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College of Education

Child Learning & Development Lab

 Child Learning and Development Lab

The Contexts of Learning and Development Lab at the College of Education brings together faculty and students to address issues relating to the healthy human development and learning across complex ecological contexts. Our members lead research, teaching, and service projects in collaboration with multiple stakeholders in the state of South Carolina and around the world.

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  • About CLAD
    Mission

    The mission of the Contexts of Learning and Development (CLAD) Lab is to leverage interdisciplinary approaches and an ecological systems perspective to advance the healthy development and learning of students and teachers in South Carolina and around the world.

    Research
    • Conducting rigorous, multi-method research to produce evidence-based theories of learning and teaching across developmental contexts.
    • Creating innovative professional development approaches to support educators.
    • Developing assessment tools for evaluating numerous aspects of the learning experience.

    Teaching

    Providing a variety of high-quality mentorship opportunities for learning sciences doctoral students so they may positively influence the state of education and human development in their future careers.

    Service

    Supporting educators and community partners through a variety of evidence-based professional development experiences.

    "Our goal is to positively influence learning research, policy, and practice, through our mission."

  • Projects
    Understanding the Links Between PK-16 Early Learning and Developmental Experiences

    A secondary data analysis of the Early Childhood Longitudinal Study (birth and kindergarten cohorts) will be used to investigate questions about the impact of early educational and developmental experiences on children’s learning outcomes in subsequent years, with particular focus the development of achievement gaps. One primary goal is to explore how early experiences with caregivers and teachers vary by children’s demographic characteristics, such as gender, ethnicity, socioeconomic status, and geographic context, and to measure the extent to which these experiential differences influence children’s development and academic achievement in subsequent years of schooling through middle school. Another project, will examine the extent to which learning experiences in early childhood have changed differentially for different groups over time, and if these changes in curriculum, intensity, and quality of educational experiences have influenced achievement gaps.

    Unpacking Head Start Teachers Reflective Writing and Ideas about Children

    A data analysis of the Project REWRITE Study, structured writing intervention focused on improving teacher well-being and effectiveness, will be used to explore Head Start teachers' attitudes and journaled reflections regarding a relationship with a challenging student. This project encompasses a variety of goals related to assessing the efficacy of the piloted writing intervention, revealing emergent themes regarding teachers' ideas about children, and exploring the utility of reflective writing to improve CLASS observation scores. This project will paint the picture of the challenging teacher-student relationship in early childhood education with the brush strokes of a group of Head Start teachers' efforts to improve their classroom interactions. Their stories illustrate their experiences and perceptions of challenging teacher-student relationships which are relevant at a time when teacher efficacy and retention are necessary for progress in early childhood education.

    Exploration of the Longitudinal Effects of Test Anxiety on Educational Attainment and Aspirations

    This secondary data analysis project explores longitudinal relations among perceived discrimination, academic self-competence, text anxiety, and academic performance among a diverse group of adolescents. For this project, longitudinal data are from three waves: (1) data collected when participants were in 8th grade; (2) data collected when participants were in 11th grade; and (3) data collected one year after high school.

    Black Students Studying Together

    The purpose of this study is to investigate the extent to which black students are utilizing peer groups of similarly identifying students to support their academic achievement. The odds are not in the favor of black students in our education system that continues to see a widening of the achievement gap. Through developmental interviews participants will have an opportunity to share how the peer group they associate with supports or doesn't support them in meeting academic expectations of being a college students.

    Examining Blackness in Education: Personal, Behavioral and Environment Factors of Black Collegians – DeOnte Brown

    This project explored the role of select personal, environmental and behavioral factors in supporting Black Collegians in attainment of educational outcomes.  More specifically, this study explored the Black collegians perceptions of their a) faculty’s culturally responsive teaching, b) institution’s inclusive practices, c) Black identity beliefs, d) community cultural wealth, e) career perspective and f) life perspective. Data collection includes Black Collegians form select public, historically white institutions in the southeast with analysis conducted through structural equation modeling (SEM).

