Teacher Education and Professional Development Commons^™

Early Childhood Educators' Perception Of Burnout: Impact On Educator Self-Efficacy, Teacher-Child Relationships, And Children's Emotional Regulation, Isaac M.D. Bowman

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Early childhood educators (ECE) play a critical role in the academic advancement and nurturing care provided to children in their care, a distinct difference in role and responsibilities compared to traditional K-12 schooling. Published by the Buffett Early Childhood Institute, a report pertaining to ECE turnover revealed a nearly 40% annual turnover rate. Factors ECEs previously attributed to their exit of the early childhood education field involve low wage, low self-efficacy, and dealing with challenging behaviors. While not an exhaustive list, in a field relying predominantly on routine and consistency, ECE turnover rate highlights a necessity in exploring potential indirect …

From Vision To Practice: Implementing An Instructional Model Through Teacher Experience And Leadership Support, Stefanie Novotny

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Implementing change in any organization is challenging. It requires careful planning, effective communication, and strong leadership. Principals provide support and empower stakeholders to take ownership of the change process. They create opportunities for others to contribute ideas, take on leadership roles, and drive innovation, fostering a culture of shared responsibility and collective action. Change leaders inspire creativity and encourage teachers to think outside the box, leading to the development of new ideas and processes that drive growth and success. This mixed-methods action research study investigated how teachers can enhance educational practices by implementing an instructional model to improve teaching strategies …

Investigating Preservice Elementary Teachers’ Stem Teaching Self-Efficacy And Goal Orientation, Derek Scott Cox

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

In the context of teacher education, self-efficacy and goal orientation can have an impact on one’s motivation, desire to improve, and maintaining a growth mindset in teachers. This study utilized an explanatory mixed methods design to investigate how and why preservice elementary science, technology, engineering, and mathematics (STEM) teachers’ confidence and views on competency changes after completing an array of courses built around integrated STEM.

Sixty-five preservice teachers participated in the pre- post-test quantitative data collection to determine changes in integrated STEM self-efficacy and achievement goal orientations (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance). Data collection measures include Self-Efficacy for Teaching Integrated STEM …

Exploring Transformative Learning Experiences In Engineering Doctoral And Post-Doctoral Education: Developing Non-Technical Competencies For Early-Career Academic Roles, Ibukunoluwa Eunice Salami

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This dissertation explores the transformative learning experiences that early-career engineering faculty recounted from their doctoral and postdoctoral training and how these experiences shaped the development of non-technical competencies essential for academic success. Grounded in Mezirow’s Transformative Learning Theory (TLT) and the Competency-Based Professional Development Framework (CBPDF), the study examines how reflection and shifts in frames of reference supported competency growth and faculty readiness. A qualitative holistic single-case study design was employed. Data sources included semi-structured interviews with early-career engineering faculty and program learning objectives drawn from graduate handbooks. Data analysis was both deductive and inductive guided by Mezirow’s ten phases …

Interview With Orca Award Winner James Van Etten, Unl Plant Pathology; Discoverer Of Giant Viruses, Mark Griep, James Van Etten

UNL ORCA Interview Series

Dr. James Van Etten was awarded the UNL Outstanding Research and Creative Activities Award in 1992. He was born in Virginia but grew up Peoria, Illinois. Something in his youth must have sparked an interest in science because he earned his bachelor’s degree in biology from Carleton College in 1960. Carleton is a well-regarded liberal arts institution in Northfield, Minn., about 400 miles from Peoria. Next, Jim earned a master’s and doctorate at the University of Illinois in Champaign-Urbana, both in plant pathology. For his postdoctoral work in 1965 and 1966, he did postdoctoral work in the Department of Genetics …

Interview With Orca Award Winner Donald Weeks; Unl Biochemistry; Biotechnology, Mark Griep, Donald Weeks

