Education Commons^™

20260209: Dr. Kelli Johnson's Donation, 1952-2025, University Libraries

Guides to University Archives

These items include materials from University Libraries at Marshall University from 1952-2025. Items were received in 2026 from Dr. Kelli Johnson within the University Libraries and include notable materials about various campus events, such as the MU Textbook Affordability Committee (2022), the Dr. Carter G. Woodson Dinner Honoring Dr. Carla Hayden, Librarian of Congress (2018), Greater Huntington Wall of Fame 2024 Induction Ceremony, June Harless Center 25 Years Celebration (2025), Hooding Ceremony for Grad Students (2025), Marshall vs. Morris Harvey (1952), and WV's Experience in Civil Rights with Eve Faulkes (2024). Please download the finding aid for a full list …

Book Review: Assessing Autoethnography: Notes On Analysis, Evaluation, And Craft, Margaret Berg

Journal of Educational Research and Innovation

No abstract provided.

From The Stacks To Student Success: Findings From A Study Of Faculty Perceptions Of Collection Development, Jessica L. Swaringen, Alyshia K. Bagley, Payton Sapp, James Mayes

Georgia International Conference on Information Literacy

Effective collection development is essential for a library’s ability to support the evolving needs of its academic community. Faculty perceptions of library resources will undoubtedly influence how students engage with and benefit from these collections. This research explores how faculty at Georgia Southern University (GS) Libraries understand collection development practices and how their views shape teaching, research, and collaboration with librarians.

Following a review of existing literature, a mixed-methods survey was distributed to faculty via email. The survey combined quantitative and qualitative questions to capture faculty attitudes toward library collections, their use in course curricula, and their role in supporting …

Addressing The Pitfalls Of Misinformation In The Classroom Through Game Based Learning, Taylor S. Strong, Jerome Bingham

Georgia International Conference on Information Literacy

As instruction librarians we must strive to strengthen students' literacy when it comes to research. Only a 3rd of American high school students are graduating with the necessary reading and math skills needed for college-level classes. In conjunction with these low reading levels.The current and incoming students are a part of the Gen-Z or Zoomer generation.One of the largest problems Gen Z students face in their daily lives is combating misinformation. The University of Virginia in conjunction with the University of Cambridge conducted a recent study about generations and misinformation. Only 11% of 18 to 29 year olds earned a …

Empowering Research Topic Development With Generative Ai Prompts - A Pilot Study For First-Year Writing Students, Yanling Liu, Yan He

Georgia International Conference on Information Literacy

As generative AI tools like ChatGPT become increasingly embedded in academic and everyday contexts, educators have a timely opportunity to leverage these technologies to support foundational research skills. In general education writing courses, students participate in library sessions with librarians to support their research projects. A central challenge is formulating a focused and relevant research topic, as many struggle to identify and develop ideas and refine them into viable research topics that are suitable for college-level writing and align with assignment requirements. This study explores how generative AI tools - specifically ChatGPT - can be integrated into library instruction to …

Leveling Up: Introducing High School Students To The College Library, Lisa Nichols, Helen E. Bischoff

Georgia International Conference on Information Literacy

For many high school students, visiting a college campus can inspire future aspirations and reduce anxiety by allowing them to visualize themselves as college students. This presentation highlights our experiences as academic librarians collaborating with local high school teachers and librarians to introduce students to the foundations of academic research and critical inquiry while also exposing them to both the college library and the campus environment. Through interactive workshops held on site in the high school library and then on a college campus in an academic library, students had the opportunity to engage with college-level research tools, explore the academic …

Fostering Agency In Future Educators: Redesigning Instruction For Children's Literature Discovery Amidst Policy Changes, Rae Mair

Georgia International Conference on Information Literacy

Recent changes in Florida policy led to the removal of several locally developed library resources. These resources had supported the discovery of children’s literature reflecting a range of cultural and social perspectives, along with the lesson plans created by students and faculty to accompany them. The shift placed greater emphasis on helping undergraduate teacher education students locate books on their own using advanced search strategies and available tools. Strengthening these skills has become increasingly important for supporting student agency in selecting materials for their classrooms. However, motivating students to engage with advanced search techniques in library catalogs and databases can …

Master Any Language 100x Faster, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

Learn any language 100x faster with this booklet of high-speed acquisition techniques!

Assessing The Information Literacy Skills Of Faculty And Students In Using Open Educational Resources In Nigerian Universities, Adeniran Adetoro

Georgia International Conference on Information Literacy

Access to Open Educational Resources (OERs) by university libraries and through online sources is trending among academics and students in Nigeria, particularly given the emphasis on it by the National Universities commission in recent times. Extant literature points to low level of use of OERs among faculty and students, and there is an urgent need to understand the extent to which their information literacy (IL)skills can explain this and how IL drives OERs practical use for academic purposes. Thus, the paper investigates the perceived information literacy of faculty and graduate students in using open educational resources in federal universities in …

