Curriculum and Instruction Commons^™

Revised Microbiology Core Knowledge Objectives For Modern Undergraduate Medical Education, Timothy J. Bauler, Cindy G. Arvidson, Samina Akbar, Dennis N. Arvidson, Margaret E. Bauer, Dwayne M. Baxa, Rebecca J. Greenblatt, Kerstin Honer Zu Bentrup, Yingguang Liu, Inaia Phoenix, Julie A. Kerry

Department of Biomedical and Translational Sciences Faculty Publications

Defining the core content for each scientific discipline in a modern preclinical medical education curriculum is critical to ensure optimal student learning and application of foundational knowledge for clinical practice. Attendees of the Association of Medical School Microbiology and Immunology Chairs (AMSMIC) Educational Strategies Workshop recently highlighted the need for updated medical microbiology learning objectives, given the shift in medical education toward less time for preclinical coursework and more integrated learning. Herein, we describe the process of developing a comprehensive, educator-driven set of knowledge objectives for medical microbiology. These objectives emphasize common pathogens, as well as pathogens associated with severe …

Hear & Now: Culturally Responsive Music Education Through Digital Audio Workstations & Musique Concrète, Benjamin T. Connolly

Pitzer Senior Theses

Hear & Now: Culturally Responsive Music Education Through Digital Audio Workstations & Musique Concrète is a two-part ethnomusicological study of how the capacities and affordability of modern electronic instruments could be utilized within school curricula as an affordable alternative to traditional music classes. I explore the musique concrète movement from mid-20th century France, aiming my examination towards the movement’s emphasis on the materiality of sound production and utilization of modern technology during the composition process. From there, the paper transitions into a study on the affordances of contemporary music technologies through a series of interviews with electronic composers, tracing the …

Objective Assessment In Experiential Learning Contexts, Lily M. Brutger

All Electronic Theses and Dissertations

Experiential learning is widely recognized as a powerful approach to education; however, empirical evidence demonstrating its effectiveness remains limited. This gap in the literature is due less to the value of experiential learning itself than to the challenges of assessing learning within experiential contexts. Drawing on the foundational experiential learning theories of Kolb (1984) and Joplin (1981), as well as contemporary research on assessment validity and practice, this paper examines the relationship between assessment and experiential learning. It argues that purposeful, objective assessment is essential for maximizing student learning and supporting the credibility of experiential education. The paper synthesizes current …

Ai-Supported Socratic Questioning And Instructional Scaffolding: Effects On Student Comprehension, Reshma John

All Electronic Theses and Dissertations

This literature review examines how the intentional use of artificial intelligence (AI) designed for Socratic questioning and instructional scaffolding affects students' comprehension of course content. The literature suggests that AI is most likely to support comprehension when it prompts students to explain their reasoning, respond to guided questions, reflect on their understanding, and receive support adapted to their needs. In contrast, systems that primarily provide direct answers may encourage overreliance and mask gaps in students' understanding. Overall, the educational value of AI depends less on its availability and more on how it is designed and implemented.

Beyond The Classroom: The Continuing Impact Of Brown V Board On Equitable Access To Career And Technical Education For Historically Underrepresented Students, Shannon Hood

Murray State Theses and Dissertations

Using a qualitative phenomenological design grounded in Critical Race Theory (CRT) and Culturally Relevant Pedagogy (CRP), this study examined how institutional structures, instructional practices, and community and industry partnerships shape equitable access, engagement, and outcomes in secondary Career and Technical Education (CTE) programs serving students from historically marginalized backgrounds. Semi-structured interviews were conducted with thirteen participants, including educators, administrators, and industry partners engaged in secondary CTE implementation. Thematic analysis identified recurring patterns related to leadership decision-making, instructional relevance, culturally responsive teaching practices, relational trust and advocacy, and authentic work-based learning (WBL) experiences. Findings indicate that equitable participation in CTE extends …

A Qualitative Study Of Spanish Speaking Latino/A Teachers And Their Impact On Spanish Speaking Latino/A Students, Catherine Bennett Nwosu

