Higher Education and Teaching Commons^™

Exploring The Effectiveness Of A “How-To-Teach” Book Club For Preservice Teachers, Rina Bousalis, Eden Greene, Robyn Klein, Abigail Woods, Isabella Mandoeng

Journal of Educational Research and Practice

As teacher training programs continue seeking ways to prepare their preservice teachers to teach, many have turned to “how-to-teach” books written by veteran teachers, viewing them as a valuable source that could offer teacher candidates additional support. This study, which developed from the idea of creating a book club with instructors and members of a university’s future educators’ organization, used a qualitative textual analysis approach to explore concepts that emerged from how-to-teach books, how participants’ perceived those concepts, and how the books benefited participants. The study revealed that although authors’ perspectives often conflicted with participants’ beliefs, the authors’ engaging activities …

Overcoming Current Challenges In Higher Education Through Team Teaching, Carol Rogers Shaw, Corinne Brion, Katelyn Case

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Team teaching in online higher education courses provides an innovative approach to meeting the needs of students and enhancing the teaching experiences of instructors. In this study, two instructors collaborated to team teach a course in an online doctoral program; this article shares their experiences. A multi-method qualitative approach was utilized to explore the benefits and challenges of team teaching. Data included questionnaire responses from students, journal entries written by instructors, and interviews with program administrators. The findings offer possible solutions to common challenges in higher education today such as increasing …

Full Issue: Journal On Empowering Teaching Excellence, Volume 10, Issue 1, Spring 2026

Journal on Empowering Teaching Excellence

The full-length Spring 2026 issue (Volume 10, Issue 1) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

This issue of the Journal on Empowering Teaching Excellence brings together articles that explore innovative instructional approaches and emerging technologies for strengthening teaching and student learning in higher education. The contributions examine team teaching as a model for building instructor collaboration and reducing burnout in online doctoral courses, cross-curricular instruction in speech-language pathology clinical education, guidance for graduate students undertaking single-case research design in the social sciences, an experiential SNAP Challenge assignment for …

Educator Perceptions And Uses Of Generative Artificial Intelligence (Genai) In Middle Level, Secondary, And Higher Education Classrooms, Rachel Stowers

Honors Capstones

GenAI has experienced rapid growth and controversy over its benefits, drawbacks, and ethicality in education. This study examines Illinois educators’ attitudes and classroom use of GenAI across middle school, high school, and higher education. Data was collected through a digital survey containing both quantitative and short-answer questions, yielding 330 respondents who were practicing teachers, along with five supplemental interviews. Preliminary results show that respondents ages 20–29 reported the highest understanding of how to use GenAI yet were also the most likely to express ethical discomfort, with 45.9% disagreeing that they feel comfortable using it ethically. While responses varied, educators generally …

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 …

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 …

Virtual Teaching During Covid-19: Attitudes, Abilities, And Educational Needs Of Cooperative Extension Staff, Kathryn Yerxa, Kayla L. Parsons, Jennifer Lobley

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

This study aimed to 1) identify the attitudes and abilities of Cooperative Extension staff regarding the delivery of virtual educational programming based on their characteristics and 2) identify professional development priorities to effectively deliver programming virtually. We disseminated an adapted Faculty Readiness to Teach Online questionnaire to Cooperative Extension staff via Qualtrics. Mean and standard deviation were calculated from complete surveys (n = 67) for each virtual programming competency in the self-reported attitude and ability sections, categorized by position type, years of teaching, and program area. We conducted a MANCOVA to …

Full Issue: Journal On Empowering Teaching Excellence, Volume 9, Issue 2, Fall 2025

Journal on Empowering Teaching Excellence

The full-length Fall 2025 issue (Volume 9, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

This issue of the Journal on Empowering Teaching Excellence brings together articles that highlight approaches for engaging students and broader communities through teaching, coaching, and assessment in higher education. The contributions examine community-engaged learning in graduate coursework, the use of coaching practices to support student-centered teaching and advising, Cooperative Extension staff readiness for virtual instruction, and alternative assessment strategies aimed at increasing engagement and reducing anxiety in challenging STEM courses. Collectively, the articles …

Continuous Professional Development: A Case Study Of Foreign English Language Teachers’ Perceptions Of Professional Development In Colleges In Asia, Chance W. Phillips

Doctor of Education (Ed.D)

