NU Scholarly Work (Open Access)

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https://hdl.handle.net/20.500.11803/2002

This collection contains open access scholarly work from National University faculty and staff. To learn more about this collection, please visit the NU Institutional Repository webpage for faculty.

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If you have any questions or concerns, please email the Institutional Repository librarian, Tammy Ivins.

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Now showing 1 - 5 of 19

Flipped Classroom Teaching and Learning Pedagogy in the Program Planning, Implementation, and Evaluation Graduate Course: Students' Experiences
(2019) Berić-Stojšić, Bojana; Patel, Naiya; Blake, Janice; Johnson, Daryl
This article provides support to flipped classroom pedagogy in the preparation of graduate-level public health practitioners. We describe the participatory, interactive, collaborative, and liberating process of teaching and learning in the Program Planning, Implementation, and Evaluation course, and we provide the results of a cross-sectional study into students’ perceptions of this process. Our investigation found a significant positive correlation between students’ participation in class discussion and classroom learning experiences (Pearson r[49] = .40, p = .004). Study results confirm the students’ appreciation for the flipped classroom pedagogy. However, the results indicate no significant correlation between the students’ learning style preferences and participation in class discussion (t[46] = −0.94, p = .34) or classroom learning experiences (t[46] = 1.64, p = .11); likewise, there were no significant correlations between students’ academic achievement (i.e., GPA) and participation in class discussion (Spearman’s rho correlation: ρsp[49] = .07, p = .60) or classroom learning experiences (Spearman’s rho correlation: ρsp[49] = .17, p = .25). No significant association was found between both participation in class discussion and learning experiences, with demographic variables such as gender, age, semester in school, and type of employment. The current flipped classroom pedagogy allows for participation, growth, and development of all students enrolled in the course. We recommend more studies to further strengthen current evidence of the effectiveness of the flipped classroom pedagogical approach on both teaching and learning in public health courses.
Dissertation Construction: Building Better Scholars with Our Toolbox Series
(2025-11) Ivins, Tammy; Johnson, Stephanie; Ghura, Benita; Bezet, Amanda
Librarians play a pivotal role in sharpening doctoral students' information literacy toolset, and our Dissertation Toolbox targets specific skill gaps through a comprehensive approach. This presentation shares our project journey, offering insights into a model that successfully empowers doctoral students to participate in contemporary scholarship by conducting precise, impactful research.
Multi in So Many Ways: A Narrative Inquiry into a Culturally and Historically Sustaining Creole Studies Program
(2022) Espree, Mildred
Through phenomenological analysis and qualitative grounded theory, this dissertation provided a higher education case study through which to understand how Creole people have survived through transmission of culture and values learned at the crossroads of American history -- a time when two different cultures, one European-American and the other African and enslaved collided in the New World (Espree, Jazz Zeitgeist: The Coming of Age of a New American Sound and Story in the Early Twentieth Century, 2000, p. 3). Creoles, both marginalized and vilified for having ideas dissimilar to both black and white Americans, are by definition historically multiracial/multicultural. Often forced to assimilate by context and circumstance, they still retain a significant portion of cultural identity and survival skills based on family history and associations forged over time. Focused on the case of a Creole Studies higher education program in Louisiana, this dissertation documented the unique perspectives of program stakeholders and key archival program records to reveal folk and traditional beliefs, values, faith and language, particularly as these are related to higher education achievement. Using narratives of older Creole women and men who are stakeholders in the Creole Studies program in Louisiana, and the program stakeholders, the critical task was to document folk and traditional beliefs, values, faith and language in the context of emerging 21st values and survival skills, particularly as these were relevant to higher achievement and education. This research includes document analysis. 8 Narratives and interviews were the primary methodologies used in this research. What has been documented are the unique perspectives of Creoles in Natchitoches, Louisiana. Additionally, this dissertation has been aligned so that the research purpose, problem and questions are designed to be exploratory, questions that evoke memories, sentiment and honest reflection about the program’s viability in addition to its contributions. Also included is an emergent theory in Historically and Culturally Sustaining Higher Education Programming (HCSHEP).
When Social Media Recruiting Goes Wrong: A Cautionary Tale of Sample Engagement
(2024) Lockhart, Ezra N. S.; Goodin, Joel B
Doctoral candidates’ experiences with recruiting participants vary in many ways. While some execute plans with ease, others implement their strategic plan for recruitment only to find that it does not work well or does not work at all. While successful recruitment is rarely reflected upon, the candidate who experiences unexpected difficulty with recruitment has several potential negative effects including increased time to degree completion, increased program and recruitment costs, and increased potential for dropout. In this case study, we present a cautionary tale of sample engagement from the gaming community where a doctoral candidate experienced doxxing, social media banning, and long-lasting effects during recruitment for their qualitative study. In addition to the narrative account, we, as a former student-committee member team, reflect on the situation and provide recommendations for preventative measures to avoid similar situations.
Trans-Inclusive Feminist Praxis: Shifting Religious and Familial Gendered Violence Towards Transgender Acceptance - A USA Case Study
(2024-12) Lockhart, Ezra N. S.
Building on the analysis of gender-based violence (GBV) within the lives of black trans women in South Africa, as explored by Shabalala, Boonzaier, and Chirape (2023) in Challenging Ciscentric Feminist Margins, this briefing extends the conversation to the themes of ciscentric oppression, structural violence, and intersectionality in the context of a pilot study I conducted (Lockhart, 2024). The work of Shabalala et al. (2023) calls for intersectional frameworks that challenge cisnormativity, patriarchal violence, and gender performativity—central concepts in understanding the marginalization of trans individuals. Their work powerfully illuminates the ways in which cisgendered and patriarchal norms systematically marginalise trans individuals, particularly trans women of color, through both overt and subtle forms of violence. In a similar vein, my case study of a biracial family in Louisiana, USA, and their 17-year-old trans son, explores how ciscentric gender norms, compounded by religious, racial, and socio-cultural factors, shape the family’s experience of gendered violence and hinder the adolescent’s agency and autonomy, complicating his transition to legal adulthood and his pursuit of self-determination.

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