Education Commons^™

Leveraging Custom Gpts For Formative Assessment And Feedback, Nari Kim, Jason Vickers, Shaimaa Alyehaibi, Chikezie Ozuzu, Xinyue Ren, Suhasini Kotcherlakota

STEMPS Faculty Publications

As artificial intelligence (AI) advances, the use of custom generative pre-trained transformers (Custom GPTs) in formative assessments opens new opportunities for improving student learning and engagement. Custom GPTs increase cognitive and emotional engagement by providing timely, context-sensitive, and tailored responses based on unique learner profiles. This paper aims to investigate how custom GPT-driven formative feedback can enhance individualized learning experiences and improve student performance. This paper will discuss the promise of this AI tool, the challenges associated with its application, and recommendations for educators and academics looking to use these technologies for formative assessments.

Why Should I Stay? Canadian Black Youth And Public Libraries, Amber Matthews

STEMPS Faculty Publications

This study used narrative inquiry and critical approaches to race to explore Black youth perceptions of public libraries and community-based programs. The study was conducted in Ontario with youth aged 13 to 24 and parents of youth. Data was drawn from semi-structured interviews with youth and parents and an arts-based qualitative tool. Libraries were identified as safe and welcoming community spaces. However, youth feel poorly represented and seek youth programs with a race-conscious and inclusive approach. Core recommendations include equitable approaches to representation, strengthening relationships with partner organizations, and addressing performative approaches to inclusion.

Designing A Tpack-Based Mobile Learning Model For Biology Education Using Nominal Group Techniques, Cik Jamaliah Abd Manaf, Shakinaz Desa, Muhammad Ikhwan Mat Saad, Helen Crompton

STEMPS Faculty Publications

Mobile learning (m-learning) enhances STEM education, particularly in biology, by supporting visualization and interaction. However, a structured framework integrating technological, pedagogical, and content knowledge (TPACK) is essential. This study designs a TPACK-based mobile learning model for biology using the Nominal Group Technique (NGT). A workshop with 10 experts identified seven key components and 67 elements, with nine elements rejected due to low consensus. The validated framework will guide model development using Interpretive Structural Modelling (ISM) to enhance critical thinking, collaboration, and digital citizenship, ultimately fostering effective mobile learning environments for biology education.

Technology Integration In Online Feminist Pedagogy, Xinyue Ren

STEMPS Faculty Publications

Feminist pedagogy refers to a liberatory way of teaching to develop democratic and transformative learning experiences in which students can be empowered to make a social change (Grissom-Broughton, 2020). Previous research showed that feminist pedagogy was often used to guide course design and development in various disciplines, such as music, art, language, and environmental education (Cannizzo, 2021; Grissom-Broughton, 2020; Jespersen, 2014; Springgay & Zaliwska, 2017). For example, in music education, instructors increased the representations of multicultural voices in course materials and applied in-depth discussions and essays as learning assessments to develop critical and reflective thinking among students. In a feminist-oriented …

The Integration Of Artificial Intelligence And Ontologies: Transformations In Knowledge Representation And Application, Grazia Serratore, Julaine Clunis

STEMPS Faculty Publications

Artificial Intelligence (AI) is reshaping the landscape of knowledge representation. There is an increasingly strong bidirectional relationship, between AI techniques and ontologies. AI techniques revolutionized traditional, manual ontology development and contribute to automated ontology construction, while ontologies enhance the performance of AI systems and their semantic accuracy. Through a comprehensive review of current literature, this paper aims to examine: i) how Machine Learning (ML) techniques contribute to the automated construction, refinement, and validation of ontologies; ii) the most widely used and effective ML approaches for ontology construction; iii) how domain-specific requirements influence the selection and adaptation of AI techniques for …

Exploring The Impact Of Generative Ai Chatgpt On Critical Thinking In Higher Education: Passive Ai-Directed Use Or Human-Ai Supported Collaboration?, Nesma Ragab Nasr, Chih-Hsiung Tu, Jennifer Werner, Tonia Bauer, Cherng-Jyh Yen, Laura Sujo-Montes