    Examining Early Childhood Teachers’ Perceptions of STEAM Instruction in Relation to Children’s Social Emotional Competencies – Amanda Bennett

    This three-manuscript dissertation examined early childhood teachers’ perceptions and conceptualizations of STEAM instruction in relation to children’s burgeoning social emotional skills. The first qualitative study explored the impact of an early childhood teachers’ professional development workshop on STEAM education. The second manuscript proposed a novel conceptual framework integrating STEAM instruction and social emotional competencies in the early childhood classroom. Finally, the third mixed methods study explored early childhood teachers’ understanding and conceptualization of STEAM instruction in relation to children’s social emotional competencies.

    Examining Intergenerational Relationships in the Family – Abby Stephan

    This project is a three-manuscript dissertation currently being carried out by Abigail Stephan with support from Dr. Faiza Jamil. Published in the Journal of Intergenerational Relationships, the first paper, “Intergenerational Learning in the Family as an Informal Learning Process: A Review of the Literature,” evaluates learning experiences between adjacent and non-adjacent generations in the family against core components of structured intergenerational learning. The second paper, “Modern Grandparenting: Exploring Non-Adjacent Intergenerational Relationships in the Family,” explores the contemporary grandparent’s experience, role, and purpose in the family using a mixed methods approach. The third paper, “How Grandparents Inform Our Lives: A Mixed Methods Investigation of Intergenerational Influence on Emerging Adults,” investigates the influence of grandparent relationship type, either recreational or custodial, during childhood and the role of intergenerational narratives on life satisfaction in emerging adulthood. The overall purpose of this collective work is to develop a deeper understanding of intergenerational relationships within the family context, with special consideration of experiences and wellbeing outcomes for non-adjacent generations. 

    Academic Opportunities for Military-Connected Students – George McKown

    This project uses bioecological system theory to organize existing work concerning military-connected children and families in an effort to understand the various assets and constraints that the military lifestyle may have on children’s academic development. Additionally, this project will use latent profile analysis to explore trends in academic development within the military-connected student community to better understand which military lifestyle demands may be protective or disruptive to students’ academic development. Finally, this study will use qualitative interviews with teachers, parents, and students in the military-connected community to more deeply explore the military-connected student experience. Taken together, the parts of this project will help to explore the complex relationships between military-connected students and their communities in order to guide the development and implementation of future interventions. 

    Belonging in Engineering Undergrads – Robert O’Hara

    In my work, I am seeking to better understand how classroom environments (i.e. structured learning environments) and identity, specifically racial and gender identity, influence or control the complicated relationship between sense of belonging and academic success within undergraduate engineering classrooms. I will draw on the experiences of individuals in classroom environments to demonstrate how environments, both individually and interacting with race and gender, create differences among students within those classrooms in an effort to use the results to influence how classroom environments are structured.

  • Faculty
    Faiza JamilFaiza Jamil

    Dr. Jamil (Ph.D., University of Virginia) is an associate professor of child development at Clemson University and the founder of the CLAD Lab. Her research follows two complementary strands: 1) understanding the underlying psychological processes – cognitive, social, and emotional – that influence teachers’ classroom behaviors and career decisions, and 2) understanding the ways in which teacher-child interactions influence children’s learning and development. More specifically, Dr. Jamil conducts research that leverages her expertise in measurement, assessment, and professional development to better understand and improve the educational experiences of teachers and students within these two broad strands. Dr. Jamil is program coordinator of the Learning Sciences Doctoral Program and an affiliate faculty member in Clemson’s undergraduate teacher education programs, to which she brings her own experiences as a K-12 teacher in three countries.

  • Graduate Students
    Amanda BennettAmanda Bennett

    Amanda is a doctoral candidate in the Learning Sciences program with a focus on early childhood learning and development and STEAM (science, technology, engineering, arts/humanities, mathematics) education. Amanda's research interests include social-emotional learning in early childhood and the impact of STEAM education on the development of these skills. Additionally, she examines the role of teachers and parents in supporting young children's development of social-emotional skills. Amanda's higher education teaching experience includes Child Growth and Development for Clemson's pre-service teachers. Prior to graduate school, Amanda taught early childhood education for five years in Virginia and Pennsylvania.

