Scholarship of Teaching and Learning Commons^™

Living The Humanities: Ghosts, Literature, & Social Justice, Emily A. Phillips

Jesuit Higher Education: A Journal

How do we bridge the perceived divide between the study of humanities in our Jesuit universities and the real-world problems that surround our campuses? Jacques Derrida’s “hauntology" offers us a compelling way to move between the classroom and life, to guide our students through the Universal Apostolic Preferences of “To walk with the poor, the outcasts of the world, those whose dignity has been violated, in a mission of reconciliation and justice” and “To accompany young people in the creation of a hope-filled future.” This article offers a framework for combining literary analysis, historical inquiry, and creative writing in an …

Teaching Stem Courses Using Ignatian Pedagogy, Gintaras K. Duda

Jesuit Higher Education: A Journal

Despite the impact of the Jesuit educational endeavor on the rise of science, the Ignatian Pedagogical Paradigm (IPP), the signature Jesuit Pedagogy, is not frequently used to teach courses in science, technology, engineering and mathematics (STEM), and very little literature exists documenting any such attempts. In this paper, I describe a framework for how to apply the IPP to STEM courses using active-engagement strategies and assessment tools from disciplinary-based educational research (DBER). I provide three examples of how I have implemented the IPP in physics courses at various levels in the curriculum at a Jesuit University complete with assessment results …

Generative Ai And The Ignatian Pedagogical Paradigm, Nicole Reibe

Jesuit Higher Education: A Journal

A group of seven faculty members, the Digital Teaching Fellows (DTF), were formed in 2023 to explore issues related to generative AI at a Jesuit university in the United States. The group incorporated generative AI assignments into their courses and conducted a survey assessing students’ experiences with generative AI in the course. Drawing from both quantitative and qualitative analysis, the DTF reached two key conclusions. First, despite their reservations, students’ overall receptiveness to generative AI integration creates a fitting moment for thoughtful pedagogical innovation. Second, our findings reveal a critical gap between generative AI’s current implementation and its potential to …

Decolonizing Monopoly: Intersectionality, Abolition, And Fun, Faith Deschamps, Caroline Mullins, Elizabeth Sumoza, Vanessa Hildebrand, Veda Hyunjin Kim

Feminist Pedagogy

“Abolitionist teaching is not sustainable without joy” (Love 2019: 120). We propose a joyful classroom activity that recreates the game “Monopoly” to bring to the forefront the lived experiences of people in late racial capitalism. This re-creation is an exercise in which undergraduate students rewrite both the characters to represent intersectional identities in the United States and the chance cards to represent the contemporary context. Students then play the game with these characters and end with a reflection on the lesson. In this way students are able to exercise prior course learning on identity, privilege, inequality, intersectionality, social stratification, organizing, …

From Margins To Center: Black Feminism And Radical Imagination In The Classroom, Jane Mahon, Amanda Pierson, Jovanna Walker

Feminist Pedagogy

We center Black feminism and the radical imagination as necessary conditions of abolitionist pedagogy, and share our experiences of how the prominence of these epistemological frameworks fostered the co-construction of knowledge in a police and prison abolition course at one of the richest and whitest private educational institutions in the United States. Drawing on our experiences as abolitionists, activists, and scholars, we remain resolved that abolitionist epistemologies and pedagogies can and should be incorporated into traditional classroom settings to the benefit of all classroom members. Traditional postsecondary curriculums and the preeminence of official knowledge require the segregation and diminution of …

Holistic Support And Development: Collaboration Between Residence Life And Faculty On Short-Term Education Abroad Programs, Kendra Sherman

Seton Hall University Dissertations and Theses (ETDs)

Short-term education abroad programs are designed to increase students’ intercultural competencies, expose them to new cultures and languages, prepare them for future employability, and further their academic development (Castiello-Gutiérrez & Gozik, 2022; Yao, 2021). While education abroad programs may result in strong benefits for students, they are not without their challenges when it comes to facilitating and managing them. Both the faculty who lead these programs and the students who participate in them face challenges respective to their experiences abroad. Many researchers emphasize collaboration between student affairs and academic affairs to alleviate these challenges, but no one office is identified …

Unpacking Identity Work Mechanisms For A Person-Centered Approach To Business And Management Education, Carla Campana, Pablo Leao

International Journal of Teaching and Learning in Higher Education

We explore identity work among undergraduate business students who resist the identity prevailing in traditional business schools. The study investigates an educational program that fosters identity work, allowing students to add facets to their emergent identity. Through in-depth interviews, the researchers uncovered a process in which students resist the hegemonic identity of business administrators, seeking alternative experiences that redefine their identity. Our research contribution is two-fold. First, we extend the concept of identity workspaces by introducing three mechanisms: autonomy, a psychological safe space, and group embeddedness. These mechanisms enable students to engage in an identity work process and reidentify with …

Bridging The Rural Justice Gap: A Scalable Solution Rooted In Clinical Legal Education, Michelle Paxton

Northwestern Journal of Law & Social Policy

The rural justice gap significantly impacts child welfare legal representation, exacerbating the challenges families face when navigating juvenile courts in rural America. Attorneys in these communities frequently encounter geographic isolation, limited access to specialized training, professional burnout, and inadequate resources, all of which hinder effective advocacy for vulnerable children and families.