STEMPS Faculty Publications

Generative AI is weaving into the fabric of many human aspects through its transformative power to mimic human-generated content. It is not a mere technology; it functions as a generative virtual assistant, raising concerns about its impact on cognition and critical thinking. This mixed-methods study investigates how GenAI ChatGPT affects critical thinking across cognitive presence (CP) phases. Forty students from a four-year university in the southwestern United States completed a survey; six provided their ChatGPT scripts, and two engaged in semi-structured interviews. Students’ self-reported survey responses suggested that GenAI ChatGPT improved triggering events (M = 3.60), exploration (M = 3.70), …

Designing Ai-Powered Learning: Adult Learners' Expectations For Curriculum And Human-Ai Interaction, Jinhee Kim, Seongryeong Yu, Rita Detrick, Xi Lin, Na Li

STEMPS Faculty Publications

Despite the potential benefits offered by GenAI technologies to provide innovative solutions to address distinct challenges faced by working adult learners (ALs) in higher education and beyond, there is limited understanding of how best to structure AI-powered learning for this population while ensuring their distinct needs and perspectives are considered. Hence, this study aimed to determine what curriculum and student-AI interaction would be required by situating ALs’ views. Through analyzing 48 e-portfolios and in-depth interviews with 20 ALs from diverse educational and professional backgrounds, the study found that ALs perceived content mastery and developing a lifelong habit of learning as …

Bridging The Gap: The Role Of Parent-Teacher Perception In Child Developmental Outcomes, Mckayla Jensen, Mikaela J. Dufur, Jonathan A. Jarvis, Shana L. Pribesh

STEMPS Faculty Publications

Background/Objectives: Time spent with parents and educators encompasses a large portion of a child’s waking hours, with the home and early childhood education and care serving as two of the first settings in which children develop social and cognitive abilities. While previous studies have used social and cognitive tests to examine antecedents of child behavior, we extend such studies to take into account the congruence and incongruence of parents’ and teachers’ views on those antecedents. We examine the importance of parent-teacher alignment on the perceptions of a child’s personality and abilities in early development. Methods: Parents and teachers of 2968 …

Exploring Lis Curriculum: Agency, Identity, Practices, Holly Hebert, Amanda Harrison, Rene Burress, Kelly Pryde, Lauren Hays, Fei Yu, Elizabeth Burns, Cari Cusick

STEMPS Faculty Publications

The practices of LIS educators provide agency and identity for developing LIS professionals. It is essential that LIS programs interrogate their curricula to best prepare emerging LIS professionals. The Curriculum SIG will present three projects that explore practices and curriculum for LIS training.

Dr. Amanda Harrison, Dr. Rene Burress, Kelly Pryde, Dr. Cari Cusick, and Dr. Lauren Hays, will present “Teaching Accessibility in a Library and Information Science MLS program.” LIS students must develop knowledge, skills, and awareness to create inclusive, accessible libraries (American Library Association, 2018; IFLA Standing Committee of Libraries Serving Disadvantaged Persons, 2005; Jaeger et …

Addressing Anti-Black Racism In Library And Information Science Curriculum, Amber Matthews

STEMPS Faculty Publications

This paper explores the development of the graduate course Anti-Racism in Library and Information Science that was piloted at Western University in 2022 and 2023. The one-semester (13-week) course was designed with Black-led community organizations and students contributed to anti-racist information and memory work through experiential learning partnerships. The course used critical Library and Information Science (LIS) literature alongside Black Canadian scholarly perspectives that were grounded in anti-oppression and anti-racism frameworks. The course goals were for students to develop an understanding of how race and other structural inequities inform lived experiences and tools to support collaborative community-led projects. The LIS-tailored …

Assessing The Impact Of Substituting Interaction Types: An Empirical Study Of The Interaction Equivalency Theory, Scott Hauert, Tian Luo, Cherng-Jyh Yen

STEMPS Faculty Publications

Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, evidence of the impact on measured performance resulting from substituting learner–content interaction for learner–learner interaction is sparse. Using an experimental design, this study examined the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous, undergraduate-level setting of formal distance education. The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the …

University Of Texas At Tyler Course Catalog, 2025-2026, University Of Texas At Tyler

Catalogs

No abstract provided.

