Education Commons^™

Sustainability Recognition Program: A Gamified Approach To Student Engagement On Campus, Sydney K. Gandolfi

Masters Projects

This project explores how gamification can be used to increase student engagement in sustainable practices on college campuses by creating a Sustainability Recognition Program. College students, though aware of environmental issues, may struggle to connect individual actions with meaningful change. By introducing a point-based system with digital badges, milestone rewards, and leaderboards, this recognition program is designed to make sustainability more accessible, visible, and motivating for students living in residence halls. Guided by Self-Determination Theory (SDT), the program is designed to support students’ intrinsic motivation (autonomy), competence, and relatedness. By aligning sustainability goals with positive reinforcement and SDT, the overall …

Standardizing Support: Creating A Digital Guidebook For College Access Professionals, Darci L. Vanwormer

Masters Projects

Despite the expansion of college access programs across the United States, a streamlined, comprehensive resource for college access professionals remains to be found. This gap disproportionately impacts first-generation, low-income, and racially minoritized students who may not have the knowledge and support systems necessary to navigate the realm of postsecondary education. Recent literature on college advising, college access, and diverse student needs was collected and analyzed to best inform the intervention. The purpose of this project is to provide an accessible, centralized guidebook via a user-friendly website that serves as a foundational resource for college access professionals and is supported by …

Supporting Students Who Support Students: Creating Systems Of Care For Resident Assistants (Ras), Landyn M. Teachout

Masters Projects

Resident Assistants (RAs) at institutions of higher education nationwide are responsible for creating community-building opportunities, engaging meaningfully with students, reporting and documenting concerns, generally ensuring the safety of on-campus students, and much more. RAs are expected to manage the mental, physical, and emotional needs of the students they supervise while simultaneously fulfilling other obligations they may face as students, friends, classmates, members of family units, and individuals in society. This project explores the mental and emotional toll the RA position plays on students who participate in the role. Particularly, this project investigates the needs of modern college students, the phenomena …

Expanding Incoming First-Year Students’ Knowledge With Campus Sustainability Education And Efforts At Higher Education Institutions, Katie Gorman

Masters Projects

The purpose of this project is to address the lack of guidance, support, and opportunities incoming first year students have in learning about campus sustainability and environmental efforts and education despite increasing student interest regarding these topics. Providing more accessible, inclusive, and welcoming opportunities that are available to all students before their arrival on campus can support an easier transition for incoming first year students to their respective institutions. This project creates a plan for institutions to implement a set of interventions and initiatives that allow students the ability and opportunity to further their learning in these topics.

Empowering Undecided Students: Fostering Self-Authorship Through Academic Advising Practices, Erin E. Westberg

Masters Projects

More students are entering college undecided about their major, yet many academic advisors are not equipped with the proper tools to holistically support this population. Undecided students often experience self-doubt, external pressures, and difficulty identifying a major that aligns with their personal interests and goals. Without holistic support, this may delay their time to graduation or cause them to choose a path that doesn’t feel right for them. The purpose of this project is to provide academic advisors with a framework to better support undecided students through the use of self-authorship. This approach encourages students to reflect on their values, …

Reimagining Faculty Retention And Governance In Regional Public Universities, Cabdulcasiis Maxamed Ciise

Masters Projects

This project addresses the faculty retention crisis in regional public universities (RPUs) by examining how neoliberal governance, characterized by performance metrics, market-driven funding, and corporate leadership, has restructured academic work and eroded shared governance. The purpose was to explore faculty burnout, disengagement, and leadership gaps, and to develop resources that support more ethical and collaborative institutional cultures. Using Labor Process Theory, Critical Social Theory, and Organizational Citizenship Behavior as guiding frameworks, this literature-based project analyzed the structural and ideological conditions driving faculty attrition and institutional instability. Research included an extensive review of peer-reviewed literature on neoliberalism in higher education, faculty …

Professional Development To Foster Rigorous, Student-Centered Discussions In Literacy, Elizabeth Hain

Masters Projects

This project looks at the gap of rigorous student discussion in literacy comprehension. It dives into research showing the impact of academic conversations for literacy comprehension. The project explores how professional development (PD) can equip teachers with strategies to foster student-centered discussions. The PD is designed to build teachers’ ability to implement Question the Author (QtA) techniques and facilitate rigorous, text-based discourse through Academic Conversations. The study aligns with constructivist learning theories, specifically Vygotsky’s Zone of Proximal Development (ZPD) and the role of metacognition in reading comprehension. Best implementation to facilitate the PD is post NWEA/State testing, allowing teachers to …

