Scholarship of Teaching and Learning Commons^™

Transforming The Law School Matrix, Susan L. Brooks

The Journal of Law Teaching and Learning

No abstract provided.

The Hidden Curriculum And The Discounting Of Students’ Identity: The Sources Of Disaffection And The Challenge In Formation Of Professional Identity, Cliff Zimmerman

The Journal of Law Teaching and Learning

No abstract provided.

Symposium Introduction: Interrogating The Hidden Curriculum: Implications For Formation Of Professional Identity, David I.C. Thomson

The Journal of Law Teaching and Learning

No abstract provided.

Research Integrity In The Era Of Generative Artificial Intelligence, Andrea Wilson, Cheryl Burleigh

Journal of Educational Research and Practice

Protecting research integrity is crucial for maintaining trust in the scholarly record. Historically, threats to research integrity stemmed from deliberate human actions, such as data manipulation and misrepresentation. Generative artificial intelligence (GAI) is increasingly prevalent in higher education and is capable of generating research data and scholarly papers almost instantly. The immediate production of research data challenges traditional standards of academic rigor and integrity. The purpose of this study was to explore the role and impact of GAI on research integrity and the scholarly record, emphasizing the need for robust safeguards. For this study, we submitted Likert-type survey questions to …

The Library Is Open: Making The Case For Academic Libraries As The Planning Hub For Frederick Douglass Day, Shaina V. Anderson

Urban Library Journal

This case study showcases the value of having a library act as the central planning and event location at a public, land-grant university. Frederick Douglass Day is a hybrid day of “…collective action for Black history” (Center for Black Digital Research, n.d.) that was founded by Dr. Jim Casey, an African American Studies faculty member at Pennsylvania State University. It is a day where students and community members from higher education institutions, archival institutions, and museums from around the world log onto a transcription program and participate in transcribing historical documents. Some of the participants are assigned to be “transcribers” …

Education In Advance Care Planning: A Novel Equity-Based, Interprofessional Service-Learning Approach, Dorothy Yam, Sriya Kudaravalli, Elizabeth A. Mulvaney, Leslie Scheunemann, Grace W. Orsatti

Journal of Innovation in Health Sciences Education

Introduction: Despite health sciences graduate schools emphasizing service-learning and interprofessionalism, they often struggle to integrate these values into the curricula effectively. Advance care planning is inherently interdisciplinary and presents an opportunity to address equity gaps through service-learning. This report describes a novel interdisciplinary service-learning initiative for graduate student trainees, focused on advance care planning in underserved communities.

Methods: After targeted training, teams of medical, law, and social work students, and professionals from their respective fields, took part in two Life Planning Fairs in historically underserved neighborhoods in Pittsburgh, Pennsylvania. Using a form developed by the Allegheny County Bar Association …

Quality, Suitability, Understandability, Actionability, And Readability Of Patient Education Materials: Baseline Findings From Slp Graduate Students, Bonnie K. Slavych, Greg Williams, Lauren Siemers, Lauren E. Jones, Alana Mantie-Kozlowski

Teaching and Learning in Communication Sciences & Disorders

This study evaluated graduate SLP students’ ability to communicate complex health information, highlighting strengths and areas for improvement. A cross-sectional analysis of 28 first-semester graduate students enrolled in a voice disorders course examined the quality of patient education materials they created based on fictional scenarios. Quality and credibility were assessed using the DISCERN instrument, suitability with the Suitability Assessment of Materials, and understandability/actionability with the Patient Education Materials Assessment Tool for Printable materials. Readability was analyzed using five formulas: Flesch-Kincaid Grade Level, Gunning Fog Index, FORCAST, New Dale-Chall, and Simple Measure of Gobbledygook. DISCERN scores ranged from 17 to 31 …

Personalized Learning In A Pediatric Speech Sound Disorders Seminar, Paul W. Cascella