UNL ORCA Interview Series

Emeritus Professor Donald Paul Weeks was awarded the ORCA in 2014, a year before he retired. He grew up in a small farm south of Terre Haute, Indiana. In his youth, he participated in 4-H programs that must have sparked an interest in science because he earned his bachelor's degree from Purdue University in 1963. Purdue is about 90 miles north of Terre Haute. Don's doctoral work was at the University of Illinois in Champaign-Urbana for a project about protein synthesis during maize germination. Next, he did postdoctoral work at the Fox Chase Cancer Center in Philadelphia, where his research …

Curiosity, Intention, And Reflection On Teaching And Learning Edps 967 Motivation In Education: A Teaching Portfolio, Mary G. Zeleny

UNL Faculty Course Portfolios

The intention of this course portfolio is to reflectively explore more deeply the teaching and learning of the Educational Psychology graduate course, EDPS 967- Motivation in Education. This course provides a foundation of theories and concepts related to motivation from a psychological perspective, including the interrelatedness of affect and emotion, with an emphasis on the learning environment. The course focuses on different theories of motivation, motivation in education, and considering theoretical applications in education, as well as professionally and personally. The class explored motivation, including the impact of emotions in motivation, through reading, course activities, assignments, and discussion. Goals included …

Parliamentary Procedure Interactive Notebook: Newly Revised, P. Troy White, Amie Carter

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

An interactive notebook for teaching fundamentals of parliamentary procedure. Over 120 pages of content to help teach correct principles of this critical organizational management skill. P. Troy White is a Professional Registered Parliamentarian and a Certified Parliamentarian, ensuring that the content included follows the 12th Edition of Robert's Rules of Order.

The Tree That Would Not Fall: An Educator’S Autoethnographic Journey Of Healing Through Words, Raeanna Marie Carlson

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

To say the world has changed since the 2020 COVID-19 shut down is to minimize the micro and macro social changes that infiltrated the school system. In the wake of it all, we find a landscape marred by a both rising teacher attrition and struggling student motivation. This autoethnographic dissertation explores the deeply personal experience tethered to a deeply problematic system that contributes to not only teacher burnout but what I came to know as teacher demoralization. Personal traumas of teachers profoundly impact their experience in the classroom, and as I examined my own near departure from the classroom, I …

Educating The New Generation Of Food Scientists Through Innovative Learning Experiences, Karen Andrea Nieto Flores

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Food science provides an opportunity to engage high school students in Science, Technology, Engineering, and Mathematics (STEM) by connecting classroom concepts to real-world applications. Despite the field’s relevance to public health, food safety, sustainability, and innovation, food science remains largely absent from high school curricula, and few students recognize it as a viable STEM pathway. This research addressed this gap by evaluating immersive summer camp experiences and teacher-focused curriculum review as strategies to increase food science awareness and interest among students and educators. A literature review traced the historical development and current landscape of K–12 food science education, identifying barriers …

Characterization Of Undergraduate Biology Instructors’ Goals And Strategies For Implementing Quantitative Reasoning, Anum Khushal

School of Natural Resources: Dissertations, Theses, and Student Research

Quantitative reasoning (QR) is the application of mathematics and statistics to real-life and scientific contexts. It is essential for understanding complex biological phenomena and analyzing large datasets in both academic and professional settings. In response to the growing demand for QR skills, biology educators and researchers have engaged in curricular reforms and education research. This qualitative study explores how undergraduate biology instructors integrate QR into their teaching using a framework informed by pedagogical content knowledge (PCK) and QR. The study involved 21 biology faculty from various U.S. institutions who intentionally incorporated QR in their instruction. Data was collected through semi-structured …

Carrying Light In The Shadows: Four Portraits Of Critical Literacy Teacher Agency In Unlikely Contexts, Cassandra Schroeder

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This qualitative study utilizes portraiture methodology to explore how educators in politically conservative and predominantly White schools enact critical literacy teacher agency. Using a theoretical lens of critical literacy and second-wave Whiteness studies, this research examines the lived experiences and instructional moves of four veteran English/language arts teachers. Through cross-case analysis, the study traces how teacher agency is contextually responsive and dependent on their professional identity, awareness of sociopolitical issues, and traditional school curricular expectations. The findings highlight how educators assess risk, navigate community norms, and maintain critical literacy through dialogic pedagogy and strategic adaptation. The four teachers in the …

