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

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.

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.

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.

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.

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.

Dr. Lakia M. Scott, assistant professor, published Examining the Children’s Defense Fund Freedom Schools Model on Middle School Students’ Reading Achievement in Journal of Multicultural Affairs, Vol. 5, Issue 2, p. 1-28, 2020, with co-author(s) Dr. Rachel Renbarger, Baylor University, and Yasmin Laird, Baylor University.

Dr. Lakia M. Scott, assistant professor, published Engaging in “Dangerous Discussions”: Fostering Cultural Competence through the Analysis of Depictions of College Life in Popular Films in Journal of Diversity in Higher Education, 2019, with co-author(s) Dr. Elena M Venegas, University of Texas - Rio Grande Valley, Karon LeCompte, associate professor, Mia Moody-Ramirez, professor, and Toby Zhu.

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.

Dr. Sandi Cooper, professor; Board of Directors; School Science and Mathematics Association.

Dr. Sandi Cooper, professor, published Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers’ engineering efficacy and perspectives toward teaching engineering (In Press). in School Science and Mathematics, Vol. 121, Issue 5, p. 251-262, 2021, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor, published Selecting quality picture books for mathematics instruction: What do preservice teachers look for? in Children's Literature in Education, Vol. 51, p. 110-124, January 1, 1970, with co-author(s) Dr. Rachelle Rogers, clinical associate professor, Barbara Purdum-Cassidy, clinical associate professor, and Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor, published The impact of a summer mathematics academy on rising kindergartners’ understanding of early number concepts in Journal of Research in Childhood Education, Vol. 32, Issue 4, p. 419-434, 2018, with co-author(s) Dr. Keith Kerschen, Concordia University, Nebraska, and Ryann Shelton, visiting assistant professor.

Dr. Sandi Cooper, professor, published Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy in School Science and Mathematics, Vol. 118, Issue 6, p. 206-217, 2018, with co-author(s) Dr. Trena Wilkerson Wilkerson, professor, Colleen Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Alejandra Sorto, Texas State University, Dittika Gupta, Midwestern State University, Liz Ward, Texas Wesleyn University, Bill Jasper, Sam Houston State University, Yolanda Parker, Tarrant Community College, Winifred Mallam, Texas Woman's University, and Keith Kerschen, Concordia University, Nebraska.

Dr. Sandi Cooper, professor, published The impact of a varied field experience on preservice teachers’ perceptions of their personal growth: A summer math academy for early learners in The Teacher Educator, Vol. 55, Issue 1, p. 28-46, 2020, with co-author(s) Dr. Ryann Shelton, visiting assistant professor, and Keith Kerschen, Concordia University, Nebraska.

Dr. Sandi Cooper, professor, published Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools in School Science and Mathematics, Vol. 119, Issue 8, p. 487-498, 2019, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor; Associate Vice President - Marketing; Association of Mathematics Teacher Educators.

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.