Steven Grubaugh’s research while affiliated with University of Nevada, Las Vegas and other places

Debate-centered civics education is a powerful pedagogical approach that fosters future-ready skills such as critical thinking, communication, and problem-solving. In an era where artificial intelligence (AI) is reshaping education, integrating AI-driven tools into debate instruction has the potential to enhance student learning and engagement. This study explores the role of debate-centered civics education in preparing students for college, careers, and informed civic participation by utilizing AI to refine argumentation and analytical reasoning skills. The study is grounded in experiential learning theory (Dewey, 1938), social constructivism (Vygotsky, 1978), Bloom’s taxonomy (1956), deliberative democratic theory (Hogan et al., 2017), and connectivism (Siemens, 2005), all of which emphasize active learning and critical discourse as essential to intellectual and civic development. Through a case study methodology, this research examines how AI-enhanced debate programs impact student performance, civic engagement, and digital literacy. Data will be collected through classroom observations, AI-driven feedback analysis, and interviews with educators and students. Findings from this study will contribute to educational practice by providing insights into how debate-centered instruction can be optimized with AI tools to improve student argumentation and engagement. The results will also inform policy recommendations for integrating debate-based civics education into K-12 curricula to equip students with the skills necessary to navigate an increasingly digital and complex democratic landscape.

Teaching secondary students requires a multifaceted set of skills that blend pedagogical theory, classroom management techniques, and a deep understanding of adolescent development. Drawing upon insights from veteran educators with several years of experience, this article examines the subtle and often underestimated nuances that contribute to effective teaching in a secondary setting. It highlights core practices that bolster classroom management, student engagement, and instructional differentiation. Moreover, the integration of artificial intelligence (AI) into teaching is explored, revealing how AI-driven tools can offer personalized solutions to classroom challenges. Anecdotes and practical examples illustrate how novice and early career teachers can bridge the gap between emerging instructional methods and the wisdom gleaned from years of hands-on experience. By embracing both tested, instinctive approaches and cutting-edge technologies, educators can foster dynamic and responsive learning environments that empower every student to achieve academic success.

Misinformation poses a significant threat to democratic societies by undermining public trust, increasing polarization, and obstructing informed decision-making. This paper explores the pervasive impact of misinformation on democracy and emphasizes the critical role of K-12 educators in fostering media literacy skills among students. By equipping students with the ability to critically evaluate information, educators can help build a more informed citizenry capable of resisting the influence of falsehoods. The paper discusses strategies for teachers, including building media literacy, teaching critical evaluation methods, leveraging technology responsibly, and fostering a culture of critical thinking and civil discourse. Practical resources for teachers are also highlighted to combat misinformation effectively

The rapid advancement of artificial intelligence (AI) necessitates an educational paradigm shift that emphasizes creativity, critical thinking, and innovation. This paper explores the implementation of Genius Hour in K-12 Social Studies as a means to foster these essential skills. By allowing students to engage in inquiry-based, student-directed learning, Genius Hour aligns with 21st-century educational goals and prepares students for future academic and civic endeavors. The paper discusses the benefits, implementation strategies, challenges, and methods for measuring the success of Genius Hour, concluding with a call to action for educators to adopt this transformative approach.

This article explores the growing body of research evidence supporting the integration of Artificial Intelligence (AI) in elementary social studies education. It identifies and analyzes ten key evidence-based applications of AI that have demonstrated potential to enhance student engagement, personalize learning experiences, and cultivate essential historical thinking skills. The discussion critically evaluates the pedagogical implications, advantages, and challenges associated with AI integration in this context. Recommendations are provided for the responsible and effective implementation of AI tools in elementary social studies classrooms.

The emergence of artificial intelligence (AI) has brought about a transformative revolution in work dynamics and interpersonal interactions, and this technology continues to progress. The accessibility of AI to the general public has exerted a substantial influence on the education sector, necessitating a paradigm shift across various dimensions of schooling, including curriculum design, instructional methods and evaluation techniques, professional development for educators, and collaboration between schools and communities. This article explores the implications of AI on education, identifies the requisite changes to equip students for future employment opportunities, and underscores the role of educators in facilitating this transition. It posits a departure from traditional educational approaches, advocating for an emphasis on fostering creativity, critical thinking, problem-solving skills, and collaborative capabilities.

Teacher-centered approaches, such as direct instruction, can be efficient at delivering information but may not promote deep learning or engagement. Student-centered approaches, like project-based learning and inquiry methods, can foster critical thinking and engagement, but can be more resource-intensive for teachers. Educators and administrators can encourage the use of student-centered approaches by providing professional development and support, promoting collaboration and networking, modeling, and encouraging self-reflection. It is important for teachers to use a variety of teaching methods that facilitate active learning.

Social science teachers play a crucial role in shaping students' understanding of the world and their place within it. They not only impart knowledge but also help students develop critical thinking skills, empathy, and a sense of civic responsibility. Passionate teaching and learning are critical elements of effective education. This paper examines the impact of passionate teaching on teacher retention and wellness, as well as student learning, achievement, and well-being. Passionate teachers are defined by their enthusiasm, engagement, creativity, commitment, and flexibility, and have a positive impact on student motivation and engagement. On the other hand, passionate learners exhibit persistence, creativity, and autonomy in their learning journey. The paper also discusses strategies for increasing teacher passion for teaching, including professional development and a supportive school culture, and fostering student passion for learning, including a positive and engaging learning environment and opportunities for autonomy. The results of this study suggest that enhancing both teacher and student passion has a positive impact on teacher retention, teacher well-being, student achievement, and student well-being.

"The fundamental cause of the trouble is that in the modern world the stupid are cocksure while the intelligent are full of doubt" (Russell, 1933, p. 28). One seldom hears doubt in the espousing of socio-civic, cultural, or political pronouncements. While the voices seem to always be “cocksure;” we first ask at what level is their objective knowledge and how well do they self-assess that knowledge? We explore how ideological positioning is related to self-assessment and objective knowledge. We conducted a non-comparative (absolute) quantitative study through an email survey of 330 residents of the U.S. over the age of 18 that examined objective socio-civic knowledge and self-assessed ideology and wokeness. The experimental results confirmed misestimations consistent with Dunning-Kruger Effects.