Higher Education and Teaching Commons^™

Open Education On Social Entrepreneurship: A Comparative Study Between Mexico And Bolivia To Scale Up Complex Thinking, Inés Alvarez-Icaza, Benito Javier Martinez-Briones, Liz Katherine Marco-Torrez, Evelyn Rondon-Jara

Higher Learning Research Communications

Objectives: This study examined the effectiveness of an open digital educational platform for developing complex thinking competencies through social entrepreneurship education among higher education students in Mexico and Bolivia. Specifically, it assessed changes in perceived systemic, scientific, critical, and innovative thinking and compared learning outcomes across both contexts.

Method: A quasi-experimental pre-post design was implemented with 601 participants (Mexico, n = 509; Bolivia, n = 92). Participants completed a validated 25-item, Likert-scale instrument assessing systemic, scientific, critical, and innovative thinking before and after engaging with the digital platform. Within- and between-group differences were analyzed using permutation-based statistical tests, complemented by …

National E-Criteria In Finnish Higher Education: A Tpack-Informed Policy Analysis, Ejike Okonkwo

Essays in Education

Responding to calls for a deeper understanding of contextual factors shaping learning, this paper examines the Digivisio 2030 e-criteria, a recently introduced national higher education quality framework designed to enhance digital pedagogy. Document analysis was used to examine five key features of the e-criteria: research-based, modularity, diversity, accessibility, and availability. The findings reveal that the e-criteria function as structural enablers, offering non-prescriptive guidelines that support reliable and user-friendly digital environments, flexible course design, inclusive teaching practices, equitable access to learning resources, and ongoing reflection on pedagogical processes. These findings are interpreted through a deductive approach using the Technological, Pedagogical, and …

From Stories To Speech: Cultivating Cultural Competence And Linguistic Awareness In Future Slps, Alexis Lawton

Teaching and Learning in Communication Sciences & Disorders

This manuscript reports on a pilot study examining how storytelling and linguistic diversity may cultivate cultural competence in graduate students in speech-language pathology (SLP). Through engagement with traditional folk tales, students explored the cultural significance of narratives and the linguistic features that shape them. The assignment emphasized adapting stories for diverse audiences while highlighting culturally relevant vocabulary, dialectal variations, and the complexities of language use. Facilitated discussions following student presentations prompted reflections on how these elements influence communication and understanding. Preliminary findings suggest that narrative exploration can foster both cultural and linguistic awareness, equipping students with emerging skills to provide …

Sjsu Erfa Board Minutes, March 2, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

March 2, 2026

Exploring The Impact Of Generative Ai On Curriculum Design And Instruction: A Study With Preservice Teachers, Lindsay A. Gold, Vanessa Winn, Jackie M. Arnold

Thomas C. Hunt Building a Research Community Day

Generative Artificial Intelligence (GenAI) is transforming education by reshaping curriculum design, individualized learning, and professional collaboration. This interpretive study examines how 70 preservice teachers engaged with GenAI through structured learning experiences focused on lesson planning, content development, and reflective practice. Participants, all fourth-year PK–Grade 5 and intervention specialist candidates at the University of Dayton, completed a co-taught seminar led by methods professors in science, social studies, language arts, and mathematics. Data sources included initial reflections on GenAI’s role in education, documentation of prompt exploration, and ongoing reflections during the seminar. Thematic analysis revealed a shift in preservice teachers’ understanding from …

Interview With Orca Award Winner Paul Olson, Unl English; Literature, Curricular Reform, Great Plains Studies, Mark A. Griep, Paul A. Olson

UNL ORCA Interview Series

Paul Olson was awarded the ORCA in 1984. He was born in 1932 in Washburn, Wisconsin. During his youth, his family also farmed in Nebraska and South Dakota. He earned a bachelor’s degree from Bethany College in Lindsborg, Kansas. Next, he earned a master’s in English from the University of Nebraska, had a Fulbright fellowship to spend a year at London University in England, and earned his doctorate in medieval and Renaissance studies from Princeton University in New Jersey. In 1957, he joined UNL as an assistant professor of English and was soon promoted to full professor. One of his …

