The role of community colleges is to provide educational opportunities to all segments of a population regardless of academic proficiency or economic ability. This openess admissions policy is meant to allow equal admission to academic and career-technical programs for all students. Due to openess admissions, economically disadvantaged community college students find themselves being admissible to community colleges with uncertain financial ability to pay for community college even though it is at a lower cost than 4-year institutions. Community college students historically face more financial and social barriers than 4-year students in attaining higher education and thus have a greater need for federal financial aid assistance. Students attending community colleges participate in federal grant-in-aid and student loan programs at a higher rate than any other type of institution. With this greater need for financial aid assistance, community college students are still held to the same federal financial aid academic standards. Students receiving federal financial aid must meet the same grade-point average, completion rate, and eligibility limit requirements as their university counterparts. These standards impact students at the community college level at an even higher rate than those at the university. The purpose of this study was to determine if students who do not meet federal financial aid academic standards and are placed on financial aid probation can be retained at the community college level using an online intervention course. The knowledge obtained from the course could facilitate the selection of optimal and cost-effective intervention strategies. Determination is necessary in order to eliminate current online intervention, adapt the intervention methods, or continue supporting intervention through allocating resources to the program that may allow for expansion and outcome inference to future student populations. This study specifically explored the retention of students who do not meet corresponding Satisfactory Academic Progress (SAP) indicators through the inclusion of an online intervention course. Student data were obtained from online course outcomes over multiple semesters from a community college in the Southern Region of the United States, yielding quantitative data for analysis. Educational opportunities tend to be viewed in a dramaturgical or symbolic perspective and viewed as successful based on student outcomes. It was assumed that student outcomes are tangible, and the link between means and ends are clear, meaning student outcome attainment equals employment and life success. In this instance, a return on investment study is not intended, but rather program effectiveness in influencing student outcomes. This program can be considered effective as it provides causation for increased performance, subsequent retention, and positive impact on financial aid status. The addition of an online intervention course supports causation linkage. It also supports the correlation of predicting post-semester cumulative grade point average (GPA), and the performance within the course provides inference to the participant’s future status.

Progress monitoring in construction involves a set of inspection tasks with repetitive in-person observations on the site. The current manual inspection process is time-consuming, inefficient, inconsistent, and has many safety risks to project inspectors. Cyber-Physical Systems (CPS) are networks of integrated physical and cyber components, such as robots, sensors, actuators, cloud computing, artificial intelligence, and the building itself. Introducing CPS for construction progress monitoring can reduce risks involved in the process, improve efficiency, and enable remote progress monitoring. A robotic CPS uses a robot as the core component of the CPS. But human interaction with technology plays an important role in the successful implementation of any technology. This research studied the human-centered design of a CPS from a human-computer interaction perspective for facilitating construction progress monitoring that puts the needs and abilities of humans at the center of the development process. User experience and interactions play an important role in human-centered design. This study first develops a CPS framework to autonomously collect visual data and facilitate remote construction progress monitoring. The two types of interactions occur between the human and the CPS – the human provides input for the CPS to collect data referred to as mission planning, and CPS provides visual data to enable the human to perform progress analysis. The interaction may occur through different modalities, such as visual, tactile, auditory, and immersive. The goal of this research is to understand the role of human interactions with CPS for construction progress monitoring. The study answers five research questions – a) What robotic CPS framework can be applied in construction progress monitoring? b) To what extent is the proposed CPS framework acceptable as an alternative to traditional construction progress monitoring? c) How can natural interaction modalities like hand gestures and voice commands be used as human-CPS interaction modalities for the proposed CPS? d) How does the human interaction modality between the proposed CPS and its user affect the usability of the proposed CPS? e) How does the human interaction modality between CPS and its user affect the performance of the proposed CPS?. To answer the research questions, a mixed-method-based methodology is used in this study. First, a systematic literature review is performed on the use of robots in inspection and monitoring of the built environment. Second, a CPS framework for remote progress monitoring is developed and evaluated in lab conditions. Third, a set of industry experts experienced with construction progress monitoring are interviewed to measure their acceptance of the developed CPS and to collect feedback for the evaluation of the CPS. Fourth, two methodologies are developed to use hand gesture and voice command recognition for human-CPS interaction in progress monitoring. Fifth, the usability and performance of the CPS are measured for identified interaction modalities through a human subject study. The human subjects are also interviewed post-experiment to identify the challenges they faced in their interactions with the CPS. The study makes the following contributions to the body of knowledge – a) key research areas and gaps were identified for robots in inspection and monitoring of the built environment, b) a fundamental framework for a robotic CPS was developed to automate reality capture and visualization using quadruped robots to facilitate remote construction progress monitoring, c) factors affecting the acceptance of the proposed robotic CPS for construction progress monitoring were identified by interviewing construction experts, d) two methodologies for using hand gestures and voice commands were developed for human-CPS interaction in construction progress monitoring, e) the effect of human interaction modalities on the usability and performance of the proposed CPS was assessed in construction progress monitoring through user studies, f) factors affecting the usability and performance of the proposed CPS with different interaction modalities were identified by conducting semi-structured interviews with users. / Doctor of Philosophy / Progress monitoring in construction involves inspecting and observing the construction site in person. The current manual inspection process is slow, inefficient, inconsistent, and risky for inspectors. Cyber-Physical Systems (CPS) are networks that integrate physical and digital components like robots, sensors, cloud computing, and artificial intelligence. Implementing CPS in construction progress monitoring can reduce risks, improve efficiency, and enable remote monitoring. A robotic CPS uses a robot as its core component. However, acceptance of the technology by people in the industry is crucial for successful implementation. Past literature has suggested human-centered design of technology for better acceptance of the technology. This research focuses on the human-centered design of a robotic CPS for construction progress monitoring, by focusing on the role of human-CPS interactions. User experience and interactions are important in human-centered design. The study develops a CPS framework that autonomously collects visual data and facilitates remote progress monitoring. The interactions between humans and CPS involve the human providing input for data collection (called mission planning) and the CPS providing visual data for progress analysis. The research aims to understand the role of human interactions with CPS in construction progress monitoring and answers five research questions. To answer these questions, a mixed-methods methodology is used. The CPS framework is developed and evaluated in lab conditions, industry experts are interviewed for their acceptance and feedback, methodologies are developed to recognize hand gestures and voice commands for human-CPS interaction, and usability and performance of the CPS are measured through human subject studies. Key contributions are made in this research in terms of identification of the application domains of CPS in inspection and monitoring of buildings and infrastructure, a CPS framework for remote progress monitoring, identification of the factors affecting acceptance of CPS in construction progress monitoring, development of methodologies to use hand gestures and voice commands for interactions with CPS, assessment of the effect of interaction modalities on the user experience with the CPS.

