SCOE OER

Dr. Linda Dale Bloomberg

Project Title: Critical Qualitative Research: Underlying Philosophy, Foundational Principles, and Application to Dissertation Research

Project Type: Guide

Description: “Critical Qualitative Research: Underlying Philosophy, Foundational Principles, and Application to Dissertation Research” was conceptualized and designed as a practical guide that explores the various detailed facets of this research approach, providing detailed and clear explanations and examples, and shedding light on all relevant theoretical, practical, and ethical elements that apply to dissertation research. This resource also includes multiple additional cutting-edge readings and interactive video clips to support those interested in learning more about the many applications of critical qualitative research.

Dr. Belle Booker-Zorigian

Project Title: A Series of Advanced Statistics Support Videos for Doctoral Students and Faculty

Project Type: Videos

Description: The Advanced Statistics video series will include 7 video lessons and SPSS tutorials focused on the following analyses techniques:

Dr. Maggie Broderick

Project Title: Servant Scholarship

Project Type: Booklet

Description: This Open Education Resource (OER) is designed to guide emerging scholars as they embark toward participation in the broader scholarly community. Many doctoral students, in particular, have questions about approaching and pursuing scholarly publications and presentations, collaborating with others, and finding their place in academia. The content of this booklet centers around the guiding principle and mindset of Servant Scholarship. A framework for Servant Scholarship that builds on established literature on the notion and practice of Servant Leadership is presented. Theoretical and practical guidance on participating with this framework in mind are presented to help scholars understand their roles in academia and choose a rewarding path. The metaphor of weaving a tapestry is utilized throughout to represent how individuals and groups of scholars contribute to lasting products and processes in academia over time.

Dr. Joy Kutaka-Kennedy

Project Title: Integrating Mindfulness into Your Professional Practice: Centering in an Uncentered World

Project Type: Presentation

Description: This presentation explores the practice of mindfulness for teachers. The rationale for this practice is explored for teachers to become more productive, more effective, and happier. Happier teachers create classrooms where students learn better. By practicing mindfulness, teachers can create and sustain positive environments in which students can thrive. A Mind Body meditation is included as the author leads viewers through a centering exercise.

Dr. Carrie Lloyd

Project Title: A Series of Statistics Support Videos for Introduction to Statistics Doctoral Students and Faculty

Project Type: Videos

Description: The Introduction to Statistics video series will include 7 video lessons and SPSS tutorials focused on the following analyses techniques:

Dr. Mark Edward Ryan

Project Title: The Enduring Legacy: Structured Inequality in America's Public Schools

Project Type: Textbook

Description: Enduring Legacy, a peer-reviewed publication by the University of Michigan Press, provides the teacher candidate a historical, political, and pedagogical context for not only to comprehend the nature of racial segregation, but as future educators understand their professional responsibility both in the community and in the school to strive for an integrated classroom where all children are given a chance to succeed. Moreover, the pedagogical components of the book provide teachers candidates a resource from which to build learning maps and lesson plans with enhanced awareness, knowledge, and cultural competence to begin to transform their classes from islands of racial isolation to welcoming places of inclusion, which promote both social growth and academic development.

Dr. Cynthia Sistek

Project Title: Action Research Road Map and Guidebook OER

Project Type: Guidebook, Replacement Textbook

Description: This Open Educational Resource (OER) provides an accessible, comprehensive, and interactive guidebook for conducting Action Research. This resource is intended to replace the currently required textbook, by reducing costs for graduate students while enhancing the accessibility and customization of content tailored to the Master of Arts in Social-Emotional Learning (MA SEL) program. The OER will be freely available through OER Commons and National University’s Institutional Repository, making Action Research methodology accessible to a broader audience of educators, researchers, and students.

Dr. Torrence Temple

Project Title: The Eduneering Initiative

Project Type: Textbook

Description: The Eduneering Initiative, a guidebook specifically built to support a 3-course OER-funded program at National University, empowers teachers with tools from neuroscience, storytelling, and AI to reclaim student engagement. It emphasizes immersive, emotionally resonant, and cognitively optimized instruction. Central to the program is the “Omnidoc,” a 24/7 digital hub promoting equity through ubiquitous learning. The Initiative advances teacher ideation without dependency, reshaping educators into designers of transformative, accessible, and culturally responsive learning experiences driven by creatively constructed story-based narratives.

