abstract: ABSTRACT Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms. In this multi-method study, four instruments and a humor treatment were selected to test the hypothesis that students who receive humor-embedded instruction would perform better on assessments than students who did not receive humor instruction. These assessments were analyzed to show student growth in achievement and memory retention as a result of humor-embedded instruction. Gain scores between a pre- test and two post-tests determined student growth in achievement and memory retention. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom. The gain score data were not statistically significant between the humor and non- humor groups. For the short-term memory gain scores, the non-humor group received slightly higher gain scores. For long-term memory gain scores, the humor group received higher gain scores. However, the interview data was consistent with the findings of humor research from the last 20 years that humor improves learning directly and indirectly. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011

This study sought to explore the utilization and perception of best practices by community-based technology training programs when instructing older adults to become technologically literate. The target population included adults age 55 years and older of the Baby Boomer generational cohort who ranged academically from possessing a high school diploma or General Education Diploma (GED) through a college degree and had enrolled in a local technology training program to improve their technological skill level with the goal of obtaining employment and/or to remain functionally independent. This study was conducted at three community technology training centers located in the southeast that offered computer training classes for both civilian and ex-military older adults and employed a mixed methods research design. Data was collected through a series of participant interviews, surveys, and class observations to establish an understanding of current participant computer literacy status, demographic details and experiences, class structure, the computer curriculum, and training execution. It was the intent of this study to help maintain increased focus on the necessity of reducing the present digital divide that exists between younger and older adults by highlighting the importance of designing technology training programs that incorporated both expert recommended best practices for instructing older adults, as well as the expressed benefit and personal needs of the Baby Boomer population being served by local technology training centers.

The need for development education for first year community college students is a growing trend and has a variety of solutions. Engagement and retention of these students is vital to the success of the student and the college in which they attend. Taking developmental education courses should not be repetitive hurdles for a college student. This study is to establish the level of engagement of community college students who are enrolled in developmental education compared to students not enrolled in developmental education and their levels of success. The study evaluates administrative practices that engage developmental students in 2-year institutions. This study aims at increasing successful outcomes in developmental education students through research. The study of levels of engagement, retention, successful strategies and academic support may be the determining factor of success of developmental education students and the 2-year institution in which they are enrolled. Quantitative analysis will determine if there are significant differences in the engagement levels among first year developmental education students versus first year viii non-developmental college students within 2-year institutions and what institutional practices or academic support initiatives support developmental students’ engagement in 2-year institutions. The instrument used was the 2009 SENSE (Survey of Entering Student Engagement). This tool assists colleges to focus on the “front door” of the students’ college experience. This study uses an independent sample t-test to analyze the responses of students currently enrolled in developmental education courses versus students enrolled in non-developmental courses. The SENSE Survey was administered to students at 120 member community colleges during the fourth and fifth week of the fall 2009 semester. Fall 2009 was the first national administration of the survey. A 20- year community college system in suburban Houston, TX was specifically examined. This study determines the significance of implementation of successful programs and academic support procedures to enhance the college experiences and performance of students enrolled in developmental education, increases more efficient use of college resources, and assists students to complete developmental courses to persist into college level courses. / text