Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students' experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors' perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers…

This paper presents the results of a pilot SoTL study re: a non-traditional leadership course delivered in three sections of a foundational General Education course at Mount Royal University in Calgary, Canada in 2016-17. This non-traditional course focuses explicitly on ontological change (a change in way of being) rather than epistemological…

Scholars have called for new conceptualisations of teachers' learning that capture the complex, contextualised, and dynamic nature of professional growth. In this article, we describe the Dynamic Systems Model of Role Identity (DSMRI) that portrays teacher learning as inseparable from the complex and dynamic processes by which teachers form their…

Some scholars speculate that humanities education, as compared to STEM education, may be better able to provide students with the most in-demand twenty-first century workplace skill: innovation. Due to the lack of empirical research on this topic, this study compares US humanities and STEM students' college gains in their 'propensity toward…

Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether…