Scholarship of Teaching and Learning Commons^™

Emotional Intelligence In Physician Assistant Education: Associations With Success, Burnout And Engagement, Mickey Lebowitz, William H. Holmes

Innovations in Health Sciences Education Journal

Abstract

Background Burnout is prevalent among health care professionals and increasingly recognized among health professions students. Emotional intelligence (EQ) has been associated with reduced burnout among clinicians and learners, but data specific to physician assistant (PA) students remain limited. Methods We conducted a retrospective analysis of two overlapping cohorts of PA students from the entering classes of 2021-2023. Emotional intelligence was assessed using the Six Seconds Emotional Intelligence Inventory (SEI®). Burnout was assessed at the end of the first year using the Maslach Burnout Inventory–General Survey for Students and at the end of the second year using the Maslach Burnout …

Extending Sbar To Sbar-A: A Practice-Based Framework For Dnp Clinical Scholarship, Cynthia Plonien

Nursing Faculty Publications & Presentations

The SBAR (Situation, Background, Assessment, Recommendation) framework is widely used to structure communication in healthcare settings. However, its traditional use emphasizes information exchange rather than practice change. Doctor of Nursing Practice (DNP) education requires translation of evidence into action through measurable practice change and leadership engagement. This manuscript introduces SBAR-A, an adaptation of the SBAR framework that adds an “Action” component requiring application of evidence-based interventions. SBAR-A integrates planning, leadership, and the application of knowledge to practice. This framework provides a structured approach for bridging communication and practice change within DNP clinical scholarship.

Developing Clear Guidance For Student Use Of Generative Ai In Academic Programs, Steve Baule

Essays in Education

As generative artificial intelligence becomes increasingly embedded in academic life, institutions need clear, consistent guidance for students and faculty. This paper describes how Winona State University’s College of Education developed complementary AI guidance documents through a collaborative, community-informed process. Following a college-wide symposium and student requests for clearer expectations, faculty leaders drafted documents and gathered feedback from faculty, current students, recent graduates, library faculty, and university committees. The resulting guidance emphasizes transparency, disclosure, privacy, verification of learning, and the distinction between AI as a tool and AI as a source requiring citation. Public dissemination of the documents helped promote consistency, …

A Praxis Of Transformative Care: Centering Historically Resilient Students At A Pwi, Tanaisha Coleman

Dissertations

Campus cultural centers frequently treat student resilience as an individual struggle rather than a collective responsibility, obscuring systemic failures. At a predominantly white institution (PWI), historically resilient students, those from diverse backgrounds who have historically endured the structural load of institutional exclusion, carry the compounded weight of navigating systemic barriers while driving institutional change. This qualitative study disrupts traditional narratives of surviving and thriving to examine how undergraduate students constituting a student advisory committee (SAC) coconstructed critical resilience rooted in transformative and collective care.

Using community-based participatory research (CBPR), this study positions students as coarchitects of their institutional experiences. Over …

Part-Time Faculty In Art And Design Higher Education: Support & Challenges, Katherine Ye Jin Lee

Masters Theses

This thesis investigates the challenge part-time faculty in art and design higher education face and the institutional support they receive through a case study conducted at Rhode Island School of Design (RISD). Through an extensive, anonymous and voluntary part-time faculty survey across different departments at RISD, it examines: 1) current perceptions of available institutional & departmental teaching support, 2) teaching approach & practice, and 3) student-faculty engagement. The research aimed to gather data on challenges that are unique to part-time faculty in art and design fields, especially in relation to faculty-student engagement to understand areas where they can be better …

Professional Identity Formation And The Nextgen Bar Open Opportunities For Law Student And Law School Success, Neil Hamilton

The Journal of Law Teaching and Learning

No abstract provided.

Can We Digitize A Soul? A Study Of Ai And Ethics, Spirituality, And Humanity, Debra S. Espinor, W. Scot Headley, Linda Samek

International Christian Community of Teacher Educators Journal

The rapid advancement of computing technologies and artificial intelligence (AI) is fundamentally reshaping both society and the educational landscape. This study examines faculty experiences and attitudes toward the role of AI in teaching and research within the distinct context of Christian higher education. While recognizing the potential of AI to drive educational innovation, this research also addresses significant faculty concerns regarding the implications for academic integrity, critical thinking, and intellectual property. Specifically, the study investigates faculty perspectives on data security and privacy, the reproduction of creative expression in art and music, and the broader impact of AI on the liberal …

Certified: Getting Students Job Qualified, Kirsten Passyn

Atlantic Marketing Association Proceedings

No abstract provided.

