The Literary Games We Play: Science Fiction in the Teaching of Secondary Science

This project responds to a need for interdisciplinary approaches that merge literacy development with scientific inquiry, recognizing the challenges of engaging diverse learners in complex ecological and evolutionary content. Drawing from research in fiction-based learning (Wong et al., 2024), science fiction and science pedagogy (Bixler, 2007), role-playing games in education (Cheville, 2016), and culturally responsive teaching (Rodriguez & Morrison, 2019), the project aims to make science more accessible, inclusive, and relevant to students’ lived experiences. This capstone explores how science fiction novels, specifically The Kaiju Preservation Society by John Scalzi, can be effectively integrated into a secondary science curriculum to enhance student engagement, critical thinking, and understanding of scientific concepts. The project takes the form of a paper-based learning cycle composed of four components: (1) a guided reading companion to support literacy and content discovery; (2) a role-playing game (RPG) simulating decision-making in a fictional ecosystem; (3) structured discussion and ethical reflection sessions; and (4) a summative assessment allowing for student choice in creative or analytical investigative projects. Students take on scientific roles and apply ecological principles to manage conservation challenges related to fictional kaiju species. Gameplay incorporates key disciplinary core ideas from the NGSS and 2019 Minnesota Science Standards, such as biodiversity, human environmental impact, and ecosystem dynamics. The project is designed for high school biology or environmental science classrooms, including those with diverse learners, multilingual students, or students with IEPs. The curriculum materials include both student-facing and teacher-facing resources, such as vocabulary support, rubrics, a game master’s guide, and pacing calendars. Assessment is conducted through mixed methods, including reading journals, performance tasks, group strategy sheets, and post-game reflections. This capstone demonstrates that integrating science fiction and role-play can promote equity, deepen student understanding, and empower learners to see themselves as scientists and decision-makers

What Approaches can a Preschool Teacher use to Support Their Students’ Emotional Regulation Skills?

Emotional regulation is a foundational skill in early childhood, closely linked to social skill development, mental well-being, and long-term academic success. Throughout this paper, researcher Lydia Caldwell explores the following question: what approaches can a preschool teacher use to support their students’ emotional regulation skills? Drawing from both literature and personal classroom experiences, this project was created with the author’s profession in mind. As a special educator who works with preschool students, Caldwell sees firsthand the amount of children struggling with emotional regulation, also referred to as self-regulation. The project will result in a series of flyers which serve as professional development. Flyers will be distributed to teachers who work with preschoolers. The author’s goal is to provide educators with research-based, practical SEL strategies for use within their classrooms, especially when thinking about self-regulation. Research has shown that emotional regulation is not an innate ability but one that must be explicitly taught, consistently modeled, and fostered within a safe and structured environment. Key findings include integrating social-emotional learning (SEL) into daily routines, using intentional language around emotions, practicing coregulation, and providing calming strategies through the classroom environment—such as feelings posters, sensory tools, and quiet spaces. These practices not only help children manage emotions in the moment but also build skills that support empathy, self-awareness, and effective problem-solving. Highlighting these approaches, this capstone emphasizes the idea that fostering emotional regulation in early learners is not separate from academic instruction, however a vital part of it. When children are equipped with emotional tools early in life, they are more likely to engage in learning, build positive relationships, and navigate challenges successfully

Making More “Math People”: Increasing the Accessibility of High-Level Math Classes Through Detracking

One of the most often maligned subjects, mathematics courses are typically strictly tracked by skill level. This project attempts to create more ‘math people’ by designing a curriculum to answer the question: How can differentiation, in-class grouping, and detracking be used to increase the accessibility of high-level math classes? Drawing from a personal narrative, this project reviews literature on the benefits and drawbacks of tracking systems, differentiation, student outcomes, and mathematical mindsets, drawing heavily on work by Jo Boaler (2022). The curriculum is designed with both Understanding by Design and Standards Based Grading framework, and also leverages the flipped classroom model. The resulting artifact focuses on mindset development while weaving multiple learning objectives together, to create a classroom environment where students engage with mathematics beyond memorization and repetition, and thus hopefully leaving them more likely to describe themselves as a ‘math person.

Adult English as a Second or Other Language Peer Oral Interaction in Online Breakout Rooms

Peer interaction is essential for adult English as a Second or Other Language (ESOL) students\u27 oral skills development. However, it is more challenging to offer peer interaction in online synchronous classes. To support new teachers who begin online teaching, the author reviewed research on peer learning and online classroom interactional competencies. Based on a foundation of second language acquisition theories and communicative teaching practices, oral skills are developed more with specific types of activities in online breakout rooms: task-based, cooperative, and collaborative activities. These activities are inherently social and motivate learners to engage in negotiation for meaning and a focus on form. Digital skills, explicit directions, social supports, and online interactional competencies are also needed for effective peer interaction online. This capstone begins to answer the question, What practices increase peer oral interaction in adult ESOL online breakout rooms? The project provides a series of professional development trainings offered as online synchronous workshops that introduce and model the research findings for how to adapt peer interaction as a tool to mediate language learning in online breakout rooms

Lessons from a Life in Transition: An Autoethnography of Regional Attitudes Toward Transgender Educators

