CEHD Research in Press: May 2025

NEWS 

Dr. Lee Ann Rawlins Williams has been invited to attend the 8th Global Platform for Disaster Risk Reduction (GP2025) in Geneva, Switzerland. The invitation follows recognition by the United Nations Office for Disaster Risk Reduction (UNDRR) of her article published in The Conversation, titled: “What Los Angeles-area schools can learn from other districts devastated by natural disasters.” The piece explores how natural disasters affect educators and school communities, offering lessons from recovery efforts across the U.S. At GP2025, Lee Ann will join global leaders to help ensure teachers and school systems are central to disaster recovery and resilience planning worldwide.

Dr. Williams has been selected to present at the International Conference on Education and New Developments (END 2025) in Budapest, Hungary.  Her talk, “Reimagining Educator Support: A Framework for a Multi-Tiered System to Promote Teacher Well-Being and Mental Health,” will share a proactive, systems-based model that centers mental health and resilience in teacher support.  In addition, Lee Ann has been nominated to serve on the END 2025 Scientific Committee, where she’ll help review submissions and shape the conference’s academic program focused on innovative, evidence-based practices in education.

Dr. Julie Robinson is part of a team that has been awarded an NSF-funded Scholarships in Science, Technology, and Engineering (S-STEM) grant between the Colleges of Arts and Sciences and Education and Human Development. This grant project, Question-based Undergraduate Experiential Science Training (QUEST), provides scholarships and mentorship pathways for undergraduate students in UND’s STEM programs. Robinson will serve as the evaluator of this five-year project, which explores the impact of such mentoring approaches as near peer mentors, seminars, book studies, collaborative research projects, internships, and professional development on students’ achievement and retention within their STEM programs.

Dr. Julie Robinson is an invited speaker at the National Science Foundation’s 2025 DRK-12 PI meeting in Crystal City, VA on Tuesday, June 10, 2025. Along with a group of eight other speakers, she will be discussing opportunities, approaches, and considerations for preK-12 rural STEM education and professional learning.

Mary Moroney-Fernadez, a PhD student in EFR, was awarded The North Dakota Space Grant Consortium (NDSGC) Summer 2025 Graduate Research Fellowship to pursue her research in community and school-based garden collaborations for sustainable school practices.

Dr. Amber Adgerson was selected as an Inaugural Fellow of the Library of Congress Teaching with Primary Sources Transformative Teaching Initiative. The Transformative Teaching Initiative (TTI) is a dynamic professional development opportunity designed to support methods instructors in integrating inquiry with primary sources into their teacher preparation courses. Through a blend of online and in-person learning, TTI utilizes the Library of Congress Teaching with Primary Sources Program to train Methods instructors in incorporating inquiry with primary sources into their teacher preparation courses. During the summer of 2025, fellows will participate in online synchronous sessions and a culminating in-person, 2.5-day workshop at the Library of Congress in Washington, DC.

On April 9, 2025, Dr. Chinkondenji and EFR PhD Student Giovanni Whyte hosted a photovoice at UND’s College of Education and Human Development that brought together more than 60 stakeholders including representatives from the University, public schools, the city, and community members. The exhibition is part of an ongoing research project exploring the educational and social integration of refugee and asylum-seeking students in Grand Forks, North Dakota.

Palestrina Carter is a PhD candidate in the Teaching & Learning program with an emphasis in Instructional Design and Technology. She was recently awarded the prestigious 2025 to 2026 Fulbright U.S. Student Research Grant for her project, “Transforming Education: Impact of AIED Training on K12 Educators,” which will be conducted in Mauritius. Palestrina’s research critically investigates how AI literacy training, delivered through online and face to face modalities, impacts education professionals’ engagement with artificial intelligence and its practical integration into their professional practices. Her comparative study uniquely examines outcomes between educators in North Dakota, characterized by its technology rich educational landscape, and those in Mauritius, an emerging technological hub. Palestrina’s work aims to generate valuable insights into effective strategies for promoting AI literacy among educators, facilitating meaningful and informed adoption of AI within global educational settings.”

LATEST SCHOLARSHIP

CEHD faculty are in bold, and CEHD students are underlined. 

Grants

Mao, W., He, W., & Liu, H. (2025). Student-led Social-Emotional Learning through teaching styles in Sport Education (Research Grant, $15,000). Spectrum Institute for Teaching and Learning (SITL).

Votava, K. & Johnson, C. (2025). Early Childhood Special Education (ECSE) Mentor Lab 2.0. North Dakota Department of Health and Human Services, ($100,000; Funded).

 NSF/Division of Undergraduate Education. (2025). Rebecca Simmons (PI), Alena Kubátová, Daphne Pedersen, Lavinia Iancu and Shaina Mattingly (Co-PIs), Julie Robinson (external reviewer). Title: S-STEM: Improving Outcomes for Talented Undergraduate STEM Students Through Experiential Science Training. ($1,999,497). Award: 2424922.

Publications

Amrein-Beardsley, A., Azizova, Z., *Gibbs, N. P., Ikegwuonu, C., Kim, J., *La Torre, D. M., Lavery, M. R., Pivovarova, M., & Zheng, Y. (April, 2025). A validation review of the SAT and ACT for college and university admissions decisions. Education Policy Analysis Archives, 33. https://doi.org/10.14507/epaa.33.8734

Stupnisky, R. H., Pekrun, R., Hall, N. C., Larivière, V. & Salahuddin, M. (2025). Examining faculty emotion origins, outcomes, and differences across diverse groups: Developing the Research Emotions Questionnaire (REQ). The Journal of Higher Education. DOI:10.1080/00221546.2025.2497222

Rutten, L., Butville, D., Wolkenhauer, R., & Dvir, B. (2025). Noticing, interpreting, deciding: How elementary teachers address unplanned difficult-topics moments in educational practice. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2025.105017

Rutten, L., Butville, D., Kemper, J., Metzger, S. A., Sterndale, S., & Dvir, B. (2025). Deepening teachers’ understandings of Holocaust and genocide education through inquiry-based professional learning. Social Studies Research and Practice. https://doi.org/10.1108/SSRP-11-2024-0051

Rutten, L. (2025). Advancing scholarship in teacher education while growing as a teacher educator: The generative potential of the Clinical Practice Fellows. In J. Jacobs & R. W. Burns (Eds.) Clinically Based Teacher Education in Action: Cases Illustrating the Complex Work of Teacher Educators (pp. 91-101). Information Age Publishing.

