Digital Commons Network^™

Research In Progress: Using Pdsa Cycles To Support Faculty Teaching Development, Aida Elisabet Jimenez Esquilin

2026 Scholarly Teaching Conference: Poster Session Papers

Primarily undergraduate institutions (PUIs) are rich environments for faculty-driven instructional innovation where instructors routinely engage in informal, embedded formative assessment as part of everyday teaching practice. In these settings, faculty may notice recurring themes in student explanations, misconceptions, and questions as instruction unfolds and make in-the-moment instructional adjustments. Faculty also frequently implement active learning strategies; however, the evidence generated through these practices is not always systematically captured, analyzed, or documented to inform subsequent instructional decisions. This project builds on these existing practices by applying an improvement science framework using Plan-Do-Study-Act (PDSA) cycles-to support faculty by providing a structured approach to …

Techniques For Inclusive College Mathematics Classrooms, Christopher Anderson Davis, Josh Hiller, Anil Venkatesh

Journal of Mathematics and Science: Collaborative Explorations

Creating a welcoming and inclusive mathematics classroom is an important responsibility for all college mathematics faculty. But where do we begin? In this paper we present several techniques based on White’s (2024) building inclusive classrooms strategies framework, which the authors have found to be successful in making their own classrooms more inclusive. The techniques include the inclusion of contemporary diverse voices, exploring the history of applications of mathematical concepts, elevating the diverse intellectual history of mathematics, bringing diverse guest speakers into the classroom, and mentoring students as they engage in doing research. For each strategy we provide narrative comments based …

Generative Ai Peer Tutoring To Support Peer-Reviewed Source Identification And Evaluation, Rae Mair, Michelle Kelley, Taylar Wenzel, Andrea C. Borowczak, Yuqing Li, Mike Borowczak

Faculty Scholarship and Creative Works

This chapter explores the design and evaluation of a generative artificial intelligence peer tutor prompt to support college students in identifying and evaluating peer-reviewed sources for academic research. Grounded in literature on peer tutoring, Socratic dialogue, and AI-supported learning, the authors describe an iterative prompt engineering process designed to transform large language models (LLMs) into Socratic-style peer tutors capable of scaffolding student reasoning without completing tasks for them. Five guiding criteria for an effective peer tutor shaped development and evaluation: cognitive congruence, step-by-step guidance, avoiding giving answers, adaptability to student level, metacognitive transparency, and following assignment directions. Across multiple human-centered …

Interrupting Inequity: A Systems Change Approach To Reducing Discipline Disproportionality, Jesse Raymond Ault, Jacqueline Theresa Barber, Tara Alexis Hodges, Brittnei Nicole Mckeithen-Barnes, Marleny Perdomo

Doctor of Education Capstones

Disproportionate discipline in public schools remains a persistent and complex challenge, particularly for Black and Hispanic students, male students, and students with disabilities. This capstone project examined patterns of racial discipline disproportionality within a large, suburban school division, referred to throughout the project as Polaris County Schools (PCS), to better understand the systemic conditions contributing to these disparities. Using a mixed-methods approach grounded in the Public Education Leadership Project (PELP) framework, the research team conducted document and literature analysis, school board observations, partner consultations, and a review of disaggregated discipline data. The team also engaged in external interviews with experts …

The Role Of Growth Mindset As A Mitigating Factor On Teacher Burnout In The Secondary Math Classroom, Grant Butler

West Chester University Graduate Theses, Dissertations, and Final Projects

This mixed methods sequential explanatory study examined how secondary mathematics teachers’ mindsets relate to burnout tendencies, and how schools can support staff mindset to prevent burnout. Using a two-phase design, Phase 1 gathered survey data from 94 secondary math teachers, measuring mindset and burnout with descriptive statistics, correlations, chi-square tests, and regression analysis to quantify associations between mindset orientation and burnout risk. Phase 2 employed semi-structured interviews with a subsample of teachers and open and axial coding to explain and contextualize the quantitative patterns. Quantitative analyses revealed that teachers with more fixed mindset tendencies reported significantly higher burnout scores across …

Navigating Mental Wellness: A Peer-Led Journey Into Adult Services, Kristin G. Haberek

DSW Capstone Projects

Students with severe emotional disturbances (SED) occupy one of the most underserved intersections in American education and mental health care. As they age out of children’s services, they face abrupt service discontinuation, disrupted therapeutic relationships, and adult systems ill-equipped to meet their needs. These vulnerabilities, including heightened risks of crisis, hospitalization, homelessness, and justice involvement, constitute a central practice problem. This capstone addresses these transitions across three scholarly products: a systematic literature review, a theoretical concept paper, and a practical application paper, tracing a unified arc from diagnosing structural failures to proposing an evidence-informed, equity-oriented clinical response. Synthesizing key findings …