Theses, Dissertations and Capstones

Despite the rapid growth of Spanish speaking students in U.S. schools, Spanish speaking educators remain underrepresented in the teaching workforce. This qualitative study examines the perceived impact of Spanish speaking educators on Spanish speaking students and families. Guided by Critical Race Theory (CRT) and Latino/a Critical Theory (LatCrit), this study explores how language, identity, and lived experience shape educators’ practices within school communities. Data was collected through focus group interviews with four Spanish speaking educators working in public schools in the Mid-Atlantic region of the United States serving Spanish speaking students. Thematic analysis revealed that Spanish speaking educators serve as …

Apply, Pack, Travel, Repeat: An Autoethnographic Study Of Travel Grant And Travel-Based Learning Experiences As Professional Development For Educators, Julie Ann Midkiff

Theses, Dissertations and Capstones

This qualitative research study examines the impact of travel grants and travel-based learning experiences as professional development for educators. Using autoethnography as a research method, this study is written from the positionality of an elementary art teacher living and teaching in Southern West Virginia and as a doctoral student who was a successful applicant for two travel grant experiences, and a self-funded travel-based learning experience. I reflectively and reflexively to recount my personal and professional travel-based learning experiences, the lifelong and transformative learning that occurred because of them, and the direct and emergent outcomes that were the result of travel-based …

New Hampshire Tcap, Riley Lane

Honors Theses and Capstones

No abstract provided.

Teaching Kitchen Safety Using A Modified Coach In The Kitchen Curriculum Paired With Behavioral Skills Training Procedure With Young Adults With High Functioning Autism, Ryan Michael Groeneweg

Dissertations and Theses

Few intervention studies address the needs of young adults with high‑functioning autism spectrum disorder (ASD) as they transition toward adulthood. This study used a single‑subject multiple‑baseline design across participants and skills to evaluate the effects of a modified Coach in the Kitchen curriculum paired with Behavioral Skills Training (BST) on the acquisition of kitchen safety behaviors. Three adults with high‑functioning autism were taught task‑analyzed steps for safe use of a kitchen peeler, knife, and hot liquids. Instruction incorporated modeling, rehearsal, feedback, prompting, and strategies for generalization and maintenance. Performance was measured as the percentage of safety steps correctly completed during …

Understanding Interculturality And Enacting Culturally Based Pedagogies: A Mixed Methods Study Of In-Service World Language Educators In Secondary Classrooms, Heather L. Sandy

Theses and Dissertations

This research study explored the relationship between an understanding of interculturality and culturally based pedagogies among world language teachers. The study examined the relationship between language teachers’ upbringing, their development of intercultural competence, and their self-efficacy in culturally responsive teaching practices. It addressed a practical knowledge gap concerning the intersection of interculturality and culturally based practices, specifically among secondary education teachers of Spanish and Mandarin Chinese in the United States.

The data sources focused on the qualitative aspects of interculturality, culturally based teaching practices, and world language pedagogy, with quantitative results to enhance qualitative data. The qualitative data collection included …

"What Does It Mean If I Am Silent?”: Bipoc And Lgbtq+ Educators’ Narratives Of Identity, Responsibility, And Student Protection, Julie Nicole Von Stein

Theses, Dissertations and Capstones

This qualitative study examined how BIPOC and LGBTQ+ educators describe their experiences navigating curriculum restrictions and book bans in politically restrictive educational environments, their perceptions of administrator support, and how their identities uniquely shape their decisions about resistance and risk. Grounded in Scott’s theory of everyday resistance, the study explored the ways BIPOC and LGBTQ+ educators make decisions about resistance when curricular content connected to race, gender, sexuality, and marginalized identities is challenged or restricted. Data were collected through semi-structured interviews with educators who identify as BIPOC and/or LGBTQ+, allowing participants to describe their experiences, decision-making processes, perceived risks, and …

4-H Stem Ambassador Impact Study: The Lasting Effects Of Informal Stem Service Learning Through 4-H Camp Instruction, Emma Hay Gardner

Theses, Dissertations and Capstones

Although short-term outcomes of service learning are widely documented, far less is known about how these experiences influence participants years after their service concludes. Research on STEM-focused service learning is especially limited. This mixed methods study examined the long-term impacts of a West Virginia University STEM Ambassador program, in which college students served as near-peer STEM educators during summer youth 4-H programs. This study explored the lasting effects on former participants across four domains identified in the Service Learning Benefit (SELEB) scale: practical skills, interpersonal skills, citizenship skills, and personal responsibility skills.

