Scholarship
Noam ChomskyThe kind of work that should be the main part of life is the kind of work you would want to do if you weren’t being paid for it. It’s work that comes out of your own internal needs, interests and concerns.
2022
Geesa, R. L., Robbins, K., & Shively, K. (2022). The collaborative model for teaching o-SEL: Preparing educators to design online environments for social-emotional learning. Journal of Online Learning Research, 8(1), 67-100. [Acceptance Rate: not known at this time | Impact Factor: unknown]
*Shively, K., & Sydnor, J. (in press 2021/2022). Possibilities and pivots in teacher preparation: An examination of teacher candidates’ perceptions of a virtual teaching practicum. In K. Carruthers & S. Griffith (Eds.), Education in the Age of Corona: Pandemic Pivots and Productive Portals. Champagne, IL: Common Group Research Networks.
2021
*Geesa, R. L., Shively, K., & Robbins, K. (2021, September). Promoting inclusivity through online social emotional learning (o-SEL): A professional learning opportunity for all educators and leaders. Indianagram: Indiana Association of School Principals, 23(8), 24-26.
*Shively, K., & Taylor, L. (2021) Clay, cardboard, and cameras: playing in a media arts environment. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2021.1956437 [Acceptance Rate: requested/no response; Impact Factor: not indexed; CiteScore: 1.8; 170k annual downloads]
*Rubenstein, L., Callan, G., Shively, K., & Speirs Neumeister, K. (2021). The Case of Hungry Hippos: Supporting Students’ Development of Problem-Finding Strategies. Gifted Child Today, 44(3), 128-140. https://doi.org/10.1177/10762175211008524 [Acceptance Rate: 34%
Impact Factor: not indexed; CiteScore .80; Article total views and downloads: 84; According to editor, citations are up 167% this year.]
*Shively, K., Stith, K., & Rubenstein, L. D. (2021). Ideation to implementation: A 4-year exploration of innovating education through maker instruction. Journal for Educational Research, 114(2), 155-170 https://doi.org/10.1080/00220671.2021.1872472
[Acceptance Rate: 6%; Impact Factor: 1.871]
2020
*Spoon, R., Rubenstein, L. D., Shively, K., Stith, K., Ascolani, M., & Potts, M. L. (2020). Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model. Journal for the Education of the Gifted, 43(3), 193-226. https://journals.sagepub.com/doi/10.1177/0162353220933001 [Acceptance Rate: requested; Impact Factor: not indexed; CiteScore: 2.3; Ranked: Education 402 out of 1319]
*Stith, K.M., Potts, M.L., Rubenstein, L.D., Shively, K., Spoon, R. (2020). Perceptions of K-12 Teachers on the Cognitive, Affective, and Cognitive Functionalities of Gifted Students Engaged in Design Thinking. Journal of STEM Teacher Education, 55(1), article 5. https://doi.org/10.30707/JSTE55.1/DPHX3873 [Acceptance Rate: 50%; Impact Factor: not indexed]
*Shively, K., Hitchens, C., & Hitchens, N. (2020). Teaching Severe Weather: Examining Teacher Candidates’ Early Field Experience in a Makerspace Environment. Journal of Education. https://doi.org/10.1177/0022057420908061 [Acceptance Rate: 42.4%; Impact Factor: not indexed]
2019
*Vishkaie, R., Shively, K., and Wessel Powell, C. (2019). Perception of Digital Tools and Creativity in the Classroom. International Journal of Digital Literacy and Digital Competence, 9(4), 1-18. https://doi.org/10.4018/IJDLDC.2018100101 [Acceptance Rate: >50%; Impact Factor: not indexed]
2018
*Shively, K. and Palilonis, J. (2018) Curriculum Development: Pre-service teachers’ perceptions of design thinking for understanding digital literacy as a curricular framework. Journal of Education.
*Shively, K., Jarrell, L., Denton, D. (2018). Ready, Set, Make! Exploring library resources in a residential hall makerspace. College & Research Libraries News.