Course Portfolio For A New Course On Data Analysis And Visualization In Animal Research, Jessie C. Morrill

UNL Faculty Course Portfolios

This course portfolio describes the design and development of a new course focused on data analysis and visualization in animal research at the University of Nebraska – Lincoln. The course was developed to meet the needs of students enrolled in Master of Science and Doctor of Philosophy graduate programs in the Department of Animal Science as well as those in the Master of Applied Science in Beef Cattle Production program. The new course was taught on an exploratory basis in Fall 2024 and Fall 2025; the perspectives of both students and the instructor are contained within this portfolio. The reflections …

Assessing Global Citizenship Pathways In A Communication, Advocacy, And Global Citizenship Classroom In The Midwest, Satveer Kaur-Gill

UNL Faculty Course Portfolios

To assess instruction in an undergraduate communication course titled Communication, Advocacy, and Global Citizenship, this qualitative inquiry examined how undergraduate students at a Midwest university engaged with global citizenship as a communicative process by conducting a content analysis of student assignments, guided by three key research questions formulated from four course objectives. The assessment found that place-based learning on global issues enhanced students' understanding of the meaning of global citizenship in a globalized world. Based on a qualitative evaluation of their key assignments, students successfully articulated threads and connections between local community concerns and issues as globally situated communicative phenomena. …

First Portfolio – Mngt 475: Business Strategies, Lisa Tschauner

UNL Faculty Course Portfolios

MNGT 475: Business Strategies serves as the undergraduate strategic management capstone course in the University of Nebraska–Lincoln College of Business. The course integrates knowledge from accounting, finance, economics, marketing, management, supply chain management, analytics, and entrepreneurship while providing students with opportunities to apply strategic frameworks to authentic business challenges. This portfolio documents the design, implementation, assessment, and continuous improvement of the course, with particular attention given to experiential learning and the comparison of two instructional models: a traditional case-study project and a real-world industry-partner consulting project. Drawing upon Kolb’s Experiential Learning Theory, self-reflection, self-efficacy, and teamwork constructs, the portfolio examines …

The Impact Of Culturally Diverse Student Populations On High School Mathematics Teachers’ Preparations And Practices In Southern Union Conference Of Seventh-Day Adventists, Carla Thrower

Dissertations

The Problem

Across the United States and within faith-based schools recent social and political currents have amplified tensions around culture and belonging in classrooms, particularly for students from racially, ethnically, linguistically, and socioeconomically diverse communities. Evidence indicates that when schooling practices overlook students’ cultural identities or normalize a single cultural frame, students can experience marginalization and reduced access to equitable opportunities to learn (Gay, 2018; Ladson-Billings, 1995; Milner, 2010). In mathematics, a subject often perceived as culture-neutral these dynamics may surface through curriculum choices, participation norms, and expectations that do not meaningfully connect to students’ lived experiences (Aguirre, Mayfield-Ingram, & …

From Enthusiasm To Exhaustion: Investigating Burnout In New Secondary Teachers, Casey Gruver

Education Doctorate Dissertations

Teacher burnout remains a critical concern and commonly experienced phenomenon in secondary education, particularly among educators in their first five years of practice. This mixed-methods study examined the experiences and perceptions of burnout among new secondary teachers (grades 7–12) in a single, large suburban school district. Guided by the Job Demands Resource Model and Conservation of Resources Theory, the study explored how job demands, access to resources, and organizational supports shape early-career burnout. Survey data and semi-structured interviews support the framework that burnout is a multidimensional, cumulative experience influenced by job demands and insufficient organizational resources.

