Ryan Lundell

Using Quantitative Ethnography to Explore Interdisciplinary Collaboration in a CTE Building and Construction Pathway

The silo structure and neoliberal rationality of Career Technical Education (CTE) secondary pathways limit student learning and propagate the purpose of education as the creation of human capital, not a socially aware citizenry (Brown, 2017; Jacobs, 2010). Despite its history of racial tracking, CTE pathways still neglect critical thinking/dialogue...

Understanding the impact of constructivism, critical pedagogy, and interdisciplinary curriculum on the experience, participation, and critical consciousness of students and educators.

Integrating interdisciplinary collaboration and critical pedagogy with CTE.

The separation of disciplines in secondary education is an inherent obstacle to project-based learning (PBL): educators go years without meaningful collaboration, critical feedback, or self-reflection (Jacobs, 2010). As a result, many inhabit an isolated bubble where no space is given to interdisciplinary collaboration; this isolation limits the au...

Integrating Critical Pedagogy with Career Technical Education

Neuroscience Strategies to Boost Student Engagement and Understanding

Apply the Understanding By Design framework through a constructivist lens to increase learning and teaching outcomes.

Strategies to evolve teacher practice that closes the digital and increases learning outcomes.

The building industry has experienced a paradigm shift with increased use of data for collaboratively designing, building, and operating sustainable, socially conscious, energy-efficient projects; this shift has resulted in a theory called virtual design and construction (VDC). Secondary education provides students few opportunities to explore thes...