Skip to Main Content
Mobile Menu

Dr. Vicki Stieha

Photo Vicki Stieha

Vicki Stieha, PhD
Clinical Faculty

Organizational Performance and Workplace Learning
College of Engineering
Boise State University
1910 University Dr.
Boise, ID 83725-2070


Educational Background:

Dr. Vicki Stieha holds an M.Ed in Teaching Secondary English (Xavier University, Cincinnati) and a Ph.D. in Educational Studies (University of Cincinnati).

Professional Experience:

Prior to joining the OPWL faculty, Dr. Stieha was the founding Director of Boise State’s Foundational Studies Program and served as a faculty associate in Institutional Research in support of the university’s Program Assessment Reporting efforts. In addition to teaching in OPWL, Dr. Stieha is coordinating the College of Engineering’s new B.S. in Engineering.

Dr. Stieha designs and delivers training and development for faculty and staff with a focus on enhancing opportunities for student success in a variety of educational organizations.

Prior to joining the Boise State faculty in 2011, Dr. Stieha was the Director of First-Year Programs at Northern Kentucky University, and an adjunct professor at the University of Cincinnati. She has taught a variety of undergraduate courses in the humanities and graduate courses in education.

Current Research

Gateway Scholarships in Biological Sciences, National Science Foundation # DUE-1644233; Co-PI and Educational Researcher.


Han, S.J., Stieha, V., Poitevin, E., Starnes, T. (2018). Growth Mindset in Adult Learning: Systematic Literature Review. Adult Education Research Conference.

Stieha, V., Shadle, S. and Paterson, S. (2017). Stirring the Pot: Supporting and Challenging STEM Faculty to Change Teaching and Assessment Practice. Journal of General Education.65 (2), 85-109.

Stieha, V. (2014). Critical friend. The SAGE Encyclopedia of Action Research. D. Coughlan and M. Brydon-Miller. London, England, Sage.

Raider-Roth, M., Stieha, V., Kohan, M. & Turpin, C. (2014). “The false promise of group harmony”: The centrality of challenging practices in teachers’ professional development. Journal of Jewish Education. 80(1), 53-77.

Vaughn, L., Stieha, V., Muchmore, M., Thomspon, S., Lang, J. & Lang, M. (2012). “Having a say”: Urban adolescent girls narrating their visions of future through photovoice. Education Research for Social Change. 1(2), 41-55.

Stieha, V. & Raider-Roth, M. (2012). Presence in context: Teachers’ negotiations with the relational environment of school. Journal of Educational Change. 13, 511-534.
Raider-Roth, M. B., Stieha, V., & Hensley, B. (2012). Rupture and repair in the relational triangle: Veteran teachers, professional development and collaborative text study. Teaching and Teacher Education, 28, 493-502.

Stieha, V. & Raider-Roth, M. (2011). Disrupting relationships: A catalyst for growth. In J. Faulkner (Ed.) Disrupting Pedagogies and Teaching the Knowledge Society: Countering Conservative Norms with Creative Approaches. Hershey, PA: IGI Global.

Stieha, V. (2010). Expectations and experiences: The voice of a first-generation first-year college student and the question of student persistence. International Journal of Qualitative Studies in Education, 23(2), 237-249.

Stieha, V. (2005). Northern Kentucky University. In B.R. Tobolowsky, B.E. Cox and M.T. Wagner. (Eds.) Exploring the Evidence, Volume III: Reporting Research on First-Year Seminars Monograph 42 (pp. 47-52). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.