CEHD Research In Press: May 2024


Dr. Laura Link, associate professor of teaching and leadership, provides guidance on maintaining grade integrity in an article for The Conversation, “Teacher lawsuits over forced grade inflation won’t fix unfair grading – here’s what could” https://theconversation.com/teacher-lawsuits-over-forced-grade-inflation-wont-fix-unfair-grading-heres-what-could-225946

Dr. Ryan Summers shared the article linked below that was recently posted by WestEd, which talks about the professional learning that we are providing elementary teachers as part of our NSF-funded STEM STRONG project. During Summer 2023, we connected with approximately 140 teachers across 4 states for 5 days of intense online learning. (We have stayed connected with those teachers over this year, and we are currently getting ready to spend time with new and returning teachers in Summer 2024.) Dr. Ashley Iveland (Co-PI at WestEd) and Jill Grace (our Professional Learning Facilitator) do a great job of talking about the project in a Q&A format. https://www.wested.org/wested-bulletin/insights-impact/demystifying-science-and-engineering-rural-classrooms/

Dr. Logan Rutten was appointed Co-Chair of the inaugural Research Committee of the National Association for School-University Partnerships (NASUP), following a nationwide search and interview process. The NASUP Research Committee will facilitate and amplify research within, and about, Professional Development Schools and similar school-university partnerships, while cultivating a methodologically inclusive community of P-12 and university-based researchers who are committed to rigorous inquiry in this field. Rutten will serve jointly with Janna Dresden (Clinical Professor Emeritus, University of Georgia).

Dr. Virginia Clinton-Lisell has been granted support from the Hewlett Foundation to continue the open education research fellowship. This fellowship support early career researchers in publishing an article in open education.


The College of Education and Human Development (CEHD) and the College of Engineering and Mines (CEM) are excited to announce a new collaborative initiative, the Center for Engineering Education Research (CEER), initiated with a three-year strategic investment from UND. By focusing on expanding collaborative research opportunities, teacher professional learning, and community partnerships, CEER aims to increase access and representation within engineering across all educational contexts, PreK – 20. The CEER leadership team comprises faculty from both CEHD and CEM, and the center also includes faculty affiliates who are interested in and currently conducting research on engineering education and innovative design pedagogies. CEER’s mission is to create more culturally and regionally relevant learning opportunities in engineering in both in person and online environments, to expand pathways into engineering to diversify workforce and educational representation, to increase interdisciplinary research methods to expand engineering education scholarship, to inform best practice, and to establish partnerships with both local schools and industry partners. CEER faculty are also available to provide support and infrastructure for research and professional learning design, including project and proposal development, evaluation, and teacher professional development. If you are interested in being a CEER affiliate or finding out more about partnering with the center, please reach out to Director Julie Robinson (julie.robinson@und.edu) for more information.


CEHD faculty are in bold, and CEHD students are underlined


William and Flora Hewlett Foundation. Open Education Research Fellowship. Funding to support mentorship of early-career researchers to conduct and disseminate open education research. Principal Investigator: Virginia Clinton-Lisell ($500,000). www.openedgroup.org


Suazo-Flores, E., Walker, W.S., Kastberg, S.E. et al. (2024). Mathematics education researchers’ practices in interdisciplinary collaborations: Embracing different ways of knowing. Math Ed Res J. https://doi.org/10.1007/s13394-024-00489-x

Cascalheira, C. J., Chapagain, S., Flinn, R.E., Klooster, D., Laprade, D., Zhao, Y., Lund, E. M., Gonzalez, A., Corro, K., Wheatley, R., Gutierrez, A., Villanueva, O. G., Saha, K., De Choudhury, M., Scheer, J. R., & Hamdi, S. M. (in press). The LGBTQ+ minority stress on social media (MiSSoM) dataset: A labeled dataset for natural language processing and machine learning. Association for the Advancement of Artificial Intelligence (AAAI) 18th International Conference on Web and Social Media (ICWSM).

