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Identity in Action: Christian Excellence in All of Life
Dr. Perry L Glanzer, professor, published Identity in Action: Christian Excellence in All of Life, September 8, 2021.
The Dismantling of Moral Education: How Higher Education Reduced the Human Identity
Dr. Perry L Glanzer, professor, published The Dismantling of Moral Education: How Higher Education Reduced the Human Identity, February 9, 2022.
Identity Excellence: A Theory of Moral Expertise for Higher Education,
Dr. Perry L Glanzer, professor, published Identity Excellence: A Theory of Moral Expertise for Higher Education,, 08/18/2022.
Elected Member of the Society for the Study of School Psychology
Dr. Nicholas Frank Benson, associate professor, received Election as Member of the Society for the Study of School Psychology for his sustained contributions to the field of school psychology, impact on science, as well as the depth and breadth of his contributions from the Society for the Study of School Psychology (SSSP), August 4, 2022.
Doctoral Degree Attainment from Ronald E. McNair Scholars Program Alumni: An Explanatory Embedded Case Study
Dr. Terrill F. Saxon, professor, published Doctoral degree attainment from Ronald E. McNair scholars program alumni: An explanatory embedded case study in Educational Policy, 10/17/2021, with co-author(s) Dr. Rachel Renbarger, Western Michigan Univ., and Dr. Tony Talbert, professor.
Increasing Post-Secondary Education (PSE) Readiness for At-Risk Students and Students with Disabilities
Dr. Terrill F. Saxon, professor, published Increasing post-secondary education (PSE) readiness for at-risk students and students with disabilities in Research and Practice in the Schools, Vol. 6, Issue 1, p. 11-26, 10/17/2019, with co-author(s) Dr. Robin Wilson, and Dr. Tamara Hodges, senior lecturer.
Dr. Perry L Glanzer, professor; $2,698,693.00; The Role of Meta-Identity in Developing Moral Communities Within Higher Education; Templeton Foundation.
Positive Youth Development: An Experimental Trial with Unattached Adolescents
Dr. Terrill Saxon, professor, published Positive youth development: an experimental trial with unattached adolescents in Journal of Adolescence, Vol. 67, p. 85-97, 10/20/2022, with co-author(s) Dr. Darrell Hull, University of North Texas.
NSF INCLUDES Planning Grant: Inclusive Biologists Exploring Active Research with Students (iBEARS)
Dr. Tracey N Sulak, clinical associate professor; $99,999.00; NSF INCLUDES Planning Grant: Inclusive Biologists Exploring Active Research with Students (iBEARS); National Science Foundation https://www.nsf.gov/awardsearch/showAward?AWD_ID=2040595&HistoricalAwards=false.
National Council of Teachers of Mathematics, President
Dr. Trena Wilkerson, professor; President; NCTM: National Council of Teachers of Mathematics; 2020-2022.
The Outrageous Idea of Christian Teaching
Dr. Perry L. Glanzer, professor of social foundations, published The Outrageous Idea of Christian Teaching, 08/20/2019, with co-author(s) Dr. Nathan Alleman, associate professor, Baylor University.
Dr. Susan Kay Johnsen, professor, received Outstanding Leadership Award for collaboration across professional organizations and leadership on national standards committees from Council for Exceptional Children, April 11, 2014.
Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age
Dr. Perry L Glanzer, professor, published Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age, March 10, 2017, with co-author(s) Dr. Nathan F Alleman, associate professor, and Dr. Todd C Ream, professor, Taylor University.
Survey Scales: A Guide to Development, Analysis, and Reporting (2016), Johnson & Morgan
Dr. Grant B. Morgan, associate professor, published "Survey Scales: A Guide to Development, Analysis, and Reporting", August 1, 2016, with co-author(s) Dr. Robert L. Johnson, University of South Carolina.
Two sides of the (un)comfortability coin: Time to fidget and testimonial smothering in a diversity course for preservice teachers.
Dr. Tony L. Talbert, professor of qualitative research and social-cultural studies, published Two sides of the (un)comfortability coin: Time to fidget and testimonial smothering in a diversity course for preservice teachers. in Journal of Social Studies and History Education, Vol. 7, Issue 1, p. 30-42, 10/02/2023, with co-author(s) Liz Harrelson-Magill, ph.d. student, Camille Talbert, ph.d. student, and Toyosi Stephen Adedara, ph.d. student.
The Examination of a Vignette Activity Sequence in a Secondary Mathematics Methods Course
Dr. Trena L. Wilkerson, professor of mathematics education, published The Examination of a Vignette Activity Sequence in a Secondary Mathematics Methods Course in School Science Mathematics Journal, Vol. 121, Issue 1, p. 2-12, 2021, with co-author(s) Dr. Ryann Shelton, lecturer, and Keith Kerschen, Concordia Nebraska.
Equity Within Mathematics Education Research as a Political Act: Moving From Choice To Intentional Collective Professional Responsibility
Dr. Trena L. Wilkerson, professor of mathematics education, published Equity Within Mathematics Education Research as a Political Act: Moving From Choice To Intentional Collective Professional Responsibility in Journal for Research in Mathematics Education, Vol. 48, Issue 2, p. 124-147, 2017, with co-author(s) Dr. Julia Aguirre, University of Washington Tacoma, Beth Herbel-Eisenmann, Michigan State University, Sylvia Celedón-Pattichis, University of New Mexico, Marta Civil, University of Arizona, Michelle Stephan, University of North Carolina-Charlotte, Stephen Pape, Johns Hopkins University, and Douglas H. Clements, University of Denver.
Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy
Trena L. Wilkerson, professor of mathematics education, published Development and Validation of the Algebra Teachers' Self-Efficacy Instrument: Assessment of Algebra Teachers' Knowledge and Personal Teaching Efficacy in School Science Mathematics Journal, Vol. 118, Issue 6, p. 206-217, January 1, 1970, with co-author(s) Dr. Colleen Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Alejandra Sorto, Texas State University, Dittika Gupta, Midwestern State University, Elizabeth Ward, Texas Wesleyan University, William Jasper, Sam Houston State University, Yolanda Parker, Tarrant County College, Winifred Mallam, Texas Woman's University, Sandi Cooper, professor of mathematics education, and Keith Kerschen, Concordia Nebraska.
Preservice Teachers’ Perceptions of a Practice-Focused Lesson Study
Dr. Trena L. Wilkerson, professor of mathematics education, published Preservice Teachers' Perceptions of a Practice-Focused Lesson Study in International Journal for Lesson and Learning Studies, Vol. 12, Issue 3, p. 214-225, 2023, with co-author(s) Dr. Ryann Shelton, lecturer, and Rachelle Rogers, clinical professor.
Founder’s Lecture: Current Research Trends in Mathematics Learning That Guide Us for the Future
Dr. Trena L. Wilkerson, professor of mathematics education, published Founder’s Lecture: Current Research Trends in Mathematics Learning That Guide Us for the Future in Investigations in Mathematics Learning, Vol. 14, Issue 4, p. 251-264, 2022.