Vol. 26 No. 1 (2026)

Articles

• Amplifying Institutional Visibility Through a Reciprocal Branding Ecosystem: Evidence From the RAMILY Effect

  Heida Reed

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• Active Learning Strategies: Using Games in the Classroom

  Megan Fixen

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• Conceptual Synergies in HBCU Collaborations: Bridging Theory and Practice

  Robert P. Singh, Ravi Chinta, Micah E.S. Crump

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• University Student Smartphone Usage in Higher Education: Pre-Pandemic vs. Post-Pandemic

  J. Kirk Atkinson, Ray J. Blankenship, Sean Marston

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• Merit Versus Race and Gender: A Constitutional & Ethical Critique of Identity-Based Hiring in Higher Education

  Biff Baker

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• Theoretical Bases and Applications of the Dennis Course-Embedded Advising Model©

  Michelle Dennis

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• Integrating Generative AI with Experiential Learning in the Digital Marketing Classroom

  Emily Webster

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• Critical Race Study of Intergroup Dialogue Facilitator and Student Experiences in Virtual Learning

  Patrice Greene, Victoria Alexander-Thompson, Lee Gordon, Alex Mullen, Lachelle Stamps Spells, Jazmin Pichardo, Ron Padrón, Bridget Turner Kelly

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• Humanizing AI Feedback: Enhancing Self-Efficacy and Creative Agency in Design Education

  Zinka Bejtic

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• A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education

  Chris Brune, Kevin Lee, Scott Miller

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• Visualizing Beyond the Mask: Black Collegians Cultivating Safety Through Joy

  Ashley J. Carpenter, Taylor Lewis, Janella Benson, Brittney Pemberton, Pempho Chinkondenji, Tita Feraud-King , Devin Henry

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• Conscious Branding, Archetypes, and Consumer Identity: A Jungian Framework for Symbolic Meaning, Cultural Individuation, and Ethical Marketing

  Rafael Maria Friebe

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• Rethinking Assessment Practices for Multilingual Learners: Bridging Theory and Classroom Evidence in Mathematics Education

  Adrienne N. Westlake

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• Exploring Doctoral Students’ Thoughts about the Use of Artificial Intelligence for Learning

  Ann Wheeler, Holly Hansen-Thomas

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• WhatsApp as a Vector of Language Change: Indications from Igbo Aboriginal Students in South-Western Nigerian Universities

  Emmanuel Ezimako Nzeaka

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