Filipino Teachers’ Grit And Organizational Resilience During The Covid-19 Pandemic, Jyro B. Triviño, Moses G. Manalang

Leadership and Strategy Faculty Publications

This study explores the relationship between employee grit and organizational resilience, focusing on perceptions from Filipino teachers during the COVID-19 pandemic. Utilizing a quantitative survey, data from 108 teaching faculty from a Southern Luzon university were analyzed using Spearman correlation to identify potential associations between these constructs. Findings reveal significant but weak to moderate correlations between dimensions of grit and facets of organizational resilience. Notably, adaptability to situations emerged as the most substantial grit component linked to organizational resilience, indicating its critical role in fostering organizational adaptability and planning strategies during uncertain times. The results suggest that individuals with high …

Implementing Restorative Practices For Girls In Elementary School Classrooms: A Participatory Action Research Approach, Mellissa Douglas

Dissertations of Practice

This participatory action research study examined how varying approaches to implementing restorative practices, together with teacher collaboration and influence, support resilience, enhance communication, establish healthy boundaries, encourage accountability, and build confidence among elementary school girls ages 8–10. Two third-grade teachers, three fourth-grade teachers, and three fifth-grade teachers in a midwestern elementary school implemented restorative practices through proactive circles or conferences over the course of forty school days. The eight teacher participants recorded the implementation of restorative practices in an action research journal, field notes, and photographs, and they collaborated to discuss strengths, areas in need of support, and next steps. …

Educator Understanding Of Mtss: A Quantitative Descriptive Study, Danielle Valiente

Dissertations of Practice

Multi-tiered systems of support (MTSS) require coordinated implementation across the full educator workforce. This study examined MTSS knowledge and self-reported understanding across the Illinois educator workforce to identify the specific knowledge gaps a targeted professional learning solution would need to address. Using a quantitative descriptive design, 208 Illinois public school educators across 16 job roles and four experience bands completed an online survey consisting of an eleven-item true/false knowledge assessment, a ten-item multiple-choice knowledge assessment, and a 10-item Likert self-report inventory. Data were disaggregated by job role and by years of professional experience. Educators demonstrated strong understanding of MTSS structural …

Exploring Technology Supporting Explicit Teaching And Learning Of Educator Skills And Knowledge: An Ipa Study, Renee Crawford

Australian Journal of Teacher Education

Teacher shortages and increasing accountability measures have placed pressure on initial teacher education (ITE) programs to demonstrate their impact on graduate readiness. This study aimed to explore how technology can support explicit teaching and learning of educator skills and knowledge within a constructivist blended learning framework. Using an interpretative phenomenological analysis (IPA) approach, the research examined preservice teachers’ (PSTs) perceptions and experiences during and after completing an ITE secondary music methods unit where the approach was implemented and modelled. Results indicate that making pedagogy visible through technology enhanced strategies provided PSTs with opportunities to develop critical skills and knowledge aligned …

Induction For Non-Beginning Teachers: An Attempt To Connect Induction To Continuous Professional Development, Gulcin Cosgun, Derin Atay

Australian Journal of Teacher Education

Since there is limited research exploring the impacts of induction on the teaching practices of newly recruited experienced teachers, in this paper, findings of a study whose purpose is to explore the impacts of a comprehensive induction model on non-novice teachers in regards to their teaching practices will be reported. 11 mentees involved in a mandatory comprehensive induction program at the English preparatory school in a Turkish foundation university participated in this study. The observation data collected at three phases- the onset of the induction program at the beginning of the first year, on completion of the program at the …

Enablers And Constraints To Implementing Intellectual Virtues Pedagogy In A Higher Education Context: A Teacher Educator Perspective, Ellen Larsen, Katie M. Burke, Melissa Fanshawe A/P, Yvonne Salton, Mark Oliver

Australian Journal of Teacher Education

Higher education aims to develop graduates with specific professional and disciplinary expertise and lifelong learning capabilities. We argue that instruction for these learning dispositions, conceptualised in this study as intellectual virtues, is challenging and complex. We report on practitioner research conducted by nine teacher educators as we worked to implement intentional instruction of intellectual virtues in our teacher education courses. Drawing on online surveys and reflective conversations, we used descriptive statistical and thematic analysis to investigate the approaches taken to integrate the intellectual virtues and, more specifically, the challenges and opportunities for doing so. Findings highlighted the structural, cultural, and …

Misconceptions Among Grade Ix Students Regarding The Conservation Of Mass During Combustion At Norbugang Central School In Bhutan, Damcho Gyeltshen

Australian Journal of Teacher Education

This study investigated misconceptions about the conservation of mass among Grade IX students at Norbugang Central School, Bhutan, and examined the effectiveness of two theory-driven instructional strategies: the Conceptual Change Model (CCM) and the Predict, Explain, Observe, Explain (PEOE) approach. A quasi-experimental pre-test post-test control group design was employed with 100 students. A ten-item double-tier diagnostic test elicited students’ responses and reasoning, complemented by semi-structured interviews. Quantitative data were analysed using frequencies, paired-sample t-tests, and Cohen’s d, while qualitative data were analysed thematically. Findings indicated that the experimental group achieved a significant reduction in misconceptions, particularly for observable open-system combustion, …