Rethinking Assessment In Asynchronous Learning: A Benchmark Portfolio For Mngt 301, Pedro J. Agüero Arroyo

UNL Faculty Course Portfolios

This teaching portfolio evaluates the instructional redesign of MNGT 301 Introduction to Management at the University of Nebraska–Lincoln, focusing on improving student learning outcomes, addressing performance disparities across demographic groups, and enhancing assessment alignment with course goals. The redesign primarily involved modifying assessment types and implementing clearer structure and grading expectations. The analysis compares student performance data from Fall 2024 and Spring 2025, disaggregated by demographic indicators including gender, race/ethnicity, parent education, neighborhood opportunity index, and rural/urban background. In addition, student perceptions were assessed through a midsemester Keep-Stop-Start survey. Findings suggest that redesign elements enhanced student engagement and equity by …

Ecen191/Robo150 Robotics Tools: Evaluating The Impact Of Project-Based Learning On Teaching Effectiveness, Nikhil Satyala

UNL Faculty Course Portfolios

The course selected for this study aims to introduce the skills and knowledge needed to utilize software and hardware tools used to design and operate robots. In this introductory course, undergraduate students in the Robotics Engineering major are provided with the opportunity to broaden their skill set with focus on specializing in one of three engineering disciplines (Software, Electrical and Mechanical). The primary goal of this course is to teach how develop the proficiency in basic concepts in robotics and enable the students to build and program a small-scale fully functional robotic arm. In this portfolio study, I investigated the …

Experiential Learning In Lecture Settings For Ides 200: Programs, Codes & Standards, Emily Cerny

UNL Faculty Course Portfolios

In traditional lecture settings, students take notes from a lecturer’s recitations and have minimal interaction with each other and the world around them. For IDES 200: Programs, Codes & Standards, a key aspect of learning is for students to understand the connections between the concepts learned in class and the built environment. To increase this connection and get students thinking in different manners, experiential learning methodologies were introduced through in-class exercises and within the course assignments alongside typical lectures and lecture comprehension quizzes. By surveying students’ perceptions of assignments and course activities, the goal of this course portfolio is to …

Adpr 323: Copy & Concept – A Peer Review Of Teaching Course Portfolio, Brian D. Hubbard

UNL Faculty Course Portfolios

ADPR 323: Copy & Concept is an elective course in the Advertising and Public Relations curriculum at the University of Nebraska–Lincoln, designed to immerse students in the foundational principles and practices of advertising copywriting and conceptual development. This portfolio documents the recent redesign of the course, including updated learning outcomes, teaching methods, assignments, and assessment strategies. The redesign emphasizes a balance between creative ideation, effective writing, and strategic thinking, with a focus on real-world application and industry standards. This portfolio includes a rationale for changes, analysis of student learning, reflections on successes and challenges, and plans for future improvements.

Course Portfolio: Csce 478/878 Introduction To Machine Learning, Hongzhi Guo

UNL Faculty Course Portfolios

This course portfolio was developed for CSCE 478/878: Introduction to Machine Learning, offered by the School of Computing at the University of Nebraska–Lincoln, as part of the Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST) project. The course provides an introduction to foundational machine learning concepts, models, and programming tools. It enrolls both undergraduate and graduate students from a wide range of academic backgrounds, including computer science, computer engineering, software engineering, biological systems engineering, chemical engineering, business-related fields, etc. Offered in Spring 2025, the course was peer-reviewed to support continuous improvement in teaching. The primary goals of this portfolio are …

Using Fantasy Sports To Connect Process With Product In Adpr/Spmc 464/864 – Sports Media Relations And Promotion, Brian Petrotta

UNL Faculty Course Portfolios

The purpose of this portfolio is to analyze the relationship between assignments and desired learning outcomes in ADPR/SPMC 464/864 – Sports Media Relations and Promotion. ADPR/SPMC 464/864 Sports Media Relations and Promotion remains a challenging course to navigate but the process of developing this portfolio demonstrates that it has many strengths. The first of these strengths is the simple structure that centers the course around a fantasy football team (NFL in fall, EPL in spring). Most students were already familiar with fantasy sports and, in general, appreciated the inherent competition within this structure. Feedback from students’ year-end self-assessments from two …