Certified: Getting Students Job Qualified, Kirsten Passyn

Atlantic Marketing Association Proceedings

No abstract provided.

Learner-Centered Education As A Model For Promoting Client-Centered Care In Communication Sciences And Disorders, Shanna R. Callewaert, Sarah M. Ginsberg

Teaching and Learning in Communication Sciences & Disorders

As the student voice is increasingly valued in teaching and learning within higher education, learner-centered education (LCE) has gained traction as a method of creating classrooms that are unique to students’ desires and expectations (Barr & Tagg, 1995; Weimer, 2002). Similarly, client-centered care can be employed as a way for clinicians to shape treatment based on clients’ individual goals (Barry & Edgman-Levitan, 2012; Epstein & Street, 2011). This paper explores the relationships between LCE and client-centered care, noting the importance of engaging communication sciences and disorders students in LCE as it can promote the use of client-centered care in their …

Faculty And Student Perspectives On Course Collaborations Within Communication Sciences And Disorders, Shanna R. Callewaert, Sarah M. Ginsberg

Teaching and Learning in Communication Sciences & Disorders

The collaborative course (re)design (CCRD) process provides faculty and students with an opportunity to collaborate in partnership to redesign a course that the faculty teaches and that the student has previously taken. This process amplifies student voices and allows faculty to increase their understanding of students’ learning and experiences. However, barriers of CCRD, such as faculty members’ desires to retain decision-making control, students’ hesitations to share feedback, and logistical concerns, prevent many faculty and students from taking part in the process. This qualitative study sought to gain insight into the perspectives held by students and faculty in the communication sciences …

Saying “Yes, And” To A Changing Legal Profession Through Improv, Ben Bratman

The Journal of Law Teaching and Learning

As legal practitioners confront the potent impacts of society’s latest technological innovation, legal education can and should say “yes, and” to all the change and uncertainty by leaning into the teaching of human skills. That’s “yes, and,” as in the guiding principle of improvisational theater, or improv. As a form of embodied learning through play, improv exercises are a proven tool for building and refining fundamental human skills, often called the “soft” skills, within a low-stakes learning environment. They can and should be a part of any law school’s effort to graduate confident and skilled communicators who are strong team …

Ai Shell, Jacqueline Roebuck Sakho

Books

An AI Configuration Shell to train and deploy an Argumentation Coach. Presented and distributed to the UNC Commons Collective in May 2026.

Oer Review For Intermediate Microeconomics: An Open Resource, Naveen Sunders

Open Educational Resources Publications

This paper reviews Intermediate Microeconomics: An Open Resource, a freely accessible, instructor-developed textbook created over six years of teaching at Bentley University. Designed primarily for undergraduate business students, the resource integrates core topics such as consumer and producer theory, cost analysis, market structures, game theory, and welfare economics, balancing mathematical rigor with applied intuition. Built from evolving course materials, it is paired with a comprehensive suite of supporting resources, including lecture slides, videos, problem sets, quizzes, and interactive visualizations, forming a cohesive instructional package. The textbook’s modular structure allows flexibility in sequencing and adaptation across diverse instructional contexts, although …

Reining It In: From Reflexive To Intentional Instructor Self-Disclosure, Rona Miles, Alla Chavarga, Chelsea Blaney

Essays in Education

Instructor self-disclosure is often promoted as a means of humanizing the classroom environment and improving learning outcomes. Though disclosure has the potential to be highly beneficial, it also carries a risk to students and learning that is often overlooked. This paper presents a point of departure perspective that instructor self-disclosure should be approached with far greater caution than most educators consider. We argue that disclosures should occur only when they are justified with a clear pedagogical purpose. Casual or spontaneous disclosures, by contrast, carry sufficient potential for unintended harm such that their risks outweigh presumed benefits to classroom rapport and …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

Evaluating Sources In The Age Of Ai And Misinformation: Practical Routines For Social Studies Classrooms, Viloshinee Murugan Ph.D

The Great Lakes Social Studies Journal

As students encounter information through search engines, social media, and AI-generated content, evaluating sources has become more complex and essential in social studies classrooms. Research shows that students struggle to judge credibility, trace claims to evidence, and recognize how context, authorship, and purpose shape information. This article argues that these challenges are not the result of student apathy or inability, but of limited opportunities to practice evaluative reasoning as a routine disciplinary habit. Drawing on scholarship in disciplinary literacy and civic reasoning, as well as nearly three decades of practitioner experience, the article presents practical instructional routines, sample mini-lessons, and …

