Collective Case Study Research Articles

Group coaching integrated into national school leadership programs for professional development of school leaders: A similar, yet different approach at a Norwegian and Swedish university

A growing body of research has emphasized coaching as a key approach to the professional development of school leaders. In many countries, coaching in one form or another is integrated into national school leadership programs. This article reports on a study exploring a specific form of coaching, group coaching, integrated into two national school leadership training programs in Norway and Sweden. The study aims to contribute extended knowledge about how group coaching integrated into such programs can support school leaders’ professional development by examining how a similar yet different group coaching approach, might impact the challenges school leaders bring forth for coaching and how school leaders experience the significance of group coaching in dealing with the challenges in their daily practices. A qualitative collective case study design was adopted, and data was collected through observations, interviews, and questionnaires. Qualitative reflexive thematic analysis was performed. The study shows differences in the type of challenges the school leaders participating in the Norwegian and the Swedish programs brought forth for group coaching and how they experienced the group coaching process to support them in reflecting, understanding, and acting on the challenges in new ways.

“I learned a lot about me as a person”: University students’ development as non-formal education professionals

IntroductionThe role of non-formal educational professionals has implications for the growth and development of the children they interact with. This group of professionals includes university students who volunteer their time in educational and youth-service organizations.MethodsIn this collective case study, we utilized Cultural-Historical Activity Theory to (a) understand how undergraduate and graduate students negotiated their development as a non-formal educational professional within an afterschool program and (b) consider how contradictions influenced their growth as educators, if at all. Three forms of data were collected from 10 graduate and undergraduate students as they volunteered their time as an educator in a 10-week afterschool program in partnership with two rural middle schools.ResultsResults highlighted shared contradictions among university students, such as lack of content knowledge and being viewed as friend versus being viewed as an educator, as they individually and collectively reflected upon their development and growth as non-formal educators within the afterschool program. Results also underscored how being a part of the afterschool program and reflecting on practice supported only some of the university students’ initial goal(s) for volunteering their time.DiscussionWe conclude with implications of this study for universities to consider in supporting the professional growth and development of their students as active learners and future educational professionals.

All about OER – Why, What, How, and So What: A Collective Case Study

Open Educational Resources (OER) have been adopted by growing numbers in higher education during the last two decades. Online repositories contain a myriad of OER content, learning objects, and activities. This article presents six case studies from both new and experienced instructors across multiple disciplines at a single institution. It outlines varying motivations for selecting OER, problems encountered, and possible solutions according to when, how and why instructors started their individual OER journeys. Closer examination using thematic analysis reveals context and commonalities contributing to a more informed understanding of past experiences and more insightful strategies for the use of OER in the future.

Critical Insights Into Public Health Interventions: Partnership, Cultural and Racial Tensions, and Vaccine Hesitancy Within Somali Communities in the Upper Midwest, USA, and Western Norway.

As the COVID-19 pandemic recedes, SARS-CoV-2 vaccination is crucial for reducing transmission and severity, but vaccine hesitancy remains a challenge. The study explored community actions and initiatives addressing vaccine hesitancy among Somali immigrant communities in cities in the Upper Midwest, USA, and Western Norway, focusing on trust factors and comparing members of the Somali diaspora in two distinct social and cultural contexts. Qualitative collective case studies were conducted, involving 14 semi-structured interviews with key informants from the Upper Midwest and Western Norway knowledgeable about initiatives designed to address SARS-CoV-2 vaccine hesitancy. Data were coded in NVivo 12 and analyzed thematically, guided by the Bergen Model of Collaborative Functioning and the Socioecological Model to identify basic and organizational themes. The findings illustrate critical sociopolitical influences on vaccine hesitancy, like racial tensions following George Floyd's murder in Minneapolis and mistrust toward the government in Norway. Effective strategies in the Upper Midwest included maintaining long-term community relationships and culturally tailored outreach and communication to reduce hesitancy. Conversely, Western Norway's less community-centric approach, focusing on translation services without deeper engagement, faced challenges in trust-building. The study highlights the essential role of culturally affirming and community-centric approaches in addressing health challenges in immigrant communities. Trust, fostered through community involvement and understanding sociopolitical contexts, is pivotal in addressing vaccine hesitancy. This research offers insights into designing and implementing effective health promotion strategies tailored to immigrant populations' unique needs. It emphasizes the necessity of integrating socioecological perspectives and community-specific interventions in health promotion practice and policy.