Benefits Of Informal Practical Experiences As A Central Teaching Method In A Literature Of Adolescents Course, Jillian Harpster

UNL Faculty Course Portfolios

This portfolio includes the course context and organizational format of a junior-level required course for pre-service secondary English teachers. Formatting and context information include teaching methods and course materials. As a central teaching method of the course, students are required to attend a practicum that is additional to their observational practicum (sophomore year) and their clinical practicum (senior year). In this way, the praxis of the coursework and the informal practicum serve as an intentional moment of praxis, while also scaffolding students towards their senior year practicum and beyond (student teaching, early career teaching). Ultimately, the argument of the portfolio …

Supporting Novice Programmers With Scaffolded And Open-Ended Generative Ai Interfaces: Insights From A Design-Based Research Study, Justin Olmanson, Azadeh Hassani, Gretchen K. Larsen

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this study, we explore student experiences in coding and learning programming with scaffolded and unscaffolded generative AI interfaces. Specifically, we supported higher education students in using ChatGPT, an open ended interface for interacting with generative AI; and Giuseppe, a specialized interface with an OpenAI backend service that offers personalized supports specifically for helping students overcome early-stage challenges in learning to code, and working on education technology prototyping projects. This study contributes to the field by offering design insights for scaffolding initial learning interactions between generative AI interfaces and novice programmers. Our findings suggest that those new to coding welcome …

How A Garden Hoe Changed My Literacy Life: A Story Of Teaching, Coaching, And Becoming, Kelsey J. Walker

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

In this dissertation, I explore how personal practical experiences teaching reading intervention impacted my own understanding of the role of a secondary literacy coach. Drawing on the concepts of dialogism and adult learning theory, I leveraged learning conversations to grow my own body of knowledge. The methodology of this study was done using narrative inquiry and autoethnography. This methodological blend allowed me to closely study myself as the primary participant with a unique positionality as a scholarly practitioner. I unpack the complexities, contradictions, and tensions of my lived experience through stories and vignettes set in a rural midwestern public school …

From In-The-Head To In-The-World: Frameworks For Understanding And Applying Computational Thinking, Justin Olmanson, Gretchen K. Larsen, Azadeh Hassani

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In the five decades since Papert coined the term Computational Thinking (CT), it has become a core framework for thinking about learning, problem-solving, design, and creativity. Although CT is most commonly, and initially, associated with the cognitive orientations involved in coding and learning to code, it also includes situated and critical processes related to computational problem solving. Herein we unpack ways researchers in different fields and points in time have organized CT. We include creative coding as a uniquely generative lens for rethinking CT, outlining its potential as an expressive, constructionist, and culturally situated practice. In doing so, we explore …

Exploring Constructionist Pathways For Generative Ai In Education, Gretchen K. Larsen, Justin Olmanson, Azadeh Hassani

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this study, we aim to better understand the effects of generative AI within a constructionist learning design. We explore participants’ experiences in a graduate level course on Artificial Intelligence in Education, where generative AI is studied as: a cultural object to understand and critically evaluate, an interactive learning technology, and a creative material generator. Students explored AI in education via Python, philosophical and empirical scholarship, and generative AI. They applied this knowledge to the design and prototyping of a learning technology related to their professional backgrounds and interests. Methodologically, our study offers an ethnographic description of constructionist approaches to …

Learning Educational Technology Prototyping With Generative Ai, Justin Olmanson, Azadeh Hassani, Gretchen K. Larsen

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this study, we use ethnographic methods, grounded theory, and an iterative analytical approach to explore participant experiences and strategies for engaging generative AI in support of both learning how to prototype educational technologies and learning to code. We examine how ChatGPT and Giuseppe (a scaffolded co-coding interface of our own design) influence students’ approaches to prototyping and programming. This study contributes to the field by: identifying specific challenges and affordances of generative AI in prototyping and educational technology development contexts; and offering insights into how educators, students, and learning technology developers can integrate generative AI in formative educational technology …

