OER Grant

An American Paradox: A Monolingual Nation in a Plurilingual World Vol II by Nilsa J. Thorsos, Ph.D., Mark Ryan, Ph.D., and George Tin Cho Cheung, Ph.D.

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 I 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.

Nilsa J. Thorsos, Ph.D. is a Professor of Education and Chair of the Teacher Education Department at National University. Her scholarly interests include literacy, bilingualism, neurolinguistics, special education, and mentoring in higher education. Dr. Thorsos has authored numerous articles and book chapters in the field and serves as Associate Editor for Issues in Teacher Education and as an Editorial Board Member for The Urban Review.

Mark Ryan, Ph.D brings a wealth of teaching experience across all educational tiers, spanning from elementary classes to university-level seminars. He was honored with the President’s Distinguished Teaching Award by National University. His first book, Ask the Teacher: A Practitioner’s Guide to Teaching and Learning in the Diverse Classroom (2008, Allyn & Bacon), was released in four separate editions. His subsequent publication, The Enduring Legacy: Structured Inequality in America’s Public Schools (2020, University of Michigan Press), was funded with a grant from the National University Library can be found in nearly 1,000 university libraries worldwide.

Creating an Inclusive Learning Environment for LGBTQIAA+ Individuals by Dr. Gary Walker-Roberts from SCOE

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 Simeon Walker-Roberts, Ph.D. (they/them/theirs), is a proud LGTBQIAA+ scholar and an accomplished award-winning Professor at National University (NU). They began their educational journey at the local community college in California. After earning an Associates of Arts in Arts and Humanities at Los Medanos College, Dr. Gary earned a Bachelor of Arts in Ethnic Studies, Gender and Sexualities at California State University, East Bay (CSUEB). Thereafter, they earned a Master of Arts in English at Arizona State University and obtained a Doctor of Philosophy in Education with a specialization in E-Learning at legacy Northcentral University, now known as National University. Dr. Gary is a Professor in the Global Innovation, Social Emotional Learning, and Education Technology Department of the Sanford College of Education at NU. Dr. Gary enjoys their role as Professor, Dissertation Committee Chair, and Subject Matter Expert where they successfully facilitate doctoral candidates to reach their terminal degrees. Lastly, Dr. Gary is a proud delegate of National University System’s Social Justice, Equity, Diversity, and Inclusion (S-JEDI) Office where they champion the Inclusive Excellence Framework with a focus on LGTBQIAA+ inclusion and equity at NU.

Critical Qualitative Research: Underlying Philosophy, Foundational Principles, and Application to Dissertation Research by Linda Dale Bloomberg EdD

Qualitative research serves as a vital methodology for exploring the intricacies of human experiences, shedding light on diverse perspectives and phenomena, and enriching our understanding of the world around us. The core focus of critical qualitative research is on social justice issues and systems of power and oppression with regard to historically marginalized or disenfranchised individuals or groups. All of the various critical genres—including a variety of feminist theories and methodologies, Indigenous research, cultural studies, disability studies, and trauma-informed research—have an activist component which serves to spotlight social injustices by raising awareness by way of addressing research problems due to inequity, oppression, and discrimination. Critical qualitative research is an appropriate design when a researcher is seeking to conduct a study with the purpose of promoting equity, access, transformation, and social change for marginalized individuals and groups by uncovering and highlighting oppressive and hegemonic systems and ideologies. To appropriately and meaningfully position (and successfully complete!) a critical qualitative study entails a deep understanding of the critical theory paradigm as well as the various genres and methodologies that fall under the larger umbrella of critical research.