*Shively, K., Stith, K., and Rubenstein, L. (2018). Measuring What Matters: Using the Design Thinking Model to assess students’ creative and critical thinking. Gifted Child Today.
2017
*Shively, K. (2017). Reflections from the Field: Creating an elementary living learning makerspace. Learning Communities Research and Practice, 5(1), Article 3.
2014
*Shively, K. (2014). Digital progressive learning environments: Interest-driven curriculum for elementary children. Curriculum and Teaching Dialogue, 16 (1), 141-156. https://www.proquest.com/openview/0d114c27280d783ec346e59a771b99e4/1?pq origsite=gscholar&cbl=29703 [Acceptance Rate: ~39%; Impact Factor: not indexed]
*Buchholz, B., Shively, K., Peppler, K., and Wohlwend, K. (2014). Hands on, hands off: Gendered access in crafting and electronics practices. Mind, Culture, and Activity, 21(4), 278-297. [Acceptance Rate: 32%; Impact Factor: 1.295]
Refereed Chapter – Special Call
2021
Shively, K. (2021). Extended learning opportunities in integrative STEM. In K.M. Stith & R. Geesa (Eds.), Leading with Integrative STEM Education. Rowman and Littlefield.
2019
Shively, K. (2019).”Racism, Racial Bias, and Racial Injustice: A Discussion.” Review of the book Something Happened in Our Town. By M. Celano and M. Collins. Purdue University’s First Opinions, Second Reaction, 11(3).
Evaluation Reports
2017
Rubenstein, L. D., Spanke, J., Shively, K., & List, A. (2017). Ball State University’s CAEP Standard 4 Purdue University’s case study: Examining teacher and administrator interviews, classroom observations, and student survey data to understand completer effectiveness and preparation satisfaction. Muncie, IN: Ball State University.
International/National Presentations
2022
Shively, K. & Geesa, R. (2022, June). Online Professional Learning: Creating Inclusive Online Social Emotional Learning Environments. International Society for Technology Education (ISTE). New Orleans, LA, United States.
Geesa, R., Robbins, K., & Shively, K. (2022, April). Collaboration through o-SEL: A Framework to Guide Teaching of Social-Emotional Learning in Online Environments. American Educational Research Association (AERA) San Diego, CA, United States.
2019
*Stith, K., Rubenstein, L., Shively, K. (2019, November). The cognitive, affective, and motivational responses of gifted youth from Design Thinking.[Conference session]. National Association for Gifted Children National Conference, Albuquerque, NM, United States.
(Not in attendance; but contributor on study and presentation).
*Shively, K. (2019, October). Beyond academic achievement: Makerspaces and informal learning. [Conference session]. Association of College and University Housing Officers – International (ACUHOI) Academic Initiatives Conference, Minneapolis, MN, United States.
2018
*Wessel-Powell, C. & Shively, K. (2018, November) Early professional development: Understanding multiple literacies through mentorship, making, and materials. Literacy Research Association (LRA). Indian Wells, CA, United States.
*Shively, K. (2018, October). Makerspaces and mentors: Beyond academic success. [Conference session]. Association of College and University Housing Officers – International (ACUHOI) Academic Initiatives Conference. Pittsburg, PA, United States.
*Shively, K. & Bynum, J. (2018, October). A model towards student development for future professional Endeavors. [Conference session]. Association of College and University Housing Officers – International (ACUHO-I) Academic Initiatives Conference. Pittsburg, PA, United States.
*Potts, M. L., Stith, K., Shively, K., Spoon, R., & Rubenstein, L. D. (2018, November). Inspiring student innovation using the Design Thinking Model. [Conference session]. National Association for Gifted Children National Conference, Minneapolis, MN, United States.
*Stith, K., Rubenstein, L. D., Shively, K., & Callan, G. L. (2018, November). Measuring what matters: Assessing creative and critical thinking. [Paper]. National Association for Gifted Children National Conference, Minneapolis, MN, United States.