Treading Lightly: The Ethics Of Instructor Il/Legibility And Neutrality In The Classroom, Marcus A. Woodman

Department of English: Dissertations, Theses, and Student Research

Instructors in the classroom often describe their experiences teaching as being a performance, which often combines authenticity with boundaries to keep certain aspects of the instructor’s life out of the classroom. For queer instructors, their performance may be especially complicated; since queer identity is less visible than other types of identities, instructors must also weigh whether or not to come out to their students. In our current political moment, where queerness has yet again become a scrutinized topic (especially when in proximity to youth), teachers have an even more difficult decision to make.

This thesis uses queer theory and queer …

Support, School Climate And Teacher Wellbeing In The Wake Of Covid-19: A National Study Using Ntsp Data, Annastashia M. Teepe

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Research indicates a significant number of teachers planned to leave the profession following the COVID-19 pandemic, with national surveys in 2021 revealing about 25% considering departure. Stress, low pay, remote teaching demands, and lack of support contributed to attrition, impacting school climate, which influences productivity, collaboration, and job satisfaction, and is inversely related to turnover. The shift to remote learning also demanded new skills and exposed technological disparities. This quantitative study examined the pandemic's impact on teachers' perceptions of school climate, support, resources, job satisfaction, burnout, and intent to leave using the 2020–2021 National Teacher and Principal Survey. Factor analyses …

Culture And Context: How Frames Of Teaching And Of Learning Mathematics Form And Change For Graduate Student Instructors, Johan Benedict A. Cristobal

Department of Mathematics: Dissertations, Theses, and Student Research

Why do instructors teach the way that they do? This question is key in understanding how and why asset-based or deficit-based practices are enacted in the classroom. In consequence, this question also gives insight into how the environment where students learn is shaped. Mathematics education research, in particular, has been concerned with how instructors respond to students’ contributions in the classroom and how these ways of responding can (dis)empower students.

One way to answer this question is to understand how instructors frame their own teaching and their students’ learning. Frames are mental constructs which help individuals filter details, interpret information, …

Culture And Context: How Frames Of Teaching And Of Learning Mathematics Form And Change For Graduate Student Instructors, Johan Benedict Arroyo Cristobal

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Why do instructors teach the way that they do? This question is key in understanding how and why asset-based or deficit-based practices are enacted in the classroom. In consequence, this question also gives insight into how the environment where students learn is shaped. Mathematics education research, in particular, has been concerned with how instructors respond to students’ contributions in the classroom and how these ways of responding can (dis)empower students.

One way to answer this question is to understand how instructors frame their own teaching and their students’ learning. Frames are mental constructs which help individuals filter details, interpret information, …

Equipping Teachers To Support Comic Literacy: An Analysis Of The Educational Potential Of Toon Book, Kayla Whitlock, Jewel Yoder Kuhns, Sara Kersten-Parrish Dr.

SANE journal: Sequential Art Narrative in Education

Teachers frequently reach for leveled readers to help facilitate their guided reading groups; however, there can be limits in using these leveled readers. One such limit relates to enjoyment and engagement. An answer to this is using TOON books during guided reading time. TOON books are graphic novel leveled readers and were created in response to a need for high quality books for readers of all levels. However, in reading these books teachers need to be aware of the comics form and how those features impact the reading process. In this article, we outline the features common in graphic novels …

Balance Of Psychological Needs Among University Aural Skills Students, Elizabeth Ann Johnson

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This mixed methods study examined student experiences, perceptions, and motivations in traditional, tertiary aural skills courses. Results from an initial qualitative, instrumental case study led to the development of a four-phase, exploratory sequential design guided by Self-Determination Theory (SDT) and Cognitive Evaluation Theory (CET). Qualitative findings revealed student insights into experiences with course attributes, a need for connection to material and the classroom community, and a desire for an improved aural skills course experience. Quantitative follow up examined student perceptions of the satisfaction and dissatisfaction of the basic psychological needs SDT and CET propose are necessary for student motivation and …