Teaching Iep Development To Preservice Teachers Using Real-World Scenarios And Kentucky Resources, Laura S. Clarke, Dusty Columbia Embury

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

When considering all of the content and pedagogy required for preservice teachers to master before they begin teaching students with disabilities, candidates at public, regional university report that one of the most complex components is understanding Individualized Education Programs (IEPs) and how to write them. In this article, we will provide a program description of the structure, components, and outcomes of a model preservice personnel preparation program designed to address the pedagogical needs of university teacher education candidates in this rural state university. We will describe the plan and initial results from a small pilot study in which faculty in …

Critical Incident Analysis: A Methodological Approach For Teaching Trauma Informed Practices, Penny B. Howell, Mary S. Thomas, Shantel D. Crosby, Khirsten Scott

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Drawing on sociocultural theory, a transdisciplinary, multi-racial team of teacher educators, a social work educator, and a scholar of English and rhetoric, designed a study focused on developing teacher candidates’ understanding of trauma-informed practices during their teacher preparation program. Qualitative data from teacher candidates’ reflections on Critical Incident Descriptions (CID) completed during student teaching reveal their developing understanding of trauma-informed practice with Timing, Maintaining Relationships, Holding High Expectations, and Engaging Students so they Remain in the Classroom as prevalent themes across all CIDs. Findings suggest that Critical Incident Analysis promotes teacher candidates’ reflection practices as they make connections …

Leveraging Artificial Intelligence For Transformative Education: Challenges And Recommendations, Papia Bawa

Journal of Research Initiatives

The sheer force with which GPT models are inundating business, education and economic fields speaks to its ability to not only transform the ways in which we interact and act but also disrupt these ways. This systematic literature review applies the PSALSAR method to synthesize findings from 72 articles on AI applications in education, emphasizing its transformative potential across various domains. AI is transforming personalized learning by customizing content and feedback to individual needs, addressing challenges like data privacy and ethical concerns. It enhances administrative efficiency through automation and data-driven decision-making, improving institutional performance while managing biases and maintaining human …

What Keeps Teachers: A Systematic Review Of Induction And Early-Career Teacher Retention In Rural Schools, Bobbie Jean Mcdonough

Teacher Education, Educational Leadership & Policy ETDs

Teacher retention remains a persistent challenge in United States education, particularly in rural K–12 public schools. This systematic review synthesized empirical research on induction and early-career teacher retention in rural United States settings published between 2000 and 2025. Guided by a postpositivist framework and aligned with PRISMA 2020 standards, 56 studies met inclusion criteria following structured database searches and multi-stage screening. Findings across the included studies indicate that retention was most consistently associated with induction, mentoring, professional learning, responsive leadership, collegial relationships, and teachers’ integration into their school and community, with no single support appearing sufficient in isolation. Across research …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their university departmental website, or on their own personal websites.

Interview With Orca Award Winner David Forsythe, Unl Political Science; International Human Rights, Mark A. Griep, David Forsythe

UNL ORCA Interview Series

Prof. David Forsythe was awarded the ORCA in 1982. He was born in North Carolina and earned a bachelor’s in political science from Wake Forest University in Winston-Salem. Next, he earned a master’s and doctorate in Politics from Princeton University in New Jersey. In 1973, he joined UNL as an associate professor of political science and was soon promoted to full professor. In 1993, he became chair of his department and received the Charles J. Mach Distinguished Professorship of Political Science. He has authored, co-authored, or edited about 30 books on was International Human Rights, Law, and Politics, and has …

From The Editors..., Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities is a peer-reviewed, open access, multi-disciplinary online journal with an international focus. We publish articles that reflect the best of research and practice related to inclusive science education, including works submitted by science and special education researchers, teacher educators, and teachers. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management strategies in science education. JSESD adopts the philosophical perspective that all students can achieve in science, and that science benefits from the full participation of all students.

