Scholarly Initiatives: What's new

Scholarly Initiatives

Scholarly Initiatives provides opportunities for faculty to engage in meaningful interactions of scholarship with others inside Mary Lou Fulton Teachers College, across the university and with communities at large. Our goal is to identify and provide resources that support and promote the scholarship of MLFTC broadly, and to facilitate the development of interdisciplinary research teams and learning communities.

Scholarly Initiatives is focused on:

  1. Capacity development — Enhancing or creating a sense of community, bringing together faculty in/formally, generating new opportunities for collaboration and scholarship
  2. Internal grants program — Recognizing and rewarding interdisciplinary scholarship
  3. Scholarly communications – Sponsoring three open-access education journals to foster accessibility and promote dialogue

Grants and Fellowships

Scholarly Initiatives coordinates the MLFTC internal grants program. We are committed to supporting the diverse research of all full-time faculty members through various funding streams as described below.

Research Grants

Research grants support individual or group research projects intended to have a clear, visible impact such as securing external grant funding or contributing towards publications. The grants program is competitive with proposals evaluated by a team of peers on three key criteria: intellectual merit, feasibility, and promise of impact.

  • Kathleen Farrand: Stepping into interdisciplinary learning with dramatic inquiry and 3D printing
  • Michelle Jordan, Clark Miller (School for the Future of Innovation in Society), Steve Zuiker: Teacher-student teams for community-based energy engineering projects
  • Pamela Kulinna, Hans van der Mars, Michelle Jordan: Sustainability in whole-of-school health programming
  • Carrie Sampson, Melanie Bertrand, David Garcia: Democratic participation toward educational equity in the era of school choice
  • Yi Zheng, Kevin Close (PhD Candidate, Learning, Literacies and Technology): Applying translanguaging theory to testing: Designing a new technology-enhanced accommodation for English language learners
  • Katie Bernstein: Discourse as destiny in dual language education? A multi-scalar ethnography of language policy
  • Katie Bernstein, Kate Anderson: Teacher Beliefs about Multilingual Learners: Understanding Language Ideologies to Inform How We Teach about Language Learning
  • Ying-Chi Chen: Productive Management of Uncertainty: Supporting Science Teachers to Raise, Maintain, and Reduce Uncertainty toward Student Conceptual Development in Argumentation
  • Carla Firetto, JP Hyatt, Jeffrey Kingsbury, Tonya Penkrot (co-PIs from College of Integrative Sciences and Arts): Supporting Undergraduate Students’ Construction of an Integrated Understanding of Anatomy and Physiology
  • Jeongeun Kim, Yeukai Mlambo (postdoctoral scholar): Is Taste for Science Enough? Exploring Factors that Influence Career Aspirations of Engineering Students
  • Keon McGuire, Saskias Casanova (UC Santa Cruz): The Lived Experiences of Black Muslim students attending a Predominantly White Institution
  • Andrea Weinberg, Brent Maddin:Teacher candidate affordances and perceptions of efficacy in collectively-taught elementary and typical student teaching settings
  • Mildred Boveda: Toward Establishing Evidence of External Validity for the Intersectional Competence Measure
  • Lauren Harris: Teachers’ Perceptions of Instructional Significance for History
  • Bryan Henderson: Braincandy: Providing Students Authentic, Engaging, and SAFE Spaces to Articulate and Refine their Thinking with Others
  • Yi-Chun Hong, Ming-Hung Kao (School of Mathematical and Statistical Sciences): Advancing the Understanding of Online Collaborative Learning Experience in Statistical Learning
  • Wendy Oakes, Kathleen Farrand: Induction Experiences for Early Childhood Special Educators: Using Dramatic Inquiry to Increase Student Engagement and Positive Social Interactions (DIPSI)
  • Hyejin Park: The Impact of Shared Reading on Parents’ and Their Children’s Attitudes Toward People with Disabilities
  • Jeanne Powers, Margarita Pivovarova*: Immigrants, Achievement, and Third-Generation Isolation: Insights from PISA 2003-2012
  • Hans Van der mars, Pamela Kulinna: Public High School Physical Activity Facility Use During Non-school Hours
* non-funded Co-PI
  • Audrey Beardsley, Kevin Close (PhD Student), Clarin Collins*: Teacher Evaluation Systems as Based upon Growth and Value-Added Models (VAMs) after the Every Student Succeeds Act (ESSA): A National Overview Revisited
  • Melanie Bertrand, Sybil Durand and Saskias Casanova (both from College of Liberal Arts & Sciences): Harnessing Interdisciplinary Research to Examine the Relationship between Student Voice and School Change toward Equity
  • Ying-Chih Chen, Jaclyn Hernandez: Supporting Preservice Teachers to Implement Argumentation in Science Classrooms
  • Danah Henriksen, Michelle Jordan, Mathew Evans (PhD Student): Building Learning Experiences with Design Thinking, Creativity, and Entrepreneurship: A Study of 3 Day Startup
  • Mi Yeon Lee: Improving Preservice Teachers’ Noticing Expertise and Beliefs Through Methods Courses Incorporated Technology
  • Margarita Pivovarova, Jorge Sefair (School of Computing, Informatics, and Decision Systems Engineering): Long-Term Teacher-School Matching Algorithm
  • Yi Zheng: Advancing Computerized Adaptive Testing through Participant-Based Research and Open Source Platform Tools
* non-funded Co-PI