Teaching Ourselves Ai Literacy, Kelly Jones, Chandler Christoffel

Georgia International Conference on Information Literacy

To prepare to teach and support AI literacy, we organized an internal mini-conference for our Academic Engagement department. During each session, librarians taught one another various AI-related modules (e.g., ethics, prompt design, tools) as though leading a real class with students. We encouraged the use of active learning strategies and asked participants to submit session proposals in advance so we could offer feedback. This approach to professional development allowed us to rapidly test and refine our instructional methods and deepen our AI expertise. This mini-conference also helped us generate valuable content—including lessons, slides, assessments, and activities — for an AI …

The Generative Ai Game Is Afoot: A Workshop Series, Denise A. Wetzel, Elliott Rose

Georgia International Conference on Information Literacy

Generative artificial intelligence (AI) is transforming how we create, learn, and solve problems, making it essential for students to engage with these tools both skillfully and ethically. This presentation introduces “The Generative AI Game is Afoot,” a themed workshop series designed to explore generative AI through the lens of detective work inspired by Sherlock Holmes. Using the metaphor of digital sleuths and their trusted partners, the series invites participants to unravel the mysteries of generative AI with curiosity, critical thinking, and practical know-how.

The series consists of four interactive workshops followed by an open forum. The first workshop, "Writing Effective …

Recreating The Magic: Designing Serendipitous Discovery Experiences In 100% Online Libraries, Stephanie Garrett

Georgia International Conference on Information Literacy

Traditional libraries excel at serendipitous discovery—patrons browse shelves, stumble upon unexpected titles, and make chance connections between materials. But how do we recreate this magic in purely digital environments? This presentation showcases a successful transformation of a 100% online library that achieved over 90% increased asset usage in just 12 months through strategic implementation of serendipitous discovery features.

Using Springshare's LibGuides CMS as the foundation, we redesigned the digital library experience around three core discovery spaces: Visual Course Reserve Guides that mirror physical browsing through thumbnail displays and thematic clustering, a comprehensive Reference Section that encourages exploration beyond immediate research …

Teaching The Future: Incorporating Generative Ai Use In An Information Studies Course, Annette Bochenek

Georgia International Conference on Information Literacy

Generative AI has impacted the creation, consumption, and dissemination of information across disciplines. Information, Culture, and Society is an online undergraduate course that is foundational to the Information Studies minor at Purdue University. In this course, students examine how information, culture, and society have shaped and affected one another in the past, present, and how they might continue to influence one another in the future. In order to enhance the lessons pertaining to the future of information, culture, and society, specifically focusing on AI, the instructor participated in a university-led AI Academy program to learn about available AI tools and …

Beyond The Buzzwords: Working With Faculty To Create Ai-Informed Personal Information Literacy Frameworks, Scott E. Shumate, Jenny Harris, Stephanie Bandel

Georgia International Conference on Information Literacy

Artificial Intelligence (AI) tools have become increasingly integrated into the classroom, requiring faculty across disciplines to reconsider how critical thinking skills are being impacted by AI. Academic libraries, long the centers of information access and literacy, are well positioned to confront the issues surrounding AI and address its influence on the wider information landscape. Three academic librarians have taken the lead at their university in encouraging faculty to be thoughtful and intentional about their own understanding of information literacy by developing a personal information literacy framework. This reflective process codifies the mental models all users create when interacting with information …

Beyond Traditional Services: University Libraries Launch An Information Studies Concentration, Vivian F. Bynoe, Katia Karadjova, Lisa Carmichael

Georgia International Conference on Information Literacy

The University Libraries launched a newly created Information Studies concentration in the Bachelor’s Degree of Interdisciplinary Studies (BIS). Developing such a program required navigating a complex administrative process, designing the concentration curriculum, and creating specific course content. This presentation details the multi-stage journey from idea to implementation.

The Information Studies concentration represents our continued commitment to empowering students. The information landscape offers abundant options. Students must know how to find and recognize credible information appropriate for different needs, navigate through data, utilize AI in ethical ways, and grow into responsible creators of information. This requires interlaced metaliteracy skills addressing the …

The Power Of A Formative Experiment In An Inclusion Science Education Classroom, K. Lea Alexander, Marla K. Robinson

Journal of Science Education for Students with Disabilities

Formative experiments offer a novel approach to research educational interventions

in inclusion science classrooms. This research examined whether using a formative experiment design with an intervention called Peer-Assisted Learning Strategies (PALS) increased reading comprehension in grade-level biology text and science self-efficacy of students who had learning disabilities in reading in an inclusion biology classroom. Despite the small n, the results showed that there were statistically significant increases in the comprehension of grade-level biology text and science self-efficacy for the students with learning disabilities who participated in the study.

Volume Cxlv, Number 12, February 6, 2026, Lawrence University

The Lawrentian

No abstract provided.

Faculty Senate Meeting Minutes Feb 6, 2026, A-State Faculty Senate

Faculty Senate Minutes

No abstract provided.

Experiential Learning Through Electric Vehicle Design Using Lego Technics Parts, Abdullah Amin

High-Impact Experiential Learning in Practice: Pedagogical Essays Guided by the PIRA Framework

Abdullah Al Amin is an assistant professor in the Department of Mechanical and Aerospace Engineering.