*Rubenstein, L.D., Stith, K., Shively, K., Spoon, R., & Potts, M.L. (2018, November). Inspiring student innovation using the Design Thinking Model. [Paper]. National Association for Gifted Children National Conference, Minneapolis, MN, United States
*Shively, K. (2018, April). “We Would Have Been a Mess Without You”: Mentoring is a professor’s responsibility in teacher education. Society of Professors of Education (SPE). New York, New York, United States.
2017
*Shively, K., Denton, D., Stroud, J., and Bynum, J. (2017, October). Building community: The rise of makerspaces in residential halls. [Conference].
*Shively, K. (2017, May). Reflecting on challenges with visual methodologies. International Congress of Qualitative Research (ICQI), Champaign, IL, United States.
*Shively, K. and Palilonis, J. (2017, May). Teaching pre-service teachers about digital literacy across the
curriculum through design thinking. International Congress of Qualitative Research (ICQI), Champaign, IL, United States.
*Shively, K. (2017, January). A case study of an elementary digital arts studio. [Conference session]. 1st Annual Conference on Academic Research in Education (CARE), Las Vegas, NV, United States.
*Hitchens, C., Shively, K., Hitchens, N. (2017, January). Investigating preservice teachers’ development and implementation of a weather-focused maker workshop. [Conference session]. 1st Annual Conference on Academic Research in Education (CARE), Las Vegas, NV, United States.
2016
*Rubenstein, L. D., Shively, K., Speirs Neumeister, K. L., & Hernández Finch, M. (2016, November). Make my day: Joining the maker movement. [Paper]. National Association for Gifted Children National Conference, Orlando, FL, United States.
*Denton, D., Shively, K., Stroud, J., Richardson, T. (2016, October). Real experiences students gain from participating in Living Learning Communities. [Paper]. ACUHO-I Living Learning Programs Conference, Phoenix, AZ, United States.
*Shively, K. (2016, April). Just play: Exploring a nonformal media arts studio. Society of Professors of Education (SPE). Washington D.C., United States.
*Shively, K. (2016, April). Make something: Inside an elementary nonformal media arts studio. American Educational Research Association (AERA) Washington D.C., United States.
2014
Shively, K. and Hagenbuckle, A. (2014, March). Making, crafting, designing: What’s all the Fuss with digital media in education? [Workshop presentation]. e Curriculum and Instruction Research and Creative Activity Symposium (CIRCAS) Bloomington, Indiana, United States.
2013
*Shively, K. (2013, April). Digital design and creative explorations: An interest driven, informal digital learning environment for children. American Educational Research Association (AERA) San Francisco, California, United States.
*Buchholz, B. and Shively, K. (2013, April). The art of getting unstuck: Tinkering to support creative learning in digital art practice. American Educational Research Association (AERA) San Francisco, California, United States.
*Shively, K. (2013, April). Novice, quasi-expert, and expert assessments of creativity in the new domain of e- textiles. American Educational Research Association (AERA) San Francisco, California, United States.
2012
*Peppler, K. and Shively, K. (2012, April). New opportunities for interest driven arts learning in a digital age. [Roundtable presentation]. American Educational Research Association (AERA) Vancouver, British Columbia, Canada.
Shively, K. (2012, March). Interest-driven curriculum: Valuing children as epistemologists. [Poster presentation and panel]. Curriculum and Instruction Research and Creative Activity Symposium (CIRCAS) Bloomington, Indiana, United States.
Invited Presentations
2019
Shively, K. (2019, October). Living learning community makerspace. [Invited presentation]. Association of College and University Housing Officers – International (ACUHOI) Academic Initiatives Conference, Minneapolis, MN, United States.
2018
Shively, K. (2018, October). Sophomore year experience engagement. [Presentation]. Association of College and University Housing Officers – International (ACUHOI) Academic Initiatives Conference, Pittsburg, PA, United States.