Doyle Fosco, S. L., Rutten, L., & Schussler, D. L. (2023). Understanding the relationship between teacher leadership and teacher wellbeing: An integrative review of theoretical and empirical literature. International Journal of Teacher Leadership, 12(1), 8-30. https://www.cpp.edu/ceis/education/international-journal-teacher-leadership/documents/fall2023/f23.1-tl-and-wellbeing-final-edit.pdf

Grave, S. (2023/2024). Standard RA1. Content and Pedagogical Knowledge. CAEP Site Visit Report. Council for Accreditation of Educator Preparation, National Site Visit.

Grave, S. (2024). Standard R4. Program Impact. CAEP Site Visit Report. Council for Accreditation of Educator Preparation, National Site Visit.

Grave, S. (2024). Standard RA4. Satisfaction with Preparation. CAEP Site Visit Report. Council for Accreditation of Educator Preparation, National Site Visit.

Zhi Li, Sandra Moritz, Hairui Liu* (accepted). Motor imagery as a potential tool to alleviate choking under pressure in sports performance. Journal of Imagery Research in Sport and Physical Activity.

McBride, R., Perry, A., & Kinsinger, B. (2024). Leveraging faculty learning communities to spark entrepreneurial mindsets across career and technical programs. Journal of Applied Research in the Community College, 31(1), 199–214.

Chen, C., Said, T., Sadler, P. M., Perry, A., & Sonnert, G. (2024). The impact of high school science pedagogies on students’ STEM career interest and on their ratings of teacher quality. Journal of Research in Science Teaching, 1–35. https://doi.org/10.1002/tea.21948

Zhang, H., Perry, A., & Lee, I. (2024). Developing and validating the Artificial Intelligence Literacy Concept Inventory: An instrument to assess artificial intelligence literacy among middle school students. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00398-x

Midkiff, E. (2024). “Anglophone print fiction: Children’s and young adult works.” In M. Bould, A. M. Butler, A. Roberts, and S. Vint (Eds.), New Routledge companion to science fiction (2nd ed.). Routledge.

Li, Z., Moritz, S., & Liu, H.* (2024). Motor imagery as a potential tool to alleviate choking under pressure in sports performance. Journal of Imagery Research in Sport and Physical Activity, 19.

Thompson, S.L., Fan X., Adgerson, A. (2024). Exploring a practice‐based approach to elementary preservice science teacher preparation. School Science and Mathematics. https://doi.org/10.1111/ssm.12663


Pasman, E., Flinn, R.E., Gallardo, K.R., & Drazdowski, T.K. (2024, April). Advancing community-based participatory research on recovery support services: Emerging topics. 2024 National Conference on Addiction Recovery Science, online.

Dauria, E., Hibbard, P., Jones, M., Sheidow, A. (2024, April). Supporting people with lived experience along the NIH research pathway. (Discussant: R.E. Flinn). 2024 Academic Consortium on Criminal Justice Health Conference, Phoenix, AZ.

McCart, M., Hibbard, P., Tompkins, J., & Flinn, R.E. (2024, April). CoARS diversity survey results and pipeline to independent investigator for people with lived experience. Invited showcase for The Consortium on Addiction Recovery Science, online.

Rutten, L. (2024, March 29). Leading responsible classroom discussions of difficult topics and issues. Invited guest lecture for the Educational Leadership, Technology, and Pedagogy (ELPT) program, University of Taxila, Myanmar.

Butville, D. & Rutten, L. (2024, March). Inquiring into difficult issues: Teachers broadening perspective for tackling complexity. Presentation for the annual conference of the National Association for School-University Partnerships (NASUP), Anaheim, CA.

Grave, S. (2024, April 17). Working with College Students on the Spectrum (ASD). [Title IX Investigators’ Professional Learning Community]. Minnesota State Colleges and Universities, St. Paul, MN, USA via Zoom. (invited)

Galisky, J., Macias, M., Iveland, A., Inouye, M., Hammack, R., Robinson, J., Ringstaff, C., & Summers, R. (2024, March). Science professional learning that offers opportunities for growth in engineering self-efficacy for rural school elementary teachers. Paper presented at the NARST Annual International Conference, Denver, CO.

Chen, S., Wang, S., Summers., R. (2024, March). Analyzing students’ future intentions using outlook profiles based on attitudes toward science and associated beliefs. Presented at the NARST Annual International Conference, Denver, CO. [Online Presentation.]



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