Lane Metcalf Sets Out to Improve the Classroom

Written By: Tina Alvey Dale

When Lane Metcalf, ‘26, walks into his first classroom this fall, he'll bring more than lesson plans. 

He'll bring the perspective of a researcher. 

Long before graduating from the University of Arkansas – Fort Smith with a degree in history and teacher licensure, Metcalf was already asking the kinds of questions that shape better schools. 

Those questions became the foundation of his Student Undergraduate Research Fellowship (SURF) project, completed alongside faculty mentor Dr. Jennifer Shure, assistant professor in the School of Education. 

"I wanted to hear teachers' perspectives on what strategies work and what doesn't work with certain students in the classroom," Metcalf said. "You're pulling from educators with one year of experience all the way to teachers who've been in the classroom for 40 years. That's invaluable." 

Rather than studying programs from a distance, Metcalf wanted to understand what happens in real Arkansas classrooms. He and Shure surveyed teachers in school districts across the River Valley, combining quantitative data with open-ended responses to examine how interventions affect student learning and well-being. Dr. Chizuko Iwaki, associate professor of mathematics, was instrumental in data analysis for that study, Metcalf said. 

The project revealed that individualized instruction consistently stood out as one of the most effective approaches. Teachers also described challenges balancing therapy schedules with classroom instruction, highlighting the complex realities educators navigate every day. 

"It kind of became a rabbit hole," Metcalf said with a laugh. "When we found one result, it led us to several more questions about why certain things worked or didn't." 

The research process thus became an education. 

Metcalf learned how to navigate institutional review, work with school administrators, analyze both qualitative and quantitative data, and collaborate with faculty across campus, including statistics faculty who helped strengthen the study's analysis. 

He credits the mentorship he received from Shure and support from UAFS faculty and staff for making the experience possible, noting the networking was a huge bonus. Receiving a SURF grant also validated the work. 

"For me, it wasn't about the money," Metcalf said. "It was about being part of the fellowship. It's something that shows you can conduct research at a high level, and that's valuable whether you go to graduate school or straight into your career." 

The project has produced impressive results. Metcalf and Shure published their research in the ARATE Journal, and they presented their findings at the Making Schools Work Conference in Nashville, sharing their work with educators beyond Arkansas. 

Shure said the grant gave Metcalf the opportunity to conduct research that meets the highest academic standards while contributing meaningful insights for practicing teachers. 

"Lane took full advantage of that opportunity," Shure said. 

Metcalf's work has earned recognition across campus. His research project, “Teacher Perspectives on Interventions for Students with Diverse Needs” was named one of the 11 best research presentations delivered at the 19th Annual Student Research Symposium in April. He graduated in May as the recipient of the Provost Academic Excellence Award, won first place in the 2026 HSSP Research Paper Competition, and completed his SURF fellowship before accepting a position teaching seventh-grade math with the Waldron School District. 

The experience reinforced why Metcalf chose education in the first place. 

Research gave him more than another line on a résumé. It gave him confidence, connections, and a deeper understanding of the profession he's entering. 

"I hope to go to graduate school someday," Metcalf said. "But right now, I just want to get into the classroom. This research helped prepare me for that, and hopefully it'll help other teachers and students too."