This qualitative case study investigated the experiences of college-level EFL/ESL teachers in Asia. The research sought to identify the gaps in professional development experiences influencing teachers to be better educators, meeting the needs of the English language learners in Asia. Additionally, the research identified how the professional development experiences, or lack thereof, of the college-level EFL/ESL teachers impacted their pedagogical strategies and professional practices. Despite the demand for English language education across Asia, foreign English educators often face limited institutional and administrative support, as well as unequal access to professional learning opportunities. Semi-structured interviews were conducted with foreign English language …

Autonomous Versus Collaborative Online Professional Development: Discovering The Differences In Teacher Learning And Perceptions, Michelle Thomas, Heather Tellier, Jennifer Urbach, Corey Pierce Ph.D., Holly Baker-Hill

Journal of Educational Research and Innovation

Online, asynchronous professional development (PD) offers flexibility for learners, yet what is the most effective way to provide online PD? While current research suggests online platforms can be effective for learning, there is a lack of studies examining differences between fully autonomous, asynchronous modules and those that are asynchronous but still collaborative. This mixed-method study examined the learning differences and perceptions between two cohorts of special education teachers as they went through an eight-unit online course on dyslexia. One cohort received an autonomous platform without interaction among the students or instructor. The other cohort received the same content, but online …

A Case Study Of The Perceived Support Needs Of Community College Faculty, Ramona C. Shelton

Electronic Theses and Dissertations

This qualitative case study explored the perceptions of community college faculty members in Tennessee regarding the supports they feel they need to be successful academicians both inside and outside of the classroom. Thirteen faculty members participated in the study, representing the 4 faculty ranking categories at the institution: adjunct/part-time, new full-time, junior/untenured, and senior/tenured. Interviews were semi-structured to allow the participants the opportunity to share their honest experiences on what support needs they have, how those needs have been met, and what support areas they expect to emerge in the future. Four academic administrators also participated in the study in …

From Insights To Action: Implications And A Professional Development Framework For Early College High School Teachers, Angelica Sanchez, Kenyetta Martin, Kelly Brown

School Leadership Review

The purpose of this phenomenological study was to explore the experiences of Early College High School (ECHS) adjunct instructors teaching dual enrollment college courses in a southern region school district. Through interviews with ten ECHS adjunct instructors, the study examined the factors contributing to their success, their professional development needs, and the challenges they faced in teaching dual enrollment courses. Findings of the study were that ECHS adjunct instructors succeed when they provide strong student support, maintain open communication, demonstrate flexibility, and actively engage students. The study highlighted the need for comprehensive training in learning management systems, curriculum design, and …

Guidance And Lessons Learned For Instructors Seeking To Add Video Creation To Their Skill Set, Wendy A. Swenson Roth

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

Videos have entered the classroom, whether for online asynchronous courses or as supplementary information in synchronous classes. COVID-19 accelerated the pace of online and video learning but left instructors with little time to explore the optimal use of this technology. Nonetheless, videos are here to stay, raising questions about what unique choices faculty must make when implementing them and what new skills are required as videos become additional content delivery sources. The following article provides implementation guidance and lessons learned for instructors seeking to add video creation to their skill set.

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, …

Reading Between The Lines: A Mixed Methods Investigation Of Teachers’ Understanding And Implementation Of The Science Of Reading, Karen L. Dumas

Electronic Theses and Dissertations

Throughout the nation, the science of reading (SoR) is sweeping through schools, realigning instructional practices, altering curricula, and causing a shift in educators’ ideologies. Therefore, exploring teachers’ understanding of the science of reading and the classroom implementation may offer valuable insights for school leaders, policymakers, and educators during this period of transition. This explanatory sequential mixed methods investigation researched SoR knowledge and implementation of K-3 general education teachers in Pennsylvania.

This study took place in two phases: quantitative followed by qualitative. During the quantitative phase, 141 K-3 teachers in Pennsylvania participated in the Teacher Understanding of Literacy Constructs and Evidence-Based …

Enhancing Culturally Responsive Pedagogy In Teaching And Learning For White Faculty: Can Professional Development Help?, Isabelle Jenkins

Scholarship and Professional Writing from the J.D. Power Center and Donelan Office

Pedagogies traditionally used by faculty in U.S. higher education tend to center white students and their success, simultaneously disregarding the learning strengths of BIPOC (Black, Indigenous, and People of Color) students. Culturally Responsive Pedagogy (CRP) may align better with BIPOC students; however, white faculty use of Keywords: culturally responsive pedagogy, professional development, teaching and learning, white racial consciousness CRP is limited and/or superficial. Therefore, professional development for CRP is needed to enhance and deepen the teaching and learning practices of white faculty. Using a multiple case study method, this study examines how white faculty from a diverse range of disciplines …

