Global ETD Search

61	Exploring Kinship Systems: The Retention of Black Undergraduate Students at HBCUs Kimberly N Broughton (12480780) 29 April 2022 (has links) <p> </p> <p>Traditional kinship systems involve the organization of individuals who are biologically connected. However, such systems have evolved beyond bloodlines to incorporate individuals that are biologically unassociated but operate in familial-like roles due to shared spaces and/or experiences. Historically, kinship systems or cultural networks have functioned as the cornerstone of survival for those of the Black lived experience. From the days of legalized human chattel slavery to present-day movements seeking justice for the minoritized, the foundation of kinship was typically built through the local church, the assumed maternal positions by Black women, Black secret societies and more. They each served, and continue to serve, as a means for survival and success against a systemically oppressive society. This study explores the notion and existence of kinship systems at historically Black colleges and universities (HBCUs). It specifically examines how fictive kinships through the lens of faculty-student dynamics, religion, and social activities, potentially influences the academic experience of Black students at HBCUs that currently have an above average retention rate. As America’s educational institution has lacked diversity, inclusion, justice, and equity for Black people for countless years, the primary mission of this study was to amplify Black student voices which have traditionally been suppressed. A supplemental goal of this study was to offer Black students tools for introspection that will aid them in navigating possible barriers to (post) educational success. In turn, this study gives insight to predominantly white institutions of higher learning on how to positively enhance the experience and retention of Black students, and the overall structure of diversity and inclusion on campus.</p> Rhetoric Education not elsewhere classified Education Assessment and Evaluation HBCU Retention Kinship PWI DEI Black Students Black Student Retention HBCU homecoming Fictive kinship Claflin University Spelman College Morehouse College Talladega College Tougaloo College Kimberly Broughton Black Church Faculty student relationship Greek Organization Fraternity Sorority
62	MEASURING AUTHENTIC LEARNING WITHIN PURDUE UNIVERSITY’S EPICS PROGRAM Graham Pierce Lyon (16666329) 27 July 2023 (has links) <p>In this dissertation, I investigate the authentic learning experiences of students participating in the Engineering Projects in Community Service (EPICS) program at Purdue University within the framework of authentic education. Utilizing a quantitative approach, the study assesses the performance of new and returning students across five key outcomes that measure authentic learning during a single semester. The analysis of variance (ANOVA) revealed significant main effects for time of assessment and type of student on performance, with an overall improvement in all outcomes observed from mid-term to final evaluations and returning students typically outperforming new students. Interaction effects between time and type were also examined, revealing subtle yet complex dynamics in students’ learning trajectories. The findings hold implications for enhancing authentic learning, especially in engineering design contexts, and offer insights to guide future implementation of and improvements to authentic education initiatives, particularly the EPICS program. Despite certain limitations, the research opens avenues for future investigations into diverse aspects of authentic education in STEM and beyond. </p> Education assessment and evaluation Learning sciences Engineering education Authentic Education Authentic Administration Authentic Teaching Authentic Learning Authentic Assessment EPICS Program Service Learning Experiential Learning Project-Based Learning Engineering Design Constructivist Learning Theory Situated Learning Theory Quantitative Research ANOVA
63	<b>Understanding The Role of Ableism in Higher Education</b> Vanessa Lynn LaRoche (17621220) 12 December 2023 (has links) <p dir="ltr">Institutions of higher education within the United States have not had a reputation of inclusivity. The discrimination and oppression of people with disabilities is an important topic of conversation within these educational spaces, not only to change the way that society thinks of disability on a whole, but to incite discussions surrounding the best ways to support students with disabilities and their educational goals. This paper will provide a deconstruction of what ableism is, how it impacts mental health and wellness and how it shows up within institutions of higher education. This paper will also provide details on a training course for higher education faculty members that provides practical applications of the ethical ways of creating a supportive learning environment for students with disabilities. This paper will explore how critical disability theory, the social model and some aspects of the medical model can be utilized to provide faculty and staff with the competency to understand and interact with students with disabilities in ways that not only support their learning but contribute to positive social change and the deconstruction of ableist actions.</p> Higher education Professional education and training Education assessment and evaluation Inclusive education People with disability Health policy higher educaction people with disabiities Students with learning difficulties students with disability Accomodation Ableism Educational success Minority stress model social model of disability Critical disability theory medical model of disability disability in higher education disability in education Training program design
64	<b>EDUCATION OF QUALITY MANAGEMENT SYSTEMS IN ENGINEERING TECHNOLOGY PROGRAMS</b> Rebekah Lais McCartney (18445788) 28 April 2024 (has links) <p dir="ltr">Engineering Technology (ET) programs are pivotal in preparing graduates for the demands of the modern workforce, particularly in quality management systems (QMS). This study examines the alignment between QMS knowledge and experience gained by graduates in ABET-accredited ET programs and the expectations of industry. Through a dual-survey approach, targeting both industry leaders and academic educators, the research elucidates current QMS practices in industry, the scope of QMS education, and the resulting preparedness of graduates for professional roles. Findings indicate a discernible gap between industry expectations and current academic offerings in QMS education. While industry professionals rely on established QMS frameworks such as ISO 9001 and Lean Six Sigma, academic programs often limit their coverage to theoretical underpinnings rather than hands-on, practical applications. This discrepancy highlights the need for a more robust, application-oriented curriculum that bridges theoretical knowledge with real-world practice. Recommendations include a call for greater integration of practical QMS training within academic programs and stronger partnerships between academia and industry to foster educational content that aligns with professional QMS applications.</p> Quality management Education policy Continuing and community education Higher education Professional education and training Education assessment and evaluation Engineering education Engineering practice Industrial engineering Engineering Education Engineering Technology Education Quality Management Systems (QMS) Quality Management Systems Education Workplace Training Lean Six-Sigma principles Lean Six Sigma Education ISO 9000 quality management systems Total Quality Management
65	TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION Scott Tecumseh Thorne (10730865) 30 April 2021 (has links) The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.<p></p> Higher education Secondary education Education assessment and evaluation Educational counselling Educational technology and computing Other education not elsewhere classified Engineering design Educational psychology Dual Credit Transcribed Credit Direct Credit Facilitator Model Professional Learning Professional Development Barriers to Dual Credit Teacher Facilitator Student Success Coach Teacher Supports Design Design Thinking Engineering Design Technological Design Open-ended Problem Solving Educational Counselling Education Secondary Education Higher Education Education Assessment and Evaluation Educational Psychology Educational Technology and Computing Engineering Design Methods
66	Undergraduate Students' Understanding and Interpretation of Carbohydrates and Glycosidic Bonds Jennifer Garcia (16510035) 10 July 2023 (has links) <p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p> <p><br></p> <p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments. Further, this research suggests that students are detecting the messages that are communicated. Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum. In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course. An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure. </p> <p><br></p> Glycobiology Higher education Education assessment and evaluation Learning sciences Other education not elsewhere classified Public health not elsewhere classified Carbohydrates Glycosidic bonds COVID-19 glycoscience Glycoscience Education Higher Education COVID-19 Pandemic Laboratory Visualizations Representations representations in learning Fischer Haworth Fischer projection formulas Fischer projections Haworth projections Glucose Fructose Alpha bond Beta bond Sugar molecules biochemistry education Biochemistry general chemistry laboratory general chemistry General chemistry education curriculum distance learning students distance learning laboratories distance learning technologies Self instruction student centered learning Student centered teaching representational competence representational competencies

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