Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ed.D.) -- Central Connecticut State University, 2007. / Thesis advisor: Karen Beyard. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 134-163). Also available via the World Wide Web.

Thesis (M Arch)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Maire O'Neill. Includes bibliographical references (leaves 110-113).

Many universities currently support the expansion of credit-based experiential learning opportunities for undergraduate students. Libraries can support this institutional objective by offering high quality, for-credit internships. Targeting undergraduates rather than library school graduate students means that internships can be offered to students in a wide array of disciplines in universities across the country. While it is still not the norm for library faculty to teach their own courses, librarians can work within their institutional structures to make this happen. This innovative approach to internship design is beneficial for librarianship (which lacks feeder undergraduate programs), for students interested in careers in librarianship, and for institutions interested in increasing opportunities for experiential learning. This poster session will provide viewers with information to stimulate ideas and a game plan to shepherd those ideas from incubation to realization by using a project at the University of Saskatchewan as an example. / This is a poster presentation for the OLA Super Conference (Toronto, ON), January 28, 2016

This work is located in the unique context of the newly democratised South Africa of 1997 and comprises two phases reflecting its beginning as a Masters project and Its development into a doctoral study. It seeks to answer the research question: Can we improve the learning opportunities for South African Management Studies students from African cultures and restrictive economic and schooling backgrounds, by providing them with a curriculum that promoted free thought? The purpose of the first phase of this work was to evaluate an experience-based curriculum that was learner-centred. It aimed to meet the needs of the 'whole student' and to give the students opportunity to think freely and to achieve their potential. The evaluation, incorporating qualitative and quantitative data, formed the basis of a single case study: it explored the course's effectiveness in providing learning conditions that could promote students' personal, academic and intellectual growth from their first year of study. The purpose of the second phase was to problematise the case study, reflecting on it in the light of subsequent experience and research. This involved an exploration of the value of experience-based learning; the likelihood of the conclusions' replication, particularly within the faculty; the prospects for wider application of the case studied. The thesis argues that experiential learning helped this group of students perform better academically than their compatriots whose learning experience was limited to a traditional university approach, suggesting that the conditions under which teaching and learning occur affect the outcome. The concept of problem-based learning was found to provide an inadequate theoretical framework since its Western cultural underpinnings are foreign to the African culture and did not provide opportunities for 'whole student' independent thought. Since this thesis is based on a unique case study the conclusions cannot be generalisable although they are considerably strengthened in the light of students continuing to perform better over the next five years. Unless universities themselves change their approach to teaching and learning, however, it is suggested that it would be difficult to replicate these findings more broadly.

Science, technology, engineering, and mathematics (STEM) are important fields in today’s world. Educators can incorporate informal STEM learning opportunities into their curriculum by taking students on field trips. In this research, 210 Mississippi STEM education centers were identified, and 50 completed a survey about their programs. 17 Mississippi STEM clubs were identified and 14 completed surveys. 81 Mississippi STEM K-12 educators also completed surveys about field trips and STEM programs offered near them. A Google Map, a Geodatabase, shapefiles, and Google Spreadsheets were created to manage these data. Maps were created displaying locations of STEM centers, responses from STEM centers and educators, and areas of the state where there is high interest in collaboration to create new programs. The deliverables of this research will be incorporated to the first STEMocused website for the state of Mississippi. This website could help teachers identify more informal STEM opportunities for their students.

<p> This thesis is an attempt to defend the somewhat outrageous view that the only things we need consider to be real are experiences. A serious objection to this view is that we seem to talk of things other than experiences, and that such talk is apparently unavoidable. But in Chapter One it is argued that if non-experiential talk can be interpreted in what is called a 'non-representational' way, then the apparent reference to non-experiential entities can be considered illusory. In Chapter Two a method of doing this is outlined. The key concept here is that of the 'acceptability of a sentence relative to a set of experiences.' Roughly, it is proposed that a semantic theory be a system of rules that determines this property for any assertoric sentence and any set of experiences. In Chapter Three the concept of truth is discussed in terms of the ideas already introduced. It is argued that we should recognize two kinds of truth - what are called 'redundancy truth' and 'empirical truth'. Empirical truth is more inportant for our purposes, but we have to recognize that there may be some sentences that are neither empirically true nor empirically false. Although this might be thought to necessitate a revision of classical bgic, it is argued that this is in fact not so.</p> <p> The last chapter contains an evaluation of the traditional empiricist conception of experience and attempts to defend the following: the epistemological priority of experiences; the withholding of ontological status from physical things; and the rejection of solipsism. There is also a comparison (though only a limited one) between the present theory and the verificationisrn of M.A.E. Dummett.</p> / Thesis / Master of Arts (MA)

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Intimate partner violence (IPV) occurs between two individuals who have formerly been or are currently in an intimate relationship. IPV includes physical violence, sexual violence, threats of physical or sexual violence, and emotional abuse (Kernic, Wolf, & Holt, 2000; Rennison & Welchans, 2000). Experiencing IPV is associated with a serious impact on psychological health (Afifi, MacMillan, Cox, Asmundson, Stein, & Sareen, 2008; Calvete, Corral , & EstΘvez, 2008). Research on other forms of trauma indicates that experiential avoidance (EA) plays an important role in psychological distress and psychopathology. Thus, it was hypothesized that EA would play a key role in the impact of IPV. Using the Baron and Kenny (1986) method, the current study examined whether EA was a mediator between IPV severity and psychological distress, and whether EA was a mediator between IPV severity and PTSD symptomology, more specifically. In addition, mediational analyses were run to determine if suppression changed the relationships between IPV severity and psychological distress, or IPV severity and PTSD symptomology. Using the same methods, EA and suppression were both also examined as mediators between psychological/verbal abuse severity and psychological distress, and between psychological/verbal abuse severity and PTSD symptomology. No significant results were found in a treatment sample. However, several mediations and partial mediations were found in an undergraduate sample. These findings are likely to impact treatment of individuals who have experienced IPV and demonstrate the utility of acceptance and mindfulness based interventions such as ACT with this population.