A Study On Community And Technical College Students' Identification Of Culturally Responsive Pedagogy, Cynthia J. Carow Schiebe

Dissertations, Theses, and Projects

The purpose of this study was to investigate whether students could identify culturally responsive pedagogy (CRP) and, to what extent, in a community or technical college classroom where a set of goals and strategies had been established to guide methodology. Previous research on CRP traditionally focused on the educators’ or administrators’ interpretation of what students had learned when CRP was used as a methodology to reduce the opportunity gap. Students in classrooms where CRP was used were able to identify content that was aligned with their needs and wants, bring their own lives into the class without fear, balance their …

Exploring The Impact Of Ungrading On Student Engagement And Motivation In A First-Year Composition Class, Mary B. Gruis

Dissertations, Theses, and Projects

This study investigated the association between student engagement, motivation, and self-efficacy in college-level writing-intensive courses using an ungraded approach. Motivated by disillusionment with traditional grading methods and inspired by texts on equitable grading and culturally responsive teaching, the researcher explored how ungrading could foster deeper learning and equitable educational practices. Grounded in Bandura’s (1997) self-efficacy framework, this qualitative case study examined the lived experiences of first-year composition students at a two-year institution. Data collection included student interviews, student reflections, and an instructor interview. The analysis revealed themes aligned with self-efficacy, engagement, and motivation, suggesting that ungrading positively impacted students' perceptions …

A Systems-Based Approach To Supporting Resident Scholarly Productivity:Building A High-Throughput Academic Pipeline In Emergency Medicine Residency Training Through Poster Development Apprenticeship, James Espinosa, Alan Lucerna

Rowan-Virtua Research Day

Background:

Many residency programs require scholarly output; however, consistent and high-volume production of posters and publications can be challenging. Anecdotal evidence from a variety of programs suggests variability in outcomes across programs, often influenced by differences in mentorship, structure, and available scholarly infrastructure.

Objective: To describe a reproducible, systems-based model for generating high-volume resident scholarly output through alignment of expectations, culture, infrastructure, and faculty engagement.

Methods  and Conceptual Model: We outline a multi-domain framework derived from sustained programmatic experience, incorporating structural requirements, leadership alignment, cultural reinforcement, workflow standardization, and active faculty participation. The model is supported by practical tools including …

A Systems-Based Approach To Supporting Resident Scholarly Productivity: Building A High-Throughput Academic Pipeline In Emergency Medicine Residency Training Through Poster Development Apprenticeship, James Espinosa, Alan Lucerna, Robin Lahr, James Lee, Swet Patel, Henry Schuitema

Rowan-Virtua Research Day

Background: Many residency programs require scholarly output; however, consistent and high volume production of posters and publications can be challenging. Anecdotal evidence from a variety of programs suggests variability in outcomes across programs, often influenced by differences in mentorship, structure, and available scholarly infrastructure. Objective: To describe a reproducible, systems-based model for generating high-volume resident scholarly output through alignment of expectations, culture, infrastructure, and faculty engagement. Methods and Conceptual Model: We outline a multi-domain framework derived from sustained programmatic experience, incorporating structural requirements, leadership alignment, cultural reinforcement, workflow standardization, and active faculty participation. The model is supported by practical tools …

An Exploration Of The Application Of Threshold Concepts In Sport Management, Debra Burke, Kadie Otto, Aj Grube, Charlie Parrish, Dan Grube

Global Sport Business Journal

Jan Meyer and Ray Land introduced the theory of threshold concepts to identify learning outcomes that represent a fundamental shift in the understanding of a subject which distinguishes how experts in the discipline internalize the discipline (Meyer & Land, 2006). They described the mastery of threshold concepts as being “akin to passing through a portal, opening up a new and previously inaccessible way of thinking about something” (Meyer & Land, 2006, p. 3). Threshold concepts as defined by Meyer and Land (2006) are characterized by these features:

• Transformative: Once understood, a threshold concept changes the way in which the student …

The Brain And Becoming: Integrating Play And Performance-Based Learning In The Community College Classroom, Hannah M. Green