Survey data from former participants (n=75), follow up …

The Second Little Book Of Joy: More Ways To Infuse Delight Into Teaching And Learning, Eugene Korsunskiy

Dartmouth Scholarship

This is the second volume in a growing collection that started as The Little Book of Joy: Tiny Ways to Infuse Delight Into Teaching and Learning ( https://digitalcommons.dartmouth.edu/facoa/4352).

This second volume presents 36 new practices authored by educators and students for bringing joy into our classrooms.

As teachers, we know that a joyful learning environment helps students thrive. We know that fun is an important catalyst of-not a distraction from-the rigorous work of teaching and learning. A growing body of research supports this intuition, showing that joy helps with focus, creativity, problem-solving, teamwork, perseverance in the face of challenges, …

Wild Rice Life Cycle: An Integrated Science, Social Studies, And Ela Lesson, Rhett Zima, Lily Deming

OER Materials

This lesson is designed to deepen students’ understanding of wild rice, a plant native to Minnesota, by integrating life science concepts such as structure, function, life cycles, and seed dispersal with prior knowledge from English Language Arts and Social Studies. Using the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate), students participate in a structured, inquiry-based learning experience. They begin by connecting to prior knowledge and generating questions, then investigating the life cycle and growth patterns of wild rice through hands-on exploration. As students build their understanding, they analyze how the plant’s seed dispersal supports its survival and reproduction. …

Developing Collaboration And Community Through An Online Virtual Modality: Participatory Action Research, Jennifer Reed

Doctor of Education Dissertations

This action research study examined educators’ perceptions of collaboration and community within a virtual professional learning community and investigated how participation influenced collaborative actions over time. The study also compared the needs and goals of secondary and postsecondary educators participating in a shared VPLC model. Grounded in the Community of Inquiry and Online Collaborative Learning theoretical frameworks, this study addressed a growing need for effective, flexible professional learning structures that support collaboration across educational contexts. Data were collected from six educators, including three secondary and three postsecondary instructors, through pre- and post-administration of the Professional Learning Community Assessment–Revised, recorded virtual …

A Mixed Methods Study Of Secondary Educators' Perspectives Of Edmentum As A Credit Recovery Tool In Evergreen High School, Jaya Sudha Thumati

Doctor of Education Dissertations

This study quantitatively examined the impact of Edmentum Courseware as a credit recovery tool as measured by student course completion rates and course grades, and compared graduation rates before and after its implementation at Evergreen High School (pseudonym) located in a rural district in Upstate South Carolina. Additionally, the study also qualitatively explored the perspectives of secondary educators regarding the application of Edmentum Courseware as a tool for credit recovery and its effect on student success. Using the framework from three learning theories, which are Zone of Proximal Development (Vygotsky, 1962), Universal Design for Learning (Rose & Meyer, 2002), and …

Artificial Intelligence Research In K–12 Education: A Bibliometric Analysis, Thomas Frank Mauro

Selected Full Text Dissertations, 2011-

Research on artificial intelligence (AI) in K–12 education has expanded rapidly over the past two decades, producing a growing and sometimes fragmented body of scholarly literature. As new AI applications, including machine learning systems, intelligent tutoring systems, and generative AI tools, continue to emerge, understanding how this research has evolved over time is increasingly important for educators, policymakers, and researchers. This study conducted a bibliometric analysis of scholarly publications on AI in K–12 education to address the following three research questions. How has research on artificial intelligence in K–12 education evolved over time? Who are the significant contributors to AI …

Plant Phenomena Nature Walk: Msum Regional Science Center, Abigail Kor

OER Materials

The goal of this inquiry-based lesson plan is to provide teachers and students with a place-based learning experience focused on exploring natural phenomena in the world around them. The lesson was established to provide learners with an experience to observe nature in Minnesota, by exploring the grounds at the MSUM regional science center. This lesson can be adapted to suit other outdoor learning environments. The primary goal of this lesson is to provide students with a cross-curricular, hands-on learning experience that takes place in their community and environment.