2017
Shively, K., Rubenstein, L. D., & Stith, K. (2017, July 17-20). Innovation camp: Creating a school wide innovation theme. [Invited Weeklong Seminar]. Burris Laboratory School, Muncie, IN, United States.
Shively, K., Rubenstein, L. D., & Stith, K. (2017, July 10-13). Innovation camp: Designing an innovation lab space. [Invited Weeklong Seminar]. Burris Laboratory School, Muncie, IN, United States.
Shively, K. (2017). Design Thinking and creativity in elementary education. [Invited presentation]. EDEL 440, Ball State University, Muncie, IN, United States.
Shively, K. (2017). First year experiences in elementary education. [Invited presentation]. Explore Education Day, Ball State University, Muncie, IN, United States.
2016
Shively, K. (2016). First year experiences in elementary education. [Invited presentation]. Explore Education Day, Ball State University, Muncie, IN, United States.
Awarded Grants
Principal Investigator, First, or Individual Role
2020
*Shively, K. (2020). Enhancing Technological Pedagogy via Makerspaces, Multimedia, and Storytelling. Creative Teaching Grant. Ball State University Provost. Awarded ($6820).
2017
*Shively, K., Denton, D., Stroud, J. (2017). Creating an extended LLC experience: Mentoring towards professionalism. Provost Living Learning Community Grant. Awarded ($7950).
2016
Shively, K. (2016). Elementary maker workshops: Making an interactive STEAM exhibit. Provost Immersive Learning Grant. Awarded ($11,842.20).
2012
*Shively, K. (2012) Individual Development Account. Preparing for Future Research via Conferences and Community Involvement. Awarded ($3500).
*Shively, K. (2012). Daisy Jones Grant. Indiana University Department of Curriculum and Instruction to create a mixed ages media arts program for elementary children. Awarded ($4000).
2011
*Shively, K. (2011). Early Inquiry Grant. Department of Curriculum and Instruction to pilot research with children at Boys and Girls Club, Bloomington, IN. Awarded ($1200).
*Shively, K. (2011). Michael McMullen Photography Fellowship. Department of Curriculum and Instruction to provide funds to purchase cameras, materials, and other research related equipment to conduct research that incorporated visual methods. Awarded ($700).
Principal Investigator, First, or Individual Role
2020
*Shively, K. (with S. Tancock (PI) & J. Clausen (Co-PI)). (2020). Virtual & distance education teaching license addition & online professional learning series, 2020, Funding Agency, United States Department of Education: Governor’s Emergency Education Relief Fund. Awarded ($500,000).
*Palilonis, J. and Shively, K. (2020). Professor Garfield Institute. Discovery Women’s Group. Awarded ($25,000).
2019
*Stith, K. & Shively, K. (2019). Ball State STEAM Institute. Ball Brothers Foundation. Awarded ($2,500).
2017
*Hitchens, C. and Shively, K. (2017). Preparing for weather hazards Is fun and games. IDC Research Grant. Awarded ($846.00).
Teaching
‘Education is not the filling of a pot but the lighting of a fire.’
–W.B. Yeats
Instructor of undergraduate and graduate courses pertaining to democracy and education, elementary teaching experiences, play and creativity, and technology integration.
Teacher Prep Courses
EDEL 100: Education in a Democratic Society
Serves as an initial investigation into teaching and the teaching profession. Participation in civic activities as a way of coming to understand children and various conditions that influence the teaching profession.
EDRD 350: Advanced Reading and Language Arts Instruction in the Elementary Classroom
Designed to expand an understanding of reading and language arts instruction in elementary classrooms. Develops practices that support students’ literacy learning and in planning and implementing a meaningful literacy program in elementary classrooms. Continues an experience-based exploration of literacy education practices.
EDEL 200: Planning for the Elementary and Early Childhood Classroom
Ties direct classroom experience to seminar content. Emphasizes integrating, implementing, and interpreting laboratory experiences.