Enhanced Instructional And Professional Growth Through A Pragmatic Instructional Approach, Joanna C. Weaver, Gabriel T. Matney, Chloe Beeker, Alex Zalar

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

Finding a pragmatic process across university programs and disciplines that has the potential to strengthen programs and instruction has promise for adoption because of the possible impact and benefits. Jigsaw Lesson Study (JLS) has that potential and could be expanded into not only a teacher-education classroom but also into any discipline across a university campus. JLS offers opportunities for student engagement and professional development. Here, we used the JLS process, modified from Lesson Study (LS), to strengthen instructional decision-making, lesson planning, and student learning in a teacher-education course. We sought to …

Full Issue: Journal On Empowering Teaching Excellence, Volume 8, Issue 2, Fall 2024

Journal on Empowering Teaching Excellence

The full-length Spring 2024 issue (Volume 8, Issue 1) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2024 issue presents practical ideas and prompts for those who teach at colleges and universities in a variety of disciplines. Articles ways to use popular culture (in this case, reality TV) to teach higher-level concepts; strategies for adapting Lesson Study techniques for preservice teachers; and a review of McNair et al.'s 2022 book on creating student ready colleges.

Cultural Advocacy And Teachers Of Color, Torine Champion, Linda Wilson-Jones

Journal of Research Initiatives

Teachers of color face marginalization and microaggressions that their White counterparts do not have to face. African American teachers experience microaggressions pathologizing their cultural values and communication styles, cultural/ethnic insensitivity, an ascription of their intelligence, and being treated as second-class citizens) that are hurtful, undermining, and disparaging (Brown, 2019). Asian American teachers face gendered, racial, and sexualized expectations on their campuses (Endo, 2015). A study of Latina bilingual teachers revealed that they felt alienated from their colleagues, had larger workloads, and did not have access to support (Amos, 2016). Teachers of color experience inequalities, microaggressions, and marginalization that impact their …

A Qualitative Descriptive Study Exploring The Perceptions Of New Teacher Induction Supports, Tonya P. Dixon

Electronic Theses and Dissertations

The problem of novice teachers leaving the profession in the first few years of their career represented a global issue and an increased attrition rate. The purpose of this qualitative descriptive study was to explore the perceptions of novice U.S. teachers and effective systemic supports provided to new teachers through the lens of social capital. For this study, the intangible components of social capital emerged through the development and fostering of mentoring relationships in an induction program. The methodology used was a qualitative descriptive study using a survey, interviews, and thematic analysis of the survey and interview data collected. The …

A Professional Development Program For Science Adjunct Faculty: The Mentoring-Learning Community (Mlc), Linda B. Purvis, Jason D. Lang, Julie A. Luft

Georgia Journal of Science

Institutions of higher education have become increasingly dependent on adjunct faculty. These faculty members are often unfamiliar with current teaching strategies emphasizing an active learning approach. To support science adjunct faculty in learning about active learning, a professional development program was designed and implemented by the authors of this study, the Mentoring-Learning Community. The Mentoring-Learning Community program design was informed by literature regarding the use of professional development programs that focused on adjunct faculty. To determine the impact of this program, participants in the Mentoring-Learning Community were observed and interviewed over one semester. Mentoring-Learning Community participants transformed through all three …

The Effectiveness And Impact Of Post-Observation Feedback Sessions In An In-Service Training Program, Derya Ilgın Yaşar, Nurdan Gürbüz

Australian Journal of Teacher Education

An essential component of any training activity is observations, and in almost any teacher education or professional development context, observations are followed by feedback sessions aimed at improving teaching practices. Nevertheless, whether these sessions accomplish this aim is an issue of concern as it is highly related to how effective it is perceived to be. This study aims to explore how effective post-observation feedback sessions are perceived by the observed instructors, what factors make feedback effective, and whether feedback has any impact on their practices. Data were collected qualitatively by conducting semi-structured interviews with the instructors and Professional Development Unit …

The Relationship Of Mentorship And Professional Development On Special Educators’ Intent, Christine S. Powell

Theses and Dissertations

Current literature in special education has examined professional development (PD) and mentorship separately; however, no studies have investigated the relationship between PD and mentorship on special education teachers’ intent. The purpose of this study was to examine the extent to which participating in PD and mentorship opportunities predicted the likelihood of Early Career Special Education Teachers' (ECSETs) intent to leave the teacher workforce while examining factors related to duration and quality. Based on two conceptual models, Desimone’s (2009) best practices for professional development and Nick et al. (2012) best practices for academic mentoring, this study identified key features and characteristics …

Emergency Remote Teaching Versus Planned Remote Teaching: Narrowing The Gap With Targeted Professional Development, Bonnie J. Covelli, Sudipta Roy

Higher Learning Research Communications

Objectives: This study reviews faculty members’ comfort level with remote teaching in the Fall 2020 semester to evaluate the effectiveness of the professional development workshops.

