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Volume 7: Issue 2, November 2024

Editorial: The Heart of Learning: Embracing Change in Education With Empathy and Innovation Thomas D. Dyer, PhD Grand Canyon University, Editor-in-Chief JSE doi: 10.9743/JSE.2024.7.2.1		The educational landscape is experiencing a period of transformation, shaped by advancements in technology, shifts in student demographics, and the ever-growing emphasis on well-being and inclusivity. As we navigate these changes, it is essential to reflect on the trends driving the evolution of pedagogy and institutional practices. According to Mowreader (2023) faculty and administrators are grappling with how to best implement technological tools while maintaining student engagement and academic integrity. One prominent examp0le is the increased use of artificial intelligence (AI) in both administrative tasks and instructional design. While AI has the potential to streamline processes, it also brings challenges in ensuring ethical use and maintaining human-centered teaching. In an era where AI is rapidly transforming the educational landscape, one thing remains constant: good teaching, at its core is social. While AI offers new tools and possibilities, it does not replace the fundamental elements that define effective education. Editorial
Leveraging Social Media in The College Classroom Stephanie West, EdD Grand Canyon University Katie Archer Olson, EdD Alaska Pacific University Rick Holbeck, MEd Grand Canyon University doi: 10.9743/JSE.2024.7.2.2		This paper explores the integration of social media platforms into higher education to enhance student engagement, foster collaboration, and promote meaningful learning experiences. Drawing upon a comprehensive review of existing literature, empirical evidence, and practical insights, the study investigates the implementation of various social media projects within educational contexts. The research examines the effectiveness of diverse social media initiatives, including infographics, memes, blog posts, TikTok-style public service announcements, and podcast scripts, in facilitating student learning and participation. Moreover, the paper identifies key challenges encountered during the integration process, such as technical hurdles, alignment with course objectives, and ethical considerations, and proposes strategies for addressing theses challenges. Additionally, the study explores promising future directions for refining the use of social media in education, including integrating emerging technologies, evolving pedagogical approaches, and prioritizing ethical considerations. Through a reflective analysis of successes, shortcomings, and lessons learned, this paper provides valuable insights for educators, instructional designers, and educational policymakers seeking to leverage social media effectively in higher education. Ultimately, the research contributes to a deeper understanding of the role of social media in promoting student engagement, facilitating learning, and shaping the future of education in a digital age. Keywords: social media, higher education, student engagement, educational technology, pedagogical approaches, digital literacy, social media integration Abstract and Paper
Spiritual Resilience: Navigating College Stress with Religious Support Magen Branham, PhD Grand Canyon University Elizabeth Valenti, PhD Grand Canyon University doi: 10.9743/JSE.2024.7.2.3		This study examines the relationship between religious support and stress in college students, focusing on the challenges of the college transition period. The research explores the potential role of religious support in mitigating stress, building on previous findings linking religiosity to coping skills and well-being. Incorporating a convenience sample (N=188) of college students from a private Christian University who identified as religious, the study employed a bivariate Pearson r correlation to examine the relationship between religious support and stress. Results revealed a negative relationship between the variable and highlighted the significance of religious support in alleviating stress during the critical college transition phase. The findings contribute to understanding the potential benefits of incorporating religious and spiritual factors in stress-reduction interventions for college students, emphasizing the importance of addressing stress for overall well-being and academic success. Keywords: religious support, stress, college students, college transition, coping skills, well-being Abstract and Paper
Effective Teaching as Described by Teachers who Are Also Doctoral Students: A Qualitative Descriptive Study Kelly R. Maguire, EdD Grand Canyon University Amy M. Anderson, EdD Spokane Community College doi: 10.9743/JSE.2024.7.2.4		Teachers' roles in their students' lives cannot be underestimated because they impact students in various ways. However, what makes a good teacher is often based on personal perspectives and values, making it subjective. This qualitative descriptive study sought to explore how teachers, who are also students or recent graduates of a teaching and learning doctoral degree program, define effective teaching and describe the characteristics of effective teachers. Data were collected using semi-structured, conversational interviews. The findings revealed that effective teachers exemplify three characteristics: rapport, communication, and passion. Recommendations for practitioners and future research are included. Keywords: effective teaching, teachers, students, rapport, communication, passion Abstract and Paper