White Memory and the (Counter)Stories We Might Tell examines public history narratives to explore how Virginia Tech, a Predominantly White Institution (PWI), tells stories about its relationships with marginalized communities. I ask what we should do with archives that exceed institutional progress narratives. Specifically, I foreground White memory, a process through which (mis)remembering public history creates a network of meaning-making practices that undergird and support hegemonic storytelling and worldmaking. To explore White memory, I constructed two case studies of Virginia Tech public history events. Using queer and decolonial archival methodologies, I practice what Mira Shimabukuro (2015) called "rhetorical attendance"; then, I construct counterstories to call storytellers to account for flattening and compression in progress narratives. First, I examined 1872 Forward, VT's sesquicentennial celebration, held in March 2022. Then, I explored Denim Day Do-Over, a 2019 event in which White memory obscured queer protests. Through juxtaposition, I discovered and highlighted narratives in tension. These tensions make clear the struggle for equity at a PWI and challenge the notion that progress is linear. Successful institutional diversity work with and for marginalized people requires three key characteristics: ongoingness, accountability, and relationship. One-time diversity events are not enough to change the conditions of institutional inequity. Rather, to combat tendencies towards White memory, Virginia Tech must create ongoing, accountable relationships by working in coalitions with marginalized communities. Ultimately, I argue that institutional work with marginalized communities must continue beyond special events to make material, in addition to symbolic, changes. / Doctor of Philosophy / White Memory and the (Counter)Stories We Might Tell examines public history narratives to explore how Virginia Tech, a Predominantly White Institution (PWI), tells stories about its relationships with marginalized communities. I ask what we should do with archives that exceed institutional progress narratives. Specifically, I foreground White memory, a process through which (mis)remembering public history creates a network of meaning-making practices that undergird and support hegemonic storytelling and worldmaking. To explore White memory, I constructed two case studies of Virginia Tech public history events. Using queer and decolonial archival methodologies, I practice what Mira Shimabukuro (2015) called "rhetorical attendance"; then, I construct counterstories to call storytellers to account for flattening and compression in progress narratives. First, I examined 1872 Forward, VT's sesquicentennial celebration, held in March 2022. Then, I explored Denim Day Do-Over, a 2019 event in which White memory obscured queer protests. Through juxtaposition, I discovered and highlighted narratives in tension. These tensions make clear the struggle for equity at a PWI and challenge the notion that progress is linear. Successful institutional diversity work with and for marginalized people requires three key characteristics: ongoingness, accountability, and relationship. One-time diversity events are not enough to change the conditions of institutional inequity. Rather, to combat tendencies towards White memory, Virginia Tech must create ongoing, accountable relationships by working in coalitions with marginalized communities. Ultimately, I argue that institutional work with marginalized communities must continue beyond special events to make material, in addition to symbolic, changes.

