August 2026: Faculty scholarship and recognitions

From groundbreaking research to professional honors, faculty representing Arizona State University’s Mary Lou Fulton College for Teaching and Learning Innovation advance ideas that shape teaching and learning. The listings below, drawn from the college's regular scholarship survey, highlight recent contributions.

Professor Sarup R. Mathur co-authored a peer-reviewed article that examines strategies to improve educational access for adjudicated youth in juvenile justice facilities. The authors explore how educators, mental health professionals and security personnel can collaborate to create supportive learning environments. The article highlights challenges such as school disruptions, lockdowns and low expectations, and emphasizes flexible earning opportunities and coordinated support systems that improve educational outcomes for youth in these settings. The article was co-authored with Heather Griller Clark, research specialist principal, and Robbie Marsh of Mercer University.

Mathur, S.R., Griller Clark, H., & Marsh, R.J. (2026). Opening doors: Strategies to improve educational access for adjudicated youth. Intervention in School and Clinic, May, 2026.

Lauren M. Harris and Leanna Archambault, professors; PhD student Jami Carmichael and PhD graduate Catharyn Shelton (now an associate professor at Northern Arizona University), published a peer-reviewed article examining how teachers use online resources to plan instruction on difficult history topics. The authors explore the search strategies, websites and decision-making processes of 19 U.S. social studies teachers as they prepared lessons on topics such as genocide, enslavement and colonialism. The study highlights how teachers evaluated credibility, bias and diverse perspectives while navigating school district expectations and community concerns. 

Harris, L.M., Carmichael, J., Shelton, C., & Archambault, L.Consequential clicks in curriculum planning: Teachers navigating online searches for “difficult history” topics. Contemporary Issues in Technology and Teacher Education: Social Studies, 26(2).

Punya Mishra, professor, and Danah Henriksen, associate professor, published a peer-reviewed article examining metaphors commonly used to describe artificial intelligence and their implications for learning. The authors explore how AI is often framed as either a “mirror” reflecting human thought and values or a “black box” whose inner workings remain opaque. The article highlights how these metaphors shape public understanding of AI, influence educational decision-making and affect how learners and educators engage with emerging technologies. 

Mishra, P., & Henriksen, D. The mirror and the black box: AI metaphors and what they mean for learning. TechTrends, May, 2026.

Racquel Armstrong, assistant professor, published a peer-reviewed article that highlights how race, gender and leadership expectations shape the experiences of Black women principals, Using qualitative narrative inquiry the study emphasizes the emotional and relational labor required to navigate suburban schooling contexts. 

Armstrong, R.L. Disrupting the hologram: How two Black women principals navigate self-care in suburban schooling contexts. Educational Administration Quarterly, April, 2026.

MLFC faculty are invited to submit their scholarship through the faculty survey form.