Competitive Dance And The Adolescent’S Body: Considering Pedagogical Approaches To Teaching Competitive Dancers, Catri E. G. Barba

Dance (MFA) Theses

Diving into the past and researching for the future, this thesis explores the development and perpetuation of hyper-sexualized adolescent bodies through the competitive dance scene. Drawing on dance theorists, educational theorists, and embodied research (i.e., the author’s body archive), this thesis explores how the competition gaze is performed for and by a capitalist patriarchy. Specifically, this thesis critically reflects on the author’s career as a young competitive dancer in the greater Los Angeles, California, area during the 1990s and 2000s, as well as a competition dance instructor and K-12 educator for two decades, and how those personal experiences have shaped …

Developing A Socioculturally-Informed Esl Curriculum For First-Grade Students In Public Schools, Russul R. Abtan

Doctor of Education

Most English as a Second Language (ESL) programs in US elementary schools do not accommodate developmental, linguistic, and cultural needs of young learners, which leads to insufficient language uptake and future academic-related issues. This study examines how an English as a Second Language (ESL) language arts curriculum for first grade can be developed within the framework of the sociocultural theory and developmentally appropriate practices. Research indicates a difference between existing ESL curricula the linguistic, cognitive and emotional needs of young learners. This project integrates key components of Krashen’s Input Hypothesis and Cummins’ BICS/CALP model by drawing on Vygotsky’s sociocultural theory …

Evaluation And Impact Of 4th Grade Writing Instruction And Intervention, Sasha R. Smith

Education Theses and Dissertations

The implementation of Texas's redesigned State of Texas Assessments of Academic Readiness (STAAR) introduced extended constructed response (ECR) items that required students to demonstrate reading comprehension through written responses. At the study site, fourth-grade students consistently demonstrated stronger reading comprehension than writing performance, revealing a gap in their ability to communicate understanding using evidence-based written responses. The purpose of this Improvement Science Dissertation in Practice was to evaluate the implementation and impact of a systems-based instructional intervention designed to improve fourth-grade students' performance on constructed response writing tasks through increased instructional coherence and explicit writing instruction. This embedded mixed-methods case …

The Impact Of Leadership Skills On Pbl Group Dynamics, Jaime W. Burke Hicks

Education Theses and Dissertations

This Improvement Science Dissertation in Practice examined the role of intentional leadership instruction in addressing persistent challenges in Project-Based Learning (PBL) group dynamics within a middle school setting. The Problem of Practice centered on students’ inconsistent demonstration of leadership behaviors, including communication and accountability, which limited the effectiveness of group work despite prior exposure to PBL structures. This study was conducted at a university-affiliated public charter school in East Texas, where PBL serves as a core instructional model.

Guided by an Improvement Science framework and structured through a Plan-Do-Study-Act (PDSA) cycle, this study employed a mixed-methods embedded design to evaluate …

Using Provided Guided Notes In Coordinated Introductory First-Year Mathematics Courses, Jennifer L. Huber

Mathematics Dissertations

The goal of this study is to investigate how standardized guided notes shape instructional practices and student engagement in coordinated introductory first-year college mathematics courses at a large public university. The researcher explored three multi-section introductory mathematics courses with overlapping learning objectives. Each course required students to purchase a student workbook as part of the instructional materials for the class. The instructors taught primarily from the workbook containing guided notes created by a former coordinator of the course. The researcher used a mixed-methods approach. Instructors and students participated in surveys, class observations and provided class meeting notes. Instructors shared additional …

Learning Design To Advance Human-Ai Collaboration In K-12 Education, Wing Sha Chan, Jinhee Kim, Seongryeong Yu, Rita Kay Detrick

STEMPS Faculty Publications

This chapter explores key components for designing effective Human-AI Collaboration (HAC) in K–12 education, addressing the current lack of theoretical and conceptual frameworks for structuring and implementing HAC in teaching and learning. It examines four essential areas: curriculum design, student and teacher–AI interaction, learning environments, and the evolution of HAC over time. The chapter introduces the concept of HAC in K–12 contexts, highlighting how humans and AI can leverage each other's strengths through co-evolutionary processes that foster mutual learning and collaboration. It reviews current HAC practices in schools and discusses their contributions to both teaching and learning. Finally, it presents …

