Federal government agency reports have documented concerns regarding the use of school discipline and suspension indicating that Black students are referred for discipline and/or suspended at a higher rate than students of other ethnicities. Available data from the local school district involved in this study reflected similar troubling patterns of discipline referral and suspension. The purpose of this study was to determine if variables such as ethnicity, socioeconomic status, and gender predict the likelihood of receiving discipline referrals or being suspended at an affiliated charter high school in the local school district. Guided by Bandura's social learning theory, this correlational explanatory quantitative study examined archival school discipline data for 1,570 students who received at least one discipline referral or suspension during the 2013-2014 school year at the local high school. Binomial logistic regression results showed that Black male students from low socioeconomic backgrounds were significantly more likely to be suspended compared to other ethnicities. Negative binomial regression analysis indicated students who were Black, male, and were from low socioeconomic backgrounds were at significantly greater risk of receiving a referral than other ethnicities. A professional development training was designed to provide school personnel with culturally-responsive, preventative discipline strategies that meet the needs of all students including those who are at highest risk for punitive discipline and suspension. By equipping school personnel in this and similar school communities with culturally-responsive discipline strategies aimed at meeting the needs of all students, diverse student populations are likely to experience greatly needed positive social change exemplified by improved social, behavioral, and academic outcomes.

Fibers in biological scaffolds like fibronectin stiffen when they experience forces between cells. It will expose binding sites under contractile forces and then form disulfide bonds. This on-demand strain-stiffening is a desirable property in synthetic materials. Tran et.al. (2017) mimicked the “cryptic” design of fibronectin by copolymerizing thiol crosslinking sites with monomers containing poly (ethylene glycol) chains. When the PEG chain increased from 350 to 950 g/mol, the strains-stiffening became on-demand while the curing process extended from 3 hours to 15 hours. Extra steric hindrance brought by longer PEG chains caused decreasing mass transfer rates of cryptic sites while the same level of strain rate was introduced. I proposed to use stronger ultrasound mechanical perturbation so that higher strain rate can be induced, and the shielding effect brought by the PEG chain can be overcome more easily. Utilizing ultrasound as a stimuli has the potential to improve the gelation speed or achieve high mechanical performance while retain the long shelf life of the “cryptic” materials. To test this hypothesis, I synthesized “cryptic” polymer with aceto-acetoxy and primary amine as crosslinking sites such that, the only time limiting step is brought by the long PEG chain. This is because the bond formation reaction between these two reactive groups is rapid and spontaneous. When switching from weak to strong mechanical perturbation, the change in gelation speed owing to accelerated mass transfer between crosslinking sites can be easily compared. When the PEG chain is 300 Mw and 30 mol % crosslinking sites density, this “cryptic” polymer only showed strain-stiffening under ultrasound while strain under a rheometer was not able to overcome steric hindrance. Signs of chain scission appeared when the ultrasound amplitude was set at 75 %, but was counteracted by reducing amplitude mode over the time. The crosslinking was optimized by varying the ultrasound amplitude and intensity and a final mode of 1 hour 75 % amplitude, 0.5 hour 50 % amplitude and 3.5 hours 25% amplitude provided greatly improved on demand crosslinking. The estimated kinetic constant using this mode was two times higher than that of under simple shear strain. Through this study, I found that ultrasound can improve the curing time of this “cryptic” polymer system since it induces higher strain rate and expedite the mass transfer rate between crosslinking sites and optimizing the ultrasonic amplitude profile to limit chain scission provides improved crosslinking performance.

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Environment-responsive membranes were created by modification of a commerical polyvinylidene fluoride (PVDF) membrane support with a thermo-responsive hydrogel composed of poly N-vinyllactams cross-linked with bisacrylamide. The modified membranes were then characterized by their percentage mass gains as well as by their valve effect in response to changes in salt concentration. One set of membranes, with a large valve effect, was selected for highest retention of intermediately sized proteins was examined for ultrafiltration-based protein separation applications. A batch separation protocol featuring pulsed sample injection technique (PSIT) was then used to sieve single proteins and to fractionate a synthetic binary protein mixture and a synthetic ternary protein mixture with some success, demonstrating the potential of these environment-responsive membranes for use in multi-component separations. A second set of membranes, with a small valve effect, was selected for its ability to alter between hydrophobic and hydrophilic states under different environmental conditions and its potential in hydrophobic interaction membrane chromatography (HIMC) applications was successfully demonstrated by comparing against a benchmark membrane that is used successfully for HIMC applications in prior literature. / Thesis / Master of Applied Science (MASc)

This qualitative study focused on the need for culturally responsive teaching within the southern Appalachian cultural setting. The specific components of this approach to teaching were based on research findings, theoretical claims from proponents of culturally responsive teaching (e.g. Gloria Ladson-Billings and Geneva Gay), and experiences and personal narratives of educators working with students in southern Appalachia. The purpose of this study was to identify aspects of culturally responsive teaching within the Southern Appalachian context by observing instruction and curriculum that sustained the cultural competence of southern Appalachian students and empowered them. As the researcher, I also studied my own efforts as a teacher educator with southern Appalachian roots who was preparing preservice teachers to acquire the knowledge, attitudes and skills to practice culturally responsive teaching. Through narrative inquiry, the study focused on the experiences of an elementary teacher, an elementary principal, and a preservice teacher. The study was conducted within three settings (Holbrook Elementary, Central Elementary and Appalachia College) over a total period of three years. Data collection methods included interviews, observations, participation in school events, fieldnotes, videotapes, photographs, a participant’s journal and other artifacts. The findings identified practices that promoted culturally responsive teaching for southern Appalachia such as including the Appalachian culture in the curriculum, demonstrating caring, building learning communities, and connecting school to home and community by using the cultural backgrounds of southern Appalachian students as conduits for teaching them more effectively. Four characteristics of culturally responsive educators were presented: culturally responsive teaching takes skill; culturally responsive teaching takes inquiry; culturally responsive teaching is a moral craft; and culturally responsive teaching is a way of life, not just a job. / Ph. D.

