementing social innovation projects in a young, applied learning university in Singapore, a discussion of lessons learned, and plans for the near future in enhancing and strengthening its implementation.

The Civic Minded (Post) Graduate: Examining The Long-Range Benefits Of Community-Engaged Service Learning, Catherine Wilkins

Journal of Community Engagement and Higher Education

This project seeks to fill gaps in the knowledge about the long-term benefits of undergraduate participation in community-engaged service learning (CESL). A mixed-methods research protocol delivered to graduates of an R1 public university three years after the completion of a CESL senior capstone course observed significant divergences in knowledge and behavioral attributes of civic mindedness. This research methodology could be employed by other scholars to determine if these findings are reproducible.

Intergenerational Design Challenges: Participants’ Perspectives On Moving From Ideas To Implementation, Tina M. K. Newsham, Matthew J. Peterson, Alicia M. Sellon, Logan Elkins, Abrielle Leblanc, Tess Ryan, Andrew Zeldin

Journal of Community Engagement and Higher Education

Many social innovation efforts are aimed at meeting social challenges presented by the aging of the population, yet older adults are often excluded from such efforts. The purpose of this case study was to examine an approach used in a midsized university in southeast North Carolina to create intergenerational opportunities for students, local community organizations, and older adult residents of the surrounding area to collaboratively develop suggestions for addressing challenges facing the older adult population.

First-Year Intersections: Professional Preparation And Civic Engagement Across Four New American Colleges And Universities (Nacu) Campuses, Shereen Ilahi, Chastity Blankenship, Andy Morris, Jeffrey Thomas

Journal of Community Engagement and Higher Education

Four institutions hypothesized that civic engagement in first-year courses reinforces career readiness by helping students think critically, communicate effectively, and work well with diversity. We measured teamwork skills, the ability to synthesize and apply different perspectives, and the ability to express, listen to, and adapt ideas based on the perspective of others. We compared self-assessments to direct assessment of student-created artifacts and found a positive correlation that encourages further enquiry.

Feasibility Of A Peer-Facilitated Video-Based Mental Health And Substance Use Service-Learning Program, Mara Carmina A. Tamayo, King Filart, Maria Regina Hechanova

Journal of Community Engagement and Higher Education

This study examined the feasibility of implementing a peer-facilitated mental health and substance use video-based program delivered by psychology students as part of service learning. The program was delivered on-site and online. Findings reveal improvements in knowledge, attitudes, refusal self-efficacy, and adaptive coping among on-site participants. However, there was no effect on online participants given many implementation challenges. Recommendations include delivering the program on-site, strengthening training for facilitators, increasing program duration, and shortening the videos.

Community-Based Art Education In Early Field Experiences: Facilitating Opportunities For Preservice Art Education Students To Support Students With Disabilities, Kristin Vanderlip Taylor

Journal of Community Engagement and Higher Education

Preservice art education students are often required to engage in Early Field Experience (EFE) observation hours before entering a credential program. Community-based art education (CBAE) projects may provide them with EFE opportunities to apply what they are learning in art education environments beyond the traditional classroom. This article describes one such CBAE project with a nonprofit organization providing arts instruction to students with different abilities and needs, primarily those with autism spectrum disorder (ASD).

Teaching About Substance Use Recovery: The Pedagogical Power Of Community-Based Learning, Jumi Hayaki, Isabelle Jenkins

Journal of Community Engagement and Higher Education

Community-based learning (CBL) is a form of experiential learning that integrates academic theory and content with active service in an applied setting. CBL is especially well suited for teaching about complex social issues. We present the case study of a psychology course on substance use recovery that leverages CBL to dismantle stereotypes, humanize a highly stigmatized mental health problem facing society, and afford students the opportunity to consider their own privilege and positionality.

1982 Time Capsule Contents, University Breckinridge School

University Archives Finding Aids

No abstract provided.

Integrating Ai In Academia: A Sem Evaluation Of Research Scholars Usage Intentions On Chatgpt, Sonal Sharma Phd, V. P. Joshith Phd, K Kavitha Med, Anusha Anthony Med

Higher Learning Research Communications

Objectives: In this study, we investigate the intentions of research scholars to use ChatGPT in their academic research endeavors by employing an extended Unified Theory of Acceptance and Use of Technology model, the UTAUT2, which examines factors such as performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, ethical concerns, and research excellence. By incorporating “research excellence” into the model, we aim to provide insights into artificial intelligence (AI) adoption in academic research settings and contribute to the broader discourse on the future of academic practices.