Interview With Orca Award Winner David Hage, Unl Chemistry; Drug-Protein Interactions, Mark Griep, David Hage

UNL ORCA Interview Series

Prof. David Hage was awarded the ORCA in 2018. He was born in La Crosse, Wisconsin, and earned a bachelor’s in chemistry at the University of Wisconsin in La Crosse. Next, he earned a doctorate from Iowa State University and did postdoctoral work at the Mayo Clinic in Rochester, Minnesota. In 1989, he joined UNL as an assistant professor of chemistry and quickly rose through the ranks. He has won many awards and, for the past 13 years, has been the James Hewet University Professor of Chemistry. Allow me to share some remarkable facts about Dave before we get into …

Exploring The Experiences Of Physically Challenged Students Enrolled In Path-Fit Courses: A Case Study, Princess Jhoarn A. Sarael, Shermina C. Yusop, Jessel A. Lapinig, Chandelyn C. Linto, Vanessa Lynne C. Seville

Journal of Science Education for Students with Disabilities

This qualitative case study explores physically challenged students’ experiences in PATH-fit courses within Philippine higher education, investigating their challenges and adaptive strategies. Through in-depth interviews with five students and two instructors in Pagadian City, researchers uncovered significant barriers, including exercise difficulties, physical discomfort, and social exclusion that profoundly impacted course participation. Despite facing substantial obstacles, students demonstrated remarkable resilience by developing innovative coping mechanisms such as proactive instructor communication, creative alternative activity engagement, and strategic leveraging of written assignments. Employing Resiliency Theory, the research challenged conventional disability perspectives, emphasizing that students’ true potential lies in psychological flexibility and problem-solving skills …

Examining The Relationship Between Transformational Leadership Behaviors And Faculty Job Satisfaction At Hbcus: An Explanatory Correlational Study, Demissie L. Karorsa, Monica E. Allen

Journal of Research Initiatives

By inspiring followers to pursue and attain exceptional levels of performance, transformational leadership (TL) has been associated with high levels of follower job satisfaction and organizational commitment (Asencio, 2016; Banks et al., 2016; Bass & Riggio, 2006). The purpose of this quantitative correlational study was to examine faculty perceptions of transformational leadership behaviors of their department chairs and their own job satisfaction at Historically Black Colleges and Universities (HBCUs) in the southeastern United States. The transformational leadership dimensions examined were idealized attributes (IA), idealized behaviors (IB), inspirational motivation (IM), intellectual stimulation (IS), and individualized consideration (IC). Data were collected using …

Breaking Barriers, Transforming Digital Literacy, And Creating Immersive Learning Environments In The 21st Century, Romero D'Souza

Journal of Research Initiatives

This paper explores the future of educational technologies with a focus on breaking systemic barriers, enhancing digital literacy, and fostering immersive learning environments. Using Maharashtra, India as a case study, it examines disparities in infrastructure, internet access, and teacher readiness across government and private institutions. Local challenges are analyzed alongside initiatives like the Digital India Mission, while national policies and international best practices are reviewed for broader context. Cross-cutting themes of equity, access, and professional development highlight the need for inclusive technological integration. The pedagogical implications of emerging technologies—particularly AI and AR/VR—are assessed alongside ethical concerns around data privacy and …

Braving Ai In Tertiary Education: Generative Artificial Intelligence And Chatbots In Civics, Magdalena Brzezinska

