Breadcrumb
Achievements
Publications and achievements submitted by our faculty, staff, and students.
Sara K. Sterner
Education
Dr. Sara K. Sterner was recently chosen to serve on the award selection committee for the Children's Literature Assembly Notable Children’s Books in the Language Arts. The seven-member national committee reviews texts written for young people in grades K-8, reading 700-1,000 books annually. Each year the committee selects 30 books that best exemplify the criteria established for the Notables Award. The role is a three-year appointment.
Kathleen Mercury
Education
Kathleen Mercury presented "CreAItivity: The Creative Process, AI, and the Place Between," at Carnegie Mellon University's Center for Transformative Play in the Human Computer Interaction Institute. The presentation used hands-on tabletop game design experiences to model the struggle for creativity and the impact of AI on the creative process. Kathleen is a teacher and designer of tabletop and games-based learning experiences.
Sara K Sterner
Education
Dr. Sara K. Sterner successfully presented at the 2024 National Council of Teachers of English annual conference in Boston, MA, in November. Presentations included an individual paper entitled Preparing Literacy Educators with Heart: Enacting Ginsberg’s Model for Challenging Traditional Classroom Spaces with YA Literature at the Undergraduate Level, a panel session: Finding Hope in the Nudge: Equity-oriented Consciousness Raising in Teacher Preparation Pedagogies and Literacy Practices with Drs. Megan Van Deventer (Weber State) and Laura Lemanski (MCAD), and the co-facilitation of the Children's Literature Assembly Expert Class with Drs. Mary Ann Cappiello (Leslie) and Kathy Short (University of Arizona).
Rouhollah Aghasaleh
Education
Dr. Rouhollah Aghasaleh has been included as a biographical listee in Marquis Who's Who. In recognition of this prestigious honor, Dr. Aghasaleh will be featured in the organization's flagship hardcover registry, Who’s Who in America.
Marquis Who's Who, the world’s leading biographical publisher since 1899, continues its tradition of profiling individuals who have made significant contributions in their fields through notable achievements or positions of responsibility. The inclusion of Dr. Aghasaleh reflects the distinguished accomplishments that have garnered the attention of the Marquis Who’s Who Selection Committee.
Tristan Gleason
Education
Dr. Tristan Gleason received a $440,000 National Science Foundation grant to support collaborative research with the University of Oregon aimed at improving the retention of diverse students in undergraduate pre-service STEM teacher preparation programs. The project will examine systemic barriers and inequitable practices that impact the preparation of future STEM educators, and contribute to the general knowledge base about institutional transformations that support the development of a diverse STEM teacher population.
Rouhollah Aghasaleh, Tristan Gleason
Education
Drs. Rouhollah Aghasaleh and Tristan Gleason have been named the Journal of Curriculum Theorizing (JCT) Editors and Presidents of the Foundation for Curriculum Theory for 2025-2030.
JCT is recognized as one of the most prestigious journals in the field of Curriculum Studies. Notably, JCT is closely associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, a gathering that has fostered dialogues among theorists, practitioners, scholars, and cultural workers since 1969. Both the journal and the conference operate under the Foundation for Curriculum Theory, reinforcing their commitment to diverse perspectives and innovative approaches in curriculum theory.
Sara K Sterner
Education
Dr. Sara K. Sterner, along with colleagues from Weber State University and Minneapolis College of Art and Design, successfully presented at the 2024 American Association of Colleges for Teacher Education annual conference. The interactive scenario planning session entitled, "Using Nudge Theory to Explore Teacher Educator Practices That Prioritize DEI in Ideologically Diverse Contexts" took place on February 16 in Denver, CO.
Rouhollah Aghasaleh
Education
Dr. Rouhollah Aghasaleh is engaged in collaboration as a co-PI alongside Katie Whiteside (PI), within the scope of a recently awarded Leonardo Da Vinci grant totaling $15,000. This collaboration involves partnerships with Redwood Empire Public Television, Kinetic Universe, the Redwood Discovery Museum, Humboldt County Library, and Hoopa Nation.
The project is centered around the facilitation of workshops tailored for educators and communities, aimed at providing avenues for the promotion of hands-on activities. These workshops seek to cultivate creativity and innovation specifically targeting rural youth.
Sara K Sterner
Education
Sara K. Sterner, along with colleagues from The Ohio State University and Lesley University, successfully organized, presented at, and facilitated the 30th annual Children's Literature Assembly (CLA) Annual Expert Class: Nodes of Literary Connection: How Culturally Diverse Imprints are Building Pathways for More Inclusive and Representative Children’s Literature. The session took place at the National Council of Teachers of English annual conference in Columbus, OH, on November 18. The Expert Class featured experts from the field of children's publishing and explored how culturally diverse publishers and imprints are changing the landscape of inclusive representation in children’s literature. https://www.childrensliteratureassembly.org/blog/the-cla-expert-class-2…;
Sara K Sterner
Education
Sara K. Sterner, along with colleagues from University of North Dakota, Weber State University, and University of Minnesota, presented a poster at the National Council of Teachers of English annual conference in Columbus Ohio on November 18. The poster, Leveraging ChatGPT as a Node of Opportunity: Productive Collaboration with AI in YA Literature, was positively received. Recognizing that ChatGPT is at the forefront of conversations in English Education, we shared strategies for using this technology to engage students in literacy experiences and explore the benefits of strategically incorporating AI into the classroom in both a pedagogically beneficial and ethical way.