In this paper I hope to define, quantify, and analyze the way in which a listener perceives and understands the passage of time during a musical experience—in other words, their temporal awareness. I explore this concept in three capacities. First, I examine the relevant theory, both philosophical and psychological, surrounding temporal awareness and define its two primary manifestations through demonstrative musical examples. Next, I apply this theory to the analysis of six different pieces of music composed between 1895 and 2016, focusing on what I believe are the two strongest catalysts of change of temporal awareness. Finally, I discuss how I incorporate this theory into my practice both as an instructor and as a composer. A thorough musical analysis of my 2018 work be created or is presented through the analytical and compositional lens of temporal awareness, including its descriptive and prescriptive implications.

Body-worn cameras have been construed as a potent solution to negative outcomes that takes place between officers and citizens, and their use has spread across police departments. Yet the impact of body worn cameras is inconsistent. Scholars have suggested that when the awareness of a camera is initiated, the actual effectiveness of body-worn cameras will take place. This thesis examines the association between awareness of body-worn cameras BWC and citizen resistance during police-citizen encounters. Overall, it was found that citizen resistance is more likely when there is officer awareness of body-worn camera. This thesis contributes to the literature of body-worn cameras and attempts to examine the area suggested to be a root cause for the inconsistent effects of body worn cameras during encounters.

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In the electric utility industry, displays provide power system operators with information on and the status of the system, who then make decisions on how to maintain the safety, the reliability and the efficient operation of the utility generation and transmission grid based on that information. Complexity of the data presented and the display itself can lead to errors or misjudgments that can cause power system operators to make unwise decisions. The primary goal of this research was to develop a method to quantify display complexity for select displays used by system operators when operating the electric generation and transmission grids. Three studies were performed: (1) complexity measure development, (2) validation of the measure using usability and situation awareness (SA) techniques, and (3) display revisions based on complexity measure findings. Fifteen 15 different complexity metrics were originally considered (additive models, multiplicative models, and combination models with five different weighting schemes). The additive model with equal weighting was found to be the most sensitive in differentiating displays and was used in the later studies. For the validation study, system operators were asked to complete a usability questionnaire and a paper-based SA test using the current displays. Correlation and scatter plot analyses was used to determine if the complexity metric and usability and SA scores were related. Results of the validation study indicated that usability and SA scores for the studied displays were not well correlated with the complexity metric. In study 3, the highest and lowest scoring displays were redesigned with an emphasis on maintaining functionality but reducing aspects of complexity that were driving the complexity score. Systems operators again completed the usability and SA testing using the redesigned displays and again correlation analysis was performed. As was the case with study 2, usability scores were not correlated with the complexity metric; however, SA scores were significantly correlated. The complexity metric developed here can be used to quantify the complexity in a display and identify redesign opportunities to reduce non-essential information, as displays that are less complex should result in improved operator performance and satisfaction with the display.

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In the next five years, millions of jobs in STEM-related occupations will be available, but with only twenty percent of college graduates earning bachelor's degrees in STEM fields, the pipeline problem persists. Research has demonstrated that students' career awareness significantly influences consideration of STEM careers. According to cognitive and career development theory, career awareness (knowledge of the requisites, routines, and rewards of jobs) develops primarily during the elementary school years. Because early detection of low-level career awareness can facilitate programming changes that will minimize premature circumscription of STEM career choices, an instrument that measures a student's level of career awareness at the early adolescent stage of development is warranted. Building on the conceptual framework of the Career Awareness Inventory developed in 1973, the new Early Adolescent Career Awareness Inventory (EA-CAI) was developed to reflect the contemporary context and constructs for measuring the career awareness of early adolescent learners. The viability of the EA-CAI instrument for use in contemporary educational settings was examined in this research. Results from the research showed that the EA-CAI instrument demonstrated correct terminology, content and construct validity, readability, and reliability. Moreover, the research results showed that early adolescent learners could demonstrate aspects of career awareness in response to EA-CAI items, and that the EA-CAI instrument could measure the career awareness of early adolescent learners on a continuum. / Doctor of Philosophy / Millions of jobs in STEM-related occupations are available, but comparatively few college graduates are earning bachelor's degrees in STEM fields. Research has demonstrated that students' awareness of these career options significantly influences consideration of STEM careers. Career awareness (knowledge about the requirements, routines, and rewards of jobs) develops primarily during the elementary school years. Because early detection of low-level career awareness can lead to educational programming changes that will minimize students' elimination of STEM career choices, an instrument that measures a student's level of career awareness at the early adolescent stage of development is warranted. Building on the conceptual framework of the Career Awareness Inventory developed in 1973, the new Early Adolescent Career Awareness Inventory (EA-CAI) was developed to reflect the contemporary context and constructs for measuring the career awareness of early adolescent learners. This research examined the viability of the EA-CAI and showed that the instrument consistently measured what it was designed to measure--the career awareness of early adolescent learners.

Co-located sensemaking has benefitted from multi-user multi-touch devices such as tabletops and wall-mounted displays. Sensemakers use these displays to establish personal workspaces in which to perform individual sensemaking tasks, while preserving a shared space for the exchange and integration of findings. A large open interaction space allows multiple sensemakers to interact with the display at the same time and to communicate with partners face-to-face. However, collaborative systems must balance the tradeoff between working separately to complete individual work, and the need to communicate and maintain collaborative awareness. Dividing the tasks and working at the same time might encourage more alternative exploration paths, but reduced social exchange could also lead to weak mutual understanding and increased effort for work integration. Furthermore, close collaboration on the same task increases mutual awareness, but the tendency toward one-person dominance or turn-taking interaction underutilizes individual time and space, thereby reducing the benefits of divide-and-conquer. The four studies introduced in this dissertation investigated co-located space factors for notifications and shared visualization as two awareness-supporting techniques to assist individual contribution and teamwork. The research identifies control, awareness, and communication as key co-located space factors to balance cooperation, coordination, contribution, and communication. Knowledge on how notification and visualization techniques affect the co-located factors is explored and summarized. The findings identify design knowledge to better balance the individual work and styles of collaboration. Finally, this dissertation concludes by examining how awareness-supporting techniques affect the relationship between control, awareness, and communication. / Doctor of Philosophy / Co-located sensemaking has benefitted from multi-user multi-touch devices such as tabletops and wall-mounted displays. Sensemakers use these displays to perform individual sensemaking tasks, while preserving a shared space for the exchange and integration of findings. A large open interaction space allows multiple sensemakers to interact with the display at the same time and to communicate with partners face-to-face. However, collaborative systems must balance individual work and collaboration with other partners. Dividing the sensemaking tasks and working at the same time might encourage more alternative exploration paths, but reduced conversation could also lead to weak mutual understanding and increased effort for work integration. Furthermore, close collaboration on the same task increases mutual understanding, but the tendency toward one-person dominance or turn-taking interaction reduces the benefits of divide-and-conquer. Through four studies, this dissertation investigates notifications and shared visualization as two awareness-supporting techniques to assist individual contribution and team work. The research identifies individual control, awareness, and communication as key co-located space factors to balance cooperation, coordination, contribution, and communication. Knowledge on how notification and visualization techniques affect the co-located space factors is explored and summarized, to better design collaborative systems to support co-located sensemaking.