University Of Texas At Tyler Catalog, 2025-2026, University Of Texas At Tyler

Catalogs

No abstract provided.

Puzzling Our Way Into Computational Thinking, David J. Mulder

Faculty Work Comprehensive List

This unplugged activity is a brief, practical introduction to computational thinking that uses an accessible and decidedly low-tech approach: solving a jigsaw puzzle. The skills needed to collaboratively solve a jigsaw puzzle illustrate the key concepts of computational thinking in a straightforward way that makes the basics of decomposition, pattern recognition, abstraction, and algorithmic thinking come to life. The learning representation included here was taught as part of a professional development workshop for PK-12 teachers but could easily be adapted to use with learners from upper elementary grades through middle school, high school, or university.

Sharing Your Science: Special 2025 Edition, Wilson Gonzalez-Espada

Faculty Research at Morehead State University

The Sharing your Science stories were completed as part of a 2025 Science Communication Summer Internship (COMM 647), a collaboration between the Kentucky Academy of Science and the Departments of Engineering Sciences and Communication, Media, Art & Design, Morehead State University, KY. This work was made available as an Open Educational Resource thanks to the Faculty Center for Teaching & Learning, the Camden-Carroll Library, and the Office of Research & Sponsored Programs, Morehead State University.

A Math Teacher’S Reflexive Journey Into The Opportunity Gap, Richard A. Ball Iii

Theses and Dissertations

This multiple case study sought to determine what educational factors, if any, impacted Black students in a public school located in the South-eastern United States, to enroll in a lower-level math course. The study also aimed to view the mathematical identities of these students and have myself reflect on my practice both locally and globally. This, however, is a result of the Problem of Practice, the opportunity gap. H. Richard Milner’s (2012) opportunity gap framework served as the theoretical framework for this study and for which all findings were situated. The data was analyzed using deductive coding, with the elements …

Active Learning In Respiratory Care Education: A Narrative Review, Tisha Ann Skariah, Udaya Kumar Rao, Manjush Karthika

Health Professions Education

Purpose: This study evaluates the effectiveness of active learning strategies in respiratory care (RC) education, specifically examining their impact on student engagement, critical thinking, and clinical competency to address limitations inherent in traditional passive instructional methods.

Methods: A comprehensive narrative review of peer-reviewed literature was conducted using databases such as PubMed, Web of Science, and Scopus. Thematic analysis was utilized to explore the influence of key active learning methodologies, including simulation-based learning (SBL), flipped classroom (FC), problem-based learning (PBL), and team-based learning (TBL).

Results: The findings demonstrate that active learning approaches significantly enhance clinical decision-making, collaborative skills, and knowledge retention …

Artificial Intelligence In Pharmacy Education: Balancing Technological Advances And Ethical Concerns Among Aspiring Pharmacists, Ubada Aqeel, Shibu John

Health Professions Education

Background Artificial intelligence (AI) is transforming healthcare, including pharmacy practice, by enhancing access to information, reducing errors, and supporting decision-making. However, its integration into pharmacy education remains underexplored. This study investigated pharmacy students' perceptions of AI's impact on their profession and the need for curriculum reform. Materials and Methods A cross-sectional survey was conducted among 245 Bachelor of Pharmacy (BPharm) students from Jamia Hamdard, India. Data were collected using a structured questionnaire covering knowledge, perceptions, and opinions on AI in pharmacy. Responses were analyzed using non-parametric tests, including the Mann-Whitney U and Kruskal-Wallis H tests, to examine group differences. Exploratory …

Influence Of Faculty-Derived Concept Maps On Student Study Strategies, Kaitlin P. Hardy, Amanda K. Burbage, Julie A. Kerry

EVMS School of Health Professions Faculty Publications

Background

Concept mapping is a well-established tool for students to actively organize information into a visual and spatial framework. However, some students are resistant to adopting concept mapping as a study strategy due to the time and effort involved in generating the maps. In this study, we explored student perceptions of faculty-derived concept maps (FD-maps) developed to accompany content within a Foundational Science module in a medical school curriculum. We subsequently investigated whether student use of FD-maps helped overcome resistance to adoption of concept mapping.