Teaching and Learning in Communication Sciences & Disorders

This paper highlights the utility of personalized learning (PL) embedded into an on-campus graduate seminar focused on pediatric speech sound disorders (PSSD). The example showcases six key PL features described from an autoethnographic lens. These include: (a) context-specific positionality viewpoints (i.e., instructor, student, discipline, and university); (b) PL-adapted course learning outcomes; and (c) PL-style instructional resources, (i.e., diverse and efficient elicitation study questions, intentionally introspective in-class activities, and a menu of student- and discipline-centric topics conveyed in varied instructional formats). Evidence of students’ PSSD accomplishments are shared via personalized proof portfolios, and links to entry level national certification benchmarks. Closing …

The Effects Of In-Depth Exposure To The Lived Experience Of Aphasia On Student Learning, Brianne Roos, Gretchen Szabo, Tami Brancamp, Elizabeth Hoover, Chaleece Sandberg, Tom W. Sather

Teaching and Learning in Communication Sciences & Disorders

Although individuals with aphasia are commonly treated by speech-language pathologists, many clinicians entering the field feel under-prepared to work with this population. Undergraduate and graduate students need appropriate training that emphasizes person-centered care mapped onto evidence-based practice, combining high-quality research evidence, clinical expertise, and client preferences. Incorporating lived experience into curricula helps shape students’ knowledge and understanding of aphasia from the perspective of patients and carepartners. Using both quantitative and qualitative methods, this study examined the impact of in-depth exposure to the lived experience of aphasia on students across six US universities. Students read the book Identity Theft: Rediscovering Ourselves …

An Interdisciplinary Early Intervention Learning Community For Undergraduate Students, Ciera M. Lorio, Hannah Rudkin, Christina Rauwolf, Luminita Hartle

Teaching and Learning in Communication Sciences & Disorders

There is currently a nationwide shortage of early intervention (EI) providers in the United States, and the number of families in need of EI services is much greater than the available service providers (CEC, 2019; Barton et al., 2012). One way to increase the number of qualified service providers is to offer better and earlier preservice training in EI at the university level. To meet this need, we designed and implemented the Early Intervention Learning Community (EILC), an extracurricular experience that focused on introducing students to EI and interprofessional practice. The primary components of the EILC included self-guided learning modules, …

Bridging Gaps Between Training And Teaching Demands In The 21st Century Classroom: A Qualitative Study Of Principal Perceptions On The Quality Of Teacher Preparation Programs, Marvyn C. White

Electronic Theses and Dissertations

This qualitative study examined teacher preparation programs in K-12 public schools, focusing on principal perceptions of the strengths and weaknesses of teacher preparation programs and their connections to teacher attrition. Data was collected through semi-structured interviews with K-12 public school administrators to gain insight into the effectiveness of teacher preparation programs. The research highlighted the need for principals' perceptions of the quality of teacher preparation programs. Current literature indicates that these programs often lack adequate practical classroom experience, provide insufficient training for managing diverse student needs, and fail to equip teachers with effective classroom management strategies. Additionally, principals' insights could …

A Word From The Writing Team (June 2025), Pam Walter, Mfa, Hemma Murali, Ms

A Word From the Writing Team (Newsletter)

This issue includes:

• Spotlight on Hemma
• Publications Spotlight
• Register for the 17th Annual Jefferson Faculty Days – June 4th and 5th
• Join the Summer Writing Warriors
• Check out the Instructional Design Team’s Podcast, The Learning Curve!
• Looking for Your Next Read?
• Two Ways to Fund Open Access Fees

Virtual Reality In Undergraduate And Postgraduate Nursing Education: A Scoping Review Protocol Integrating Data Mining For Topic Discovery, Celeste Alfes

Faculty Scholarship

Virtual Reality (VR) encompasses a range of computer-based technologies that simulate complex scenarios, offering immersive, experiential learning in a controlled virtual environment. In nurs- ing education, VR has the potential to enhance both technical and non-technical competencies. However, the existing literature on VR in nursing education is fragmented, making it challenging to fully grasp its scope, applications, and emerging trends. This scoping review protocol outlines a systematic approach to mapping the existing literature on the use of VR in undergraduate and postgraduate nursing education. Following Joanna Briggs Institute guidelines and the PRISMA- ScR 2020 framework, the review will include studies …

