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Publication

Reframing the problem of practice: Transitions in Baylor University’s Ed.D. in learning and organizational change program

Dr. Sandi Cooper, professor, published Reframing the problem of practice: Transitions in Baylor University’s Ed.D. in learning and organizational change program in Impacting Education: Journal on Transforming Professional Practice, Vol. 7, Issue 1, p. 32-41, 2022, with co-author(s) Dr. Brooke Blevins, University of Idaho, Lacy Crocker-Papadakis, affiliate clinical faculty, assistant director edd-loc writing center, Julia Earl, lecturer, Leanne Howell, lecturer, Cece Lively, doctoral student, associate director edd-loc, Jessica Meehan, lecturer, Elizabeth Murray, affiliate clinical faculty, writing consultant edd-loc writing center, Sarah Pratt, lecturer, Laila Sanguras, lecturer, graduate program director edd-loc, Sandra Talbert, clinical associate professor, Tony Talbert, professor, and Nick Werse, affiliate clinical faculty, director edd-loc writing center.

Award

E. Glenadine Gibb Achievement Award

Dr. Sandi Cooper, professor, received E. Glenadine Gibb Achievement Award for elizabeth glenadine gibb was a professor and mathematics teacher educator at the university of texas at austin. among her years of service to mathematics education, dr. gibb was a past president of the national council of teachers of mathematics (nctm) and the first editor of nctm's professional journal, arithmetic teacher. each year, the tctm board of directors honors dr. gibb's service by recognizing a texas mathematics educator who has made contributions to the field at the state and/or national level. from Texas Council of Teachers of Mathematics, 2022.

Award

Award for Excellence in Research

Dr. Nicholas Frank Benson, associate professor, received the Award for Excellence in Research for demonstrating excellence in research on human intelligence from the Mensa Foundation, May 12, 2017.

Research Interest

Social-Cultural Studies-Education Foundations-Philosophy-Education As Democracy

Dr. Tony L. "Poppy" Talbert is a Professor of Social/Cultural Studies Education and Qualitative Research in the Department of Curriculum and Instruction in the School of Education at Baylor University. Dr. Talbert refers to his field of research and teaching as Education As Democracy which integrates social/cultural foundations and philosophies of education, equity, diversity, inclusion, and democracy education into a focused discipline of qualitative and ethnographic inquiry examining school and community stakeholder empowerment through activist engagement in political, economic, and social issues. Dr. Talbert's 36 years as an educator and 28 years as a national and international scholar of impact, have provided him with a depth and breadth of knowledge and experiences that inform his research and practice in education improvement and renewal.

For further information on Dr. Talbert's teaching and research in the areas of qualitative research design and analysis, social/cultural studies education (e.g., education as democracy), and, public education policy and practice, please contact him via email at Tony_Talbert@baylor.edu and/or http://soefaculty.baylor.edu/tony-talbert/

Research Interest

Qualitative Research Design

Dr. Tony L. “Poppy” Talbert is a respected leader and methodologist in the fields of Qualitative Research and Mixed Methods Research. He has collaborated with his faculty peers across the nation and around the globe in the development and implementation of multiple academic and professional development enterprises that provide a strong foundation of qualitative research and analysis theory and practice for both experienced and emerging scholars. He is currently engaged in multiple teaching and research projects with faculty colleagues and students examining the theoretical and applied ideas of qualitative and mixed methods data as a means to data-driven discourse that informs and engages the public.

