EdD in Curriculum, Instruction and Assessment, Walden University
M.A.Ed., Walden University
B.S.Ed., McKendree University
Bachelor's Degree in K-9 science education, and MAED in K-8 science education. I taught
over 15 years in middle school science. I am a nontraditional student and 1st GEN
My research focus is in STEM education, integrating science & literacy in the K-12
classrooms, supporting nontraditional students in education, and community service
that supports students and teachers.
Short, D. (2022). The Integration of Social Studies and Science: The Use of Gardner's
Multiple Intelligences to Differentiate Interdisciplinary Instruction. Tennessee Educational
Leadership Journal (TEL), 48(2), 21-28.
Short, D. (2022). A Valuable Lesson: Linking Pedagogy with Technology Use for Pre-service
Teachers. National Social Science Technology Journal 11(1).
Short, D. F. (2022). Discovering a Silenced Impact: Connecting Students and Their
Southern University to Their Academic Heritage. Southeastern Regional Association
of Teacher Educators (SRATE), 31(1).
Gonzales, C. & Short, D. (2022). A Silenced Impact-Connecting the History of Education
with Familiarity of Community-A Southern University's Long History in Education.
Southeastern Regional Association of Teacher Educators 31(1)
Short, P. C., Short, D. F., McConnell, J. R. (2021). Seeking homeostasis in a heteroscedastic
world: A sense of the stakes in the Age of Inference.
Short, D. F. (2021). The Limitations of Performance-Based Assessment: Disparities
in Teacher Diversity. Southeastern Regional Association of Teacher Education (SRATE),
Short, D. F., Bruster, B. G. (2021). Using Technology to Enhance Teaching Experiences.
National Social Science Technology Journal, 9(1), 42-50.
In Short, P., McConnell, J., and Henson, H. (Eds.). (under contract to publish in
February 2021). Age of Inference: Cultivating a Scientific Mindset. (1-15). Information
Short, P., Short, D., and McConnell, J. (2020). Into the age of inference with a sense
of the stakes.
Selected Peer-Reviewed articles
Short, D. (2021, Accepted). The Limitations of Performance-Based Assessment: Disparities
in Teacher Diversity. Southeastern Regional Association of Teacher Educators 30(1),
Short, D. and Short, P. (2021, Accepted). Science and World War I: Involving Teacher
Candidates in Integrated Learning. National Social Science Journal 56(1), pp. 64-69
Southeastern Regional Association of Teacher Educators (SRATE)- journal co-editor
Rogers, M., Short, D., Short, P., & Blumbergs, C. (2019, October). Saving Grasslands
with Citizen Science and Civic Ecology. Presented at the North American Association
for Environmental Education 2019 International