    Candice BoldingCandice Bolding

    CJ is a doctoral student in learning sciences, interested in exploring systemic/institutional factors impacting psychosocial and academic outcomes of marginalized students in higher education pursuing STEM degrees. She currently works serving undergraduate students and as Student Services Manager in the College of Engineering, Computing, and Applied Sciences. As a new learning sciences student, CJ’s research focuses on how varying levels of Critical Consciousness affect the experiences and outcomes of marginalized students in higher education STEM programs.

    Cari Allyn BrooksCari Allyn Brooks

    Cari is a doctoral student in learning sciences, interested in literacy, access to higher education, and the role of games and technology in learning. Cari has over twenty years of experience teaching general education English courses, with a focus on first-year composition curriculum design. She also has served students as a writing center director, academic coach, and academic advisor. She currently works supporting student learning and career development in Clemson University’s College of Architecture, Arts and Humanities. As a new student in the learning sciences program, Cari looks to develop research focused on increasing both access to and the quality of college education for student populations historically marginalized by higher education.

    DeOnte BrownDeOnte Brown

    DeOnte is a doctoral student in the learning sciences with an emphasis on human development through schooling. DeOnte’s research interests are the academic skill development and learning experiences of adolescents and emerging adults that identify as a person of color. Primarily this research is in the context of social learning environments at the collegiate level. DeOnte’s current work focuses on understanding the use of peer groups as academic support spaces for the development of self-regulated learning skills in black college students. Additionally, he works with peer mentoring programs that aide in the college transition for students of color which also supports his research agenda. DeOnte has prior experience working with adolescents through a high school college access program.

    Sharetta BuffordSharetta Bufford

    Sharetta is interested in the adolescent development of African American students from low socioeconomic backgrounds and their ability to tap into resources that could enhance their mathematics learning outcomes. Specifically, she would like to study the effects of this population’s access to resources to see whether their learning outcomes will improve. If learning outcomes improve, Sharetta would like to know if these students would be affected by stereotype threat in higher level mathematics courses where they succumb to the stereotype that students of color are not intelligent. Sharetta’s interest in this population is tied to that of her own identity and upbringing as a young student who loved mathematics. She knows that if students are not prepared for college level calculus, they will not be able to take required classes until later in their college career and will spend more money overtime; money that a student from a low-socioeconomic background does not have readily available to spend. Other interests are social justice in mathematics, teacher voting patterns, ethnomathematics, and culturally relevant mathematics pedagogy. Sharetta currently recruits undergraduate and graduate students, as well as, manages a first-year peer support program where upperclassmen from similar backgrounds assist underrepresented (African American/Black, Hispanic/Latinx, Native)

    Katherine FreemanKatherine Freeman

    Katherine is a doctoral student in the learning sciences. Her research interests include STEM education, science identity formation, and students’ perceived self-efficacy within STEM. Particularly, she would like to focus on underrepresented populations within the sciences. Katherine has a background in genetics and is currently an instructor at the CU Life Sciences Outreach Center where she teaches STEM labs to K-12 students in an informal setting.

    Georgia McKownGeorgia McKown

    Georgia is a doctoral student in the learning sciences program with an emphasis on the development of military-connected students. Primarily, her research is concentrated on military-connected K-12 students and their literacy development. Georgia currently works as a research assistant for the Special Education department helping with research in supporting K-12 and pre-service teachers in inclusive classrooms. Prior to graduate school, Georgia was an elementary school teacher in Virginia Beach and a reading teacher with the Institute of Reading Development.

    Robert O'HaraRobert O'Hara

    Robert is a doctoral student in the Learning Sciences program, with research interests in understanding how pedagogy, learning design, and curriculum impact development and students' ability to make meaning of the world around them. Robert currently works as a graduate assistant for the department of Education and Human Development. Robert holds a Masters degree in Higher Education Administration. Prior to starting the program, Robert worked as a Housing and Residence Life professional focusing on residential curriculum, social justice advocacy and awareness, and Intergroup Dialogue.

