Education Commons^™

Rubric Enhanced Assessment Of Coursework And Teaching (React): Using Portfolios And Rubrics In An Engineering Classroom To Refocus From Grades To Learning, Nathan Lee Galinsky

2026 Scholarly Teaching Conference: Poster Session Papers

The goal of using rubrics in an engineering classroom is to make grading clearer for students and to enhance the learning efforts. Point based grading of work leaves students looking for the correct numerical solution or choice without thinking about their assumptions, process, or approximations. A rubric dissects grading to include the entire solution procedure emphasizing key steps in a solution procedure. Students also don’t have to wonder where partial credit will be focused or what emphasis a solution will be graded on when using rubrics. By combining the rubric assessment techniques with portfolios, students will be empowered to feel …

Test Retakes In Introductory Math Courses, John Hird, Chris Mcclain

2026 Scholarly Teaching Conference: Poster Session Papers

In this poster, we describe the implementation of an exam retake model using specifications grading for math courses taken by non-STEM majors. This system was implemented by two faculty members over three years in two sequential courses. During that time, we tried several versions of allowed retakes, with varying restrictions on partial credit. Some of the challenges that we faced were scaling the system for use by different faculty members and with different courses, managing faculty workload on writing and grading multiple exams, and managing student expectations.

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 …

Research In Progress. Why Physiology Feels Hard: Supporting The Transition To Self-Directed Learning In Post-Secondary Physiology, Jaelyn Zoe Rohrbaugh, Mark Paternostro

2026 Scholarly Teaching Conference: Poster Session Papers

Physiology is widely recognized as one of the most challenging courses for STEM students. Contributing factors include the discipline’s inherent complexity, instructional methods, and student preparedness, with both faculty and students identifying the nature of the discipline as the primary challenge. Many undergraduates enter college having experienced predominantly teacher-directed, pedagogical instruction, whereas success in college-level physiology requires self-directed, andragogical learning strategies. We hypothesize that students’ difficulties arise more from a lack of self-directed learning skills than from content complexity alone. To investigate this, we administered an anonymous survey to 340 students spanning freshman to professional levels, achieving a 93% completion …

Utilizing Visual Literacy In Thinking Critically About Children’S Cognitive Development, Andrea Gail Schafer

2026 Scholarly Teaching Conference: Poster Session Papers

Undergraduate coursework in child development requires college students to be proficient in their understanding and assessment of holistic development of young children as defined within the physical, cognitive, social, and emotional domains. Traditionally, undergraduate courses at the 100 and 200 level require college students to critically consider scenarios and evaluate level of child development based on traditional text-based scenarios describing child behaviors or engagement in tasks.

Specifically, considering Piaget's theory of cognitive development (Piaget, 1974), it's critically important in a course that covers early child development that college students (pre-service professionals) be able to identify and correctly assess level of …

Choose Your Own Adventure: A Different Course Structure, Jacquelyn Kate Seymour

2026 Scholarly Teaching Conference: Poster Session Papers

As commonly accepted in upper-level courses, course work should appeal to higher levels of Bloom’s taxonomy such as analyze, evaluate, and create (Halupa, 2021). However, course design choices can limit a student’s potential in reaching these higher levels of learning when a preselected number of topics and assignment types are provided by the instructor (Halupa, 2021). Additionally, not all students will thrive with instructor selected assignment design. Instead, instructors can offer a “choose your own adventure” approach to course designs (Sutherland, 2023; Yetter, 2022). Specifically, this has taken the form of allowing students to choose their own assignments within my …

Bringing Real Research Into Large-Enrollment Biology Labs, Katrina Klugh Stewart, Mathilda Corbett

2026 Scholarly Teaching Conference: Poster Session Papers

Hundreds of WVU students in a large-enrollment introductory biology laboratory course (BIOL 115L) participated in an authentic research experience through the Prevalence of Antibiotic Resistance in the Environment (PARE) Project. This national crowdsourced research initiative engages students in generating environmental DNA data to identify potential antibiotic resistance hotspots. For the Fall 2025 semester, we designed a multi-week lab module to implement a cost-effective, scalable version of the PARE model suitable for a course serving approximately 900 students annually.