This article argues that clinical legal education, when paired with structured post-graduate training and multidisciplinary consultation, offers a replicable model for addressing the rural attorney shortages in juvenile court advocacy. The Nebraska Children’s Justice and Legal Advocacy Center (NCJC) illustrates how this model can be designed and scaled to …

Full Issue - Excelsior 18.1, Excelsior

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Creating A Decision-Making Curriculum For Students With And Without Disabilities In Grades P-12, Gina Riley, Elizabeth Klein, Alfonso Perez, Imani Irving Perez, Adriana D. Nathan

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Inquiring Into Preservice Teachers’ Identity Awareness And Development: A Collaborative Multi-Case Study, Nance S. Wilson, Kimberly Rombach

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Empowering Future Teacher Leaders Through Peer Mentoring, Stephanie M. Banks

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Preservice Teachers And Creativity: Beliefs, Experiences, And Intentions For Future Practice, Joanna M. Weld

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Professional Learning About And Through Schoolwide Co-Teaching: A Path To Develop Adaptive Expertise, Jennifer Sharples Reichenberg

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Teachers’ Thoughts About Using Ai Technologies In Classroom Lessons, Francine Falk-Ross, Peter Mcdermott

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Learning To Love Science: Preservice Elementary Teachers Conceptualizations Of Science Teaching And Self-Efficacy To Teach Science, Christine Mcgrail, Stephanie B. Purington, Alicia Gonzales

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Teacher Candidates’ Perceptions Of Online Tutoring As Early Field Experience, Kathryn Alton, Alison Puliatte, Megan Lawless, Yong Yu

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Table Of Contents - Excelsior 18.1, Excelsior

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Elephant In The Classroom: How Ethical Ai Can Improve Student Success, Ibrahim Kocaman, Daniel A. Cutrer

Publications

The integration of artificial intelligence (AI) into teaching and learning in higher education without compromising academic integrity is a pressing issue. To make the benefits of generative AI (GenAI) available to students while upholding principles of ethics and academic honesty, the authors implemented an ethical use of AI policy in their Introduction to Research Methods at Embry-Riddle University. The authors hypothesized and found that allowing ethical utilization of AI would lead to higher student engagement and academic success. These findings offer valuable insights for higher education programs and educators, particularly in security studies.

'The Rest Is Silence': Reframing Stasis As Integral To Creative Practice, Corinna Di Niro, Pablo Muslera

Staff Scholarship - Australia & Dubai

This duoethnographic study examines the relationship between motion and stasis in creative practice through the lens of two creative educators working in postgraduate and undergraduate Creative Industries. Drawing on our combined experiences as practitioners and educators at SAE University College, we explore how creative blockages can be reframed as productive rather than problematic, challenging dominant productivity paradigms in contemporary creative industries and education. Through structured dialogic exchange, we investigate three interconnected themes: the rhythmic nature of creative practice, the pedagogical value of embracing productive stasis, and the tension between institutional timelines and creative development. We consider how encouraging SAE creative …

Preparing Teachers To Seek Out Student Voice: Grounding The Work In Critical Consciousness, Stephanie Mg Herb

Northwest Journal of Teacher Education

Seeking out student voice is a powerful and beneficial practice that requires teachers to be thoughtful and intentional. While students may feel validated when teachers respond to their input, soliciting student voice can also be harmful if not done carefully. It is necessary to use a critically conscious lens when soliciting student voice and responding to their input and feedback to best support students with historically marginalized identities. Teachers must be prepared to seek out multiple perspectives, deeply listen, and take critical action in response to the information that the students provide. By doing so, teachers can create empowering learning …

Beyond The Red Pen: Investigating The Formation Of Reader And Writer Identity Development In Preservice Teachers, Sarah Rutt Williams, Pengtong Qu, Lydia Denning

Reading Horizons: A Journal of Literacy and Language Arts

The influence of identifying as a reader and writer in being a literacy teacher has been emphasized in the literature (Graves, 1983). However, few studies have explored how teacher education programs develop these identities in preservice teachers (PSTs). Grounded in Demerath’s (2006) epistemological identity theory, this study explored the fluid process of teacher identity formation, focusing on nurturing PSTs’ identities as readers and writers. The study took place over one semester in an English Education course. The researchers analyzed three PST participants’ weekly reflections about their beliefs regarding teaching and learning literacy. These statements revolved around topics that aligned with …

Content And Consequences: Impact Of Representation In Stem Higher Education Instructional Content On Marginalized Students, Nichole Ventura