    Abby StephanAbby Stephan

    Abby is a doctoral student in the learning sciences program. Broadly, her research interests include intergenerational learning in informal settings, self-directed learning, and cultural influences on the learning process. Abby currently works as a graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their development of self-regulation and time management skills, effective learning strategies, and positive habits of mind. Prior to graduate school, Abby worked at Clemson's Academic Success Center as a student employee in course support programs while obtaining a B.A. in language and international trade with a minor in cultural anthropology.

    Samuel WilkesSamuel Wilkes

    Samuel is a doctoral student in the learning sciences program with a focus on critical pedagogy. His research interests include educational linguistics, particularly as it relates to developing critical language awareness in marginalized language students, culturally sustaining pedagogies, and conceptualizations of democracy in education. Samuel's current work looks at the ways writing centers can orient themselves to promote critical language awareness in students and tutors through student-led, tutor-scaffolded participation. Prior to graduate school, Samuel served as a writing fellow for four semesters at his undergraduate university's writing center.

    Kathryn WilhiteKathryn Wilhite

    Kathryn is a doctoral student in the learning sciences program with an emphasis in exploring the role of communication in learning environments. Primarily, her research interest is in understanding how communication supports successful transitions into the college environment. Kathryn is currently a graduate assistant for the department of Education and Human Development. She holds a Master’s degree in First-Year Studies. Prior to the program, Kathryn worked in higher education administration coordinating transition and first-year programs including student leader development and first-year seminar instruction and design.

  • Publications

    O’Hara, R.M. (2020). STEM(ing) the tide: A critical race theory analysis in STEM education. Journal of Constructivist Psychology, X(X), xx-xx. https://doi.org/10.1080/10720537.2020.1842825

    Hirsch, S.E., Chow, J., Randall, T., Neemer, S., & McKown, G. (2020). Evaluating the effect of embedded responses in multimedia-based instruction with preservice teachers. Behavioral Disorders. https://doi.org/10.1177/0198742920911178

    Blackmon, Z.R., O’Hara, R.M., & Viars, J.W. (2020). Microaggressions, sense of belonging, and sexual identity within residence halls. Journal of College and University Student Housing, 46(3), 46-59. 

    Allen, A., Stecker, P., McKown, G., Johnson, F., Rodgers, M., & Randall, K. (2020). Peer tutoring with audio prompting for high-frequency word reading: an intervention for young readers. Remedial and Special Education. Manuscript under review. 

    Fine, C., Stewart-Tillman, K., Brown, D. and Green, J. (in press). The Ripple Effect: A Nation in Crisis and a Campus in Turmoil. In H.O-D. (Ed), Confronting Critical Equity and Inclusion Incidents on Campus: Lessons Learned and Emerging Practices. Routledge.

    Boettcher, M., Brown, D., Tugas, F., Harry, D. and Orellana, E. (in development). Renaissance MAN: Developing a Community of Support for Men of Color.

    Herro, D., McNeese, N., O’Hara, R., Frady, K., & Switzer, D. (2020). Exploring graduate students’ collaborative problem-solving in engineering design tasks. [Manuscript submitted for publication].

    Roberts, A., LoCasale-Crouch, J., Hamre, B., & Jamil, F. (in press). Preschool teachers’ self- efficacy, burnout, and stress in online professional development: A mixed methods approach to understand change. Journal of Early Childhood Teacher Education.

    Linder, S. & Bennett, A. (2020) Leveraging read alouds for mathematical connections. Mathematics Teacher: Learning and Teaching Pre-K-12, 113(4), 317-321.

    McKown, G., & Stephan, A. (2020). Wellbeing outcomes for youth and home caregivers: a comparative case study of families facing separation. Journal of Child and Family Studies. Manuscript under review.

    Walters, S., Hirsch, S.E., McKown, G., Carlson, A., & Allen, A. (Accepted). Mixed-reality simulation with preservice teacher candidates: A conceptual replication. Teacher Education and Special Education.

    Bennett, A. & McKown, G. (2020) Mobile devices and their impact on teacher professional development. In Deaton, C., Linder, S., Herron, J., & Visser, R. (Eds.), Mobile Book 3. Information Age Publishing: Charlotte, NC.