The three-week sequence integrates core scientific practices, including hypothesis generation, field sampling, DNA extraction, PCR amplification of antibiotic resistance genes, gel electrophoresis, …

Defining Limited English Proficiency: Implications For Assessment And Special Education Placement Decisions, Christine Vernon

Master's Theses

Problem

The problem addressed was the lack of a clear, consistent definition of Limited English Proficiency, despite its influence on funding, programming, assessment, and student placement. The purpose of the study was to clarify how LEP is constructed and used in educational literature and to explore its impact on assessment practices. This study examines the definition of Limited English Proficiency and its implications for educational assessment and special education placement decisions.

Methodology

An integrative literature review, guided by meta-narrative methodology and structural coding, was conducted using 119 peer-reviewed sources from APA PsycInfo, ERIC, and JSTOR (2001–2023).

Findings

Findings revealed that …

Exploring Drivers And Barriers To S.M.A.R.T. Goal Implementation: A Phenomenological Study Of Exemplary K-5 Public Elementary School Teachers, Rochelle Davies

Dissertations

Purpose: The research aimed to explore how exemplary K-5 public elementary school teachers in Southern California perceive the factors that support or hinder S.M.A.R.T. goal implementation, as well as their suggestions for sustaining these practices in their classrooms. This study also examined how teachers who successfully implement S.M.A.R.T. goals experience the process of using them to promote academic clarity, strengthen student ownership, and foster long-term achievement.

Methodology: The research design used qualitative phenomenological methods to collect and analyze data. Nine K-5 teachers from public elementary schools in Southern California were purposefully selected based on specific criteria. Semistructured interviews served as …

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 …

Connections Between Mathematics And Chemistry: An Interdisciplinary Undergraduate Curricular Initiative, George Ashline, Bret Findley

Journal of Mathematics and Science: Collaborative Explorations

In this article, we describe an undergraduate curricular initiative involving mathematics and chemistry faculty and students. Supported by a grant from the National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics Program, a program designed to encourage the study of and connections between quantitative fields and life sciences, this interdisciplinary collaboration features undergraduate student research and involves the development of curricular connections between mathematics and chemistry. Through this initiative, we have created activities for calculus courses featuring chemistry applications as well as activities for chemistry courses showcasing mathematical concepts. After the implementation of these curricular enhancements, we gathered student …

Exploring Recruitment And Retention Of Mathematics Teachers In Southwest And South-Central Virginia, Anthony Dove

Journal of Mathematics and Science: Collaborative Explorations

This study examines the recruitment and retention of secondary mathematics teachers in rural southwest and south-central Virginia public schools from the perspectives of school principals. Guided by three research questions focused on retention, recruitment, and opportunities for improvement, the study employed a constant comparative analysis of semi-structured interviews conducted with principals from 10 rural middle and high schools. Findings indicate that many schools have historically benefited from long-term teacher retention reinforced by strong community ties and supportive school environments. However, anticipated retirements, salary competition within the region, and increasing challenges in recruitment are beginning to place strains on schools. Principals …

Full Issue

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

From Questions To Action: A Multi-Year Journey Toward Instructional Excellence In Middle School Mathematics, Courtney Baker, Johnna Bolyard, Deborah Crawford, Divya Varier

Journal of Mathematics and Science: Collaborative Explorations

This paper describes the evolution of a research-practice partnership (RPP) designed to understand the impact of data-informed decision making initiatives on supporting ambitious mathematics instruction and how middle-school based mathematics specialists facilitate those initiatives. While school-university partnerships have a history of designing, implementing, and studying instructional improvement efforts, the impact of such efforts on practice is not clear (Cai et al., 2017b; Denner et al., 2019; Henrick et al., 2016). Over the first three years of our partnership, we have collected data from a variety of sources and shared them in ongoing data conversations with a range of district-level collaborators. …

Academic Unit Guide To Internships For Academic Credit, Lara Lomicka Anderson, Karen Edwards

Reports

This guide establishes university-wide best practices for internships completed for academic credit (ACAF 2.03(H)). It is intended to support faculty, internship directors, and academic units in designing and supervising internships that are academically rigorous, safe for students, and compliant with accreditation and institutional policies. At the University of South Carolina, some academic units require internship credit as part of the degree, while many others offer internship courses that allow students to gain professional experience, apply their academic learning, and develop valuable professional networks. For internships that are not completed for academic credit, (e.g., Carolina Internship Program, J-1 …

Guidebook For Artificial Intelligence Integration Into The University Environment, Mark J. Uline, Tarek Shazly, Grace Cosby

Reports

Artificial Intelligence (AI) is not a peripheral or speculative technology in the university setting, it is rather a rapidly evolving transformational force that will reshape research, teaching, and administrative operations. Recent systematic reviews conclude that generative AI tools are already being widely used by students and instructors and can positively affect learning outcomes and academic performance when thoughtfully integrated into instruction (Hon, 2025; Qian, 2025).