Case Study Analysis of a Decision Coaching Intervention for Young Adults with Early Psychosis.

Young adults with early psychosis often disengage from essential early intervention services (i.e., Coordinated Specialty Care or CSC in the United States). While decision support interventions improve service engagement, their use in this population is underexplored. This study evaluated the feasibility, acceptability, fidelity, and potential impact of a decision coaching intervention for young adults with early psychosis in CSC services. Using a mixed-method, longitudinal, collective case study design, we assessed the intervention's impact on decision-making needs through the Decisional Conflict Scale and qualitative interviews. We also evaluated feasibility, fidelity, and acceptability through observations and feedback from interventionists and participants. Eight young adults from three CSC programs participated, showing variable engagement, with generally favorable fidelity and acceptability ratings. The Decisional Conflict Scale revealed mixed findings, while four themes from qualitative interviews emerged: Perspective and Information Seeking, Motivation and Prioritization, Empowerment and Confidence, and Critical Thinking and Evaluation. The findings suggest that training CSC providers-including peer specialists and clinicians-to deliver decision coaching with fidelity is feasible, well-received by young adults, and potentially impactful on decision-making. Replication in a larger controlled trial, addressing observed study limitations, is warranted. This trial was registered with ClinicalTrials.gov (Identifier: NCT04532034) on August 28, 2020, as Temple University Protocol Record 261047, Facilitating Engagement in Evidence-Based Treatment for Early Psychosis (https://clinicaltrials.gov/ct2/show/NCT04532034?term=NCT04532034&draw=2&rank=1).

Emergent Prefigurative Politics and Social Psychological Processes: A Systematic Review and Research Agenda

ABSTRACTPrefigurative politics—the enactment of desired future social relations in present social change practices—has become central in contemporary political organising. Protest movements like the Arab Spring and recent Latin American uprisings illustrate prefiguration emerging through struggle rather than from a pre‐existing political programme. Although psychological perspectives have been identified as promising avenues for exploring prefiguration, the topic has yet to attract widespread research attention within psychology. This paper proposes a research agenda centred on ‘emergent prefigurative politics’, grounded in a systematic review of the empirical psychological literature on prefigurative politics. Drawing from a thematic analysis of 20 studies, which offers insights about existing developments, theoretical and methodological challenges in studying prefiguration, and opportunities for further inquiry, we develop an agenda for future work. Our findings highlight the complexity of prefiguration as a socially embedded, dynamic, and agentic process where the grievances, psychological needs, and aspirations of individuals and groups within their social context shape the emergence, content, and outcomes of prefigurative politics. In developing our research agenda on emergent prefiguration, we argue that dynamic social identity models of collective action, alongside ethnographic, longitudinal, and case study methods, are promising tools to tackle the challenges of researching prefigurative phenomena.

What the Distance Education Themed Master’s Theses and Dissertations in Türkiye Examined Prior to Covid-19 Pandemic

The purpose of this study is to evaluate and compare the research tendencies of the theses and dissertations published in Türkiye prior to the Covid-19 pandemic between 2013 and 2018 in the field of distance education in terms of thematic research fields, methodological preferences and the components that scientific researches should include. In accordance with this purpose, theses and dissertations were analysed with regard to such sections as introduction, method, findings, result and recommendations. This qualitative study was carried out through document (content) analysis method and was made use of purposeful sampling. The results suggest the most popular theme among researches is web-based distance learning, most preferred designs are quantitative, qualitative, respectively. Top universities publishing doctoral dissertations in the field are the Universities of Anadolu and Ankara while Gazi University ranks first in master’s theses. The years of 2013 and 2014 outnumber other years in terms of doctoral dissertations while 2018 was found as the year when most master’s theses was carried out. It was found out dissertations and theses generally have the basic components of a scientific research. The quantitative studies were designed in survey model while qualitative studies focused on case studies. The most commonly used sampling method is purposeful sampling in the case of both research models. It is recommended that more doctoral dissertations could be carried out in the field of distance education in Türkiye and future studies may include not only the studies that the term of distance education exists in the title but also others carried out in the field.