This study explores the lived experiences of a transgender educator navigating public school systems in Mississippi and Minnesota. The purpose of this research is to illuminate how systemic discrimination, lack of institutional support, and cultural attitudes toward gender identity affect both the personal and professional lives of transgender teachers. Using an autoethnographic approach, I analyzed weekly journal entries written over multiple school years across three distinct school settings. These reflections were thematically examined to identify patterns related to identity negotiation, resilience, workplace discrimination, and moments of resistance. The findings reveal the emotional toll of teaching in environments where safety and affirmation are not guaranteed. They also highlight acts of advocacy, community building, and growth as a queer educator. This research contributes to the understanding of queer pedagogy and the ways in which educators’ identities shape and are shaped by their teaching contexts. The study underscores the urgent need for policies, practices, and school cultures that affirm LGBTQ+ educators. It also offers insight into how reflective narratives can serve as tools for both healing and systemic change

She Speaks With Stars: Teacher Support for American Indian Students who are Gifted and Have Experienced Trauma

Olson, T.L. She Speaks with Stars: Teacher Support for American Indian Students Who Are Gifted and Have Experienced Trauma. (2025) This qualitative study utilized grounded theory analysis through the use of survey and interview to research how teachers support American Indian students who are gifted and have experienced trauma. The study focused on survey results as well as interviews of a selection of teachers from various grade levels, years of experience working with American Indian students, and roles in the educational system. The themes that emerged from the data illustrate the imperative need for more research into Native American students who are gifted. While significant data exists regarding giftedness and talent development, very little is available on this specific student population. While the data reflected educators’ using specific strategies to engage and challenge their gifted students, the data also reflected educators’ strong commitment to their students in their use of trauma-informed practices. This indicates the need for training and system-wide support for gifted students and their teachers

Infusing Dakota Values and Indigenous Pedagogies into Secondary Social Studies Curriculum

This project was very meaningful for me both professionally and personally. There was a lot of growth as a researcher, teacher, and person; this growth is reflected in the project as well. I chose Dakota values to be regionally conscious of students that may be in the classroom and their cultures. The project itself shows how Indigenous pedagogies can be applied to content that may not appear to be Indigenous-related. The unit covers the emergence of trade on a global scale (700-1500CE) in a ninth grade world history classroom. Using Understanding by Design’s backward planning model as well as a variety of Indigenous pedagogies described in the Literature Review to create the unit. Chapters 1-4 covers my rationale, reflections, thoughts, theories, and research that led to the project

The Academic-Athletic Playbook: A Guide to Maximizing Benefits for All Students

In America, it is difficult to get people to agree about anything, especially when it comes to the public school system. One nearly universal belief among parents and educators is that after-school sports are beneficial for their high school aged children. This paper will not be looking into whether or not after-school sports teams are good for kids. Instead, it will explore what aspects contribute most effectively to their academic success. In short, the guiding question for this capstone is: What specific components of after-school sports contribute most effectively to the academic success of high schoolers, and how could they be delivered more effectively? Through the creation of a set of handbooks called the “Academic/Athletic Playbooks,” a more meaningful relationship between activities and academics is created and can serve as a gateway to discovering the rewards of hard work and dedication

Best Practices for Improving Early Literacy Outcomes for Dual Language Learners

This capstone project focuses on the question, What are the best practices for improving early literacy outcomes for dual language learners? The project is a three-part professional development series that is focused on supporting early childhood educators. The project emphasizes the importance of early literacy, equity, culturally responsive teaching practices, and partnering with parents. Early literacy plays an important role in developing foundation skills for children. Not only does early literacy support learning to read and write, it also is connected with a child\u27s ability to critically engage with the world around them. Empowering families to support early literacy skills at home can play a critical role in a child\u27s literacy development. Culture can also affect early literacy. Differences in expectations can lead to a lot of misconceptions about early literacy. It is important that educators work with families to ensure that they are setting appropriate expectations and providing children with the support necessary to reach their maximum potential. With the increasing number of dual language learners in the United States, investing in early literacy is essential in paving the way for academic success

Analyzing the Impact of COVID-19 on the Achievement Gap: The State of Education in Minnesota from a Superintendent\u27s Perspective

The COVID-19 pandemic disrupted education systems globally, nationally and in Minnesota. This created difficulties but also opportunities for innovation, especially for students most impacted by educational inequities. This dissertation investigates the impacts of the pandemic through three related research questions: (1) In what ways did COVID-19 impact Minnesota’s achievement gap? (2) How do superintendents describe the impact of COVID-19 on their districts and their districts’ disparities? And (3) What have been some of the most innovative opportunities districts’ have explored to recoup learning loss emerging from the COVID-19 crisis? Using a qualitative research design that is grounded in a transformative worldview, this study used surveys and interviews to surface the voices of superintendents who led through the pandemic. The findings reveal that the COVID-19 pandemic made the job of a superintendent arduous by creating new problems and exacerbating existing ones, while also providing ample opportunities for leadership, strategy and results. The study spotlights the need for districts to focus on mental health supports, the uncertainty of educational funding and learning loss and instruction, while also illuminating the leadership perspectives of those on the front lines of systemic change in education