Journal of Research Initiatives

This article explores tested strategies for the responsible and inclusive use of text- and video-generating artificial intelligence (GenAI) and educational chatbots in university classrooms, with a focus on foreign language learners, including students from refugee and migrant backgrounds. Drawing on case studies from WSB Merito University in Poznan, Poland, the author presents methods for integrating AI in civics education in a culturally relevant and equitable manner, emphasizing the importance of responsible technology use. The strategies discussed are adaptable to various tertiary education settings and aim to enhance global skills, foreign language proficiency, AI literacy, and visual literacy among college students. …

Exploring The Lived Experiences Of Black Women In Undergraduate Stem Core Expansion Pathways, Lizzie L. Evans Martinez Alvarez

Electronic Theses and Dissertations

The use of social incongruence in the film Hidden Figures, which juxtaposed with STEM education as the most powerful in contrast with Black women as the least powerful, supported the argument for the specific problem of practice to examine the unmet need for socially and ethnically diverse student populations in U.S. STEM higher education and careers. The purpose of this hermeneutic phenomenological research study was to identify and analyze the lived experiences of Black women regarding barriers they perceive in the STEM educational and career decision-making processes, while exploring transformational pathways to STEM academic success. The study specifically analyzed …

The Impact Of Academic Service Learning On Community Self-Service Efficacy: An Exploratory Study Of Four Ethical Types, Niall Hegarty, John Angelidis

Journal of Research Initiatives

Academic Service-Learning (ASL) literature reveals that most studies assume students are a homogeneous whole and thus draw overly-generalized conclusions regarding students perceived self-service efficacy as well as their disposition towards future service. To rectify this problem, this study utilizes Forsyth’s (1980) conceptual model of two dimensions, idealism and relativism, to categorize students into four categories: situationists (n=53), subjectivists (n=34), absolutists (43), and exceptionists (n=52). These students (n=182) were measured on the Community Service Self-Efficacy Scale (CSSES) before and after participating in an ASL project. The CSSES, developed by Reeb et al. (1998), measures an individual’s confidence that their service efforts …

Enhancing Science Accessibility And Engagement For Students With Visual Impairments: A Randomized Trial Of The Talking Labquest In Nigerian Schools, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Students with Blindness in Nigeria are often erroneously perceived as incapable of engaging with science at the basic education level, contributing to their low enrolment in science-related careers. Although various techniques and materials have been proposed to support students with blindness in science, many lack empirical validation. This study investigated one such approach by examining the impact of the Talking LabQuest on the interest of Students with blindness in science subjects.

A randomized controlled trial was conducted in inclusive junior secondary schools in Nigeria, involving 20 classrooms over an 18-week period. Twelve classrooms were randomly assigned to the intervention group, …

Zooming Into Success: Collaborative Virtual Spaces For Dissertation Research And Pedagogy In Higher Education, Stephanie L. Brooke

International Journal of Teaching and Learning in Higher Education

Dissertation students face numerous challenges, including narrowing down research topics, managing scholarly writing, and overcoming writer’s block. This article explores the creation and piloting of collaborative virtual spaces designed to support dissertation mentees in their academic journey. Through this project, three distinct virtual spaces emerged, each addressing specific student needs: emotional support, academic writing, and research alignment. The development of these spaces was influenced by theory as well as workplace cultural initiatives in an online program for dissertation mentoring. Creating these collaborative virtual spaces based on student needs led to transformative best practices in virtual learning environments. This method provides …

The Role Of Self-Awareness, Advocacy, And Support In Stem Success: Stories From Landmark College's Aie-Stemplos Program, Anastasio Bonhomme, Jaden Clark, Madison Wan, Gabrielle Woolgar, Rebecca Matte, Christin B. Monroe

Journal of Science Education for Students with Disabilities

Neurodivergent individuals bring unique perspectives and talents to STEM fields while facing distinct challenges, particularly in higher education environments that often rely on traditional learning models. Landmark College’s AIE-STEMPLOS program provides an innovative framework to empower neurodivergent STEM scholars by fostering self-awareness, advocacy, and community support. Grounded in Universal Design for Learning (UDL) principles and strengths-based approaches, the program leverages tools like the Birkman Method® to help students articulate their strengths and communication styles in professional terms. This paper examines how accessible learning strategies, peer mentorship, and individualized advising cultivate belonging, confidence, and resilience among neurodivergent STEM scholars, offering a …