At the same time, case studies warn that unmanaged or poorly governed AI use can undermine academic integrity, exacerbate inequities, and create new institutional risks (Mangundu, 2025; Şen et al., 2026). AI adoption brings unparalleled …

Improving Blood Pressure Control Through Lifestyle Modification In African Americans Adults With Uncontrolled Hypertension, Tasha Leonard

Doctor of Nursing Practice (DNP) Scholarly Projects

African American adults have the highest incidence of uncontrolled hypertension (HTN), leading to premature cardiovascular death in Texas and worldwide. In a South Texas cardiac clinic, over 90% of African American adults with HTN also have obesity, compared with 55% of their Caucasian counterparts. The most prevalent factor affecting this group is poor understanding of blood pressure management, which leads to nonadherence to dietary and exercise recommendations, medication regimens, and blood pressure monitoring. The objective was to determine whether lifestyle modification using a hypertensive bundle would improve blood pressure management among African American adults in the clinical setting. The initiative …

The Impact Of School Leadership Styles On Teachers’ Attitudes, Pedagogy, And Skills Related To Technology Integration, Shuai Gong

Education Dissertations

Emerging technologies have a profound influence on contemporary schools. School leaders, such as principals, grapple with balancing and leveraging these transformations through various leadership styles. A review of the literature revealed an absence of consistent quantitative data on how principal’s leadership styles impact technology integration, as well as limited understanding within qualitative studies on teachers’ experiences with leadership in this phenomenon. Drawing on transformational leadership theory and organizational theory, this mixed-method study examined the impact of school leadership styles on teachers’ attitudes and abilities toward technology integration in K-12 education, aligning with the Full-Range Leadership Model (FRLM) and the Will, …

Practicing Professionalism Framework: A Coherent Course Structure Aligned With Effective Practices For Physics Programs (Ep3) Guidelines, Martha-Elizabeth Baylor, Suzanne White Brahmia

Physics and Astronomy Faculty Work

Many physics educators seek to improve their courses but feel constrained by traditional post-secondary structures and norms. Instructors often perceive a false tension between fostering inclusive learning environments and maintaining the rigor central to the discipline. The Effective Practices for Physics Programs (EP3) Guide synthesizes decades of research-based recommendations for improving physics education. However, it offers limited guidance on how to integrate these diverse recommendations into a coherent, course-level approach—a responsibility that falls to individual instructors, whose graduate training prepared them primarily as researchers rather than as educators. This paper begins by motivating and introducing the Practicing Professionalism Framework (PPF), …

Documenting Sustainable Social Media Workflows: Supporting Student Professionalization In Faculty-Student Teams, Jenny Rissen

Master's Projects

This capstone project, Documenting Sustainable Social Media Workflows: Supporting Student Professionalization in Faculty-Student Teams, examines how departmental social media teams serve as informal training grounds where students build professional identities through collaborative, often undocumented communication work (Buck; Leon & Pigg). Addressing writing studies concerns about experiential learning gaps (McNabb; Carr et al.), the project creates a handbook offering practical guidance for onboarding, workflow continuity, accessibility, and ethical social media practices. It shows how mentorship and structured documentation turn everyday digital work into meaningful professional development. Situated in technical communication and rhetoric, the project demonstrates how social media teams help …

App-Uh-Latch-Uh, Sarah B. Moore

Master's Projects

This capstone project focuses on my personal experiences with the Appalachian dialect. Using scholarship as the background of the writing, I composed a series of creative nonfiction scenes from my life to foreground what could be revealed for K-12 teachers, administrators, and anyone interested in linguistic justice or about the Appalachian dialect and education. Then, I created a guide for teachers, detailing ways to better respond to prejudice against dialect and to create a sense of linguistic justice within the classroom. Throughout the project, it became increasingly clear that, while a vast amount of research exists about dialects and English …

Ecpse 550: Foundations Of Special Education, Deborah J. Gruber

Open Educational Resources

No abstract provided.