Research Support Mini-Grants

Recurring monthly opportunity for all full-time MLFTC faculty to apply for funds to cover small costs that may arise during ongoing research projects. Faculty can apply for these funds to be used for purchasing items such as software, renewing site licenses, acquiring audio or video recorders, transcription service, etc., for use in existing research projects. To see a list of past recipients and their projects, click here.

Research Support Mini-Grant Application Information


Fellowships are collaborative funding partnerships between Mary Lou Fulton Teachers College and other colleges and centers at ASU to support faculty research and the interdisciplinary research mission of both the college and university

  • Mark Wiederspan, Jeongeun Kim: Action Lab Faculty Fellows – a partnership with ASU EdPlus Action Lab (ALAB) to engage in deep learning analytics of research questions related to for-credit online learning offerings at ASU.

Learning Communities

Learning Communities are modest funding opportunities to support informal groups of faculty, staff and graduate students to convene around a topic of shared interest with an overarching goal to foster engagement and conversation around important topics through the school year.

  • Higher Education Internationalization: Aryn Baxter, Yeukai Mlambo (Postdoctoral Scholar), Molly Ott, Jeongeun Kim
  • Using Design Thinking to Link In-Service Teaching with University Faculty: William Butler, Jessica Debiase, Kathleen Puckett
  • Serving Youth in Juvenile Justice: Sarup Mathur, Heather Griller Clark:
  • InSciEd Out – science education: Bryan Henderson
  • Environmental and Sustainability Education: Eileen Merritt, Molina Walters, Leanna Archambault, Dianne McKee, Karen Schedler, Annie Hale

Scholarly Communications

MLFTC’s scholarly communications sponsors three open-access education journals to foster accessibility to scholarly publications and promote dialogue about educational policy research among diverse audiences. Additionally, scholarly communications hosts Inside the Academy, an open-source website that features archives of video interviews with America’s most distinguished and influential educational researchers, created by Professor Audrey Amrein-Beardsley. 

Open Access Journals

MLFTC’s scholarly communications sponsors three open-access education journals to foster accessibility to scholarly publications and promote dialogue about educational policy research among diverse audiences. 

Education Policy Analysis Archives

Educational Policy Analysis Archives

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual and multidisciplinary journal designed for researchers, practitioners, policymakers and development analysts concerned with education policy. 

Current Issues in Education

Current Issues in Education is an open-access peer-reviewed academic education journal sponsored by Mary Lou Fulton Teachers College at ASU. This journal is produced by ASU graduate students and publishes articles on a broad range of education topics that are timely and have relevance in the field of education — pre-K, K–12 and higher education — nationally and internationally. 

Education Review/Reseñas Educativas

Education Review/Reseñas Educativas is an international and multilingual journal publishing reviews of recent books in education, covering the entire range of education scholarship and practice.

Inside the Academy of Education

Inside the Academy of Education captures the stories, biographies and teachings of world-renowned scholars in the field of education and presents them for you to learn from and enjoy.

Watch video interviews and view photographs that share the essence of the most influential educators of our time. MLFTC Professor Audrey Amrein-Beardsley interviews honorees and discusses the importance of their work.

Start exploring Inside the Academy of Education now.


Scholarly Initiatives supports the work and development of faculty and doctoral students. The resources provided on this page are a combination of materials discussed at various Scholarly Initiative Programs as well as how-to documents for establishing and developing online scholarly presence.

Google Scholar

Guidance on how to create a Google Scholar account.


Guidance on how to create an ORCiD.

SoTL Resources from Fall 2018

A list of resources from the four SoTL development sessions.