“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. This will be of value to those students who are enrolled in graduate research courses or who may be intending (or currently) conducting qualitative dissertation studies. For those students who have already adopted a qualitative path the resource will provide additional rich information serving to augment or enhance current understanding and will also be of value to those undecided students for whom critical qualitative research may be an appealing option to consider and pursue. Moreover, the material contained herein will also hopefully be of use and value to seasoned researchers or instructors who are seeking additional knowledge and expertise in this burgeoning area of qualitative research. Importantly, this resource has multidisciplinary relevance and is planned to become part of a more extensive collection or “compendium” of qualitative materials that will be built out over time by the author to assist students and faculty researchers to better understand the qualitative options available in designing and conducting feasible and rigorous research studies that will meet programmatic requirements, standards, and expectations. Stay tuned for additional related resources!

Dr. Linda Dale Bloomberg is a professor of education in the Department of Teacher Education at National University, where she serves as dissertation chair and subject matter expert for doctoral candidates.  She is a cofounder of Columbia University’s Global Learning and Leadership Institute, and previously served as senior researcher for the South African Human Sciences Research Council and National Institute for Personnel Research, focusing on change management, diversity initiatives, and workplace learning. Dr. Bloomberg consults to numerous research and nonprofit advisory boards, including the Future Talent Council, Global Advisory Board for Faculty and Staff Development. She serves as Mentor in Residence for Sage Publications, is an educational blog contributor to Teachers College Publications, and presents regularly at national and international professional conferences. She is the author of multiple publications in the fields of qualitative research, organizational evaluation, leadership development, adult learning, and online pedagogy, and is a contributor to The Sage Encyclopedia of Educational Research, Measurement, and Evaluation (2018). Her most recent books include the 5th edition of Completing your qualitative dissertation: A road map from beginning to end (Sage), Designing and delivering effective online instruction: How to engage adult learners (Teachers College Press, Columbia University), and 101 Golden Nuggets for Preparing a Qualitative Dissertation (Sage). Dr. Bloomberg’s educational background is in counseling psychology, organizational psychology, and adult education. In 2006, she completed her doctorate in adult education and organizational learning at Columbia University.  In 2021 she received a diploma in executive coaching from the Goizueta Business School, Emory University, and is qualified as Associate Certified Coach with the International Coach Federation (ICF).

Developing Yourself as a Doctoral Learner by Dr. Brian Allen and Dr. Marie Bakari

This three-part presentation demystifies strategic elements of the doctoral mindset needed to understand and succeed along the doctoral journey. The presentations cover the foundational elements of education that bring most learners to the doctoral level of academic effort. We address the key skills of linking and aligning learning, decision-making, and accepting the gift of feedback. We review the danger of applying logical fallacies, identifying a problem, and narrowing the score of research for success. We cover the principles of time management and logical organization of reviewed literature. We examine how conducting a personal SWOT analysis can help doctoral students focus on research within their respective domains toward developing a solutions mindset. Finally, we address the need for full ownership and stewardship of the doctoral student as the agent of their own educational success.

Dr. Brian Allen has a Doctor of Business Administration in Technology Entrepreneurship, an MBA, and a Master of Project Management. He is currently serving as the Associate Dean of Faculty in the School of Health Professions at National University. His research interests center on organizational development, entrepreneurship, project management, strategic planning, international business, business information technology leadership, and applied research for solving real-world business problems. Brian has broad experience in educational leadership, information technology, e-commerce, telecommunications, international sales, operations management, and international project management. His experience includes work leadership in 38 countries throughout the Americas, Western Europe, Asia, Africa, and Australia.

Dr. Marie Bakari has a Doctor of Education degree in Higher Education Leadership, a Doctor of Business Administration in Multicultural Entrepreneurship, an MBA, and a Master of Science in Accounting. She currently serves as a program director for the MBA in the College of Business, Engineering, and Technology at National University. Her research interests include diversity, equity, and inclusion, accounting, and leadership. Marie became a professor in 2014 after a 20-year career in the dental field. Today, she enjoys mentoring students through their dissertation journey.