This reflection presents a Lego Technics-based electric vehicle design project that connects mechanics, materials, and fatigue analysis through hands-on prototyping and PIRA-aligned assessment.

First Nations Education Policy: Joint Response, Ninti One, Australian Council For Educational Research (Acer)

Shaping educational policy

This is a joint submission made by Ninti One Limited and the Australian Council for Educational Research (ACER) to the development of the new First Nations Education Policy. The submission is grounded in a significant body of evidence derived from recent collaborative work, including the First Nations Teacher Strategy (FNTS), the Closing the Gap Schools Initiatives evaluation, and the VET Workforce Study. Insights are drawn directly from the lived experiences of First Nations students, educators, families, and communities with whom we work across our collective and independent projects. The paper presents recommendations across four interconnected focus areas to strengthen educational …

Walking The Earthworks: Indigenous Literature, Place, And Embodied Learning, Tereza M. Szeghi

High-Impact Experiential Learning in Practice: Pedagogical Essays Guided by the PIRA Framework

Tereza Szeghi is a professor in the Department of English.

This essay examines a place-based experiential learning trip to the Newark Earthworks that integrates Indigenous literature, guided immersion, student reflection, and assessment using the PIRA framework.

Community, Art, And Hope: Writing, Public Humanities, And Community-Engaged Learning In East Dayton, Maureen (Molly) Keane-Sexton

High-Impact Experiential Learning in Practice: Pedagogical Essays Guided by the PIRA Framework

Maureen (Molly) Keane-Sexton is a principal lecturer in the Department of English.

This reflection documents a community-engaged partnership with the Mosaic Institute in East Dayton, where students created public art while applying writing instruction, Catholic Social Teaching, and PIRA-guided reflection.

Ethical Community Engagement And Leadership Development In A Community-Partnered Course, Joy Kadowaki

High-Impact Experiential Learning in Practice: Pedagogical Essays Guided by the PIRA Framework

Joy Kadowaki is an associate professor in the Department of Sociology, Anthropology, and Social Work.

This essay describes a semester-long, community-partnered leadership project in which students collaborated with Five Oaks residents to co-create neighborhood storytelling tools grounded in ethical community engagement and PIRA.

From Simulation To Fabrication: Integrating Fluid Power Theory And Hands-On Laboratory Design, Sean Cahill

High-Impact Experiential Learning in Practice: Pedagogical Essays Guided by the PIRA Framework

Sean Cahill is a faculty of practice in the Department of Engineering Management, Systems, and Technology.

This report examines the integration of simulation and hands-on laboratory work in fluid power systems, showing how ELIFF-supported equipment strengthened alignment across preparation, immersion, reflection, and assessment.

Mini Case Study: Vertically Integrated, Community-Engaged Engineering Design, Beth Hart, Allison Kinney

High-Impact Experiential Learning in Practice: Pedagogical Essays Guided by the PIRA Framework

Beth Hart is a principal lecturer in the School of Engineering. Allison Kinney is an associate professor in the Department of Mechanical and Aerospace Engineering.

This case study highlights a vertically integrated, community-engaged engineering project with United Rehabilitation Services, where students across course levels designed assistive solutions using human-centered design and the PIRA framework.

February 6, 2026 Ereporter, University Of Alabama At Birmingham

eReporter (campus newsletter)

No abstract provided.

2026 February 6 - From My Notepads Newsletter, Brian E. Noland, Office Of The President, East Tennessee State University

From My Notepads: A Newsletter from President Brian Noland

No abstract provided.

Factors Influencing Academic Recovery In Mathematics In Middle School Students After The Covid-19 Pandemic, Jon A. Debord

Student Dissertations

The COVID-19 pandemic caused widespread disruption to K–12 education, with middle school mathematics among the most adversely affected subject areas. While prior research has documented pandemic-related learning loss, less is known about how recovery occurred in districts where mathematics performance rebounded. The purpose of this basic qualitative study was to explore middle school mathematics teachers’ perceptions of factors influencing post-pandemic academic recovery in selected Illinois public school districts that demonstrated high levels of mathematics recovery. Guided by Bronfenbrenner’s Bioecological Theory, this study examined how classroom, school, family, and district contexts shaped students’ recovery experiences. A basic qualitative research design was …

Leading Where You Live: A Qualitative Multi-Case Study Of Public High School Principals Who Reside In Their School Communities, Joseph Held

Doctorate in Education

Despite extensive scholarship on relational trust, social capital, place-based leadership, and culturally responsive practice, little is known about how a principal’s residency within the school community shapes leadership demands. This qualitative, multi-case study employed semi-structured interviews, reflexive memoing, and cross-case thematic analysis to examine how nine Minnesota high school principals who lived in the urban, suburban, and rural communities they served experienced leadership practice, equity work, and emotional labor. Findings revealed that residency functions as a consequential leadership condition that reorganizes how principals build trust, exercise judgment, engage families, navigate boundaries, and interpret equity-related tensions. Six themes illuminated residency as: …

Uab Department Of Biology To Honor Legendary Biologist During 14th Annual Darwin Day, Halie Hubbert

Browse All News

No abstract provided.