July 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.
Antonio Duran, associate professor, PhD student J. Audra Williams and colleagues published a peer-reviewed article examining instructional approaches related to teaching sexual reproduction and related topics in undergraduate biology. Their findings identified three categories of teaching along a spectrum from science as a neutral practice to science as a discipline that reflects its relationship with society.
Duran, A., Choi, Y.H., Williams, J.A., Eddy, S.L., & Casper, A.M.A. Implementing inclusive teaching around sex, sexual reproduction, and gender (SSRG) in biology: A multi-case investigation at Hispanic-serving institutions. Innovative Higher Education, May, 2026.
Iveta Silova, professor, published a peer-reviewed article critiquing long-standing tendencies toward Western universalism and nationalist exceptionalism in the field of comparative education. Silova argues for more relational and pluralistic approaches, exploring how comparative education can move beyond benchmarking and measurement toward dialogue, co-creation and multiple ways of knowing.
Silova, I. Haunted by the centre, animated by the pluriverse: Rethinking comparative education from within. Compare: A Journal of Comparative and International Education, March, 2026.
Peter Rillero, associate professor, and Mike McMahon of Agave Inc., published a peer-reviewed article examining how agricultural concepts can be integrated into biology education. They highlight how agricultural literacy can strengthen students’ understanding of biological concepts while connecting learning to real-world challenges related to food security and the environment.
McMahon, M., & Rillero, P. Seven guideposts of agricultural education: Linking agronomy with biology teaching & learning. The American Biology Teacher, May, 2026.
Tanya Pinkerton, clinical associate professor, and Wendy Peia Oakes, professor, along with ASU Law student Andrea G. Jamieson, published a peer-reviewed article examining how Universal Design for Learning can support higher-education students with attention-deficit/hyperactivity disorder. Examining students’ perceptions of the use of UDL engagement strategies, the authors found that students with and without ADHD reported similar benefits from these practices, highlighting the value of instructional approaches that support academic success for diverse learners.
Jamieson, A.G., Pinkerton, T.M., & Oakes, W.P. Universal design for learning in higher education: A proactive learning environment for students with attention-deficit hyperactivity disorder. International Journal of Universal Design and Universal Design for Learning. https://scholar.google.com/scholar_url?url=https://journals.imist.ma/index.php/IJUDUDL/article/download/6985/5812&hl=en&sa=X&d=483014338420092224&ei=V0sBaraMPLKO6rQPkoHH8Q0&scisig=AFyMTJWjdonb8MmKZuU_h74zA8uO&oi=scholaralrt&html=&pos=0&folt=art
Awards and recognitions
Pamela Hodges Kulinna, professor, along with student research assistant Omar Albaloul, ASU alumnus Conner Acri and Kahyun Nam of the University of Minnesota, received the Comprehensive School Physical Activity Programming Special Interest Group Innovative Paper Award from SHAPE America. Their article in Frontiers in Sports and Active Living, Evaluating the Impact of an After-School Program on Overhand Throwing and Perceived Motor Competence Among Students from Low Socio-Economic Backgrounds in the U.S., examined how after-school physical activity programming can improve motor skills and perceived competence among students from underserved communities.
MLFC faculty are invited to submit their scholarship through the faculty survey form.