The Enduring Legacy: Structured Inequality in America's Public Schools by Dr. Mark Edward Ryan from SCOE

Enduring Legacy describes a multifaceted paradox—a constant struggle between those who espouse a message of hope and inclusion and others who systematically plan for exclusion. Structured inequality in the nation's schools is deeply connected to social stratification within American society. This paradox began in the eighteenth century and has proved an enduring legacy. Mark Ryan provides historical, political, and pedagogical contexts for teacher candidates—not only to comprehend the nature of racial segregation but, as future educators, to understand their own professional responsibilities, both in the community and in the school, to strive for an integrated classroom where all children have a chance to succeed. The goal of providing every child a world-class education is an ethical imperative, an inherent necessity for a functioning pluralistic democracy. The challenge is both great and growing, for teachers today will face an evermore segregated American classroom.

Dr. Mark Ryan has taught at all grade levels from elementary classes to university seminars.  He holds a Bachelor of Arts degree in History from the University of California at Santa Cruz, a Master of Education degree from the University of Puerto Rico at Rio Piedras, and a Doctorate in Higher and Adult Education from Arizona State University at Tempe.  He was awarded the President’s Distinguished Teaching Award at National University.  Dr. Ryan wrote Ask the Teacher: A Practitioner’s Guide to Teaching and Learning in the Diverse Classroom, (2000, 2001, 2002, 2008) a book that speaks directly to the teacher candidate with a wealth of tips about educational issues in foundations, history, psychology, curriculum, methodology, classroom management, and family involvement. His latest book The Enduring Legacy: Structured Inequality in Americans Schools (2020), contains a foreword by Secretary Leon Panetta.

Integrating Mindfulness into Your Professional Practice: Centering in an Uncentered World by Dr. Joy Kutaka-Kennedy

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. Joy Kutaka-Kennedy spent over twenty years teaching students from pre-school through high school in regular education, gifted education, at-risk education, and special education before entering higher education. Her university responsibilities include course development and oversight, field work supervision, and mentoring adjunct faculty. Dr. Joy Kutaka-Kennedy has the lifelong interest in personal growth, spiritual practices, and becoming a better human being.

The Research Design and Methodology Workflow Manual for Doctoral Students by  Cynthia V. Marcello, D.M., M.S., M.B.A. in collaboration with Frank Appunn, Ph.D. and David Hildebrandt, Ph.D.

Designed with both novice and experienced researchers in mind, this manual offers step-by-step workflows, real-world examples, and decision-making tools that align with current scholarly expectations. Whether used as a primary learning tool, a supplemental guide, or a reference during dissertation development, it encourages critical thinking, methodological precision, and scholarly integrity. We are proud to present this OER as a living document—one that will continue to evolve in response to the changing needs of doctoral students and the broader academic community. We thank National University for its generous support, and we invite educators, mentors, and students alike to explore, adapt, and contribute to this collaborative resource.

Cynthia V. Marcello, DM, MBA, MS is a professor, dissertation committee chair, subject matter expert, software applications developer, data scientist, and business consultant with over 30 years of professional experience spanning the government, corporate, small to medium, business, and educational sectors. She has designed and implemented data-driven applications for the U.S. Department of Defense and developed customized software solutions for logistics, enterprise operations, and online retail systems.

Her interdisciplinary research explores workplace bullying among IT professionals, emotional intelligence as a mitigating factor, power dynamics in professional environments, business process engineering, and game-based learning. She has presented her research domestically and internationally, including conferences in Wales and the Czech Republic.

Dr. Marcello has served as a full-time professor of computer science for 18 years, retired from the State University of New York, and continues to teach part time in online learning environments. She is also the founder of Data-Driven Divas, an online community supporting women entrepreneurs in enhancing their data literacy and decision-making skills.

She holds a Doctor of Management in Organizational Leadership (Information Systems and Technology), an M.B.A. in E-Business, and an M.S. in Industrial-Organizational Psychology. Her teaching philosophy centers on systems thinking and the alignment of technology with human and organizational needs to support data-driven, ethical, and effective product development and innovative solutions to real-world problems.