Supporting Teachers In Social Emotional Learning, Olivia Radley

Masters Projects

The development of social emotional skills in children is crucial, yet many teachers lack the necessary training and support to effectively implement social emotional learning (SEL) in the classroom. SEL focuses on essential competencies such as self-regulation, relationship-building, and responsible decision-making that are vital not only for classroom success, but for long-term wellbeing. While teachers have always played a significant role in fostering children’s social and emotional development, research explores the gap in teacher training and preparation for social emotional learning implementation. Effective SEL instruction depends on intentional strategies such as strong classroom management, meaningful relationships with students and families, …

Tracking And Increasing Digital Literacy Skills In Secondary Education, Joseph Elsen

Masters Projects

Some students in secondary schools struggle to perform at proficient levels in their digital literacy skills. These skills are grouped into multiple categories and can be applied to a wide range of interdisciplinary subjects. Students should understand and be analytical about the technology they use, be able to create new content in a creative way, and can collaborate with a global audience in an ethical way (Pangrazio, et. al. 2020). Because of the wide range of disciplines and rapidly changing technology, the definition of being digitally literate has changed in the last twenty-five years. Students with lower digital literacy skills …

Disarming The Deficit: Creating A Positive Disabled Community On Campus, Grace E. Vanhaitsma

Masters Projects

In the United States, the number of individuals with disabilities who pursue a college degree has increased. According to Wagner et al. (2018), 26% of people with disabilities pursued postsecondary education, whether at a two-year (20%) or four-year program (6%). Retention of students with disabilities, however, remains an issue. 41% of all college students with disabilities left school before graduation compared to 33% of their typically abled peers. Disabled students are also more likely to struggle with loneliness and isolation on campus due to a lack of sense of belonging. Having a strong campus community leads to better retention and …

Accessibility Care Beyond The University Disability Office, Mae L. Zurita

Masters Projects

When higher education institutions rely on a single office to provide primarily in-class accommodations for students with diagnosed disabilities, practitioners beyond this office receive little guidance on supporting the broader disabled community in daily practices. By critiquing the dominant models, theories, interventions, and solutions that create an ambiguous responsibility for how practitioners are to include and accommodate disabled people the project can outline alternative methods. A culture of ableism and rampant inaccessibility is innate to how North American higher education operates as an institutional practice. The Americans with Disabilities Act of 1990 is treated like a successful initiative that guarantees …

Promoting College And Career Ready Readers And Writers: A Guide For English, Science, And Social Studies Teachers To Support Instruction Of Sat Reading And Writing Skills, David Fitzpatrick

Masters Projects

In Michigan and across the United States, student scores on the Evidence Based Reading and Writing section of the SAT have been steadily declining. This project responds to this decline by developing a set of resources for skills-based literacy instruction that English language arts, social studies, and science teachers can use to revise their approaches to teaching literacy skills. Highly effective curriculum design and literacy instruction strategies were reviewed to design guides, templates, and models for practicing high school teachers at all grade levels to adapt in order to improve literacy instruction in their classrooms. By scaffolding literacy skills across …

We Lift As We Climb: An Intervention Method Proving The Efficacy Of Mentorship In Higher Education, Dogan Copeland

Masters Projects

This project examines the lack of mentorship programs for first-generation Black students in higher education. It aims to develop a structured peer mentorship program tailored to their unique needs. Given the systemic barriers that first-generation Black students may face, this project explores how culturally relevant mentorship can improve academic success, retention, and professional development while fostering a sense of belonging. The research involves a literature review of existing mentorship programs, an analysis of student success markers (retention rates, academic performance, and professional development), and qualitative data from mentorship initiatives. In addition, the project assesses student experiences and satisfaction levels to …

Challenges And Strategies For Caribbean Students Pursuing Education In The United States, Keyeria Mccormick

Masters Projects

Caribbean students who come to study in the United States face significant obstacles that shape their college experience. These students struggle with more than typical academic challenges; they deal with financial pressures, the complexities of adapting to a new culture, strict visa rules, and a lack of targeted support from their institutions. This project examines their experiences, drawing from research on how factors like emotional and cultural intelligence, mental health, peer relationships, and systemic inequalities affect their educational paths. Using Critical Race Theory and Social Identity Theory as foundations, this work shows how deep-rooted inequities in U.S. higher education make …