Interview With Orca Award Winner Margaret Jacobs, Unl History; Indigenous Child Removal, Mark Griep, Margaret D. Jacobs

UNL ORCA Interview Series

Dr. Margaret Jacobs was awarded the ORCA in 2021. She was born in San Pedro, California, but grew up in Colorado. Something in her youth must have sparked an interest in history because she earned a bachelor’s, master’s, and doctorate in that subject with a focus on the interactions between Indigenous peoples and settlers. Her bachelor’s was from Stanford University in California, while her master’s and doctorate were from the University of California, Davis. After teaching history at New Mexico State University, she joined the University of Nebraska-Lincoln in 2004 as professor of history and director of the Women’s and …

Fostering Psychological Ownership And Self-Authorship In Higher Education: Pathways To Student Engagement, Growth And Knowledge Creation, Noora Heino, Markku Ikävalko, Anssi Tarkiainen, Terhi Virkki-Hatakka

International Journal of Teaching and Learning in Higher Education

This study explores the intersection of psychological ownership (PO) and self-authorship (SA) in the context of university students’ project-based learning. It examines how students develop a sense of ownership over their course projects, ideas, and knowledge they create, and how this engagement shapes their learning, identity, and sense of self. The findings highlight the role of control and perceived idea quality in fostering psychological ownership, as well as the importance of intimate knowledge and perceived object quality in supporting self-authorship. The study underscores that when students feel connected to their ideas, their motivation, persistence, and engagement increase, especially in creativity-driven …

Leveraging The Intersection Of Ai And Play To Foster Human Connectedness And Character Formation, Lori B. Doyle, Ashley Brandon

Journal of Organizational & Educational Leadership

The benefits of fostering character formation are vast, encompassing psychological, social and emotional growth, yet there is no universally prescribed manner by which to proceed. Central to these efforts is human connectedness, which enhances psychological functioning and provides a pivotal foundation for well-being. Emerging factors such as integration of Artificial Intelligence (AI) and the pedagogy of play are novel topics for the conversation within the character formation discourse. These elements, while tangentially related, hold significant potential to amplify character formation and sense of belonging. This paper examines the intersection of AI, pedagogy of play, and character formation through a theoretical …

Sjsu Erfa Board Minutes, December 1, 2025, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

December 1, 2025

White Undergraduate Students’ Perceptions Of Faculty Of Color, Jeffrey Cross

Graduate Theses, Dissertations, and Capstones

Despite decades of initiatives that promote the values of diversity, equity, and inclusion in higher education, the percentage of faculty who identify as people of Color still remains low. Experiences of discrimination and marginalization from White faculty colleagues and White students has been commonly reported by faculty of Color. While studies have examined these experiences from the faculty perspective, research addressing White students’ experiences with faculty of Color has been sparse. The purpose of this study was to examine White undergraduate students’ perceptions of faculty of Color at predominately White institutions and how these students understand the influence of racial …

Interview With Orca Award Winner Michael James, Unl Textile Clothing & Design; Abstract Quilted Fabric Artist, Mark A. Griep, Michael James

UNL ORCA Interview Series

Prof. Michael James was born in New Bedford, Massachusetts. Something in his youth must have sparked an interest in the arts because he earned a bachelor and master of fine arts, both with an emphasis on painting and printmaking. His bachelor’s was from the University of Massachusetts at Dartmouth and his master’s was from the Rochester Institute of Technology. After graduation, he embarked on a 26-year career as an independent studio quilt designer and maker. His career took a new direction in Spring 2000 when he was a Visiting Lecturer in Textiles at his Dartmouth Alma Mater. In Fall 2000, …