Methods

Student evaluation data was analyzed using a mixed methods approach to explore student perceptions …

Accessibility In The Academic Library: Assessing The Web Accessibility Of Neflin Member Library Websites, Cody Michaels

Publications

Web accessibility has been a topic of discussion in organizations for decades. Much ink, physical and digital, has been spilled urging developers, designers, and web administrators to build their online environment so that users of all abilities can access their content. Despite this, web accessibility remains out of reach across swathes of the Internet. The organization WebAIM conducts annual studies reviewing the accessibility of the 1,000,000 most popular websites’ homepages.1 The results for 2025 found that these pages had an average of 51 errors per page. While this represents a decrease from the previous year, there remains much work to …

An Operational Field Study: A Comparison Of Piloting Uncrewed Underwater Vehicles And Uncrewed Aircraft Systems, David Thirtyacre, Joseph Cerreta, Pete Miller, Kimberly Luthi, Jolee Thirtyacre

Publications

and operations, the ability to cross-train personnel in both Uncrewed Underwater Vehicles and Small Uncrewed Aircraft System operations has become a focal point for efficiency and workforce optimization. This study presents a comparative analysis of the operational and human factor considerations involved in piloting mini UUV and sUASs, highlighting the key similarities and differences in control methods, environmental influences, navigation, emergency procedures, and situational awareness. A qualitative experimental field study was conducted between July 2024 and October 2024, involving real-world deployments of both systems in maritime and aerial environments. Findings indicated that while UUV and sUAS operators relied on remote …

Secondary Ell Students’ Perception Of Ell And Stem Courses And Its Impact On Enrollment In Stem Courses, Prakash Patel

Theses and Dissertations

This action research study examined experiences of eight secondary-level English Language Learners (ELL) that lead to perceptions of being in ELL and STEM courses and how those perceptions impact academic pathways in subsequent course enrollment, specifically STEM courses. The study aimed to identify secondary level ELLs’ lived experiences while concurrently enrolled in ELL and STEM courses through the use of a mixed-methods explanatory sequential design to capture specific lived experiences that promote enrollment in STEM courses through intrinsic motivation. The study employed the use of ClassMaps (CMS) (Doll et al., 1999) and the Intrinsic Motivation Inventory (IMI) (CSDT, 2025) surveys …

Exploring The Role Of Boundary Infrastructures In Facilitating Learning In A Research-Practice Partnership, Jody Clarke-Midura, Alireza Zandi, Mimi Recker

Publications

This study examines how boundary infrastructures in Research-Practice Partnerships (RPPs) facilitate learning and collaboration between a rural school district and two universities. Using the Learning at the Boundaries framework, we analyze design team meetings, teacher feedback, and co-designed curricular materials. Our findings highlight the roles of boundary spanners, practices, and objects in bridging gaps among stakeholders and fostering sustainable collaboration. This research contributes to the learning sciences by documenting effective processes for organizational learning, emphasizing the importance of structured co-design in educational improvement.

Gvsu Undergraduate And Graduate Catalog 2025-2026, Grand Valley State University

Course Catalogs, 1963 - Current

Grand Valley State University 2025-2026 undergraduate and graduate course catalog. Course catalogs are published annually to provide students with information and guidance for enrollment.