For further information on Dr. Talbert's teaching and research in the areas of qualitative research design and analysis, social/cultural studies education (e.g., education as democracy), and, public education policy and practice, please contact him via email at Tony_Talbert@baylor.edu and/or http://soefaculty.baylor.edu/tony-talbert/

Research Interest

Critically Conscious Reciprocal Mentoring (CCRM) – A Conceptual Framework

Dr. Tony L. “Poppy” Talbert, Dr. Kevin R. Magill, and Dr. Brooke E. Blevins are engaged in a multi-phased research project that integrates philosophy, theory, and practice into a conceptual framework they've titled, Critically Conscious Reciprocal Mentoring (CCRM). Critically Conscious Reciprocal Mentoring (CCRM) provides an emerging conceptual framework for persons to form a dialogical and reflexive relationship that explicitly dismantles the power imbalances inherent in transactional mentoring structures that comprise the traditional mentor-to-mentee dichotomy. The multi-phased philosophical, theoretical, practice-based CCRM research is grounded in qualitative methodologies and framed within the seminal and contemporary research literature that incorporates the values of difference, diversity, equity, and inclusion. The ultimate goal of Talbert's, Magill's, and Blevins' cutting-edge CCRM research is to move from a conceptual to a theoretical framework that when applied will facilitate the reimagining and renewing of an egalitarian learning community in formal and informal spaces.

For further information regarding Critically Conscious Reciprocal Mentoring (CCRM) please contact: Tony_Talbert@baylor.edu and/or http://soefaculty.baylor.edu/tony-talbert/

Kevin_Magill@baylor.edu and/or https://soefaculty.baylor.edu/kevin-magill/

BBLEVINS@uidaho.edu and/or https://www.uidaho.edu/ed/ci/faculty/brooke-blevins

Publication

Selected Publications

Karon N. LeCompte, associate professor, published Teaching Federalism: Investigating Federal vs. State Power during a Pandemic in Post-Pandemic Social Studies: How Covid-19 Changed the World and How We Teach, p. 222-236, 02/01/2022, with co-author(s) Dr. Brooke E. Blevins, associate professor, and Kevin R Magill, assistant professor.

Award

Teaching Enhancement Grant

Dr. Karon N. LeCompte, associate professor, received Elementary Social Studies Methods: Investigation of Best Practices by Notable Teachers in the Field for professional development from Academy of Teaching & Learning, November 15, 2021.

Publication

Youth Act: The Impact of an Action Civics Program on the Community & Political Engagement of Youth

Dr. Brooke E. Blevins, associate professor, published Youth Act: The Impact of an Action Civics Program on the Community & Political Engagement of Youth in The Social Studies, Vol. 112, Issue 3, p. 116-120, 01/01/2022, with co-author(s) Dr. Karon N. LeCompte, associate professor, Nate Scholten, doctoral students, Kevin R Magill, assistant professor, and Tiffani Riggers-Piehl, Kansas State University.

Publication

Water, river, and community: Creating a transdisciplinary learning course experience to connect the environment, community, and school outreach

Dr. Suzanne M. Nesmith, associate professor, published "Water, river, and community: Creating a transdisciplinary learning course experience to connect the environment, community, and school outreach. Connected Science Learning" in Connected Science Learning, Vol. 3, Issue 4, January 1, 2021.

Presentation

Dr. Jeffrey Petersen, and Dr. David Pierce, IUPUI, presented Priming the pump: An analysis of sport management faculty internal grant awards at Applied Sport Management Association Conference, held February 21, 2021, in Kerrville, TX.

Publication

Generating nonnormal distributions via Gaussian mixture models

Dr. Grant B. Morgan, associate professor, published Generating nonnormal distributions via Gaussian mixture models in Structural Equation Modeling, Vol. 27, Issue 6, p. 974-974, June 1, 2020.

Award

Excellence in Integrating Mathematics and Science

Dr. Sandi Cooper, professor, received Excellence in Integrating Mathematics and Science for in collaboration with dr. suzanne nesmith for their collaborative work to design a series of professional development in stem for elementary teachers. from School Science and Mathematics Association, 2018.

Publication

Elementary STEM learning

Dr. Sandi Cooper, professor, published Elementary STEM learning in In C.C. Johnson, M. Mohr-Schroeder, T. Moore, L. Bryan, and L. English (Eds.), Handbook of Research on STEM Education, p. 101-114, 2020, with co-author(s) Dr. Suzanne Nesmith, associate professor.