Enhancing Interaction: The Crucial Role of Eye-Tracking Technology in Assessing Children with Profound Intellectual and Multiple Disabilities in Poland

The Objective of the Research: This research focuses on the pivotal role of utilizing eye-gaze assistive technology (EGAT) in diagnosing individuals with profound intellectual and multiple disabilities (PIMD). The study included six children aged 5–12 with PIMD who do not use speech. The primary aim was twofold: first, to assess and validate diagnoses (certificates) issued by Psychological and Pedagogical Counselling Centres in Poland, which traditionally do not use eye-gaze assistive technology (NEGAT); second, to identify specific exercises from the Look to Learn and eyeLearn software that facilitate the examination of various cognitive abilities. These abilities include visual-spatial skills (e.g., perception ability, visual-auditory coordination, and precision of vision), language skills (both comprehension and expression), and logical thinking (ranging from cause-effect actions to making choices among multiple elements). Research Method: The study employed an action research approach with methodological triangulation, including: Analysis of medical and therapeutic documents (certificates from Psychological and Pedagogical Counselling Centres) Participant observation (both open and structured), and The multiple (collective) case study method. Sessions using EGAT were developed, and exercises that could be used to verify specific skills were selected. The PCEye Mini Track & Learn tool—featuring Gaze Point & Gaze Viewer—was used in the research. Structure of the Article: The article is organized into eight sections: introduction; a brief overview of the current diagnostic procedures in Poland; objectives; methods; results; discussion on improving access to EGAT; and conclusions. Research Findings and their impact on the Development of Educational Sciences: The findings indicate that diagnoses provided by Psychological and Pedagogical Counselling Centres in Poland may require reconsideration. By incorporating eye-gaze assistive technology (EGAT) and re-diagnosing six children previously identified as having profound intellectual disabilities, we identified previously unrecognized abilities in speech comprehension, logical reasoning, visual-spatial skills, and learning pace. The research brings attention to the necessity for standardized tests using eye-tracking technology to assess the intellectual functioning of children with disabilities. Conclusions and Recommendations: It is recommended that Psychological and Pedagogical Counselling Centres be equipped with EGAT to ensure more accurate diagnoses of children suspected of having profound intellectual disabilities. The study advocates discontinuing the issuance of certificates indicating profound intellectual disability and instead implementing functional assessments using EGAT.

Leveraging Instructional Routines to Facilitate NGSS Implementation in High-School Science

ABSTRACT This study employed a collective case study approach to understand how science teachers, who had participated in a sustained professional learning community, leveraged routines to implement NGSS-aligned instruction after professional learning supports had been removed. The theoretical framework was drawn from studies that suggested high leverage practices, such as routines, can support ambitious teaching if embedded within professional learning that incorporates situated and proximate learning opportunities. Qualitative data were collected and coded for each of the three case study participants, including individual interviews, focus group discussion, and low-inference transcripts of classroom observations. The findings indicated that the teachers believed that the routines were supportive in increasing student engagement and equity and were valuable tools in NGSS implementation. They found the immersive and collaborative professional learning valuable in unpacking the NGSS. However, little evidence was observed for the implementation of routines or NGSS-aligned instructions in two of the three cases. The lack of transferability of the routines to new contexts may be due to significant contextual barriers such as time constraints, lack of administrator buy-in, and the misalignment between the standards and high-stakes standardized exams. Some participants were not successful in navigating external barriers to fully realize the potential of instructional routines in their classroom. These findings have implications for state and district policymakers to ensure the alignment of standards, curriculum, instruction, and assessment while providing time for professional learning for educators to understand both barriers and levers for implementation.