Doctorate in Education

This qualitative study examined representation of historically marginalized students in STEM instructional content at the higher education level and its impact on their learning experiences. Despite growing diversity initiatives in STEM enrollment, curricular materials often fail to reflect the identities of underrepresented students. Using critical theory and interpretivist approaches, this research investigated how representation—or its absence—shapes students' sense of belonging, academic identity formation, and persistence. Through semi-structured interviews with undergraduate students from historically marginalized backgrounds, and purposeful sampling, this study captured the lived experiences of students engaging with STEM instructional materials. Interview protocols explored how students perceive their representation in …

Exploring The Role Of Christian Religiosity In The Acceptance Or Rejection Of Ai Chatbot Use Among Faculty At Church Of Christ Universities, Amos Gutierrez

Electronic Theses and Dissertations

Higher education institutions are navigating the benefits and challenges of generative AI chatbot use and preparing faculty and students to engage with these tools ethically and responsibly. The problem is that there are many challenges and barriers to using these technologies in higher education, and Christian higher education institutions must also address context-specific considerations regarding mission and vision rooted in biblical faith and practice. The purpose of this quantitative, nonexperimental, cross-sectional study using confirmatory factor analysis and multiple regression through structural equation modeling was to examine faculty perceptions of AI chatbots and how Christian religiosity moderates acceptance. An online survey …

A Word From The Writing Team (December 2025), Pam Walter, Mfa, Laura Deloretta, Phd

A Word From the Writing Team (Newsletter)

No abstract provided.

Navigating The Ethical Landscape: A Field Reflection On The Dynamics Of Informed Consent In Qualitative Research, Khim Raj Subedi, Peshal Khanal

The Qualitative Report

Our paper analyses the practical dimensions of obtaining informed consent in qualitative research, drawing on the reflective insight from fieldwork conducted as part of a study on the professional identity of primary (elementary) teachers in community schools in Nepal. Our study builds on and extends the understanding of informed consent as a legal and ethical requirement (Kadam, 2017) while considering the complexities of fieldwork. Drawing on interactions with six teachers and using the first author's detailed fieldnotes and reflexive memos, our study explores the challenges researchers face in securing consent during qualitative interviews. We argue that the consent-seeking process should …

Exploring Student And Faculty Perceptions Of Website Credibility, Mark J. Viner Dr., Elizabeth S. Stewart Dr.

Intersections: Critical Issues in Education

This research investigation delves into the multifaceted realm of internet searches and online web pages, aiming to explore thoughts and opinions held by undergraduate students, graduate students, and faculty. Understanding how individuals navigate and interpret information online is crucial as the digital landscape evolves.

The study investigates the factors concerning users' choices in searching for information online and search results' perceived accuracy or validity. Additionally, it delves into users' perceptions of online content, examining their practices, credibility, and the sharing of information online with others.

By collecting and analyzing responses from undergraduate students, graduate students, and faculty, the research identifies …

Beyond Instrumentalization: Adventures In Crafting A Community-Engaged Education, Katherine Kruger, Beth Brown

International Journal of Lifelong Learning in Art Education

This article explores the design, functions and experiences of a community-engaged education from the points of view of a university student and a lecturer. Whilst experiential learning is currently being presented as fundamental to university employability agendas in the UK, we reflect on the other important consequences of creating a more porous educational community. We suggest that taking arts and humanities pedagogies – archival research and collage in particular – outside of the classroom, positively impacts belonging and social justice, elements that are less easily captured by university metrics. Moreover, we propose that these pedagogies can be utilised to challenge …

Invited Reflection: Experiential Learning's Effects On Learning, Teaching, And Service, Maureen (Molly) B. Keane-Sexton

Research and Reflection on Learning and Teaching in Higher Education

This article details a multifaceted academic-community partnership between the University of Dayton’s Department of English and the Mosaic Institute, a local nonprofit arts organization. Supported by a faculty fellowship through the Fitz Center for Leadership in Community and the Experiential Learning Innovation Faculty Fund (ELIFF), the partnership provided students in a writing course with real-world experience while supporting the mission of a community arts partner. Students contributed to a memorial mosaic in the Oregon District, developed successful grant proposals for a new mosaic park in East Dayton, created promotional materials for the institute’s anniversary, and led community members in creating …

Teaching With Challenged Books: Connections With Marianist Values, Jeanne Holcomb

Research and Reflection on Learning and Teaching in Higher Education

The focus of this reflective commentary is the use of banned and challenged books as the key reading assignment and pedagogical tool in teaching SOC 101, Principles of Sociology. Although it is estimated that the number of book challenges decreased between 2023 and 2024, there has been a significant increase since 2020, with many of the challenged books portraying issues central to the field of sociology. Starting in the fall 2024 semester, I have incorporated challenged books into my SOC 101 courses, with over 100 students being in those sections during the 2024-25 academic year. In this paper, I provide …