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The purpose of this research was to determine if the variables included in the Mississippi Report Card 2003-2004 utilized for the calculation of AYP can be used to predict with accuracy greater than that which can be attributed to chance, whether or not Mississippi LEAs will attain adequate yearly progress in reading and math using the logistic regression technique. An additional goal of this study is to identify whether the inclusion of a variable representing the proportion of teachers in each Mississippi LEA with a one-year teaching certificate can notably enhance the explanatory power of the logistic regression models. This study addressed two research questions: Research Question 1: Can variables (included in the Mississippi Report Card 2003-2004) required for the calculation of adequate yearly progress be used to successfully predict Adequate Yearly Progress using the Logistic Regression technique with an accuracy greater than that which can be attributed to chance? Research Question 2: Could the addition of another predictor variable (Percentage of Teachers with One-Year Educator Licenses) notably add to the predictive accuracy of the model? This study demonstrated that using the variables utilized for the calculation of AYP, a predictive model can be successfully utilized to classify Mississippi LEAs that will and will not attain AYP in reading and math with an accuracy greater than that which can be attributed to chance. This study also established that the inclusion of a variable corresponding to the percentage of teachers in a LEA with one-year educator licenses does not add to the predictive accuracy of the model.

Procrastination is a problem for many individuals - especially university students - who may struggle to keep up not only with the requirements of a demanding life domain (i.e., education), but also with the demands of their other life domains (e.g., health, family, finances, and community). Past research on procrastination has mainly focused on understanding why some individuals procrastinate more than others and the consequences of procrastination for those individuals (i.e., between-person level). However, given that almost all individuals procrastinate to a certain extent, there has been an increased interest over the last few years in studying procrastination as a phenomenon that fluctuates within each person, especially over time (i.e., within-person level). Inspired by these burgeoning multilevel perspectives, the purpose of my doctoral thesis was to propose three new multilevel studies to increase our understanding of the antecedents and outcomes of procrastination when comparing university students to one another (i.e., between-person level) and when comparing time points and contexts within each student (i.e., within-person level). In Article 1, I examined the influence of between-person procrastination on the within-person achievement trajectory of students from their last year of high school to their first year at university. A sample of 269 first-year undergraduate students completed a self-reported measure of trait procrastination and their objective grades were obtained at three time points, namely the last year of high school, the first semester at university, and the second semester at university. Using piecewise multilevel growth modeling, the results revealed that students who procrastinated more than their peers tended to have a larger grade decrease from high school to the first semester at university. Although procrastination did not influence the grade change from the first semester to the second semester at university, students who procrastinated more tended to maintain their achievement disadvantage compared to students who procrastinated less. In Article 2, I examined whether procrastination could act as a mediator in the associations between two dimensions of motivation and achievement and affective outcomes both when comparing students to one another (i.e., between-person level) and when comparing the courses taken by each student during a semester to each other (i.e., within-person level). A sample of 359 university students completed self-reported measures of autonomous/controlled motivation, procrastination, and positive/negative affect in each course and their final course grades were obtained at the end of the semester. Using multilevel structural equation modeling, the results showed that procrastination was associated with worse achievement and affective outcomes at both levels of analysis. However, controlled motivation was significantly positively associated with procrastination only at the between-person level, whereas autonomous motivation was significantly negatively associated with procrastination only at the within-person level. This study highlights that, although procrastination tends to generally be detrimental to the success and emotional well-being of students, the motivational antecedent of procrastination differs depending on the level of analysis. In Article 3, I went beyond the academic domain by examining whether procrastination could act as a mediator in the associations between two dimensions of motivation and achievement and affective outcomes both when comparing students to one another (i.e., between-person level) and when comparing the life domains in which each student is invested to each other (i.e., within-person level). A sample of 330 undergraduate students completed self-reported measures of autonomous/controlled motivation, procrastination, self-actual-to-ideal proximity, goal progress, and positive/negative affect in each of their life domains. Using multilevel structural equation modeling, the results showed that autonomous and controlled motivation were associated with less and more procrastination, respectively, and in turn, procrastination was associated with worse achievement and affective outcomes but only at the within-person level. At the between-person level, only controlled motivation was positively related to procrastination, and in turn, procrastination was related to more negative affect and, surprisingly, more goal progress. Overall, all three articles contribute in complementary ways to the idea that proposing new multilevel perspectives can enrich our understanding of procrastination and its associations with antecedents and outcomes. Specifically, the studies in my thesis showed that the multilevel findings sometimes corroborate existing knowledge in the literature (e.g., the negative association between procrastination and academic achievement) and other times offer nuances and unexpected insights in our comprehension of the nomological network related to procrastination (e.g., the motivational antecedents of procrastination and the different relation between procrastination and goal progress depending on the level of analysis).

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