Method: Using survey research, we examined professional development activities and subsequent comfort level and ease of adjustment with remote teaching in Fall 2020.

Results: Following the training, faculty reported high planned usage of various online teaching tools and great comfort with using them. The data reveals some differences between part-time and full-time faculty members.

Conclusions: The experience gained in the emergency semester, combined with the targeted professional development workshops offered eased the stress of planned …

Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker

To Improve the Academy: A Journal of Educational Development

This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional development process. Also, the authors discuss how using AI can result in positive impacts for culture change and how the model for peer evaluation can promote both individual and collective development of faculty.

A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominately White K–12 Environments, Torine S. Champion

Electronic Theses and Dissertations

The purpose of this qualitative study was to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis as viewed through the White racial frame lens. There were 15 participants that were included in this research study. Participants were teachers of color with at least 5 years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semistructured interviews that included specific information the researcher wanted to explore. Six themes were revealed: (a) cultural advocacy, …

Valuing The Local Within The Global: A Discourse Analysis Of Professional Development In A U.S.-Kurdish Transnational University Partnership, Thomas A. Highley, Connie Kendall Theado

Journal of Global Education and Research

In an effort to support higher education in developing countries, partnerships between U.S. and international universities have surged, raising questions concerning the social equity of such linkages. Using a New Literacy Studies approach to discourse analysis, online transcripts from one such university partnership were analyzed to determine how language was used to negotiate a more equitable partnership through the adaptation of the social context of professional development activities. Discourse analysis of three relevant linguistic markers in the data suggests that cultural perspectives on professional development influenced the language choices made by university partners, reshaping the power structure toward greater social …

Examination Of Experiential Phenomena Influencing Culinary Educators’ Pedagogical Content Knowledge, Danny Babin

Electronic Theses, Projects, and Dissertations

This study aimed to explore the theory of expert teaching by comparing culinary educators at the secondary and postsecondary levels based on their varying levels of experience. Experience for culinary educators included pre-service teacher training, in-service teacher training, professional industry experience, and teaching experience. The primary goal of this descriptive phenomenological study was to examine the impact professional experience has on culinary educators’ pedagogical content knowledge (PCK). Distinctions in PCK include collective PCK, personal PCK, and enacted PCK. PCK theory has been an integral part of educational research for over three decades; it has been studied, refined, and implemented into …

Building A Culture Of Collaboration And Shared Responsibility For Educational Equity Work Through An Inclusive Teaching Community Of Practice, Francesca Marineo, Chelsea Heinbach, Rosan Mitola

Collaborative Librarianship

For libraries to be equitable spaces as educational institutions and places of employment, it is necessary that educational equity be a shared, collaborative goal. Unfortunately, equity and inclusion work in libraries has historically been an individual pursuit that falls disproportionately on the shoulders of Black, Indigenous, and People of Color (BIPOC) library workers. Communities of practice employ social learning principles to facilitate praxis and offer opportunities to develop shared goals, language, and responsibility. This article explores how we developed and implemented an inclusive teaching community of practice with members of our instruction department in order to foster a culture of …

Caring For Our Communities Of Practice In Educational Development, Christopher V. H.-H. Chen, Katherine Kearns, Lynn Eaton, Darren S. Hoffmann, Denise Leonard, Martin Samuels

To Improve the Academy: A Journal of Educational Development

Given the backdrop of multiple concurring crises—a global pandemic, political instability and violence, and multiple structural inequalities—we see the problem of now as this: How do educational developers continue to address the wicked problems in teaching and learning when we are simply so exhausted? Our article presents the importance of communities of practice for educational developers, inviting us to witness and name the communities in which we belong; the important functions they engage; who they nurture and how; and what care is undertaken to sustain these groups and ourselves. To help educational developers understand and appreciate the ways that communities …