Nurturing The Student Voice And Its Creative Power In Mathematics Teaching And Learning: Research With Students On Emotion, Imagination, And Understanding., Luis Adolfo Zambrano

Dissertations, Theses, and Capstone Projects

This research in mathematics education explores the teaching and learning of mathematics at the high school and community college levels, integrating diverse research methods to examine how educators can cultivate a dynamic, collaborative, and responsive classroom climate. Framed by K. Tobin and K. Alexakos’s authentic inquiry education research framework (2020), the methodology actively engages students as co-researchers, valuing their insights and experiences as integral to the learning process. This approach fosters a meaningful dialogue on managing emotional and cognitive challenges faced by students of mathematics while identifying strategies to support and enhance students’ innate imaginative and creative capacities.

Grounded in …

Imagination: Bridging The Intended, Delivered, And Received Curricula, Vicki Boley Dr., Paul A. Michalec Dr.

Journal of Contemplative and Holistic Education

This paper explores the transformative potential of imagination in higher education, particularly its capacity to bridge the intended, delivered, and received curricula. Through a qualitative study involving in-depth interviews with graduate students, the research highlights how imagination fosters holistic, socially just, and humanizing educational experiences that transcend traditional instructional boundaries, encouraging student ownership and creative engagement in the higher education classroom and beyond.

Co-Creating Ai Learning Solutions: A Qualitative Analysis Of Student And Faculty Deliverables In An Algorithmic Literacy Learning Community, Samantha Legrand, Zoeanna Mayhook, Jing Lu

Libraries Faculty and Staff Scholarship and Research

This research describes the conceptual development and insights from implementation of Partners for Algorithmic Literacy (PAL) - a groundbreaking student-faculty learning community model, facilitated by academic librarians, where undergraduates and instructors partner to co-design curricular plans integrating or interrogating AI in the classroom. In the fall of 2023 and 2024, two cohorts in this learning community were partnered. In weekly sessions, partners experimented with AI tools and engaged PAL’s novel Algorithmic Literacy Pedagogy Framework to guide their conversations and co-design process.

Employing qualitative content analysis, an in-depth exploration is underway to glean valuable insights from the student-faculty partners’ personal reflections, …

“Honey, Life Is Just A Classroom:” Using Taylor Swift As A Pedagogical Tool For College Composition, Liz Thomae

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

As educators, we confront the challenge of cultivating a deeper understanding of writing in an age obsessed with utilitarianism, instant gratification, and pragmatism. Students come into our classrooms inundated with these messages of utility and often find subjects within the humanities, especially first year writing, boring and unhelpful. Especially with the rise of generative artificial intelligence (AI) use in our classrooms and society at large, we as pedagogues have our work cut out for us. I propose a pedagogical approach that bridges students' interests with essential writing skills by integrating Taylor Swift's music into the composition classroom. Swift's evolution as …

Engaging Undergraduate Students In Critical Visual Reflections Using Their Visual Journals, Madeleine A. Barney-Gibbs

Undergraduate Honors Theses

This qualitative, arts-based study examines how undergraduate students engage with visual journaling to construct and articulate knowledge in a social science course centering issues of diversity, inclusion, and social justice. Drawing on Freirian critical pedagogy and critical visual reflection, this research centers students’ voices and creative processes. Through one-time, audio-recorded interviews, participants share insights about their journaling experiences, reflect on memorable pages, and articulate both the significance and intended future use of their visual journals. The collaboration between researchers and student participants involves shared reflective practices, flattening hierarchies, and emphasizing embodied expression, including nonverbal and vocal cues. This approach builds …

A Seat At The Schoolhouse Table: Reimagining Education Through Afrofuturist And Womanist Theory, Natasha M. Capers