    Stephan, A. (2020). Intergenerational learning in the family as an informal learning process: A review of the literature. Journal of Intergenerational Relationships, 19(4), https://doi.org/10.1080/15350770.2020.1817830.

    von Suchodoletz, A., Jamil, F., Larsen, R., & Hamre, B. (2018). Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study. Teaching & Teacher Education.

    LoCasale-Crouch, J., Jamil, F., Pianta, R., Rudasill, K., & DeCoster, J. (2018). Observed quality and consistency of fifth graders’ teacher-student interactions: Associations with feelings, engagement and performance in school. Sage Open.

    Jamil, F.M., & Hamre, B.K. (2018). Teacher reflection in the context of an online professional development course: Applying principles of cognitive science to promote teacher learning. Action in Teacher Education, 40(2), 220-236. doi:10.1080/01626620.2018.1424051

    Jamil, F., Linder, S., & Stegelin, D. A. (2018). Teacher beliefs about early childhood STEAM education: Promises & challenges. Early Childhood Education Journal. 46(4), 409-417.

    Jamil, F. (2018). A reflection on the evolution of a replication study. Journal for Research in Mathematics Education, 49(1), 111-115.

    Jamil, F., Larsen, R., & Hamre, B. (2018). Exploring longitudinal changes in teacher expectancy effects on children’s mathematics achievement. Journal for Research in Mathematics Education, 49(1), 57-90.

    Lee, D.M., Stefl, S.K., Linder, S.M., Lee, C.M., Jamil, F.M., High, K.A. (2017). How many hats do you wear: Building research capacity for STEM faculty development workshop. In ASEE Annual Conference Proceedings.Washington, DC: American Society for Engineering Education.

    Jamil, F. (2017). Math by the month: Spring showers bring many flowers. Teaching Children Mathematics, 23(7), 402-403.

    Quigley, C.F., Herro, D., & Jamil, F.M. (2017). Developing a conceptual model of STEAM teaching practices. School Science and Mathematics, 117(1-2), 1-12.

    Jamil, F. (2016). Math by the month: The power of pets. Teaching Children Mathematics, 23(1), 20-21.

    Jamil, F., Sabol, T., Hamre, B., & Pianta, R. (2015). Assessing teachers’ skills in detecting and identifying effective interactions in the classroom: Theory and measurement. Elementary School Journal, 115(3), 407-432.

  • Presentations
    2020

    McKown, G. & Visser, R. (2020, November). Twitter and professional learning networks for pre-service teachers. Presented at Learning Sciences Graduate Student Conference, online.

    Stephan, A. (November, 2020). The Role of Technology in Intergenerational Learning Experiences. Poster presented at Learning Sciences Graduate Studentv Conference, Madison, WI. [online conference format]

    Bennett, A. (2020, October). Integrating play and STEAM teaching into early childhood classrooms. Workshop presentation accepted at the annual meeting of the Conference on the Value of Play, Clemson, SC.

    Whisler, L., Stephan, E.A., & Stephan, A. (June, 2020). Continuing to Promote Metacognitive Awareness in a First-Year Learning Strategies Course. American Society for Engineering Education Conference Proceedings. Montreal, Canada.*

    Stephan, A., Stephan, E.A., & Miller, M.K. (June, 2020). Extended Exam Wrappers: A Comparison of Approaches in a Learning Strategies Course. American Society for Engineering Education Conference Proceedings. Montreal, Canada.

    Stephan, A., Whisler, L., Stephan, E.A., & Neptune, A.I. (June, 2020). Peer Sharing Presentations in a First-Year Engineering Learning Strategies Course. American Society for Engineering Education Conference Proceedings. Montreal, Canada.

    O’Hara, R.M., Bolding, C.W., Ogle, J.H., & Benson, L. (2020, June). To be(long), or not  to be(long): Factors predicting students’ sense of belonging in engineering. Paper presented at 2020 ASEE Annual Conference & Exposition, Montreal, Canada.