Are We Perceived The Same? A Cross-Cultural Comparison Of Instructor Communication Between American And International Graduate Teaching Assistants, Deborah Aku Shika Pappoe

Theses and Dissertations

The study examined college students’ perceptions of American Teaching Assistants and International Teaching Assistants on credibility, clarity, respect, homophily, cultural homophily, and instructor quality within the same instructional context. Guided by Face Negotiation Theory, the study employed a mixed-methods design combining survey data and open-ended responses from undergraduate students at a Midwestern university. Results indicated significant differences in perceptions of clarity, homophily, and instructor quality, with ATAs rated higher on these dimensions, while no significant differences were found in credibility and respect. Students’ narratives reflected comparable experiences with both ATAs and ITAs, as perceptions of cultural homophily and instructor quality …

From Deference To Dialogue: How International Gtas From High Power Distance Cultures Adapt To U.S. Classroom Dynamics, Deborah Akua Afi Appiah

Theses and Dissertations

International graduate teaching assistants (GTAs) from high power distance cultures play a significant role in undergraduate education at U.S. universities, yet they face challenges that go well beyond language proficiency. Coming from educational backgrounds where teacher authority is unquestioned and hierarchical, these GTAs must navigate American classrooms that operate on fundamentally different assumptions, where authority is earned rather than assumed, informality is the norm, and students expect to question, negotiate, and be personally known by their instructors. The present study examined how eighteen (18) international GTAs from seven (7) high power distance countries perceived and adapted to these differences while …

Reawakening Waⁿdat: Community Research & Reclamation, Darcy Allred

Theses and Dissertations

The Wyandot(te) have undergone language dormancy due to settler colonial impacts of warfare, refugee relocation, forced removals, and U.S. assimilation projects. One of the most pressing priorities among our people today is reawakening our ancestral language, Waⁿdat. The common follow-up question is: how? Through the conduit of Waⁿdat language reclamation, this project grapples with the above question in collaboration with the Wyandot(te) community, and in adherence to the tribal sovereignty of the Wyandotte Nation. The project engages with diasporic perspectives, community-based pedagogy design, and tribally specific research protocols and policies. The living collective knowledgebase with which I engage in this …

"I Didn't Teach It Again Because It Wasn't Worth It": How Grades 6-12 English Language Arts Teachers Select Texts And Navigate The Obstacles That Impede Them, Steve Poggendorf

Theses and Dissertations

Classroom texts not only function as tools through which teachers can build curricula, but they can also engage and empower learners. Despite the importance of engaging texts in the classroom, teachers encounter obstacles, both social and institutional, that impede their ability to select the texts they believe will best foster student engagement and empowerment. The purpose of this qualitative study was to investigate how teachers make text selections, as well as the nature of the obstacles that stand in the way of teachers who hope to inspire and engage their students through lessons built around texts of their choosing. The …

Learning For A Sustainable Future: Embedding Sustainability Literacy In Honors Curricula Within Higher Education, Zoe E. Belinda

Undergraduate Theses, Professional Papers, and Capstone Artifacts

This research investigates the sustainability literacy levels of first-year Davidson Honors College (DHC) students at the University of Montana (UM) to develop a baseline for average sustainability knowledge at the beginning of students’ post-secondary education. The goals of this research are to (1) determine if there are differences in sustainability literacy scores between students in sustainability-related fields of study and their counterparts, (2) identify weaknesses in students’ current sustainability literacy, and (3) develop curriculum suggestions to improve sustainability knowledge. To address these research questions, all first-year DHC students in 2024 and 2025 were surveyed using a modified version of the …

A Qualitative Study Of Undergraduate Underrepresented Minoritized Students’ Online Learning Experiences, Susanne Morris

Theses and Dissertations--Curriculum and Instruction

This dissertation reports a qualitative secondary analysis of 37 semi-structured interviews with 40 undergraduate underrepresented minoritized (URM) students. Guided by social constructionism and intersectionality, the study explores how students make sense of online learning as a sociomaterial environment, attending to perceptions of constraints, affordances, and missing or misaligned signifiers. Interviews were analyzed using Braun and Clarke’s Reflexive Thematic Analysis to examine how institutional norms and course design shape what students experience as doable, safe, and meaningful. The study offers insight relevant to research and practice in equity and online learning.