A Closer Look At Quality: A Mixed Methods Study On International Teachers’ Perceptions Of Educational Technology-Focused Professional Development In South Carolina, Melissa Mcclary

Doctor of Education Dissertations

Educational technology (EdTech) is widely promoted as a means of improving instruction; however, limited research has examined how international teachers are supported through EdTech-focused professional development (PD) in South Carolina (SC) schools. Using a convergent mixed methods design, this study explored international teachers' perceptions of EdTech PD quality through the lens of Desimone's (2009) core features of effective PD and Expectancy-Value Theory (EVT). Quantitative data were collected from 81 respondents using the Teacher Professional Development (TPD) Monitor Survey (Richter & Richter, 2024), complemented by 16 semi-structured interviews. Survey results indicated high overall ratings, with clarity and structure, practical relevance, and …

Supporting Core Instruction: A Mixed Methods Study Of Foundations Of Math Training For Elementary Teachers, Naomi C. Mallory

Doctor of Education Dissertations

Effective Tier 1 mathematics instruction within a Multi-Tiered System of Supports (MTSS) depends on the teacher’s ability to implement research-based instructional practices with confidence and fidelity (Berkeley et al., 2020; Cleaver, 2023). The purpose of this study was to explore educators' perspectives on how explicit, research-based mathematics professional development influenced their perceived capacity to deliver effective core instruction. Specifically, the study explored how the Foundations of Math (FoM) professional development course affected teachers’ confidence and instructional decision-making. This study was conducted within one public school district and included elementary educators who had participated in the FoM course. Data were collected …

Overcoming The Literacy Gap In K-5 Students From A District Perspective: A Qualitative Study, Sarah G. Boles

Doctor of Education Dissertations

The purpose of this qualitative study was to explore how district leaders respond to literacy gaps among kindergarten through fifth-grade students in a small, rural school district in Northwestern North Carolina. While previous research has focused specifically on classroom practices, less is known about the role of district leadership in shaping system-level approaches to literacy improvement. Using a qualitative research design, data were collected through semi-structured interviews with 18 participants, which included nine elementary lead classroom teachers and nine elementary school leaders (five principals, two assistant principals, and two instructional coaches). The culminating focus group included six teachers, three principals, …

Designing Faculty Standards For Technology Integration In Higher Education Institutions: A Design-Based Research Study, Helen Crompton, Diane Burke, Christine Nickel

STEMPS Faculty Publications

This design-based research study responds to the call from scholars, organizations, and institutions to address the gap in scholarly knowledge regarding the lack of technology standards for faculty in higher education. These standards cover the three areas of faculty workload: teaching, research, and service. Conducted over two iterative macro cycles, this unique study engaged 114 participants, including faculty from a range of disciplines and institutional types, accreditation organizations and coordinators, and education and technology organizations. The outcome is a framework comprising six faculty standards; Instructor, Coordinator, Leader, Researcher, Learner, and Contributor. Each outcome is accompanied by practical indicators that support …

Research Brief: Developing Confident Professionals: Exploring Preservice Teachers’ Self-Efficacy After Attending Their First Professional Conference, David Wolff, Scott Klimek

OER Materials

This study focused on a convergent parallel mixed-methods study which explored how undergraduate preservice teachers perceived professional self-efficacy during their first conference, the Minnesota Rural Education Association’s (MREA) Greater Minnesota Education Summit. The Greater Minnesota Education Summit highlights successful programs and practices in rural education across Minnesota. The Future Educator Workshop (FEW) was a subcomponent during the summit which gave aspiring teachers opportunities to build resumes, practice interviewing, network with school leaders, and engage in conference sessions, helping them prepare for the teaching profession.

Pre- and post-conference surveys measured changes in self-efficacy. Autophotography paired with photo elicitation allowed participants to …

Teaching For Autonomy: Helping Young Students Define, Create, And Fight For A Better World, Riley Mcgowan

West Chester University Graduate Theses, Dissertations, and Final Projects

I define an Autonomous Student as a learner detached from the capitalist mindset, who learns not just to reproduce the working world but to better themselves and the future. A learner who is independent, flexible, civically engaged, connected with their community, and has their own idea of success that is not tied to the school or the economy. A learner who can uncover injustice and knows how to fight back. As it is currently set up, the education system in the US does not work toward creating autonomous students. Instead, the focus is on reproducing society as it is and …

The Impact Of The Covid-19 School Shutdown On Standardized Test Scores In Rural And Nonrural Areas, Cory Laflamme