English

Instruction in the community college classroom is in need of a shift, according to neuroscientific, pedagogical, and demographic data. Primarily, students in today’s community college classrooms are instructed in the form of lectures (Nilson 106), but research has shown that game-based learning would be the way to enhance learning experiences for these adult learners. Game-based learning specifically takes form in student learning through games, interactive reading activities such as performance pedagogy, discussions, and small group work. While research shows that play-based learning at the community college level is neurologically beneficial for students, there is a gap in implementing play-based learning …

From Confidence To Competence: Embedding Critical Genai Literacy In Physician Associate Education, Chanceeth Chandrakanthan, Amy H. Donaldson-Perrott Mrs, Jane Secker, Julie Voce, Tamara S. Ritsema

Journal Of Indian Physician Associates

Background: Generative artificial intelligence is now embedded in how many healthcare students learn. Tools provide rapid explanations, summaries and practice questions, but use does not equal AI literacy, particularly where accuracy, medicines safety and guideline alignment matter.

Objective: To describe current use of generative AI by Physician Associate students and outline a practical approach to teaching critical AI literacy.

Methods: Educational evaluation using three activities: (1) baseline survey of students about use and attitudes, (2) an embedded compare and critique session in applied pharmacology where small groups assessed AI answers against trusted UK sources, including BNF and NICE guidance, followed …

Can A Different Research Poster Format Increase Attendee Engagement? A Case Report., Elizabeth M. Ardolino, Kelli Nielsen, Mike Morrison, Jane E. Sullivan

Journal of Innovation in Health Sciences Education

Introduction: Poster sessions are a widely used method of knowledge dissemination at professional conferences, yet their effectiveness in promoting engagement and knowledge transfer is uncertain. Traditional poster formats often follow a dense, text-heavy structure that may contribute to cognitive overload. Billboard-style posters, grounded in Cognitive Load Theory, offer an alternative design intended to enhance clarity and engagement.

Methods: This case report describes a three-year implementation (2022–2024) of billboard-style posters at the Academy of Neurologic Physical Therapy Annual Conference. Attendees were invited to complete a brief survey after viewing either traditional or billboard-style posters. The survey assessed engagement (time spent reading …

Innovative Framework And Checklist For Enhancing Interprofessional Education: A Literature Review Of Program Design, Delivery, And Outcome Measurement, Stacy Castronova, Lori Rainchuso

Journal of Innovation in Health Sciences Education

Introduction: This dual-focused study aimed (1) to conduct a comprehensive literature review of interprofessional education (IPE) initiatives across health disciplines to examine collaboration patterns, delivery methods, validated assessment tools, and outcome measures and (2) to develop an evidence-informed framework and checklist, based on the findings and identified gaps, to improve the standardization and reporting of IPE programs.

Methods: A comprehensive literature search was conducted across three professional databases, targeting peer-reviewed publications from 2012 to 2024. Inclusion criteria prioritized studies that provided detailed descriptions of IPE intervention delivery, utilized validated measurement tools, and demonstrated participant engagement to ensure the selection …

A Word From The Writing Team (May 2026), Pam Walter, Mfa, Laura Deloretta, Phd

A Word From the Writing Team (Newsletter)

No abstract provided.

You Are Me, And I Am You: Bias, Ai, And The Academic Self, Frances E. Anderson

Journal of Educational Leadership in Action

Being black, brown, caramel, immigrant, French speaking, divorced, mother of six, economically disadvantaged, neurodivergent, foster care graduate, survivor of abuse, child of divorce, and health-impacted person, I’ve often examined the wheel of power and privilege with sadness and dismay. In contrast, being white, catholic, intellectually advantaged, athletic, American, Canadian, middle-class, mathematics mastermind, and Doctor of Education, I’ve needed to examine this wheel fiercely as I come face-to-face with my privilege. Through reflection and self-interrogation, I carefully and imperfectly consider how my bias informs me of my disposition towards others, my educational privileges, and my experience in the world of academia. …

More Than A Destination: The Transformative Power Of A Place-Based Study Abroad Experience For First-Year College Students, Steph N. Dean, Augustine Owusu Achiaw

Publications

Background: Traditional study abroad programs often overlook the importance of place, missing opportunities for deeper, context-driven learning. Despite the transformative potential of place-based education, existing research has not consistently examined or explicitly conceptualized its integration into global learning experiences.

Purpose: This study explores the impact of a place-based study abroad program on first-year college students at a U.S. university.

Method: Using a qualitative design, researchers analyzed reflective learning journals from nine students who participated in a short-term, place-based study abroad program in Scotland. The study was grounded in Experiential Learning Theory and utilized open coding and dyadic analysis to identify …