School of Education

School of Education Names New Dean

rime — Mon, 15 Dec 2025 16:41:26 +0000

School of Education Names New Dean rime Mon, 12/15/2025 - 11:41

James Oigara Leads Workshop for Teaching with Primary Sources

dreessen — Tue, 25 Nov 2025 21:23:05 +0000

James Oigara Leads Workshop for Teaching with Primary Sources

Tuesday, November 25, 2025

dreessen Tue, 11/25/2025 - 16:23

School of Education News

James Oigara, assistant professor in Geneseo’s Ella Cline Shear School of Education, recently led a teacher workshop on Teaching with Primary Sources (TPS), sponsored by the �� Library of Congress TPS grant project.

The workshop supported educators in integrating primary sources into classroom and inquiry-based learning assignments that enhance student engagement and understanding. Workshop topics included indigenous history (Haudenosaunee), life in colonial America, immigrants and slavery in New York State, visual picture books, and integrating VR/AR with primary sources.

Oigara conducted a similar workshop in June 2025.

The TPS program is the Library of Congress’s premier educational initiative, designed to help educators strengthen students’ critical thinking, analytical skills, and content knowledge by using millions of digitized primary sources.

The �� TPS project is a collaborative team that includes Shane Wiegand ’11,’15 MSEd, co-director of Our Local History at Coordinated Care Services, Inc. (CCSI); Anna Kowalchuk, director of the Livingston County Historical Society Museum; Susan Allen, mentor at the Library of Congress TPS Teacher Network; and Justin Behrend, professor in Geneseo’s Department of History. Together, they provide training on instructional strategies and on the analysis of historical documents from the Library of Congress and from local and regional collections.

Oigara says this collaborative approach brings diverse sources into conversation, fostering a richer and more nuanced understanding of social studies instruction.

James Oigara (��/Matt Burkhartt)

Can ChatGPT Make Quality Social Studies Lesson Plans? The Answer Surprised Us

patenaude — Mon, 24 Nov 2025 16:37:44 +0000

Can ChatGPT Make Quality Social Studies Lesson Plans? The Answer Surprised Us

Monday, November 24, 2025

patenaude Mon, 11/24/2025 - 11:37

Assistant professor of education Taylor Kessner (��/Matt Burkhartt)

Taylor Kessner

Summary

Ten social studies teacher education experts blind reviewed lesson plans made by generative AI and preservice teachers. Raters consistently rated AI-generated lessons more favorably for their organization and lesson design.

Abstract

This study examines whether generative artificial intelligence (AI) can support quality lesson planning in secondary social studies classrooms. We recruited 10 experienced social studies teacher educators from across the United States to evaluate six high school lesson plans: three written by preservice teachers (PSTs) during student teaching and three generated by ChatGPT to address the same standards and topics (gay rights, civics, and the Civil Rights Movement). Using a research-based rubric aligned with established frameworks for effective instruction, participants rated each lesson on coherence and clarity, quality of objectives, learning activities, assessment alignment, and integration of inquiry and critical thinking, and provided open-ended feedback on strengths, weaknesses, and teachability. Across most rubric dimensions, AI-generated lessons outperformed PST-authored lessons, particularly in structure, clarity, and alignment between objectives and assessments. However, PST plans more often demonstrated deeper historical nuance, richer inquiry, and stronger evidence of student-centered design and contextual responsiveness. These findings suggest that AI is well-suited to handling routine, structural aspects of planning but is less reliable for supporting complex inquiry, critical engagement with contested issues, and equity-oriented goals. We argue that AI should function as a planning assistant rather than a replacement, and we offer practical guidance for teachers and teacher educators on using AI critically to lighten planning burdens without sacrificing the professional judgment, ethical discernment, and relational work at the heart of social studies teaching.

Main research questions

Are generative AI-created lesson plans appropriate and useful for classrooms?
Do they meet the quality standards students and teachers deserve?

What the research builds on

Lesson planning is an essential part of teaching—but it also remains one of the most demanding. Crafting a strong social studies lesson requires attention to instructional goals, alignment with standards, thoughtful activities, appropriate assessment methods, and built-in supports for a range of learners. For many teachers, especially new ones, this process can sometimes be daunting and is always time-consuming. Even experienced educators often spend evenings and weekends designing lessons that meet student needs, district expectations, and state requirements. With rising class sizes, ongoing curriculum shifts, and political debates about what can or cannot be taught in social studies classrooms, it is no wonder teachers are looking for new tools that can lighten the load.