From Rural Roads To College Credits: Understanding Dual Enrollment In New Hampshire's Rural High Schools, Sarah Chase

Antioch University Dissertations & Theses

Dual enrollment programs vary significantly across states, schools, and districts, leading to inconsistent college readiness outcomes. While previous research primarily examines differences at the state level, little is known about how these programs operate within rural high schools in the same region. This study examines dual enrollment in four rural high schools in New Hampshire using a multiple-case study approach and thematic analysis. Data was collected through interviews with administrators, faculty, counselors, and alumni, along with reviews of public documents. Six key themes emerged: (1) Barriers to Dual Enrollment, (2) Conflicting Perspectives of Key Players, (3) Benefits of Dual Enrollment, …

Racial Battle Fatigue In Higher Education: Understanding The Intersectional Dimensions Of Faculty And Staff Experiences, Candice N. Flowers-Taylor

Antioch University Dissertations & Theses

This dissertation investigates Racial Battle Fatigue within institutions of higher education, focusing on its impact on faculty and staff of color. It examines how race, gender, socio-economic status, and institutional structures intersect to shape individual experiences of this phenomenon. To explore these dynamics, the study employs a qualitative methodology that includes semi-structured interviews, open-ended survey responses, and thematic analysis. It is grounded in the theoretical frameworks of Racial Battle Fatigue, Critical Race Theory, and Intersectionality. This research offers insight into the emotional, psychological, and physical toll experienced by faculty and staff of color in predominantly white institutions. It challenges prevailing …

Empowered Margins: Women, Work, And Justice In Educational Labor, Erin Woodford

Antioch University Dissertations & Theses

This dissertation examines economic justice and employment precarity faced by educators in both K-12 and post-secondary education systems. While literature explores themes of changing demographics in union membership, collective bargaining, labor activism, and gendered and intersectional inequities in academia, and women in leadership in unions, a critical gap of disabled women’s voices and solutions to the inequities remains. This study highlights how job insecurity, unequal pay, hiring biases, limited recognition of prior learning, and inadequate institutional support exacerbates mental health challenges, professional invisibility, and economic instability. In the K-12 unionized system, systemic barriers such include disregard for substitute teaching as …

The Inward Gaze: White Faculty's Self-Perceptions Of Racial Identity, Privilege, And Its Impact On Pedagogy, David E. Houle

Antioch University Dissertations & Theses

This dissertation examines the evolving self-perceptions of racial consciousness among White faculty in higher education and its impact on pedagogical practices for fostering diversity, equity, and inclusion. This study is guided by Mezirow’s transformative learning theory and Rowe et al.’s White racial consciousness model and uses interpretative phenomenological analysis (IPA) to explore participants’ narratives of White racial identity, disorientating dilemmas, critical self-reflection, and pedagogical transformation. The research highlights key moments of self-reflection and transformation that influence inclusive teaching strategies, such as prioritizing marginalized voices in course content and rethinking classroom dynamics to respond to systemic inequities. The findings reveal how …

Shades Of Discipline: A Narrative Inquiry Exploring Black Girls’ Experiences Of Colorism And Exclusionary Discipline Through The Lens Of The Domains Of Power, Tamika Reese

Antioch University Dissertations & Theses

Black girls are the fastest-growing group facing exclusionary school discipline, including suspensions, expulsions, and law enforcement referrals. National data reveals that Black girls are significantly more likely to be suspended than white girls, yet little research has explored how skin tone influences these disparities. This qualitative narrative inquiry examined the role of colorism in the discipline of Black girls by expanding on Patricia Hill Collins’s Matrix of Domination framework. Through the voices of five Black girls with varying skin tones and eight school leaders involved in disciplinary decisions, the study explored how the intersections of race, gender, and skin tone …

Identifying Salient Social, Environmental, And Situational Contexts Of College Drinking: Impacts Across Drinking Outcomes, Abby L. Braitman, Jennifer L. Shipley, Megan Strowger, Emily S. Renzoni

Psychology Faculty Publications

Background and Objectives: Drinking context, such as where, why, and under what social conditions drinking occurs, is consistently associated with daily variability in alcohol use. However, ecological momentary assessment (EMA) requires very brief measurement, not allowing for as many contextual assessments as researchers may like. The current investigation examined common contextual predictors and their associations with different alcohol outcomes.

Methods: A sample of N=528 college drinkers completed three surveys about their most recent drinking episode. This included contextual predictors (location, social context, who was present, alcohol offers, and drinking motives), as well as typical drinking outcomes (number of drinks, estimated …