EDEL 350: Teaching in the Elementary Education Classroom
Departmental themes concerning teaching and learning in elementary schools will be extended. Laboratory experience focuses on classroom instruction, organization, and management.
Graduate Courses
EDEL 600: Basic Concepts in Elementary Education
Examination of current concepts essential for successful teaching and learning in an elementary classroom. Focus will provide a foundation of knowledge to be extended in future graduate work.
ECYF 648: Play and Creativity in Early Childhood
The role of play and creative experiences in the development and learning of young children. Addresses the philosophy, techniques, and problems of providing creative and play experiences for young children.
EDEL 663: Understanding Data to Inform Teaching and Learning in Elementary Schools
Emphasizes the components of assessment as it pertains to the elementary school and to individual classrooms. Also introduces important assessment tools that can be used to design and address instruction.
EDRD 624: Integrating Technology in the Literacy Program
Candidates will explore many different possibilities for integrating cutting-edge technology into the literacy program and explore how technology affects the development of literacy strategies and skills.
EDEL 660: The Effective Use of Technology in the Elementary School
Theoretical understanding and personal skills needed to use technology effectively in the elementary school classroom. General role of technology in education and specific applications to particular uses within the classroom as well as strategies for evaluating resources.
EDEL 676: Research in Elementary Education
Investigation, summary, and interpretation of research in elementary education. Requires each student to write and submit a research report.
Teaching Projects
Online Professional Learning Series (OPLS)
During the Spring and Fall of 2021, Dr. Shively collaborated with a team of designers to create and facilitate an online professional learning series for P-12 educators to address the rising need for training in O-STEM. And during the Spring and Summer of 2022, a team of designers created online professional learning for online literacy.
Over the Summer of 2020, Dr. Shively collaborated with a team of designers to create and facilitate an online professional learning series for P-12 educators to address the rising need for training in virtual contexts.
Creative Teaching Project
Dr. Shively is training elementary teacher candidates to teach in online learning environments as a part of their field experience prior to student teaching. This experience will better prepare candidates to design learning environments when teaching online/virtually.
Professor Garfield
The new Professor Garfield website, written and designed by a team of Emerging Media Design and Development students from Ball State University, offers interactive video lessons on digital literacy starring Garfield the cat, himself! This website gives teachers free access to learning tools and games for teaching digital literacy in their own classrooms. The project and its findings were presented at the 2016 International Society for Technology and Education conference and the 2018 World Conference on E-Learning.
P-12 Educators
Student Testimonials
Thank you so much this semester for all of the respect and support that you have provided for me and the rest of my colleagues this semester. Throughout the EDEL/EDRD 350 course, you have provided me with so much knowledge for me to grow further into my education in our elementary education department. Through all of this pandemic, I know how much in-time decision-making you were required to do and I hope I can be as quick on my feet as you were. Have a great summer!
Rising Student Teacher, Spring 2020
I just wanted to say thank you for being an excellent professor and helping me through this part of the year (midterms)! I hope you have a wonderful spring break and I look forward to the rest of the year!
Rising Sophomore, Spring 2018
I just wanted to reach out and say thank you for your support these past couple years. You’re definitely an amazing model of what a teacher should be. I hope you have an amazing summer!
Rising Junior, Spring 2019
Thank you for continuing to be a professor with passion. Thank you for encouraging me when I feel like I could not do it. The best thing about you as a professor is that you believe in me and that taught me to believe in myself. Thank you.
Graduate Student, Spring 2019
I just wanted to thank you for this awesome semester! Both the class EDEL 100 and my service learning at Burris really impacted me and my desire to be a teacher. I really appreciate how you were always there and available to me to answer my questions. Not all teachers go out of their way to help their students succeed, and I really appreciate it that you did. Like I said, I just wanted to let you know that I was deeply impacted by this course and my service learning, and I wanted to say thank you for all you did to help me to be successful and to grow as a person and a future teacher.
Rising Sophomore, Spring 2016
Kate Shively, PhD 