Kelly R. Maguire, EdD Scott W. Greenberger, EdD doi: 10.9743/JSE.2021.4.1.1 With the completion of Volume 4, Issue 1, the journal has now published 48 articles, involving 73 different scholars affiliated with 14 different institutions. We have published innovative manuscripts, such as reflective essays, community engagement portfolios, and professional profiles, as well as standard empirical articles. In…Continue Reading Editorial
Preparing Pre-service Teachers for Teaching Post-Pandemic: Reflections on How to Adapt Microteaching
Kelly R. Maguire Grand Canyon University doi: 10.9743/JSE.2021.4.1.2 The purpose of this reflective practice was to explore the unexpected revelation that following the completion of my doctoral journey during the pandemic, my future teaching approach would need to change. The identified problem was the unexpected revelation that I did not know how I would adapt…Continue Reading Preparing Pre-service Teachers for Teaching Post-Pandemic: Reflections on How to Adapt Microteaching
A 23-year Veteran University Faculty Member’s Transition from Ground to Synchronous Online Classroom during the Global COVID-19 Pandemic
Cindy Seminoff Grand Canyon University doi: 10.9743/JSE.2021.4.1.3 This article is an example of a 23-year veteran university faculty member’s reflective practice which took place during the COVID-19 pandemic. The pandemic forced educational institutions to immediately move to e-learning which impacted instructors in all levels of education. Numerous challenges to overcome such as maintaining student engagement, coping…Continue Reading A 23-year Veteran University Faculty Member’s Transition from Ground to Synchronous Online Classroom during the Global COVID-19 Pandemic
Transitioning from Face-to-Face Instruction to Asynchronous vs. Synchronous Platforms: Lessons from COVID-19
Stephanie West Grand Canyon University doi:10.9743/JSE.2021.4.1.4 This reflective paper examines the issues involved in moving from in-person college instruction to either an asynchronous or synchronous online course. The primary focus of this paper was the issues and challenges school systems across the United States faced when the COVID-19 caused nationwide school closures. The transition from…Continue Reading Transitioning from Face-to-Face Instruction to Asynchronous vs. Synchronous Platforms: Lessons from COVID-19
A Critical Reflection to Improve Diversity, Equity, and Inclusion in the Classroom
Amy Anderson Spokane Community College Gonzaga University Whitworth University doi: 10.9743/JSE.2021.4.1.5 The purpose of this reflective practice was to critically examine an unexpected revelation that I did not have the skills needed to effectively teach in a diverse classroom. As a communication studies instructor at the community college and university level, I teach students from various…Continue Reading A Critical Reflection to Improve Diversity, Equity, and Inclusion in the Classroom
Community Engagement in a School of Education
Debora Scheffel Colorado Christian University Renee Lizcano Colorado Christian University doi: 10.9743/JSE.2021.4.1.6 A School of Education has a unique opportunity to engage with their local and larger communities. This paper details how one School of Education within a private, religious university works to serve and learn from others through three different initiatives. These include: serving in…Continue Reading Community Engagement in a School of Education
Student Inspirational Posting as a Low-Stakes Intervention to Reduce Test-Anxiety
Filippo Posta Estrella Mountain Community College Elizabeth Valenti Grand Canyon University doi: 10.9743/JSE.2021.4.1.7 Test-anxiety is a common issue in education often connected with academic underachievement. This study attempted to alleviate test-anxiety through student-written inspirational messages projected on the classroom wall during the final exam. We recorded test-anxiety scores from 226 students before the exam and assessed…Continue Reading Student Inspirational Posting as a Low-Stakes Intervention to Reduce Test-Anxiety
Don’t Wait…Collaborate!
Alli Schilling Grand Canyon University Marnie C. Davis Grand Canyon University Lisa A. Duryee Grand Canyon University Helen G. Hammond Grand Canyon University doi: 10.9743/JSE.2021.4.1.8 Collaboration is encouraged in workplaces, but there are often barriers to working together to meet organizational goals. In higher education, faculty have obligations to students, leadership, and other departments that may…Continue Reading Don’t Wait…Collaborate!
Personality Type and Motivation to Play MMO Games
Daniel Kaufmann Grand Canyon University doi: 10.9743/JSE.2021.4.1.9 Massively Multiplayer Online Role-Playing Games (MMORPGs) consist of many qualities which relate to the World Health Organization’s decision to identify Video Game Disorder as a defined mental health condition. While structural characteristics can determine the routine patterns of behavior a player may demonstrate, other factors are often involved in…Continue Reading Personality Type and Motivation to Play MMO Games
Reflective Practice: Digging into EdTech Tools–The Application of Edpuzzle in Online Higher Education
Megan K. Neel Grand Canyon University Candace M. Duffy Grand Canyon University Remilyn Mueller Grand Canyon University doi: 10.9743/JSE.2021.4.1.10 In this article, three online full-time faculty members collectively reflect on their teaching practices and overall purpose, which is to proactively engage students, and set them on the path to long-term success. Faculty considered EdTech applications…Continue Reading Reflective Practice: Digging into EdTech Tools–The Application of Edpuzzle in Online Higher Education