A Collaborative Governance in Preventing Child Sexual Violence as an Effort to Achieve Child-Friendly Regency in Purwakarta, Indonesia

This study aimed to analyze and describe Collaborative Governance in Preventing Child Sexual Violence as an Effort to Achieve a Child-Friendly Regency in Purwakarta. The focus of the analysis was on multisector collaboration efforts that are not yet optimal. Collaborative Governance theory from Ansell and Gash (2007) was used, including qualitative methods with a collective case study. Informants were selected from various agencies and related stakeholders. Data were obtained through literature review, observation, in-depth interviews, and examination of policy documents, then analyzed through data reduction, presentation, concluding, and verification. In 2022, Purwakarta achieved Child-Friendly Regency ranked in the Middle category, but the continual maintenance of this title was obstructed by socialization, collaboration, and supervision. Policies related to children have been implemented in Indonesia, yet the consistency of resources and organizational capacity required significant improvement. Therefore, collaborative Governance would facilitate coordination and participation, as well as adaptation to other regions with synergy, structured schedules, and a “learning by doing” method.

Global Comparison of Codes of Ethics for Nurses: A Mixed-Method Collective Case Study Differentiating Aspirational and Mandatory Ethics.

To identify the characteristics and compare the codes of ethics enacted by the Korean Nursing Association and International Council of Nurses. A mixed-method collective case study. This study adopted interpretive approaches comprising case definition and selection, data collection, analysis and interpretation. Based on the developed aspirational versus mandatory ethics analytic framework, we differentiated the aspirational and mandatory codes of the Korean Nursing Association and International Council of Nurses. The Korean Nursing Association placed greater emphasis on aspirational ethics (73.3%) than the International Council of Nurses (53.6%). The Korean Nursing Association addressed legal implications regarding adequate services and patient safety, whereas the International Council of Nurses emphasised informed consent and authorised practice. Compared to the Korean Nursing Association's code, the International Council of Nurses' code had one additional chapter and 67 more units. The additional chapter focused on global health. Some implications can be considered for future revisions of the code of ethics for Korean nurses. Informed consent needs to be addressed as a legal implication for respecting the patient's right to self-determination. Furthermore, nurses' attention to global health could be discussed in the context of globalisation. The findings of the analysis of the current codes of ethics of national and international nursing organisations may provide scientific evidence for future revisions. An evidence-based revision of ethical guidelines, as proposed by the findings, underscores the importance of fostering a moral identity consistent with established professional norms and values for nursing. We adhered to the Standards for Reporting Qualitative Research. Given that this study is based on the literature, namely the codes of ethics, there is no direct/indirect involvement of patients or the public.

Tutors' perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania

This study aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.

Integrasi Pendidikan Karakter Bermuatan Lokal Madura sebagai Penguatan Kesadaran Ekologi pada Kurikulum Merdeka

This study aims to describe the implementation, success factors, and impacts of character education that influences Madurese local as an understanding of ecology in the Independent Curriculum. The research method used is qualitative with a collective case study approach. The locations are SMPN 1 Larangan, SMPN 4 Pamekasan, SMPN 2 Palengaan, and SMPN Satu Atap Pengantin Pria. Data sources are the principal, curriculum vice principal, teachers, and students. Data collection through observation, interviews, and document studies. Data analysis techniques are data collection, coding, organizing, verification, conclusions, and triangulation. The results of the study indicate that character education in the Independent Curriculum can be implemented through various subjects and extracurricular activities. Students can integrate Madurese cultural values ​​and have mutual symbiosis with the surrounding natural environment so as to foster awareness of the environment and recognize cultural identity. Success is influenced by teacher competence, sufficient resources, parental and community support, termination of doctrine, classroom management, utilization of the surrounding environment as a learning resource, and continuous evaluation. This innovation has an impact on increasing social values, creativity, cultural pride, environmental awareness, and students' ability to think in solutions to ecological and cultural issues.