What the research add to the discussion

This work shows teachers and students may benefit from incorporating AI into lesson planning.

Sarah J. Kaka, Associate Professor, Department of Education, Ohio Wesleyan University

Kessner, T. M., Kaka, S. J. (2025). Can ChatGPT make quality social studies lesson plans? The answer surprised us. Social Education, 89(6), 364-368.

Social Education (2025)

�� Celebrates 2025 Enrollment Gains

patenaude — Wed, 19 Nov 2025 19:20:54 +0000

�� Celebrates 2025 Enrollment Gains patenaude Wed, 11/19/2025 - 14:20

Bots and Beginners: AI- and PST-Generated Social Studies Lesson Plans

patenaude — Mon, 17 Nov 2025 14:57:14 +0000

Bots and Beginners: AI- and PST-Generated Social Studies Lesson Plans

Monday, November 17, 2025

patenaude Mon, 11/17/2025 - 09:57

Assistant Professor Taylor Kessner (��/Matt Burkhartt)

Taylor Kessner

Summary

10 social studies teacher educators rated AI-generated lesson plans higher than their preservice teacher-generated counterparts, indicating there is a place for AI in the day-to-day work of teaching.

Abstract

This study explored the comparative quality of social studies lesson plans generated by artificial intelligence (AI) and preservice teachers (PSTs), assessed by experienced social studies teacher educators. Using a concurrent mixed-methods approach, evaluators blind-reviewed six lesson plans—three AI-generated and three PST-generated—using a research-based rubric addressing coherence, clarity, learning objectives, activities, assessment alignment, and integration of inquiry and critical thinking. Quantitative findings indicated AI-generated lessons consistently outperformed PST-generated lessons in clarity, structured alignment, and inquiry integration. Qualitative analyses revealed a central paradox: AI was better at the technical elements of lesson planning, excelling in procedural efficiency and clarity, making them practically beneficial for immediate classroom use; however, human teachers brought more depth and creativity when those elements were present, demonstrating greater historical nuance and critical engagement. These findings suggest AI’s promising potential as a foundational resource to alleviate teacher workloads and reduce burnout, while underscoring the irreplaceable role of human creativity and pedagogical judgment.

Primary research question

How do AI- and PST-generated social studies lesson plans compare in quality when blind evaluated by social studies teacher educators?

What the research builds on

Many teacher preparation programs (TPPs) seek to develop pre-service teachers’ (PSTs) capacity for generating high-quality lesson plans. Some schools even require teachers turn formal lesson plans into their administration (Baeder,n.d.). As curricular-instructional gatekeepers, teachers should and do possess at least some level of control over how curricular standards are transformed into educational experiences in the classroom. This responsibility is perhaps even more acute in the context of social studies education, as social studies teachers carry the additional responsibility of deciding timeless issues tied to the social studies curriculum: whose history is taught, how, and to what end. In an era increasingly defined by fear and defensive teaching in response to so-called “divisive issues” legislation passed throughout the United States (Kaka et al., 2024), social studies teachers’ responsibility to design lessons characterized by inclusivity, equity, and the pursuit of justice has become even more crucial. At the same time, however, teachers have only so many hours in the workday, and lesson planning presents non-trivial demands on their cognitive and temporal resources, possibly detracting from other vital elements of their job.For instance, taking the time to construct whole lesson plans in the way taught in many TPPs may draw time and band-width away from providing timely, thoughtful feedback, a crucial part of quality, equitable teaching and learning.Electing to bring some of that work home, as many do, presents the added risk of teacher burnout. Machine learning tools, often referred to as artificial intelligence (AI), may hold promise for bootstrapping teachers’ pedagogical expertise to provide quality lesson plans while also cutting down on the cognitive and temporal demands of lesson planning, as well as mitigating constraints related to institutional resources like time and mate-rials, freeing teachers up to focus more on students and providing quality feedback.