Antioch University Dissertations & Theses

The novel Coronavirus of 2019 (COVID-19; Gillings School of Global Public Health, n.d.) caused an extensive disruption of education systems worldwide. Elementary and secondary schools began to close to students and staff to protect them from potential exposure to the virus (Masonbrink & Hurley, 2020). Nearly 1.6 billion students in over 200 countries had their learning impacted on some level, causing changes in traditional educational practices (Pokhrel & Chhetri, 2021). One profound change in educational practice was the shift from face-to-face learning to online learning alternatives. Using the State of New Hampshire data allowed for a unique analysis of how …

Storytelling And Equity: A Program Evaluation That Promotes And Supports Narrative-Based Learning And Open Dialogue Practices At Higher Ed Institutions, Regis A. Peeples

Antioch University Dissertations & Theses

On college campuses worldwide, storytelling functions as a primary method for transmitting and affirming knowledge. It serves to validate lived experiences, acts as a relational teaching tool, and supports theoretical inquiry. Given that teaching is inherently political, storytelling can also perpetuate hate, oppression, and other social harms within academic environments. Even when educators use storytelling constructively, limited training exists on the full range of its impacts on students, particularly in terms of what may be described as “dangerous” storytelling. Dangerous storytelling refers to narratives, intentional or authentic, that reinforce or cultivate phobias about physical appearance (e.g., race, culture, nationality), propagate …

Addressing Mental Health In College Athletics: Developing A Mindfulness-Centered Curricular Intervention For Student-Athletes And Coaches, Douglas W. Lampman

Electronic Theses & Dissertations (2024 - present)

Rising rates of mental health concerns among collegiate student-athletes have intensified calls for a more holistic approach to athlete development and well-being.  While student-athletes regularly interact with coaches and educators, few curricular interventions explicitly address mental and emotional wellness in the athletic context.

The purpose of this qualitative study was to examine the development, implementation, and perceived impact of a mindfulness-centered approach and curriculum.  This curriculum is designed explicitly for collegiate student-athletes and coaches.  Grounded in mindfulness-based pedagogy, the curriculum addressed stress management, emotion regulation, interpersonal relationships, performance anxiety, and personal growth.

Using a multi-tiered qualitative design, data were collected …

Meaningful Work: A Phenomenological Study Of Embedded Writing Peer Mentors, Susan S. Detwiler

Electronic Theses & Dissertations (2024 - present)

This phenomenological case study examines the experiences of writing peer mentors who are embedded in a first-year inquiry-based writing seminar. It aims to understand how peer mentors who are engaged in the complex practice of supporting first-year writers in a writing classroom make sense of themselves and writing. At a large R-1 diverse university, I interviewed 6 writing peer mentors 3 times over 1 calendar year. I traced their development from mentees, (first-year writing students), through their three semesters of peer mentoring. They also shared written reflections from their training praxis course (a course for peer mentors focusing on their …

Classification, Service Provision, And Early Academic Skills Of Early Elementary School Students Who Received Services As A Preschool Student With A Disability, Meghan Conboy

Electronic Theses & Dissertations (2024 - present)

Youth with disabilities benefit from coordinated supports and services, particularly during early childhood when they are developing foundational abilities that will influence their developmental trajectory (Early Childhood Technical Assistance Center, 2015; Sandall et al., 2005). Preschool-aged students who enter kindergarten with adequately developed pre-academic skills are more likely demonstrate high performance levels in academic domains throughout compulsory education compared to peers with low pre-academic skills (Christensen et al., 2020; Fitzpatrick, 2017; Hair et al., 2006; Tavassolie et al., 2022). However, despite the knowledge that both preschool programs and high-quality and effective early intervention benefit children across their lifetime, limited research …

Creativity Enactment In Ghanaian Secondary Visual Arts Programmes: An Autoethnographic Perspective, Enock Swanzy-Impraim, Geoffrey W. Lummis

Research outputs 2022 to 2026

Creativity is regarded as one of the competencies of 21st-century education and industry, and its enactment has been challenging for teachers and policymakers. This paper is an autoethnographic study that registers the accounts of the experiences and personal reflections of the lead researcher during his doctoral study, which explored creativity and creative pedagogies in visual arts practice in secondary schools in Ghana. It extends insights into how creativity is enacted in policy from a non-Western perspective and the realities and discrepancies surrounding the transitioning of creativity from the policy level into the local classrooms and studios within the Sekondi-Takoradi Metropolis …