This thesis investigates culturally responsive teaching in the context of environmental education (EE) and is composed of an introduction (Chapter 1), one study intended for eventual publication (Chapter 2), and a personal reflection (Chapter 3). The introduction provides a brief overview of EE and explains why the topics of study included in this thesis are important to address. For Chapter 2, I conducted interviews to understand how environmental educators characterize culturally responsive EE, how they practice it, and what they identify are the key catalysts and challenges to providing culturally responsive EE. The results of this study indicate the importance of a multifaceted approach that incorporates EE content, educator practices, organizational practices, and a critically reflexive mindset. In Chapter 3, my personal reflection considers themes that were woven throughout the work, time, and thought spent on this project and as a master's student at Virginia Tech. This work is meant to provide ideas and guidance for EE practitioners as they seek out approaches for increasing relevance in EE programs, uplift equitable practices in the EE field, and progress along their journeys to awareness and action. / Master of Science / This study explores the framework for culturally responsive teaching in the context of environmental education (EE). Recognizing that the field has fallen short of providing relevant EE programming for students from communities who have been historically excluded from nature, practitioners seek education strategies that resonate with these groups. Terms such as culturally relevant and culturally responsive are touted as methods for reaching diverse learners on EE programs, but the field lacks clearly defined practices for implementing these approaches. This study examines culturally responsive teaching with the objective of identifying culturally responsive practices to increase the relevance and meaning of EE programs for the diversity of youth across the United States. We conducted interviews with EE educators and managers to answer main research questions: (1) How do EE practitioners characterize culturally responsive EE; (2) How do practitioners practice culturally responsive EE; and (3) What are key catalysts and challenges to being culturally responsive in EE? These questions seek to understand how EE practitioners achieve relevance and extend inclusion for more equitable EE programs. We explored ways that culturally responsive EE may be considered, integrated, and supported at the program content level, program delivery level, and the organizational level. This paper builds off of important work being done in EE research and by EE practitioners in the field to develop more inclusive programs and practices that reflect diverse experiences of learners.

As part of the neoliberal 'development project' and the spread of capitalism across Africa, most evaluation in Africa is rooted in dominant Western paradigms and approaches. This creates a two-pronged problem. First, imported Western evaluation methods and approaches may in fact lack validity, and thus be leading to wrong conclusions and bad development outcomes. Second, Western evaluation approaches may reinforce subjugation and cultural hegemony through neo-imperialism and the 'colonization of the mind.' This problem has been addressed in recent years through development of the concept of Made in Africa Evaluation (MAE). As a relatively nascent concept, there remains a need to define better and operationalize MAE. Chilisa's (2015) synthesis paper moved the field towards conceptualizing MAE to prevent it from becoming an empty buzzword. However, Chilisa's efforts fell short of offering a concise definition around which some consensus may arise. Given the current state of development of this increasingly influential concept, the purpose of this study is to contribute further to the conceptualization of MAE. Theoretically, this study is informed by the literature on a postcolonial critique of the neoliberal development project, along with literature on decolonizing and indigenous methodologies. Methodologically, I used the Delphi technique to solicit informed opinions from expert evaluators working in Africa systematically. I interviewed an additional two experts to provide an extra layer of validity to the findings. Further, through a document analysis of six illustrative evaluation reports, I pilot test the newly developed definition of MAE, and finally, through a survey filled out by the same experts, I prioritize the next steps that are important and feasible in advancing the concept. I posit that MAE is Africa developed approach to evaluation, using African worldviews and methods in the evaluation process. / Doctor of Philosophy / As part of the neoliberal ‘development project’ and the spread of capitalism across Africa, most evaluation in Africa is rooted in dominant Western approaches. This presents two problems. First, Western evaluation methods and approaches when used in Africa may in fact lack validity, and lead to wrong conclusions and bad development outcomes. Second, Western evaluation approaches may encourage subjugation of African culture through neo-imperialism and the ‘colonization of the mind.’ These problems have been addressed in recent years through the development of the concept of Made in Africa Evaluation (MAE). As a relatively nascent concept, there remains a need to define better MAE. Chilisa’s (2015) synthesis paper moved the field towards defining MAE to prevent it from becoming an empty buzzword. However, Chilisa’s efforts fell short of offering a concise definition around which some consensus may arise. Given the current state of development of this increasingly influential concept, the purpose of this study is to contribute further towards the definition of MAE. The theoretical framework for this study is informed by the literature on a postcolonial critique of the neoliberal development project, along with literature on decolonizing and indigenous methodologies. To achieve my purpose, I used the Delphi technique to solicit informed opinions from expert evaluators working in Africa systematically. I interviewed an additional two experts to provide an extra layer of validity to the findings. Further, through a document analysis of six illustrative evaluation reports, I pilot test the newly developed definition of MAE, and finally, through a survey filled out by the same experts, I came up with the next steps that are important and feasible in advancing the concept. I conclude that MAE is Africa developed approach to evaluation, using African worldviews and methods in the evaluation process.