What the research adds to the discussion

This study offers empirical evidence to help ground conversations emerging around the nascent topic of AI use in social studies education. Our findings provide important insights into how AI-generated lesson plans compare in quality to those created by PSTs at the end of their undergraduate preparation program. While others, such as Clark and van Kessel (2024), questioned the pedagogical utility of AI-generated lessons, the findings of this study complicate that position. We found that in nearly every dimension evaluated (coherence, clarity, alignment of objectives and assessments, and integration of inquiry), participants rated the AI-generated lesson plans higher than those created by PSTs. It is worth reminding readers that seasoned teacher educators provided these rating. These results suggest that at the very least, AI offers a strong starting point for lesson planning and may reduce some of the cognitive and temporal burdens that contribute to teacher burnout. We entered this work through a technoskeptical lens (Krutka & Carpenter, 2017; Selwyn, 2019), critically questioning the efficacy and appropriateness of integrating technological innovations such as generative AI into educational contexts. While we anticipated AI would be markedly constrained in its ability to replicate the relational, contextual, and human-centered practices central to social studies education, our data pushed us to a more nuanced framework that better reflects our findings. In line with the TPACK framework (Mishra & Koehler, 2006), our findings suggest AI holds particular affordances for the procedural aspects of teaching—such as organizing content, sequencing instruction, and aligning objectives with assessments—which PSTs still struggle to master. The AI-generated lessons demonstrated strengths in clarity and structure, offering practical, teachable materials many participants said they would prefer to use in their own classrooms. PST-created lessons were often more creative and contextually rich, especially in fostering historical nuance and critical thinking. While AI-generated lessons included inquiry elements, they were frequently described as surface-level or formulaic. The PST-created lessons, though inconsistently executed, occasionally achieved deeper engagement through primary source analysis and complex essential questions. This points to a central paradox: AI was better at the technical elements of lesson planning, but human teachers brought more depth and creativity when those elements were present. These findings raise interesting questions about how we use technology in education. Indeed, these questions high-light timeless issues in education through a contemporary lens. Like SmartBoards, projectors, Google Docs, and the many other technological innovations that have populated classrooms over the decades, every technology always carries both affordances and constraints (Koehler & Mishra, 2009; Mishra & Koehler, 2006). The key is to use technology for the things it does better and/or more efficiently than humans, and leave creative processes to human thinking and feeling. In the case of this study, AI proved better thanPSTs at the procedural work of lesson planning (e.g. follow-ing a lesson design sequence, keeping the lesson flow clear and organized, aligning objectives and assessment). When it came to the consequential work of lesson planning, however, the human PSTs outperformed AI (e.g. identifying and designing opportunities for higher-order thinking and deeper engagement). One reason for this maybe a lack of quality social studies lesson plans available online for AI platforms to metabolize into plans they generate in response to a prompt. Or, on the flip side, and possibly more the case, it may not be a lack of quality but rather a preponderance of the kind of low-quality lessons aligning to the kind of deskilled teaching bemoaned in the social studies education field for decades. In any case, this study offers another early jumping-off point for future research into how social studies education might integrate AI and other emerging technologies. This research underscores AI’s potential to significantly alleviate teacher workloads and address the increasingly urgent issue of teacher burnout (Steiner et al., 2022; Walker,2021). Given the cognitive and temporal demands associated with lesson planning, integrating AI could free teachers from routine planning tasks, thus allowing them to focus more intensively on relational, creative, and more pedagogically complex tasks. AI-generated plans could also effectively fulfill these administrative requirements for schools requiring teachers submit formalized lesson plans, thus reducing unnecessary cognitive and temporal burdens on teachers. Reallocating teacher attention toward aspects of teaching that uniquely benefit from human insight, such as formative assessment, differentiated instruction, culturally responsive teaching, and building strong teacher-student relationships, could significantly enhance educational out-comes and teacher satisfaction. Nevertheless, perhaps the most crucial consideration arising from our findings pertains to the implications for teacher education: Should PSTs continue investing significant instructional time in learning traditional lesson planning when AI demonstrates substantial competence in this domain? On the one hand, dedicating precious instructional resources to teach-ing a skill that AI can perform proficiently may seem redundant. On the other hand, engaging PSTs deeply in the lesson design process may hold intrinsic educational value, fostering critical pedagogical skills and deeper content knowledge. It is also important to recognize that the lesson plans created byPSTs in this study were generated at a specific point in their professional development trajectory. All were created and taught during student teaching, which was their final semester in their undergraduate TPP. Anecdotally, it is also well-documented that many experienced teachers rarely produce formal lesson plans in daily practice, opting instead for abbreviated plans or adaptive teaching strategies responsive to real-time classroom dynamics. Given these considerations, a potential pathway forward for TPPs could involve reorienting instruction to combine lesson-planning pedagogy with critical engagement withAI-generated resources. TeachingWorks (n.d.) emphasizes that successful novice teachers are those adept at selecting and adapting existing instructional materials rather than creating lessons entirely anew. Leveraging AI-generated lesson plans as “objects to think with” could facilitate PSTs’ pedagogical judgment, allowing them to critically analyze, refine, and adapt materials, thereby building deeper pedagogical insights and professional acumen. Moving forward,AI-generated lesson plans may serve as valuable objects to think with in TPP classrooms, allowing PSTs to engage in critique, modification, and thoughtful adaptation. In this way, AI becomes not a substitute for teacher judgment but a catalyst for its development.

