As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varying factors that may influence the degree to which instructors re-mediate their pedagogy for this hybrid environment. This study also uncovers four factors that appeared to influence the degree to which the instructors re-mediated their pedagogical practices over the course of the semester in which this study was conducted. Results from this study will contribute to the field by serving as a guide to instructors and administrators who will teach and design hybrid composition courses or curricula in the future.

The first article is a literature review that analyzed 32 articles on computer-assisted L2 Chinese learning in higher education from 2005-2021. Findings revealed current trends, such as mobile-assisted language learning (MALL) and the use of Web 2.0 technologies, and the importance of speaking as the most researched language skill. Most studies employed mixed methods and showed the positive effects of computer-assisted learning on L2 Chinese skills. Challenges identified included limited access to technology, technical difficulties, lack of time and support, and insufficient online/blended pedagogies and competencies. The second article used Ajzen's Theory of Planned Behavior to examine L2 Chinese instructors' intentions to teach through blended modalities and their perceptions of its challenges and benefits. We used a mixed survey methodology to collect data from 51 North American instructors. Findings showed that instructors' attitudes, subjective norms, and perceived behavioral control influenced their intentions to adopt blended teaching. They identified some concerns about blended learning drawbacks, mixed perceptions of stakeholder approval and the need for institutional support, training, and resources. Despite challenges, they also provided valuable recommendations for effective blended learning strategies. The study highlights the importance of institutional support, technological expertise, and well-designed course structures for successful blended L2 Chinese courses, suggesting increased institutional support, comprehensive teacher training, professional communities, and further research on blended learning's impact on L2 Chinese education. The third article is a qualitative study that explored L2 Chinese language instructors' experiences with online and blended teaching methods in U.S. higher education after the COVID-19 pandemic. The findings from semi-structured interviews with seven participants revealed a shift towards student-centered approaches, prioritizing student needs, interests, and mental well-being. Instructors are adapting to new classroom dynamics, emphasizing professional development and effective use of technology. The debate over handwriting versus typing Chinese characters calls for further research on efficient teaching methods in online and blended learning. The study highlights the importance of adapting and refining pedagogical practices to serve students in a post-pandemic world better.

The purpose of this study is to examine the multidisciplinary design optimization (MDO) of a distributed propulsion blended-wing-body (BWB) aircraft. The BWB is a hybrid shape resembling a flying wing, placing the payload in the inboard sections of the wing. The distributed propulsion concept involves replacing a small number of large engines with many smaller engines. The distributed propulsion concept considered here ducts part of the engine exhaust to exit out along the trailing edge of the wing. The distributed propulsion concept affects almost every aspect of the BWB design. Methods to model these effects and integrate them into an MDO framework were developed. The most important effect modeled is the impact on the propulsive efficiency. There has been conjecture that there will be an increase in propulsive efficiency when there is blowing out of the trailing edge of a wing. A mathematical formulation was derived to explain this. The formulation showed that the jet "fills in" the wake behind the body, improving the overall aerodynamic/propulsion system, resulting in an increased propulsive efficiency. The distributed propulsion concept also replaces the conventional elevons with a vectored thrust system for longitudinal control. An extension of Spence's Jet Flap theory was developed to estimate the effects of this vectored thrust system on the aircraft longitudinal control. It was found to provide a reasonable estimate of the control capability of the aircraft. An MDO framework was developed, integrating all the distributed propulsion effects modeled. Using a gradient based optimization algorithm, the distributed propulsion BWB aircraft was optimized and compared with a similarly optimized conventional BWB design. Both designs are for an 800 passenger, 0.85 cruise Mach number and 7000 nmi mission. The MDO results found that the distributed propulsion BWB aircraft has a 4% takeoff gross weight and a 2% fuel weight. Both designs have similar planform shapes, although the planform area of the distributed propulsion BWB design is 10% smaller. Through parametric studies, it was also found that the aircraft was most sensitive to the amount of savings in propulsive efficiency and the weight of the ducts used to divert the engine exhaust. / Ph. D.

An innovative experimental facility was developed for testing flush-mounted, diffusing serpentine inlets intended for use on blended-wing-body aircraft. The static ground test facility was able to simulate the boundary layer profile expected to be ingested by inlets mounted on the aft sections of these aircraft. It generated Mach numbers ranging from 0.19 to 0.4 and boundary layer thicknesses between 36% and 45%. The circumferential distortions at the aerodynamic interface plane of the serpentine inlet were also calculated, and ranged between 0.0042 for the lowest Mach number, to 0.0098 for the highest Mach number. Reynolds numbers for the tests ranged between 1.2 million and 2.4 million depending on engine speed and Mach number. The results of the experiment were compared to a previous NASA report, and showed close agreement in distortion patterns and pressure losses at a Mach number of 0.25. / Master of Science

This multiple-article dissertation explores institutional support for student academic engagement through the lens of the Academic Communities of Engagement (ACE) framework. A literature synthesis explores the current research on teaching assistant (TA) support in online and blended environments in higher education, with a special emphasis on their role in providing support for affective engagement, in addition to supporting cognitive and behavioral engagement. The review suggests that additional research needs to be done in this area to better understand the role of TAs in online environments and how institutions can prepare them for this role through meaningful training. The second article provides insight into students' barriers to learning online and how the institution can support these students. Researchers gathered survey results of 1295 university students regarding the barriers they experience and the support they receive from the institution to support their academic engagement. Descriptive statistics and thematic coding revealed specific practices institutions could implement to help students overcome barriers to fully engaging in their learning. The third article presents how online teaching assistants (OLTAs) interact with students to support their engagement in online and blended learning courses and how a training course may influence their interactions. Researchers gathered data from a tracking instrument that documented OLTA-student interactions over a 2-week period and conducted interviews with 10 OLTAs. Descriptive statistics and thematic coding indicated that TAs supported students in several ways and that their training program most likely influenced how they approached these interactions.