Improving Alcohol Use Screening on A University Campus with AUDIT-C: A Reflective Practice Report Jamie Sutton, DNP, MSN-Ed, RN, CNEcl Grand Canyon University doi: 10.9743/JSE.2024.7.2.5		The purpose of this reflective practice was to explore why alcohol use disorder (AUD) was not being routinely assessed when patients visited primary care center on a large Christian university campus in central Arizona. As a nursing instructor at this university, I was confident that alcohol consumption occurred among the patients seen at the college's healthcare center because of the acceptance of its nature in American college culture. On several occasions, I read anonymous prayer requests on campus from young adults reaching out for help with their use of alcohol and other substances. Even though the university's campus is a dry campus where alcohol is prohibited, there are still opportunities to obtain it, which can lead to AUD. Alcohol use can cause negative consequences that can permanently change someone's life. Early identification allows those with AUD to have the choice to make healthier decisions. This reflection process includes quantitative data from implementing the World Health Organization's (WHO) Alcohol Use Disorders Identification Test-Concise (AUDIT-C) on this university campus and recommendations for future practice, policy, and research. The data analyzed the comparison and implementation groups, and chi-square tests were used. The results indicated there was a statistically significant improvement in AUD identification rates X2(1, N=991) =42.97, p=.001. Keywords: AUD, WHO, AUDIT-C. Lewin's change model adults. university, Dewey, reflection Abstract and Paper
A Reflective Account of Character-Based Professional Learning in Higher Education Ashley Brandon, EdD Grand Canyon University Emily Farkas, MAEd Grand Canyon University doi: 10.9743/JSE.2024.7.2.6		This manuscript will reflect on the planning and development of professional learning opportunities provided to diverse university stakeholders on character education and virtue formation. While reflecting on the approach to the project, planning logistics and content development are explored explicitly. An evaluation exploring training modalities, attendance, arrangement, and feedback were used to gain insight and guide the authors in their reflective practice. The reflective narrative and evaluation of ideas led to a decision about the factors that aided the project's implementation. In future professional learning opportunities, determining attendees' prior knowledge of the content and additional internal support for communication and development plans is key. While evaluating how to implement professional learning opportunities focused on character, the planning and development process were explored; in coming to a decision, the reflective criteria of responsibility, open-mindedness, and wholeheartedness were focal points. Keywords: reflection, readiness attitudes, planning, professional learning opportunities, planning and development Abstract and Paper
Support Needs for Students with Autism Spectrum Disorder Beyond University Accommodations: Enhancing Educator Awareness--A Literature Review Catherine Hallam, MA, MEd Grand Canyon University Jennifer Young, PhD Grand Canyon University Kim Koranda Grigg, PhD Grand Canyon University Lisa Schenk, MA Grand Canyon University Hannah Cilliers, Undergraduate Student Grand Canyon University Zarren Hattery, Undergraduate (Posthumous) Grand Canyon University doi: 10.9743/JSE.2024.7.2.7		This literature review explores the needs of students with autism spectrum disorder (ASD) in higher education while underscoring the gap in awareness of the required support for student success. Examining current research, this review identifies both the social and academic challenges faced by students with ASD, including mental health concerns, and the necessity for tailored support and training mechanisms. It emphasizes the need for enhanced educator awareness and institutional readiness to accommodate the needs of students with ASD. Recommendations include inclusive environments in higher education to improve academic outcomes for students with ASD. Keywords: autism spectrum disorder, students with ASD, post-secondary educator, higher education accommodations Abstract and Paper
Pedagogical Pivot: Reflecting on Alternating Between Higher Education and K-12 Teaching Elizabeth Lemster, EdD Peoria Unified School District doi: 10.9743/JSE.2024.7.2.8		The purpose of this reflective practice was to explore the strategies that helped me with the daily transition between teaching higher education and K-12. Reflectiveness and adaptability are critical characteristics of any effective teacher, especially in today's ever-changing educational landscape. The need for a reflective approach and a purposeful call to action came to me as I completed my first few weeks in a middle school classroom after having taught in higher education for five years. When stepping back into the K-12 classroom, I recognized the need for a vastly different instructional approach than the one I had used in my previous five years of working with adult learners. Through the reflective process, I identified the strategies that helped me make and sustain this transition. I learned that my mindset and instructional approaches are constantly in flux and that I have to make this daily shift in an intentional and impactful manner. This reflective manuscript details my experiences navigating the differences between the two student populations I serve daily. Keywords: reflection, pedagogy, andragogy, differentiation, classroom management communication style Abstract and Paper

Online Publication Date: November 30, 2024

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