Supplemental instruction (SI) has been shown to be effective in increasing student success in a wide variety of disciplines. Our study investigated the impact of the number of SI sessions attended on student success on exams and the effectiveness of remote SI compared to face-to-face (FTF) SI. Data were gathered for nearly 1,200 students enrolled…

Nontraditional students in Nebraska colleges have lower graduation rates than traditional students. Approximately 40% of nontraditional students at a private college withdraw before completing a degree. The purpose of this qualitative study was to discover barriers preventing nontraditional students from completing a degree. The conceptual…

In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that…

Research has highlighted the significant decline in teachers' implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of follow-up support. Even science teachers who have participated in intensive PD programs often encounter challenges in integrating new teaching practices…

One year after the COVID-19 pandemic forced state and school leaders across the nation and around the world to immediately close school buildings, the lasting impact on students is increasingly evident: Months of online learning and limited in-person interaction with educators, coaches and mentors have led to gaps in learning, and unknown…

This paper presents the results of a nationwide survey of educators for grades 6-12 who specialize in family and consumer sciences education (N=380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they…

School closures because of natural phenomena, such as COVID-19, underscore long-standing gaps in access to science education in the United States of America, particularly for young students. When educators have to pivot to deliver virtual instruction, it is important to identify feasible remote learning strategies for science content across formal…

The Soil Nutrient Relationships course serves juniors and seniors with a major or minor in agronomy at the University of Nebraska-Lincoln. Pre-pandemic enrollment averaged 65 students. In 2021 and 2022, course enrollment was 42 and 55, respectively. The course was adjusted to a flipped design in 2017. Moving into 2021, the Soil Nutrient…

In spring 2020, the COVID-19 pandemic led to an unprecedented and abrupt stoppage of in-person learning in schools across the country. State education agency leaders in Kansas, Nebraska, North Dakota, and Wyoming needed information on proposed strategies in districts' remote learning plans to ensure continuity and better support remote learning in…

The "Variations in District Strategies for Remote Learning during the COVID-19 Pandemic" study examined proposed strategies in districts' remote learning plans to ensure continuity and to better support remote learning in Kansas, Nebraska, North Dakota, and Wyoming. This study used document analysis to examine proposed strategies related…

In response to the SARS-CoV-2 pandemic, a cancer research education program at the University of Nebraska Medical Center designed for Native American middle school, high school and undergraduate students adapted activities to be delivered online. There are considerable challenges to adapting in-person science programming to online delivery that…