Method: We conducted a survey among 400 research scholars in Indian higher …

Dr. Luc Beaudoin Faculty Spotlight, Rachel Jaeger, Nicole Doris

DU Undergraduate Research Journal Archive

An interview with Dr. Luc Beaudoin of the University of Denver's Department of Gender, Women’s, and Sexuality Studies.

Imposter Syndrome And Degree Completion Among Marginalized Graduate Students, Ryan A. Finner

2025 Symposium

Imposter Syndrome is a mindset that troubles many graduate students across various countries, degree programs, ethnicities, sexualities and genders. The term Imposter Syndrome refers to the feeling of being a fraud, despite achieving success and the persistent fear of being exposed as unqualified or undeserving. While this phenomenon affects many, it can appear much worse in marginalized populations, this is due to the lack of resources, support and representation of minorities in professional and higher education environments. This research focuses on marginalized graduate students and aims to figure out what key factors are leading to incomplete or delayed degree completion. …

Gaining Insights Into Community Engagement Efforts: Learning From Preservice Stem Educators, Amy G. Maples, Lynn L. Hodge, Nick Kim

Journal of Community Engagement and Higher Education

This study seeks to extend research in the field by exploring literature examining preservice teachers’ perceptions of community engagement efforts. We then report findings from a thematic analysis of a survey conducted with teacher candidates at a university in the southeastern U.S. who took part in school- and community-based STEM events, and provide implications and suggestions for utilizing community engagement opportunities as a means of enriching preservice teachers’ understandings of local school and community contexts.

This Is Why We Do It: Faculty Motivations For Embracing Community-Engaged Pedagogy, Magdalena Denham, Lee M. Miller, Joyce K. Mccauley, Danica Schieber, Taylor L. Morrison, Chuck Drumm

Journal of Community Engagement and Higher Education

Institutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement.

The Role Of Cultural Brokers In Community-Based Research, Rachel Boit, Joy Birabwa, Dhoha Altaki, Savannah Bayer, Michele Kamau, Linda Hestenes

Journal of Community Engagement and Higher Education

Cultural brokers play a critical role of helping researchers navigate cultural and language barriers to gain insight into communities. This paper focuses on one cultural broker who helped facilitate community-based research among the refugee community. Her professionalism, expertise and knowledge of the community made her a valuable resource for both the researchers and the community. This work acknowledges the position of power and privilege that cultural brokers hold in community research.

Town And Gown: Engagement And Collaboration Between Local Municipalities And Institutions Of Higher Education, Vivian González Cueto

Journal of Community Engagement and Higher Education

The role of the local government within the context of engagement and collaboration with universities has largely been understudied. Employing a cross-sectional design, this study of 67 universities and 78 municipalities from 29 states examines how collaborative capacity impacts university and local government perceptions of engagement and collaboration with each other. The findings indicate that local government trust is the primary catalyst for both engagement and collaboration between the parties.

Community Engagement In Music Therapy: Reflections From The Field, Jess Rushing, Denise M. Cumberland

Journal of Community Engagement and Higher Education

This paper reflects on a music therapy community engagement project that incorporates clinical training, service learning, and community music therapy. Two faculty members and a practicum student in a Midwestern university engaged community members connected to Parkinson’s disease to create a music-based program. We offer a conceptual framework that connects approaches situated within community music therapy (CoMT) qualities and community-based participatory research (CBPR) principles. We share project processes, findings, and recommendations, emphasizing all as equal stakeholders.

Positively Impacting Traffic Safety Culture For Indigenous Youth: A Heritage-Focused Approach, Jacob Steven Pehrson, Ahmed Abdel-Rahim, Logan Prescott

Journal of Community Engagement and Higher Education

This paper presents the development of heritage-focused outreach materials with the objectives of positively impacting traffic safety culture for Indigenous youth to reduce the number and severity of traffic crashes impacting these communities. The approach presented in this paper includes involving local community leaders in traffic safety education and incorporating culturally based material in outreach education. This could empower Tribal communities to preserve their cultural identities while acquiring the expertise needed to promote traffic safety.

Service Learning As A Mode To Deliver Course Learning Outcomes In A Research-Based Exercise Science College Course, Jennifer Lape Kaiser, Madison Skaggs

Journal of Community Engagement and Higher Education

The following case study presents an approach to teaching research courses in undergraduate exercise science programs. Research courses are commonly required in the curriculum for this degree. Service learning (SL) is an effective way to promote student learning outcomes (SLOs) by providing hands-on experience for the students, and should be considered in exercise science research courses. Quantitative and qualitative survey results from students over two semesters of SL in an exercise science course are presented.