Survivors of Complex Trauma as Adult Online Learners

Complex trauma is both a product and a source of significant multidimensional inequality, including profound disruption to survivors’ educational trajectories. Nonetheless, educational researchers have not previously engaged with adult survivors who study online, contradicting the key principle of collaboration within a trauma-informed approach. This qualitative instrumental collective case study explored how adults with a history of complex trauma experience postsecondary open/online learning. Findings included participants’ struggles with executive functioning, challenges regulating emotion and dealing with a heightened perception of threat, re-experiencing trauma, negative beliefs about the self, and difficulties navigating relationships. These trauma impacts affected not only participants’ learning and course experience, but also their experience of applying, registering, and accessing financial aid. Nonetheless, participants are demonstrably skilled in managing the impacts of their trauma and are driven to learn, placing the highest intrinsic value on education. Top priorities for the implementation of trauma-informed educational practices identified by participants included establishing safety; trust and transparency; and empowerment, voice, and choice. Implications include enhancing equity and inclusion for survivors of complex trauma through the implementation of trauma-informed educational practices in open/online postsecondary contexts.

Case studies of health economic analyses informing pharmaceutical health technology assessments for essential medicine selection and public-sector guidelines in South Africa.

Constrained resources under universal health coverage (UHC) necessitate a balance between medication costs and essential health system requirements. Policymakers practice priority-setting, as either implicit or explicit rationing, embedded in evidence-informed decision-making processes to guide funding decisions. Health technology assessment (HTA) is a method that may assist explicit evidence-informed priority setting. South Africa developed an official HTA methods guide in 2022, however before this, commissioning and performing economic evaluations was not standardized. We conducted a descriptive collective case study to explore the impact of economic analyses on the selection of, and access to, essential medicines in South Africa. Four cases were purposefully selected, and both official information and secondary data, including media reports, were reviewed. Data elements were extracted and organized in a matrix. Cases were reported narratively with a positivist epistemological approach, presenting the authors' reflections. We found economic analyses that reflected methodologies described in the HTA guide: international reference pricing, cost-minimization, cost-effectiveness, cost-utility, and budget impact analyses. Economic analyses informing the 'resource-use' domain in the GRADE evidence-to-decision framework supported decision-making, influenced market-shaping with price reductions of interventions through benchmarking (fosfomycin, flucytosine), improved equitable access nationally (flucytosine), and prioritized a defined patient group in a justifiable and transparent manner (bortezomib). A standardized HTA evaluation process guided by a nationally accepted framework is necessary for evidence-informed decision-making. Economic analyses (cost-effectiveness, affordability, and resource use) should be consistently included when making decisions on new interventions.

Enabling Formal and Natural Supports for Adults with Developmental Disabilities in British Columbia, Canada: Experiences of Three Organizations

Despite the recognition of the importance of both formal and natural supports for adults with developmental disabilities, there is limited research on how organizations integrate these supports in the Canadian context. Using a collective case study design, this study explored how three organizations in British Columbia, Canada, facilitate the integration of formal and natural supports to improve the lives of adults with developmental disabilities. Data were collected through a comprehensive document review, interviews, and focus groups. The analysis was conducted in multiple phases, focusing initially on individual cases and then on cross-case themes. This research revealed both similarities and differences across three organizational approaches to integrating formal and natural supports for adults with developmental disabilities and their families. Key themes were identified, including the importance of relationships in this work, the creation of natural supports through formal supports and brokered community connections, systemic changes and innovative approaches, and the impact of funding models on organizational support. The findings highlight the critical need for organizations to build trust-based relationships between staff and the people they serve and to provide flexible support that adapts to changing needs and circumstances, facilitated by funders allowing for such flexibility. This study also underlines the value of formal supports in establishing natural networks and the necessity for cross-organizational partnerships to foster innovation and implement effective changes in the provision of services for people with developmental disabilities and their families.