Campus Vibrancy Through The Lens Of Student Organizations Collaboration, Elijah A. Fosu

Masters Projects

Universities are increasingly aware that isolated student organizations hinder engagement, replicate efforts, and diminish campus life. At Grand Valley State University, over 400 Registered Student Organizations (RSOs) vie for attention but often fail to collaborate, resulting in many students lacking cohesive and impactful co‑curricular experiences. Based on experiential learning theories such as Astin’s Student Involvement framework, Tinto’s theory of student departure, and the Social Change Model of Leadership Development, the RSO Collaborate and Create project aims to tackle this issue by offering a structured pathway for collaboration across organizations, simultaneously enhancing leadership skills and improving the campus environment. While the …

Disparities In Resource Allocation For Minority Students, Van Parker

Masters Projects

Persistent disparities in educational outcomes for minority students in the United States are deeply rooted in historical injustices and systemic racism, particularly when it comes to resource allocation.This project focused on public school funding, reliant on local property taxes, creates structural imbalances that benefit affluent, predominantly white districts while underfunding minority schools. Additionally, these schools often face a shortage of certified, experienced teachers due to lower salaries, inadequate support, and challenging working conditions. Students in these under-resourced settings also lack access to advanced coursework, STEM programs, and essential learning materials, further widening the achievement gap. The product focuses on the …

Promoting Student Success Through Outdoor Orientation Programs, Jessica Stehouwer

Masters Projects

This project explores the significance of Outdoor Orientation Programs (OOPs) in aiding the successful transition of first-year students into higher education. Despite the recognized challenges faced by students during this transition, including academic, social, and personal adjustments, many institutions lack adequate support systems. Drawing on Schlossberg’s Transition Theory and existing literature, this study advocates for the adoption and implementation of OOPs as transformative interventions with providing a model OOP that institutions can utilize. OOPs offer immersive experiences in natural settings, fostering community, personal growth, and resilience. Through the design of an implementable OOP model, this project aims to address the …

Enhancing Kindergarten Readiness, Alexander J. Smith

Masters Projects

This project aims to tackle the issue of kindergarten readiness. Chapter 1 focuses on the significant gap in kindergarten preparedness, with many children lacking the academic, social, and emotional skills needed for a successful kindergarten transition. Socioeconomic disparities, lack of access to good early childhood education, and the compounded effect of the COVID-19 pandemic that disrupted early learning opportunities and parental engagement have widened this gap. As such, the project presents a Kindergarten Readiness Toolkit that aims to promote young learners' academic and social-emotional skills by providing targeted interventions. The second chapter thoroughly reviews the literature, including the use of …

Enhancing The Development Of Critical Thinking Skills Through The Implementation Of Trauma-Informed Project-Based Learning, Megan E. Coleman

Masters Projects

Many students struggle to develop critical thinking skills, which are considered essential skills in life. While research supports the need for the development of these skills in young adults, many educators struggle to be successful in helping students develop these skills. Project-based learning (PBL) has been shown to be a successful tool in navigating the development of these skills, but research over the years has shown that teachers face many barriers in its implementation. In addition to the challenges of curriculum, students also face barriers in their development of these skills due to the exposure of trauma. Because of the …

Building Anti-Racist Teacher Education, Kel Nemetz

Masters Projects

Preschool through twelfth grade education in the United States is ever evolving and has always been influenced by socio-political context. Throughout history, the goals, methods, and values of public education have shifted depending on political ideologies and influence. This thesis acknowledges the major significance and impact decisions like these can make on our students in PK-12 schools and on the educators who teach them, while centering the importance of anti-racism as a foundational goal. Despite the anti-diversity, equity, and inclusion political campaign lead by Trump’s second administration to try to dismantle all DEI efforts in PK-12 schools and beyond, this …

Supporting New Teachers Through Mentorship And Collaboration, Nathan Bleeker

Masters Projects

High teacher turnover, especially within the first five years, negatively impacts student learning, school culture, and district budgets. Mentorship, administrative support, and professional development can help reduce attrition among beginning K–12 teachers in the United States. The project aims to identify practical, evidence-based strategies that support teacher retention during these critical early years. Through a review of existing theories and literature, the project will examine how structured and collaborative mentorship programs contribute to teacher satisfaction and commitment. School administrators can utilize project components, which include a handbook for teacher mentorship and organization document for collaborative opportunities, to help support on …