Servant Scholarship: Weaving a Lasting Tapestry by Dr. Maggie Broderick, PhD

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. Maggie Broderick, PhD, is a faculty member in the Teacher Education Department of National University’s Sanford College of Education, where she serves as a Dissertation Chair and Faculty Lead for the Curriculum and Instruction Specialization and the Social Emotional Learning Emphasis. Dr. Broderick serves as the Director of the Advanced Research Center (ARC) and the Editor of the International Journal of Online Graduate Education (IJOGE). She is passionate about teaching, mentoring, participating in and nurturing a robust scholarly community, publishing, and presenting - and she is always learning something new.

Summary Stats by Steven S. Friedland

The statistical program Summary Stats© was written by Steven S. Friedland pursuant to a grant from the National University OER & Curriculum Support Transformation Initiative #5757 for delivery as a Creative Commons resource. Summary Stats is a descriptive statistics program designed to automate the calculation of the most commonly used measures of central tendency and variability. Students enter sample data in Column A of the Excel spreadsheet and instantly see the output of the mean, median, sample standard deviation, sample variance, and Coefficient of Variation.

Steven S. Friedland has taught at universities, community colleges, and a parochial school since earning a master's degree at the University of Iowa with an emphasis in policy research and statistics and at Northeastern University, a BA degree with an emphasis in public administration and economics.

He has worked in government agencies at the local, state, and Federal level, for non-profit organizations, on quality improvement projects for business firms, and as a research specialist for health administration organizations. In Boston, Steve was Executive Producer for Public Affairs and Religious Programming providing shows for CBS Radio. In Fresno, he was systems manager responsible for operations and IT for a local construction firm.

Steve currently serves as Chair of a City Parks and Recreation Commission in Oregon and as Secretary of the Executive Board for a non-profit promoting green spaces and outdoor activities.

At National University, Steve is the Subject Matter Expert in the School of Professional Studies for the Quantitative Methods in Public Administration course. He has taught statistics and research methodology courses in the School of Business & Management and the School of Nursing. Steve is a member of the Association for Public Policy Analysis and Management. As a member of the American Statistical Association, Steve is a section member of the Joint Government and Social Statistics Section, the Section on Statistics and Data Science Education, the Section on Statistics and the Environment, the Section on Statistics in Defense and National Security, the Section on Statistical Learning and Data Science, and the Survey Research Methods Section.

Untwisting the Two Identity Strands in the LGBTQIAA+ Community by Dr. Gary Simeon Walker-Roberts, Ph.D and Illustrated by Narissa Grieser, BFA

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 to provide 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.

Dr. Gary Simeon Walker-Roberts, Ph.D. (they/ them/theirs), is a proud LGTBQIAA+ scholar who began their educational journey at the local community college in California. After earning an Associates of Arts in Arts and Humanities at Los Medanos College, Dr. Gary earned a Bachelor of Arts in Ethnic Studies, Gender and Sexualities at California State University, East Bay (CSUEB). Thereafter, they earned a Master of Arts in English at Arizona State University and obtained a Doctor of Philosophy in Education with a specialization in E-Learning at legacy Northcentral University, now known as National University (NU). Dr. Gary is a Professor in the Global Innovation, Social Emotional Learning, and Education Technology (GSET) of the Sanford College of Education at NU. Dr. Gary enjoys their role as Professor, Dissertation Committee Chair, and Subject Matter Expert where they successfully facilitate doctoral candidates to reach their terminal degrees. Dr. Gary is a proud member of the National University System’s Social Justice, Equity, Diversity, and Inclusion (S-JEDI) Council where they champion the Inclusive Excellence Framework with a focus on LGTBQIAA+ inclusion and equity at NU. Lastly, Dr. Gary is a prestigious 2023 Award-winning National University Faculty Member: Jerry C. Lee Presidential Award.