Student Theses

“A Seat at the Schoolhouse Table: Reimagining Education Through Afrofuturist and Womanist Theory” critically examines how curriculum, even when well-intentioned, can perpetuate harm by excluding the lived experiences of marginalized communities—especially Black, Indigenous, and LGBTQIA+ students. Using a real middle school immigration assignment given to the author's son as a case study, this capstone deconstructs the structural biases embedded in curriculum design and proposes a radical reimagining through the liberatory lenses of Afrofuturism and Womanism. Blending scholarly inquiry, personal narrative, and community-based interviews, this project offers a restructured assignment that centers joy, identity, and speculative storytelling as tools for educational …

Becoming A Beloved Community: A Restorative Reckoning For A Radical Conversion To Transform Discourse In Higher Education, Latasha Tomay Varlack-Butler

Dissertations

This dissertation critically examines the misappropriation of Restorative Justice Discourse (RJD) within three predominantly white institutions (PWIs), analyzing 59 institutional documents through Critical Discourse Analysis, Relational Critical Discourse Analysis, and Rhetorical Criticism (Fairclough, 1995; Vaandering, 2021; van Dijk, 2008). Tribal Colleges and Universities and South African institutions have emerged as exemplars of authentic RJD, countering co-optation within PWIs. The findings demonstrate that RJD as applied in PWIs is framed in ways that attenuate its transformative potential, perpetuating color-evasiveness (Bonilla-Silva, 2017) and obscuring the intersectional experiences of Black, Indigenous, and disabled communities (Crenshaw, 1991; Million, 2009).

Grounded in decolonial praxis (Smith, …

Book Review: A Modern Take On Mere Christianity, Shawn M. Bielicki

Journal for the Scholarship of Teaching & Learning

No abstract provided.

Beyond Lecturing: Christian Higher Education Faculty Perceptions Of Professional Development Expectations And Its Impact On Job Satisfaction, Andrea Lynn Smith, Diane S. Garber, Vhuthuhawe T. Madzinge, Folashade O. Odedina, Joshua E. Wilson, Daniel P. Yerrington

Journal for the Scholarship of Teaching & Learning

This research study was conducted to ascertain possible connections between higher education faculty expectations of professional development and how these relate to their perceived job satisfaction. Several theories were used as the foundational framework, which included Bruner’s (1960) constructivist worldview theory, Herzberg’s (1966) two-factor theory, and Dockery’s (2012) faith learning integration. The research design for this qualitative study was a phenomenological hermeneutical study. The participants answered the two primary research questions: (a) What are the perceptions of Christian higher education faculty regarding professional development expectations? (b) How do Christian higher education faculty’s perceptions of professional development affect their job satisfaction? …

Beyond Lecturing: Revealing Faculty Perceptions Of Technology Expectations And Job Satisfaction In Christian Higher Education, Jerry L. Pitts, Charlene Geisler, Mark D. Granger, Jessica E. Kuehne, Roger W. Mackey, Erica D. Moore

Journal for the Scholarship of Teaching & Learning

The purpose of this phenomenological study aimed to understand higher education faculty perceptions and job satisfaction related to technology integration expectations in a changing academic environment. This study asked two research questions: 1. What are the perceptions of Christian higher education faculty regarding technology expectations? 2. How do Christian higher education faculty’s perceptions of these technology expectations affect their job satisfaction? Six full-time residential faculty members participated in the study. The lived experiences of faculty were studied using individual interviews, focus groups, and journal entries. Data analysis revealed that faculty perceived that institutions have additional technological expectations that go beyond …

Beyond Lecturing: Christian Higher Education Faculty And Faculty Support Staff Perceptions Of Institutional And Committee Service Expectations And How These Affect Job Satisfaction, Andrew F. Milacci, Alisha Castaneda, Janet Brown, Alex Mason, Annik Miller, Christopher Sneeringer