Ecpse 350: Foundations Of Special Education, Deborah J. Gruber

Open Educational Resources

No abstract provided.

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 …

Growing With Purpose: An Organizational Life Cycle Analysis Of Capacity, Strategy, And Client Centered Practices, Jackie Robinson Brock, Stacy Wilson, Yadira Guerrero-Adams

Doctor of Education Capstones

Single parent families and the costs associated with child care are on the rise. The burden of single parenthood and child care costs is not limited to financial strain; emotional and psychological stressors create an additional “burden of care” (Ha et al., 2015) that is a significant factor in single-parent households. The capstone project team worked with a Virginia-based nonprofit dedicated to supporting middle income single parent families experiencing an undue burden of financial hardship amid rising child care costs. The capstone project team used an improvement science approach (Hinnant-Crawford, 2020), parallel convergent mixed methods, design, and the organizational life …

From Compliance To Connection: Advancing Authentic Community In Vcu Residence Halls, Sarah M. Ramkey, Keon Nesmith, Carly Croft

Doctor of Education Capstones

This capstone project examines challenges to authentic community building within Virginia Commonwealth University’s Residential Life and Housing (RLH) department. Although the Community Development Model (CDM) was originally designed to foster belonging through structured engagement, it has increasingly been perceived by frontline staff as a compliance-driven checklist rather than a tool to develop community. Using improvement science principles, this case study identifies outdated curriculum, misalignment with student needs, and disconnect between senior leadership and frontline staff as systemic barriers to building authentic community in RLH, including student residence halls.

We used a single-institution case study design. We conducted empathy interviews with …

From Arrival To Belonging: Strengthening The Transition For International Teachers In Prince William County Public Schools, Lisa V. Garcia, Jonathan D. Roberts, Zaida N. Morales

Doctor of Education Capstones

This capstone examines the transition of Ambassador Teachers (ATs), internationally recruited teachers working in Prince William County Public Schools (PWCS), and the challenges and supports that shape their first year. The capstone investigates what most influences ATs’ overall experience, what challenges they face before arrival and throughout their first year, and what supports currently exist or are missing. The study draws on document review, empathy interviews, an orientation observation, a literature review, and survey data from 148 Ambassador Teachers. Findings indicate that ATs experience the greatest challenges in housing, transportation, financial stability, navigating U.S. culture, handling discrimination, and adapting to …

History Is Durable: A Mixed-Methods Study Exploring Stakeholder Perceptions Of The Degree And Career Relevance, Hala Al-Tinawi, Damali Curry, Tonya S. Hall, Sharrie A. Merritte

Doctor of Education Capstones

Declining undergraduate enrollments in history departments reflect a national trend that many institutions have struggled to reverse. This capstone project, conducted in partnership with the Virginia Commonwealth University Department of History (VCUDOH), examines a specific and addressable dimension of that challenge: a communication gap in how the career value of a history degree is conveyed to students in introductory-level courses. Using improvement science principles and a mixed-methods case study design, the capstone team investigated how introductory history instructors communicate durable skills and career applicability, how students perceive the relevance of introductory history coursework to their career plans, and why students …

An Ecological Systems Perspective On Chronic Absenteeism: The Role Of Family Engagement In Virginia Secondary Education, Jenna Conlee, Joel W. Fravel, Bryan M. Hannun, Imani K. Hinson, Erika R. Napolitano

Doctor of Education Capstones

Chronic absenteeism has emerged as a significant challenge for schools across the United States, particularly following disruptions associated with the COVID-19 global pandemic. This capstone project examined how school leaders in Virginia understood and navigated the relationship between family engagement and chronic absenteeism. Guided by Bronfenbrenner’s ecological systems theory, the study addressed two research questions focused on identifying family engagement practices perceived as effective in improving attendance and examining the barriers schools encountered when engaging families to address chronic absenteeism. Data were collected through nine semistructured interviews with school leaders and observations of two high school attendance team meetings. Using …

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 …