    Madison Schenck, S. & O’Hara, R.M. (2020). Emboldened: A quantitative analysis of K-12 language teachers' resistance to Trump's damaging rhetoric. Paper accepted at 2021 AERA Annual Conference

    Baker, A., Bennett, A., Herro, D. & Quigley, C. (2020, March). Elementary Student Perspectives of a STEAM-based Makerspace: Connections to Real-World Contexts. In Gary H. Marks & Denise Schmidt-Crawford (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1261-1265). Online: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/216039/.

    Brown, D., Fine, C., Hanks, S., Minder, C., Meggett, K. (March 2020). Pathways to Graduate Education: Supporting Underrepresented Students in Research. Educational Session presented at 2020 Conference of Southern Graduate Schools, Birmingham, AL.

    Stephan, A., Baker, A., & Bennett, A. (April, 2020). The Influence of Preschool Educators’ Beliefs About Play-Based Learning on Instructional Delivery. Proposal accepted to the PLAY Conference: 2020 Conference on the Value of Play, Clemson, SC. [online conference format]

    Stephan, A. (March, 2020). Finding Oneself in the Modern World: The Influence of Intergenerational Relationships on Youth Identity Development. Poster accepted to Society for Research on Adolescence Biennial Meeting, San Diego, CA.* [conference cancelled]

    Stephan, E.A., Stephan, A., Whisler, L., Miller, M.K., & Neptune, A.I. (March, 2020). Engineering Learning Strategies Course Supports Student Retention. Proceedings of the American Society for Engineering Education Southeast Annual Conference. Auburn, AL.

    Whisler, L., & Stephan, A. (February, 2020). Impact of Entangled Learning on First Year Undergraduate Engineering Student Readiness for Self-Directed Learning. Proceedings of the International Society of Self-Directed Learning. Cocoa Beach, FL.

    Walters, S., McKown, G., Carlson, A., Beck, M., Huggins, M., & Hirsch, S. (2020, February). Using a mixed-reality simulator to improve preservice teachers’ perceptions of a system of least prompts. Presented at Learning Sciences Poster Session, Clemson, SC.

    2019

    Baker, A., Bennett, A., & Stephan, A. (2019, April). Examining kindergarten readiness skills using a play-based, nature-focused preschool curriculum. Presentation accepted at the annual meeting of the Conference on the Value of Play, Clemson, SC.

    Bennett, A., Jamil, F., & Cotton, S. (2019, March). Beyond “Sit and Get”: Kindergarten teacher response to contextualized professional development workshops on STEAM teaching. Presentation accepted the annual meeting of South Carolina Educators for the Practical Use of Research, Columbia, SC.

    McKown, G., Randall, K., Hirsh, S.E., Chow, J., & Neimer, S., (October, 2019). Evaluating the Effect of Embedded Responses in Multimedia-based Instruction with Preservice Teachers. Poster presented at Scholarly Consortium for Innovative Psychology in Education, Savannah, GA.

    McKown, G., Randall, K., Hirsh, S.E., Chow, J., & Neimer, S., (May, 2019). Evaluating the Effect of Embedded Responses in Multimedia-based Instruction with Preservice Teachers: A Conceptual Replication. Poster presented at Graduate Research and Discovery Symposium, Clemson, SC.

    McKown, G., & Stephan, A. (March, 2019). Intergenerational Learning Opportunities among Military-Connected Families: A Review of the Literature. Paper presented at South Carolina Educators for the Practical Use of Research Annual Conference, Columbia, SC.

    Stephan, A. & Bennett, A. (2019, April). Play across generations: A literature review of intergenerational learning experiences. Presentation accepted at the annual meeting of the Conference on the Value of Play, Clemson, SC.

    Stephan, A., Bolding, C., & McKown, G. (October, 2019). Familial Influence on Engineering Student Sense of Belonging and Engineering Identity. Paper accepted to International Conference on Social and Education Science, Denver, CO.  

    Kenton, D., Brown, D., Frazier, R., George, D., Kenton, S. & Watts, B. (October 2019). A Strengths-Based Approach to First-Generation Advising & Academic Coaching. Educational Session presented at NACADA- The Global Advising Community 2019 Annual Conference, Louisville, KY.