Parents’ Adherence to Child Immunization of the Badjao Community in Brgy. Tambacan, Iligan City

Introduction: Despite increased efforts to expand immunization coverage, progress in reducing zero-dose children remains low, especially in densely populated urban and remote rural areas, particularly the Badjao community. This study aimed to determine the adherence or accessibility of child immunization among the Badjao Community in Brgy. Tambacan, Iligan City. Material and Methods: A qualitative collective case study approach was employed to explore this issue within its social context. Data were gathered through in-depth interviews with 15 Badjao parents, focusing on the factors influencing adherence to childhood immunization. This approach is effective for a case study framework because it is contextual and focuses on a process. Results: The adherence to childhood immunization among Badjao mothers varies due to cultural beliefs and their understanding of vaccines, with some viewing them as treatments for illness. Influences from healthcare professionals, family, the elderly, and positive observations promoted adherence, despite barriers like lack of education, language issues, skepticism, and financial constraints. Most Badjao parents adhered to immunization, especially those who were literate, informed, and trusting of the process. Conclusion: Personal experiences and cultural transitions contribute to shaping health and wellness practices for Badjao mothers. Traditional norms in the Badjao community are evolving, showing a shift from exclusive reliance on traditional health practices to the acceptance of modern medical interventions, such as child immunization. This evolution indicates a growing recognition of immunization benefits and a willingness to integrate contemporary healthcare methods into their cultural frameworks.

Graphic Paper: Promoting generalisation in qualitative nursing research using the multiple case narrative approach: a methodological overview.

The ability to generalise research generated findings to different contexts is a significant, yet overlooked, feature in qualitative studies conducted in nursing, where evidence-based clinical practice is highly regarded. The multiple case narrative is a constructivist-narrative approach, claimed to not only have the potential for analytical and case-to-case generalisation but also sample-to-population generalisation. This paper provides an overview of multiple case narrative by comparing it with similar methodologies, reviewing studies that have used this approach and critically evaluating its capacity for producing generalisable results. The multiple case narrative approach addresses limitations of collective case study, case survey and meta-ethnography by employing greater sample sizes and more generalisable results. Most studies previously using this approach have been performed in the education field and with the purpose of overcoming sample size limitations in qualitative research. The approach offers a uniquely systematic approach to analysis by finding associations between categories generated from collective analysis of large number of cases and providing the potential for sample to population generalisation. Multiple case narrative, which to date has been underutilised, is a systematic approach with characteristics that make it an efficient research technique to provide valid qualitative evidence.

Promoting a Culture of Community in Lebanese Care Homes Through Forging Partnerships: A Constructivist Case Study Approach.

Care homes can create a culture of community where residents, their families and staff are supported to develop positive relationships with one another, to interact and explore ideas together in an informal way. This concept is reported in the literature as a Westernised construct and so far, little is known about its meanings from a Middle Eastern cultural perspective and context. The aim of this study is to contribute to the understanding of how partnership between the three stakeholders may contribute to changing the organisation and focus of care homes, supporting a transition to the development of a community culture. A constructivist case study method is employed following Stake's collective case study model. Two care homes were chosen purposively to capture the experience of residents, families and staff working in different types of care homes. Data collection methods include interviews, focus groups and field observations with triangulation of methods and data. Data collection and data analysis occurred simultaneously. Analysis of data resulted in the emergence of four themes: organisational flexibility, a vision of care incorporating fundamental elements such as caring and dignity, connectedness/reciprocity, enhancing job satisfaction and morale of staff. These findings indicate that residents, staff and families are interdependent, and this needs to be considered when fostering a culture of community in care homes as an important value. Findings prove that organisational flexibility and individualised care should be set as priorities over care only directed towards disease and illness. The findings will have implications for developing policy and practice in care homes to improve experience of older residents thus enhancing quality of life in care homes in Lebanon.

"I Learned as I Went": an online distance education case study.

Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.