Novel methodology

The study leveraged Ph.D.-holding social studies teacher educators as expert evaluators to provide a rigorous, blinded expert review of the phenomena under study.

Implications for society

While this study highlights the promise of AI to aid teachers in their day-to-day work, it also highlights a timeless tension: Whenever teachers get a firm handle on their work and become better and more efficient at it, schooling institutions are rarely content to leave them be, often preferring to fill any time teachers gain back through the use of technology with new tasks. We hope this will not be the case with AI, but generations of research on educational technology casts doubt on this prospect of teachers leveraging technology to achieve greater balance in their personal and professional lives.

Implications for research

This study adds to the limited, nascent work being done on AI in education and in social studies education more specifically.

Assoc. Prof. Sarah J. Kaka, Department of Education, Ohio Wesleyan University

Kaka, S. J., & Kessner, T. M. (2025). Bots and beginners: A comparative study of AI- and PST-generated social studies lesson plans. Journal of Social Studies Research, 0(0). https://doi.org/10.1177/0885985X251385910

Journal of Social Studies Research (2025)

�� Offers Military Tuition Rate Starting Spring 2026

patenaude — Fri, 14 Nov 2025 13:11:20 +0000

�� Offers Military Tuition Rate Starting Spring 2026 patenaude Fri, 11/14/2025 - 08:11

New Professor Brings Gaming Expertise to the School of Education

dreessen — Mon, 27 Oct 2025 22:44:57 +0000

New Professor Brings Gaming Expertise to the School of Education dreessen Mon, 10/27/2025 - 18:44

Education Faculty Member Publishes STEM Curriculum Guide for Elementary Teachers

cobrien — Wed, 22 Oct 2025 13:02:47 +0000

Education Faculty Member Publishes STEM Curriculum Guide for Elementary Teachers

Wednesday, October 22, 2025

cobrien Wed, 10/22/2025 - 09:02

School of Education News

Dr. Peter Kalenda, Assistant Professor in the Ella Cline Shear School of Education at ��, has published a curriculum guide through Knight Scholar that transforms the popular Picture-Perfect STEM book series into an accessible Next Generation Science Standards (NGSS)-aligned resource for elementary educators. The "Picture Perfect STEM: NGSS Science Standards Alignment Guide" & book series represent a significant contribution to elementary STEM education, offering teachers a research-based approach that integrates high-quality children's literature with hands-on science, technology, engineering, and mathematics instruction for grades K-5.

Working in collaboration with the original Picture-Perfect STEM authors Emily Morgan and Karen Ansberry, Dr. Kalenda developed this guide to support pre-service teachers and practicing educators in planning effective, inquiry-based STEM lessons. The comprehensive resource aligns all lessons from the eight-book Picture-Perfect STEM series with NGSS standards and provides embedded links to Milne Library ebooks for easy access. Each lesson follows the constructivist 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate), incorporates two children's storybooks, includes STEM at-home connections, and concludes with performance assessments. What began as a tool to support Geneseo students with lesson planning has now gained national recognition—the original authors currently distribute Dr. Kalenda's guide at their National Science Teaching Association (NSTA) professional development workshops as their official NGSS alignment resource.

The curriculum guide addresses a critical need in elementary education by making NGSS-aligned curriculum accessible. The curriculum guide is freely available to Geneseo students, practicing teachers, and homeschool parents seeking to supplement their STEM curriculum.

Navigating “Divisive” Issues in Social Studies Education: Practical Guidance forTeachers

patenaude — Thu, 09 Oct 2025 17:56:58 +0000

Navigating “Divisive” Issues in Social Studies Education: Practical Guidance forTeachers

Thursday, October 9, 2025

patenaude Thu, 10/09/2025 - 13:56

Assistant Professor Taylor Kessner (��/Matt Burkhartt)

Taylor Kessner

Summary

This article aims to offer social studies teachers a toolbox with which they may more effectively navigate this challenging landscape while continuing emphasize meaningful and inclusive education.