Dr. Nilsa J. Thorsos, Dr. Mark Ryan, Dr. George Tin Cho Cheung

Project Title: An American Paradox: A Monolingual Nation in a Plurilingual World Vol I

Project Type: Textbook

Description: American Paradox combines professional expertise with advanced writing tools to streamline creativity and enhance engagement. The editors skillfully integrated traditional methods and modern technologies—such as spell check, thesauruses, AI prompts, n-gram analysis, and Smart Art—to achieve clarity, precision, and structure while crafting a unified and compelling narrative. The book delivers accessible insights into the latest neurolinguistic research, particularly its application to lesson planning, alongside strategies to nurture inclusive and supportive learning environments. It highlights how improved communication through teachers learning their students' language can enhance educational outcomes. By embracing plurilingualism, educators can pave the way for equal opportunity and equity in meeting diverse student needs. Designed for K-12 teachers and teacher candidates, the book serves as a roadmap to address the shortcomings of American language education while advocating for progressive policies to bridge those gaps. It calls for a new generation of multilingual educators to foster hope, inclusion, and positive connections with millions of public school students by sharing the experience of plurilingualism. As the book suggests, teachers who understand their students' languages can build rapport and foster enriched interactions, emphasizing the undeniable benefits of multilingual comprehension.

Dr. Nilsa J. Thorsos, Dr. Mark Ryan, Dr. George Tin Cho Cheung

Project Title: An American Paradox: A Monolingual Nation in a Plurilingual World Vol II

Project Type: Textbook

Description: The American Paradox includes two volumes. In Volume I, The American Paradox describes how the paradox lies in the nation's persistent commitment to monolingual language policies despite its foundation as a land of immigrants enriched by linguistic and cultural diversity. Volume II provides a rationale for understanding the American Paradox and explores this contradiction more deeply by examining how the dominant emphasis on English-only education continues to shape policy and practice, even as research in neuroscience (Alexander, Aragón, Bookwala, Cherbuin, Gatt, Kahrilas, & Styliadis, 2021) and history highlights the benefits of embracing plurilingualism. The editors of American Paradox have chosen to embrace the newest technologies to create the most up-to-date resource for teacher candidates and educators in the field. Editors today are greatly assisted by an advanced array of tools that optimize both creativity and organization, ensuring their work evolves into coherent and polished content that is both insightful and accessible. At the forefront are AI engines, transformative resources that analyze content, offer real-time suggestions, and ensure alignment with intended audiences. These engines, powered by natural language processing, identify inconsistencies in tone, structure, and flow while proposing enhancements to maximize pedagogical impact.

Dr. Gary Walker-Roberts

Project Title: Creating an Inclusive Learning Environment for LGBTQIAA+ Individuals

Project Type: Study Guide, Replacement Textbook

Description: The OER white paper project Dr. Gary embarked on covered the following topics: LGBTQIAA+ key terms, gender nonconforming brief history, and gender nonconforming issues in online education contributing to attrition rates. The purpose of the educational white paper, with practice materials, is to serve as an educational foundation in present matters facing gender nonconforming LGBTQIAA+ folks and online students. The educational white paper presents best practices for creating an inclusive and encouraging e-learning environment to increase a sense of belonging and inclusivity in this community. Lastly, there is a review of six PRIDE flags that are used to represent critical members of the community.

Dr. Gary Walker-Roberts, Dr. Narissa Grieser

Project Title: Untwisting the Two Identity Strands in the LGBTQIAA+ Community

Project Type: White Paper

Description: This Open Education Resource (OER) educational white paper untwists the two identity stands (gender identities and lovealities/sexualities) that form the LGBTQIAA+ Community. Many people ask, “How did gender identities (beyond the binary gender system) and lovealities/sexualities (beyond the romantic love/sex between a male and a female) become twisted together to form one community?” Dr. Walker-Roberts provides their insight on the question by covering the following topics: LGBTQIAA+ key identity terms, a brief history of two events that forced the identities to form a community, and gender identity and lovealities/sexuality terminology. A comprehensive review of each identity strand is provided independently from each other. A re-imaged conversational flow is presented so people can avoid the unproductive apologetic cycle when incorrect assumptions are made regarding the two ways in which people identify. When people face new ideas, skills, concepts, and beliefs, they must accept using the growth heartset theory before relying on the growth mindset theory. The growth mindset theory is well-known, whereas the growth heartset theory is new. An explanation of the characteristics of the growth heartset theory is explained in this OER educational white paper.