    Stephan, A. (October, 2019). Transferring Learning in the Family and Community to the Classroom: A Review of Intergenerational Learning Experiences for Marginalized Youth. Paper accepted to The Scholarly Consortium for Innovative Psychology in Education Biennial Conference, Savannah, GA.

    Stephan, A., Whisler, L., Stephan, E.A., & Trogden, B. (June, 2019). Using Exam Wrappers in a Self-Directed First-Year Learning Strategies Course. Paper presented at American Society for Engineering Education Conference, Tampa, FL.

    Stephan, A. (May, 2019). Exploring Contemporary Intergenerational Learning for Marginalized Populations: A Review of the Literature. Paper accepted to HASTAC, Vancouver, Canada.

    Stephan, A. (April, 2019). Using Exam Wrappers in a Self-Directed First-Year Learning Strategies Course. Poster presented at the Clemson University Graduate Research and Discovery Symposium, Clemson, SC.

    Stephan, A., & McKown, G. (March, 2019). Intergenerational Learning Opportunities among Military-Connected Families: A Review of the Literature. Paper presented at South Carolina Educators for the Practical Use of Research Annual Conference, Columbia, SC.

    Whisler, L., Stephan, A., & Stephan, E.A. (June, 2019). Promoting Metacognitive Awareness in a First-Year Learning Strategies Course for Cohorted General Engineering Students. Paper presented at American Society for Engineering Education Conference, Tampa, FL.

    2018

    Bennett, A. (2018, March). Children’s emotional self-regulation: Influence of parental mental health & parenting style. Paper accepted for presentation to the annual meeting of South Carolina Educators for the Practical Use of Research, Columbia, SC.

    Baker, A., Bennett, A., Herro, D., & Quigley, C. (2018, March). Developing STEAM problem-solving units through the lens of cognitive apprenticeship. Paper accepted for presentation to the annual meeting of the Society for Information Technology and Teacher Education, Washington, DC.

    Brown, D. & Loh, J. (2018). Creating Community for Student of Color Retention. Proposal accepted for NODA, the Association for Orientation, Transition, and Retention in Higher Education’s 2018 Annual Conference, San Diego, CA.

    Herro, D., Quigley, C., Cian, H., Baker, A., & Bennett, A. (2018, April). Understanding STEAM Instructional practices through analysis of theory, technology integration and challenges. Poster presented at College of Education Research Forum, Clemson University, Clemson, SC.

    Jamil, F., Larsen, R., Rapa, L., & Hamre, B. (April, 2018). Exploring longitudinal changes in teacher expectations and associations with children’s academic achievement in literacy. Paper presented to the annual meeting of the American Educational Research Association, New York, NY.

    Jamil, F., Larsen, R., & Hamre, B. (April, 2018). Teacher expectations and associations with student achievement in literacy: Leveraging national data to understand longitudinal change. Paper presented to the biennial meeting of the Society for Research on Adolescence, Minneapolis, MN.

    McKown, G. (April, 2018). Impacts of Military-Connectedness and Military-Related 
    Residential Mobility on Student Academic Development
    . Poster presented at Graduate Research and Discovery Symposium, Clemson, SC. 

    McKown, G. (April, 2018). Student Academic Development and the Impacts of Military-Connectedness and Military-Related Residential Mobility: A Literature Review. Poster presented at Clemson College of Education Research Forum, Clemson, SC.

    Roberts, A., LoCasale-Crouch, J., Hamre, B., & Jamil, F. (April, 2018). Exploring how online professional development affects teachers’ self-efficacy, stress, and burnout. Paper presented to the annual meeting of the American Educational Research Association, New York, NY.

    Stephan, A. (March, 2018). The impact of community learning on academic achievement for first-year engineering students. Poster presented at the South Carolina Educators for the Practical Use of Research Annual Conference, Columbia, SC.

    Stephan, A. (April, 2018). The impact of community learning on academic achievement for first-year engineering students. Poster presented at the Clemson University Graduate Research and Discovery Symposium, Clemson, SC. 

    Stephan, A. (April, 2018). Bolstering Academic Success through the General Engineering Learning Community. Poster presented at the Clemson University College of Education Research Symposium, Clemson, SC.