Suazo-Flores, E., Sherva, D., McGrail, C., & Adgerson, A. (Accepted May 2025). A number talk informed by the socio-ecological. Mathematics Teacher: Learning and Teaching PreK-12.

Gardner, S., Abraham, J. L., Donkoh, J., Suazo-Flores, E., Maruca, S., Stoczynski, L., & Meir, E. (Accepted May 2025). GraphSmarts Assessments: Assess graph construction competence of biology undergraduates. CourseSource.

Suazo-Flores, E., McGrail, C., & Adgerson, A., and Sherva, D. (Accepted May 2025). A socio-ecological mathematics task. In C. Cornejo et al. (Eds.), Proceedings of the 48^th Conference of the International Group for the Psychology of Mathematics Education, Vol X, (pp. XX-XX). PME.

Bruce, A. & Rawlins Williams, L.A. (2025).  Access and Citizenship for Those with Disabilities: Digitally Enable Education and AI as a Bridge to Innovative Inclusion.  In M. Hawamdeh (Ed.) Digital Citizenship and the Future of AI: Engagement, Ethics and Privacy.

Flinn, R.E., Estevez, R., Terepka, A., Boot-Haury, J., Abreu, R.L., Dewey, J.M., &  Skerven, K. (Accepted). Trans-Affirmative Psychological Practice is Ethical Practice: Leveraging APA’s Ethical Principles of Psychologists and Code of Conduct in Practice and Advocacy. Journal of Counseling Psychology.

Flinn, R.E., Taylor, T.O., Custer, B.D., Tietjen, G., Beasley, C.R., Cascalheira, C.J., Hitter, T.L., Abraham, K.M., Hibbard, P.F., Elnakib, M.M., Mendoza, E.B., Jaure, V.B., De La Rue, L., Jackman, K.P., Fuentes, K., Mahaffey, C.C., Redd, B., Holloway, I.W., Beltran, R.M., Bonar, E.E., Wilcox, M.M., & Stepleman, L.M. (Accepted). Dismantling barriers in professional psychology: Supporting formerly justice-involved students and trainees. Training and Education in Professional Psychology.

Link, L. J., Leeson, M. P., & Anthes, J. R. (2025). The problem with traditional grading systems            Educational Leadership, 82(8), 29 – 33. https://www.ascd.org/el/articles/the-problem-with-traditional-grading-systems

Presentations

Islam, M.J., Hung, W., Ahmed. P., Bansah, P.F., & Johur, T. (2025, accepted). A Survey of Law Students’ Classroom Experiences on Multimedia-Based Visual Instructions: A Case of Bangladesh. Paper to be presented at the AECT International Convention, October 20-24, 2025, Las Vegas, NV

Islam, M.J., Hung, W., Ahmed. P., Bansah, P.F., & Johur, T. (2025, accepted). Faculty Efficacy and Technology Integration in the Legal Education in Bangladesh. Paper to be presented at the AECT International Convention, October 20-24, 2025, Las Vegas, NV

Ahmed. P., Hung, W., Islam, M.J., Bansah, P.F., & Johur, T. (2025, accepted). Honing Law Students Legal Drafting Competency with an AI Personal Trainer: Does it Work? Paper to be presented at the AECT International Convention, October 20-24, 2025, Las Vegas, NV

Votava, K., Johnson, C., Anderson, J. & Adusumilli, J. North Dakota pyramid model: Building capacity with 325L. Poster, National Institute on Effective Practices: Addressing Challenging Behavior. Tampa, FL, April 23, 2025.

Link, L. J. (2025). Getting classroom assessment right. Pages & Pathways Conference College of Education and Human Development, UND.

Link, L. J. (2025). Getting classroom grading right. Pages & Pathways Conference College of Education and Human Development, UND.

Public Media

Williams, L.A. (2025, May).  Hurricane disaster planning with aging parents should start now, before the storm: 5 Tips.  The Conversation. https://theconversation.com/hurricane-disaster-planning-with-aging-parents-should-start-now-before-the-storm-5-tips-254917

Anthes, J. R., Link L. J., & Leeson, M. P. (2025, April) Rethinking report cards: Emphasizing soft skills in an AI world. AASA: Schools of Thought. https://www.aasa.org/resources/blog/rethinking-report-cards-emphasizing-soft-skills-in-an-ai-world

Vonasek, J. (April 2025). Education partnership celebrates first master’s graduates. UND Today. https://blogs.und.edu/und-today/2025/04/education-partnership-celebrates-first-masters-graduates/?utm_source=mailpoet&utm_medium=email&utm_source_platform=mailpoet&utm_campaign=April%2024,%202025%20issue

Irvine, J. (April 2025). Amid a teacher supply crisis a program is graduating teachers purpose-built for Grand Forks’ needs. The Grand Forks Herald. https://www.grandforksherald.com/news/local/amid-a-teacher-supply-crisis-a-program-is-graduating-teachers-purpose-built-for-grand-forks-needs