Journal for the Scholarship of Teaching & Learning

Job satisfaction among faculty members and faculty support staff in higher education is a complex phenomenon influenced by various factors, including institutional and committee service expectations. This qualitative study gauged feedback from Christian higher education faculty members and faculty support staff regarding the institutional and committee service expected of them, as well as how their engagement with these expectations affects their job satisfaction. Using a hermeneutic-phenomenological schema, the researchers conducted in-person interviews, administered discussion board focus groups, and gathered reflective journal entries from a sample size of six participants at a large, faith-based university. During the analysis of the resultant …

A Time-Strapped Reality: Christian Faculty Perceptions On Research Expectations And Job Satisfaction, Hailey A. Manicone, Bruce K. Bell, Roger B. Bingham, Jacob T. Byrd, Kimberly S. Cashman, Sherri Ann Walker

Journal for the Scholarship of Teaching & Learning

There are many factors related to faculty perceptions of expectations and demands to conduct research that can significantly impact their job satisfaction. While much research has been done on the relationship between a faculty member’s ability to perform research and their job satisfaction, limited research on this relationship exists in the context of Christian higher education. To address this problem, this study asks the following questions: 1. What are the perceptions of Christian higher education faculty regarding research? 2. How do Christian higher education faculty’s perceptions of these research expectations affect their job satisfaction? Data were collected from six faculty …

Weary Yet Willing: Unveiling Faculty Perceptions Of Christian And Community Service Expectations And Their Impact On Job Satisfaction, Thomas W. Doss, Alexander Lagos Choquecahua, Jason Donahoo, Kjell Fenn, Diana J. Schwerha, Deidra M. Simspon, Amber L. Wilson

Journal for the Scholarship of Teaching & Learning

This research investigates Christian higher education faculty perceptions of Christian and community service expectations and the impacts on job satisfaction. Six participants completed interviews, discussion boards, and a journal entry with specific questions related to Christian and community service expectations and how those expectations affect job satisfaction. A phenomenological methodology using rich textual data generated six themes: benefits, service types, balance, motivations, expectations, and resources related to job satisfaction. Results indicate that faculty believe that involvement in Christian and community service can yield personal benefit, improving job satisfaction. However, the uncertainty related to the expectations of such service may create …

Faith Learning Integration In Christian Higher Education And Faculty Job Satisfaction: A Hermeneutical Phenomenological Study, Brad Burgess, Grace Michele Baker, Jamaica Conner, Jonathan Giles, Rachel Joseph, Kevin Layell

Journal for the Scholarship of Teaching & Learning

Faith learning integration (FLI) in Christian institutions of higher education contributes to job satisfaction (JS) for faculty. This study explores FLI and JS among interdisciplinary faculty in a Christian university in the Southeast US. Researchers used a hermeneutical phenomenological approach to collect data from six faculty from varying disciplines, using interviews, focus group discussions, and journaling. Manual coding was utilized to uncover three primary themes: (a) clear expectations for FLI; (b) challenges to implement FLI; and (c) faculty JS from FLI. Two subthemes emerged from the primary theme of clear expectations for FLI: standards set by the organization and classroom …

Editorial: Beyond Lecturing: Faculty Perceptions Of Expectations Outside The Classroom, Shawn M. Bielicki, Alexandra Barnett

Journal for the Scholarship of Teaching & Learning

No abstract provided.

About This Journal, Shawn Bielicki

Journal for the Scholarship of Teaching & Learning

No abstract provided.

Optimizing Accessibility Training By Prioritizing Cognitive Needs Of Students With Disabilities, Lio Jones, Kari Goin, Megan Mcfarland

Developmental Disabilities Network Journal

Despite the significant enrollment of students with disabilities in higher education, research and practice rarely center the voices and leadership of these students, particularly in accessibility training efforts. This paper addresses this gap by presenting an autoethnographic study of a digital accessibility training initiative co-led by a student with multiple disabilities. Using a process that combines participatory research and first-person narrative, this study outlines the development and implementation of faculty training on accessibility that centers the experiences of a student with cognitive disabilities. We propose a new framework for understanding "dynamic disability," a concept that recognizes the complex and evolving …