Abstract

Main research question

What knowledge and skills do social studies teachers need to successfully navigate the emerging educational landscape amidst educational gag orders?

What the research builds on

Social studies classrooms and curricula have long been localized battlegrounds of broader cultural and political conflicts (Nash et al., 2000). These proxy conflicts—about what counts as history and whose history is taught to whom and why—have more recently evolved from brushfire conflicts to full-scale hot wars as local and state governmental actors have become more involved. Several state legislatures have introduced restrictions on teaching race, gender, and identity and increased demands for transparency in instructional content. More recently, in a 2024 executive order, President Donald Trump issued an executive order prohibiting governmental support for diversity, equity, inclusion, and justice efforts. The stakes for educators have never been higher. Despite often agreeing students should grapple with contested issues during their time spent in the schoolhouse, even liberal, progressive educators have long debated how best to help students confront this controversial or “difficult” content, a conversation often pivoting on the tension between Progressivism and Social Reconstructionist aims. John Dewey (1916) argued curricula should emerge from learners’ lived experiences and interests, cultivating habits of democratic deliberation through inquiry that begins with students’ own questions. George Counts (1932) contended schooling must go further, citing the need to explicitly challenge inequitable power structures and prepare young people to reconstruct society in ways that center justice and equity. Together, these perspectives suggest a complementary pedagogy: teachers might launch an inquiry with student-generated questions (honoring Dewey), then scaffold analysis of primary sources that illuminate structural inequities and invite civic action (advancing Counts). Recent scholarship on teaching controversial issues affirms that an approach rooted simultaneously in student voice and social critique can foster both engagement and democratic agency (Barton & Levstik, 2004; Hess & McAvoy, 2015).

What the research adds to the discussion

This article aims to offer social studies teachers a toolbox with which they may more effectively navigate this challenging landscape while continuing emphasize meaningful and inclusive education. We curated the recommendations we make in this article by drawing on our own recent research with hundreds of teachers navigating their craft in states that had recently either implemented so-called “divisive-issues” legislation or had made meaningful progress towards doing so. We orient our recommendations around three things the teachers we spoke with said they needed most amidst the tumult legislators have introduced into their districts, schools, and classrooms: institutional support, concrete classroom strategies, and personal and professional supports.

Implications for society

Teaching social studies in the current climate requires courage, adaptability, and a commitment to fostering critical thinking and civic engagement. By understanding the legal landscape, employing thoughtful instructional strategies, and building professional resilience, educators can continue to inspire and educate their students while navigating the challenges of the culture wars. Together, we can ensure social studies classrooms remain spaces for inquiry, dialogue, and growth. As schools face increasing pressures from legislation and public scrutiny, the role of social studies teachers becomes ever more vital. By implementing the strategies outlined above and advocating for robust teacher preparation, educators can continue to uphold the core mission of social education: to prepare students for thoughtful, engaged citizenship in a diverse democracy.

Assoc. Prof. Sarah J. Kaka, Department of Education, Ohio Wesleyan University; Assoc. Prof. Anthony Tuf Francis, Oakland University; Assoc. Prof. Katrina Kennett, Montana University Western

Kessner, T. M., Kaka, S. J., Francis, A. T., and Kennett, K. (2025). "Navigating “divisive” issues in social studies education: Practical guidance for teachers," The Councilor: A National Journal of the Social Studies, 88(2), 1-11. Available at: https://thekeep.eiu.edu/the_councilor/vol88/iss2/2

The Councilor: A National Journal of the Social Studies (2025)

Interaction of avatar identity and opportunities to practice historical reasoning in a history videogame

patenaude — Thu, 09 Oct 2025 14:20:12 +0000

Interaction of avatar identity and opportunities to practice historical reasoning in a history videogame

Thursday, October 9, 2025

patenaude Thu, 10/09/2025 - 10:20

Assistant Professor Taylor Kessner (��/Matt Burkhartt)

Taylor Kessner

Article title

"Interaction of avatar identity and opportunities to practice historical reasoning in a history video game: A quantitative ethnography"

Summary

The authors leverage a novel methodological approach to study the made-for-school video game, Mission US, to find stark differences in how students are invited to think like historians based on avatar identity.