    Stephan, E., Whisler, L. & Stephan, A. (June, 2018). Strategic, Translational Retention Initiatives to Promote Engineering Success. Paper presented at the American Society for Engineering Education Conference, Salt Lake City, Utah

    2017

    Bennett, A., Stegelin, D., & Jamil, F. (2017, October). Teacher stress and well-being: Strategies to support professionals in early childhood settings. Presentation accepted to the annual meeting of the South Carolina Association for the Education of Young Children, Columbia, SC.

    Bennett, A., Jamil, F., & Pare, O. (2017, October). Implementing STEAM professional development with kindergarten teachers. Presentation accepted to the annual meeting of the South Carolina Association for the Education of Young Children, Columbia, SC.

    Brown, D. & Rubenstein, K. (2017). Identity Development and Peer Mentoring: Enhancing Engagement, Persistence and Accountability Through the Integration of Psychosocial Data Relevant to the Mentor/Mentee Relationship. Presented at NASPA-Student Affairs Administrators in Higher Education 2017 Annual Conference. San Antonio, TX.

    Lee, D.M., Stefl, S.K., Linder, S.M., Lee, C.M., Jamil, F.M., High, K.A. (June, 2017). How many hats do you wear: Building research capacity for STEM faculty development workshop. Paper presented at the American Society for Engineering Education Annual Conference and Exhibition, Columbus, Ohio.

    Jamil, F., & Emerson, A. (April, 2017). Teachers’ interpretations of preschool student’s problem behaviors. Presentation to the annual meeting of the American Educational Research Association, San Antonio, TX.

    Stewart-Tillman, K. & Brown, D. (2017). United Front: Engaging Social Justice Issues across University Functional Areas. Presented at NASPA-Student Affairs Administrators in Higher Education 2017 Annual Conference. San Antonio, TX.

    2016

    Brooks, C., Massey, R., Martin, J., Reabold, E., & Crisp, A (2016, October). Advisors Learning Together: Building aProgram of Cross-College Collaboration to Advise Former Students Returning. Atlanta, GA: National AcademicAdvising Association (NACADA) Conference.

    Brooks, C., Kirk, M., Reabold, E. & Crisp, A. (2016, September). Coaching Over-Parented Students. Tampa, FL:National College Learning Center Association Annual Conference.

    Jamil, F. (April, 2016). Early Childhood Teacher Assessment for a Diverse Democratic Society: Promising Practices and Research Gaps. Presentation to the American Educational Research Association Annual Conference, Washington, DC, April 8, 2016. 

    Jamil, F., & Hamre, B. (April, 2016). Improving teacher psychological outcomes through a brief reflective writing intervention within an online course. Presentation to the annual meeting of the American Educational Research Association, Washington, DC.

    Jamil, F., Larsen, R., & Hamre, B. (April, 2016). Exploring longitudinal changes in teacher expectations and associations with children’s academic achievement in mathematics. Presentation to the annual meeting of the American Educational Research Association, Washington, DC.

    Quigley, C.F., Herro, D. & Jamil, F. (April, 2016). STEAM conceptual model: Towards transdisciplinary teaching.Presentation to the annual meeting of the American Educational Research Association, Washington, DC.

    2015

    Emerson, A., & Jamil, F. (June, 2015). What does it matter what I think?  How teacher’s mental representations correlate with their wellbeing. Paper presented at the annual summer conference of the National Association of Early Childhood Teacher Educators, New Orleans, LA.

    Jamil, F. (November, 2015). Teacher beliefs about STEAM education: Meaning & measurement. Presentation to the annual fall conference of the National Association of Early Childhood Teacher Educators, Orlando, FL.

    Stegelin, D., Baum, A, Jamil, F., & Emerson, A. (November, 2015). Supporting reflective practice and self-assessment: Utilizing environmental assessment tools with in-service and pre-service teachers as a professional development strategy.Presentation to the annual conference of the National Association for the Education of Young Children, Orlando, FL.

  • Questions or Comments?

    Have a question or comment about the CLAD? Email CLADLAB@CLEMSON.EDU

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