Jag har beskrivit och diskuterat de möjligheter och utmaningar som fjärrundervisning har inneburit för mig och mina sångstudenter under Coronapandemin. Mitt syfte var att fånga studenternas uppfattningar om huruvida traditionellt platsbunden, gehörstraderad sångundervisning var utbytbar mot nätbaserad synkron undervisning. Jag ville veta hur och om undervisningsformen har påverkat studenternas motivation – lust att lära. Undersökningen bygger på studenternas egna reflektioner efter två fjärrbaserade kurser i folksång på plattformarna Zoom och Aloha. Resultatet visar att variation och musikaliskt fokus, flexibelt lärande, enskild handledning och feedback bidrog både till lust att lära och motiverade till självstudier. / Högskolepedagogisk kurs 2 på KMH.

Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decreasing the incidence of minority group marginalization and reduce feelings of isolation, the bridging course provided activities directed towards encouraging students to begin to develop an inclusive learning community prior to their arrival on campus. Exploring how online transitional activities had contributed to the development of a face-to-face learning community, as well as perceived disadvantages to that model, key stakeholders¿ perceptions were obtained through focus groups, interviews, and surveys. Findings include: (a) an enhanced understanding of the ways in which an online course can be used to aid in the development of a learning community for oncampus students; (b) a heightened awareness of challenges faced by those working in a learning community; (c) a systematic approach to the development of learning communities. This research suggests that an online bridging course can be an effective way for on-campus students to start developing a learning community.

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A detailed metallurgical analysis was conducted to correlate microstructure to axial strain-controlled high cycle fatigue of Ti-6Al-4V forgings made from cold isostatic pressed and sintered preforms of blended element powder metallurgy (BEPM) incorporating hydrogenated titanium. Analysis included fractographic examination by SEM, microstructure examination by optical microscopy, texture examination via EBSD, chemical analysis and fatigue strain mapping via digital image correlation (DIC). From a literature review and observations of findings, factors that were of primary concern were: maximum pore diameter, primary α volume fraction, primary α width, primary α particle count, oxygen equivalency (OE) and texture of the α phase. The primary α volume fraction was found to have the single most influential effect on fatigue, whereby decreasing volume fraction increased fatigue life. Using statistical analysis, multivariable regression analyses were performed to evaluate combinations of predictors on fatigue life. The resulting outcome of volume fraction and maximum pore diameter, having a 3.3 to 1 weighting, was the most significant at predicting the fatigue response. Improving fatigue life of forged Ti-6Al-4V made from BEPM should thus be primarily focused on microstructure refinement. It is suggested future experimentation also consider the effects of the number of primary α particles and OE when modeling fatigue strength. / Thesis / Master of Applied Science (MASc) / The mechanical properties of a metal are dictated primarily by the metal’s microstructure. The microstructure of a metal made from metal powder that has been pressed and heated to bind the powder together generally contains residual porosity. This generally leads to a reduction in metal fatigue resistance versus a metal that is pore-free. In studying metal fatigue of a titanium alloy made from metal powder, the resistance to metal fatigue varied considerably and did not achieve the same resistance of pore-free material, despite the titanium alloy in question being nearly pore-free. This titanium alloy was studied to determine what the cause of the poor metal fatigue resistance was. Through a methodical testing program, it was determined that volume fraction of a particular crystalline phase in the microstructure was more damaging than the pores themselves.

Professional development is ubiquitous in education, with over 90% of teachers engaging in professional development activities, yet often with limited perceived impact on their practice. This dissertation situates itself at the critical juncture of professional development quality and teacher self-efficacy, investigating the transformative influence of the Academy of Blended Learning professional development program on educators’ self-efficacy and pedagogical practices. Despite widespread participation in professional development nationally, the prevalent sentiment among teachers points to a disconnect, with many sessions deemed ineffectual (Wei et al., 2009). Conversely, professional development perceived as high-quality correlates with improved teacher skills and classroom practices (Desimone et al., 2002; Garet et al., 2001a), underscoring the need for meaningful PD delivery. Blended learning represents a significant advancement in the evolving education landscape, blending traditional and digital instruction methods. This dissertation examines the impact of the Academy of Blended Learning experiential professional development program on teacher self-efficacy. Through qualitative analysis and evaluation, this study employs a framework by Smith and Robinson (2020) that intertwines Bandura’s Self-Efficacy Theory (1977), Bruner’s Constructivist Theory (1960), and Knowles’ Adult Learning Theory (andragogy) (1978), offering a comprehensive lens to examine the efficacy of professional development for educators. These theoretical underpinnings serve as the foundation for understanding how professional development influences teachers as adult learners, ultimately affecting their self-efficacy. Participants in the Academy of Blended Learning professional development program reported substantial gains in skills and a marked increase in self-efficacy, attributing these advancements to the comprehensive and experiential nature of the program. It goes beyond mere tool provision; it reshapes educators’ self-concepts, fueling their enthusiasm and intentionality in teaching. This transformative experience has empowered teachers and enhanced their ability to meet their students’ diverse needs, leading to a positive shift in their professional practice and trajectory. The study underscores the necessity of placing teacher self-efficacy at the forefront of professional development initiatives, particularly within blended learning. The findings advocate for educational leaders to recognize and support quality professional development that cultivates the attitudes and competencies necessary for teachers to thrive. The compelling evidence of professional growth and increased self-efficacy among participants signals the essential role of tailored professional development programs like the Academy of Blended Learning in shaping the future of education.