Abstract

The authors build on prior research suggesting the made-for-school, history-oriented video game Mission US offers entry-level opportunities for students to practice “thinking like historians”—a phrase the game uses to indicate key historical reasoning and thinking skills. Methods We leverage quantitative ethnography (QE) and epistemic network analysis (ENA) to examine how these opportunities co-occur. Findings We find significant differences between two groups of game missions focusing on different historical time periods with different player characters. One group appears to focus more heavily on historical thinking and reasoning, while a second appears to constrain historical thinking and reasoning to a function of protagonists’ marginalized identities. Further exploration of these differences revealed the game’s developers appear to have designed an ideological game world that positions White avatars to more freely engage in historical thinking and reasoning practices, while Black, Brown, and Indigenous avatars are substantively constrained in doing so. Contribution This study illustrates the power of QE and ENA to uncover hard-to-see aspects of the ideological worlds baked into teaching and learning environments, especially those potentially harmful to young people’s capacity to see themselves within disciplinary Discourses.

Main research questions

1. To what extent do opportunities to engage in historical reasoning connect with one another across the gameplay experience within missions?

2. Do differences exist between missions for opportunities to engage in connected historical reasoning practices?

3. What design elements of the missions support connected opportunities to engage in historical reasoning practices throughout game play?

What the research builds on

Well-designed video games are excellent learning environments, offering learners the opportunity to try on new identities and use new skills and perspectives. While most games developed explicitly for learning purposes focus on STEM topics, at least one made-for-school video game, Mission US, has had some success in history and social studies classrooms. The history-oriented videogame Mission US offers entry-level opportunities for students to practice “thinking like historians”—a phrase the game uses to indicate key historical reasoning and thinking skills.

What the research add to the discussion

Video games are design artifacts, as much a product of the time in which they are made as they are about the topics on which they focus. This complex interaction between intention and hidden biases can result in games telling untold, sometimes difficult to uncover stories about history and the world. In this case, we uncovered a hidden story about who can think historically and who does not, with the game biasing historical thinking skills for White player characters and backgrounding them for player characters of color.

Novel methodology

The authors drew on components of Quantitative Ethnography to conduct an Epistemic Network Analysis of the choices players make in the game. This approach allowed us to look at over 3,000 data points in context, a feat at best very difficult to achieve with traditional qualitative methods.

Implications for society

Being more aware of how the design choices people make around the design of learning experiences better positions teachers and learners to think critically about the ways of knowing and the knowledge we reproduce.

How the research may affect future research

The innovative use of Quantitative Ethnography and Epistemic Network Analysis offers a new way of looking at video games, specifically their design.

Jenn Scianna, Ph.D. candidate, School of Edu., University of Wisconsin—Madison; Assoc. Prof. Lauren McArthur Harris, Mary Lou Fulton College of Teaching & Learning Innovation, School of Historical, Philosophical, & Religious Studies, Arizona State U.

Kessner, T. M., Scianna, J., & Harris, L. M. (2025). Interaction of avatar identity and opportunities to practice historical reasoning in a history videogame:A quantitative ethnography. Journal of the Learning Sciences, 1–38. https://doi.org/10.1080/10508406.2025.2544622

Journal of the Learning Sciences

School of Education

School of Education Names New Dean

James Oigara Leads Workshop for Teaching with Primary Sources

Can ChatGPT Make Quality Social Studies Lesson Plans? The Answer Surprised Us

Summary

Abstract

Main research questions

What the research builds on

What the research add to the discussion

������ Celebrates 2025 Enrollment Gains

Bots and Beginners: AI- and PST-Generated Social Studies Lesson Plans

Summary

Abstract

Primary research question

What the research builds on

What the research adds to the discussion

Novel methodology

Implications for society

Implications for research

������ Offers Military Tuition Rate Starting Spring 2026

New Professor Brings Gaming Expertise to the School of Education

Education Faculty Member Publishes STEM Curriculum Guide for Elementary Teachers

Navigating “Divisive” Issues in Social Studies Education: Practical Guidance forTeachers

Summary

Abstract

Main research question

What the research builds on

What the research adds to the discussion

Implications for society

Interaction of avatar identity and opportunities to practice historical reasoning in a history videogame

Article title

Summary

Abstract

Main research questions

What the research builds on

What the research add to the discussion

Novel methodology

Implications for society

How the research may affect future research

�� Celebrates 2025 Enrollment Gains

�� Offers Military Tuition Rate Starting Spring 2026