Developing A Trauma-Informed Pedagogy Workshop Series For Faculty: Empowering Student Learning And Healing At Grand Valley State University, Hayley F. Wilson

Masters Projects

Higher education institutions (HEIs) face increasing student populations affected by trauma, presenting significant barriers to academic success and emotional well-being. Between 40% and 84.5% of college students have histories of trauma (Forster et al., 2019; Smyth et al., 2008), while approximately half experience trauma during their first year of enrollment (Galatzer-Levy et al., 2012). Exposure to trauma disproportionately impacts Black, Indigenous, and People of Color (BIPOC) students, further compounding educational inequities (Portell, 2019, as cited in Gunderson et al., 2023). Although trauma-informed care (TIC) has emerged in applications within education, formalized professional development opportunities for faculty to implement trauma-informed pedagogy …

The Importance Of Developing Social-Emotional Skills In Early Childhood, Jaren Whitney Phillips

Masters Projects

Abstract

This proposal explores the importance of developing social-emotional skills at a young age and the impact it can have on a child’s short-term and long-term success. Social-emotional skills can be developed in the classroom on a daily basis. Teachers can do this by providing a supportive, safe, and caring classroom environment that influences learning and providing opportunities for students to practice and apply their social emotional skills in different settings and situations (Zins et al., 2007; McClelland et al., 2017). Teachers need the proper training on how to effectively implement and embed social-emotional skills in the classroom in all …

Supporting First-Generation College Students Experiencing Imposter Syndrome, Jaydenn R. Knepp

Masters Projects

This project explores the relationship between imposter syndrome and academic performance in first-generation college students (FGCS), proposing a peer mentorship program as an intervention. Grounded in Kolontari et al.’s (2023) sponsorship model and Stoller’s (2021) integration of Chickering’s (1969) and Sanford’s (1966) theories, the program focuses on mentor selection, training, structured activities, and ongoing support to build self-efficacy and a sense of belonging. A key component of this solution is the implementation of horizontal peer mentorship, which encourages reciprocal, collaborative relationships between mentors and mentees. FGCS mentors are trained to address imposter syndrome firsthand, with activities like self-affirmation exercises and …

A Love Song For Teachers: A Guide To Enhance Teacher Wellbeing And Self-Efficacy Through Strategies For Stress Reduction Within School Systems, David Eugene Lyons

Masters Projects

Over the last decade, more and more teachers are leaving the profession, even mid-career [National Education Association (2022), National Center for Education Statistics (2022), Schools that Lead (2024)]. They attribute this to demoralization and emotional exhaustion. Across the nation, as more and more school systems add more top-down regulations, teachers feel they have lost their autonomy and their creativity. While research has focused individually on the effects of emotional labor, on social-emotional intelligence and relationship management of teachers, and on teacher wellbeing and self-efficacy, there is a gap in the research of how these three elements interrelate. The confluence …

Lanthorn, Vol. 59, No. 15, April 14, 2025, Grand Valley State University

Volume 59, August 5, 2024 – April 14, 2025

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.

Grand Valley Magazine, Vol. 24, No. 2, Spring 2025, Grand Valley State University

Grand Valley Magazine

Grand Valley Magazine is a quarterly publication about Grand Valley State University produced by University Communications since 2001.

Stari Most, Lajla Hadžimujić

Honors Projects

This project aims to highlight Bosnian culture and history, specifically to examine the historical and cultural significance of the Stari Most in Bosnia during the Bosnian War and its aftereffects. To discuss the “othering” that Bosnian Muslims faced during the war and how that correlated with the destruction of the Stari Most. This project includes an acrylic painting of the Stari Most as both a symbol of cultural resilience and architectural grace.

Creating Chemistry Learning Materials For Use In Gvsu Tutoring Centers, Gabriella Palombo

Honors Projects

For many students at Grand Valley State University, chemistry is a defining component of their education. Whether it is a requirement for their program of study or a general education requirement, thousands of students are required to complete at least one introductory or general chemistry course. Despite this, students often face significant challenges in their chemistry courses. This research examines the struggles that students face in introductory and general chemistry courses at GVSU, focusing on the topics that students find most difficult and the resources currently available to them. In Fall 2024, a survey was distributed to 1,628 students who …

Lanthorn, Vol. 59, No. 14, March 31, 2025, Grand Valley State University

Volume 59, August 5, 2024 – April 14, 2025

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.