Faculty research highlights: May 2025
The research papers and publications listed below are a sampling of recent contributions by faculty representing Arizona State University’s Mary Lou Fulton College for Teaching and Learning Innovation. The MLFC community is invited to submit updates on recently-published research and scholarly accomplishments through the Scholarship Roundup page. Information shared may appear in future news highlights or other college communications.
“A multi-state policy analysis of social studies standards committee processes”
American Journal of Education
Lauren Harris, associate professor.
This study examined the policy processes that occurred during the creation of social studies state standards across 18 states and the District of Columbia. Researchers analyzed policy documents, media reports, and interviews with state standards panel participants about state social studies standards development processes. Although all states had standards development committees composed of stakeholders, usually including educators, they varied in the processes used to develop standards, and language across states about timelines and committee compositions varied. Other findings are outlined in the report, which also considers opportunities to integrate greater educator involvement in these processes.
The paper’s co-authors include Christopher C. Martell, with the University of Massachusetts, Boston and Jennifer P. Chalmers with Boston University. Harris’ research team included MLFC doctoral students Jami Carmichael and J’Shon Lee, who are part of the college’s Learning, Literacies and Technologies, PhD program.
"The context for (un)employability among women graduates of Ethiopian higher education institutions"
Studies in Higher Education
Molly Ott, associate professor
Despite the growth of higher education in Ethiopia, college-educated women face ongoing challenges in securing employment. Drawing from literature, surveys of 460 human resource managers and 1,261 students, and input from university staff, the research identifies key challenges women face as they transition from university to the workforce. The findings highlight three major obstacles: deeply rooted gendered cultural expectations, unequal access to campus career support services, and inconsistent efforts among employers to promote gender equity. The study recommends that universities and policymakers work together to support more equitable education and employment practices.
The paper’s co-authors include Meseret Hailu of the University of Georgia, Athens; Abebaw Yirga Adamu of Addis Ababa University, Ethiopia; Atota Halkiyo of Florida International University. Former or current ASU students also contributed: Temesgen Leta Bikila and Yeabsira Bogale Bishaw.
"Social-Emotional Learning and Generative AI: A Critical Review and Framework for Teacher Education"
Journal of Teacher Education
Danah Henriksen, associate professor
This thematic review explores how Generative AI intersects with social and emotional learning in teacher education. As GenAI tools like ChatGPT become more common, they offer potential benefits, such as personalized SEL support and interactive learning, yet also raise challenges such as ethical concerns, algorithmic bias and risks of depersonalization. The paper proposes a conceptual framework to guide responsible integration of GenAI into SEL training.
The paper’s co-authors include Edwin Creely of Monash University in Australia; Sean Leahy, an ASU research scientist; and Natalie Gruber, a graduate of MLFC’s Leadership and Innovation, EdD program.
The Journal of Applied Instructional Design
Angel Morgan, assistant instructional professional
This study examined how integrating Scenario-Based Learning and Universal Design for Learning in an online graduate course impacted students’ self-efficacy and learning outcomes. Instructional team members redesigned the course to integrate SBL activities with UDL principles. The intent was to bridge the gap between theoretical knowledge and practical application, enabling students to apply learning theories in creating digital learning designs and instructional materials. To assess effectiveness, the instructor employed a mixed-methods approach, combining quantitative survey questions to measure student self-efficacy and confidence levels after implementing UDL and SBL with qualitative questions to gain deeper insights into students' experiences. The study found that combining SBL and UDL enhanced students' self-efficacy significantly, making them more confident in applying learning theories to real-world scenarios — a key factor for creating effective and inclusive learning environments.
Other recognitions
Cory Buckband, a graduate of MLFC's Educational Policy and Evaluation, PhD program and a faculty associate, received an AERA Outstanding Dissertation Award for "Three Languages, Many Multilingualisms: Exploring the Cultural Production of Eliteness in a Trilingual Elementary Charter School." His MLFC faculty advisors included Yalda Kaveh, assistant professor, and Claudia Cervantes-Soon, associate professor.
Professor Sherman Dorn delivered a conference presentation on the topic of special education policy at the March Association of Education Finance and Policy meeting in Washington, DC. Dorn and MLFC doctoral students Rae Begaye-Tewa, Germaine Koziarski and Rasha Alajmi co-authored a paper for the meeting: "What special education policy history teacher teaches education reform."