This dissertation focuses on the development and testing of a conceptual framework for student motivation in mathematical discussion. Specifically, this document integrates Yackel and Cobb's (1996) framework with aspects of Self-Determination Theory (SDT), as described by Ryan and Deci (2000). Yackel and Cobb articulated the development of students' mathematical dispositions through discussion by facilitating student autonomy, incorporating appropriate social norms and co-constructing sociomathematical norms. SDT mirrors these factors and describes a similar process of self-regulation through fulfillment of the individual needs of autonomy, social relatedness, and competence. Given the conceptual overlap, this dissertation examines the connection of SDT with mathematical discussion with two studies. The first study examined the effect of student frequency of explaining mathematics on their perceived autonomy, competence and relatedness. Results of HLM analyses found that more frequent explanation of mathematics had a positive effect on students' perceived mathematics autonomy, mathematics competence, and relatedness. The second study used a triangulation mixed methods approach to examine high school geometry students' classroom discourse actions in combination with their perceived autonomy, competence, and relatedness. Results of the second study suggest a higher perceived sense of autonomy is indicative of more engagement in mathematical talk, but a measure of competence and relatedness are needed for such engagement to be fully indicative of mathematical discourse. Rather, students who lacked a measure of perceived competence or relatedness would cease participation in mathematical discussion when challenged by peers. While these results need further investigation, the results of the second study provide evidence that indicates the necessity of fulfilling all three SDT needs for engagement in mathematical discussion. Evidence from both the first and second studies presented in this dissertation provides support for the conceptual framework presented. / Ph. D.

With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive STEM literate individuals is the intentional, concurrent teaching of science, technology, and engineering concepts. Many studies have examined the pedagogical content knowledge (PCK) (Shulman, 1987) of science and T&E educators, but none have examined the science PCK of T&E educators. The purpose of this study was to examine the extent of the relationship between T&E educator’s science and T&E preparation experiences, and their teaching of science content and practices. This study, which employed a fully integrated mixed methods design (Teddlie & Tashakkori, 2006), was conducted to inform the pre- and in-service preparation needs for T&E educators. A random sample of 55 Foundations of Technology (FoT) teachers across 12 school systems within one state participated in an online survey, leading to eight teachers being purposefully selected for classroom observations. Data collected from the surveys and classroom observations were analyzed through Spearman’s rho tests to examine relationships between preparation factors and teaching of science content and practices. These data were corroborated with curriculum content analyses, classroom observations, and interview responses to validate the results. Analyses of the data across all three methods revealed significant correlations between many preparation factors and the teaching of science content and practices. Specifically the amount of high school and undergraduate physics courses, and T&E and science in-service delivered were found to have statistically significant, strong positive correlations. These findings suggest T&E educators with increased amounts of these preparation experiences can be expected to teach science content and practices more proficiently. The findings and conclusions drawn from the data analyses provide implications for science and T&E educators, researchers, preservice programs, and in-service professional development efforts. The discussion and implications suggest the need to conduct replication studies in different contexts. / Ph. D.

Consumers desire tender, juicy, and flavorful cuts of beef. Mechanical tenderization (MT) and enhancement methods applied to lower valued beef cuts can improve tenderness, flavor or juiciness, increasing desirability for the consumer. However, these processes can introduce pathogens that may be present on the exterior of the meat into the sterile interior. This process renders an ‘intact’ product ‘non-intact’ and requires altered cooking methods to ensure safety. The primary pathogens of concern for beef products are Shiga-toxin producing Escherichia coli (STEC). STEC are associated with approximately 265,000 illnesses and 3,600 hospitalizations annually. Since 2006, there have been 6 STEC outbreaks in the United States and 18 cases in Canada attributed to MT beef (MTB). The pathogen has also been implicated in 136 non-intact beef-related recalls. Due to the potential food safety hazards associated with MTB, mandatory labeling of these products was mandated in 2015 to inform consumers on how to safely handle the product. While this is a good step to inform consumers, it is unclear how familiar they are with the terms associated with these processes. Consumer’s knowledge, beliefs, attitudes, awareness, and behaviors related to MTBs is quite limited. This study uses an exploratory sequential mixed-methods design, to assess consumer knowledge of MTB. Qualitative focus groups conducted throughout urban and rural North Carolina and Virginia found that although participants purchased MTBs, they were unaware of the process, did not prepare MTBs properly, wanted to know more about the process, and wanted applicable risk messages. A nationwide survey developed from the focus group findings found that demographic differences were associated with knowledge of; and how participants interact with MTBs. How demographics influence consumer’s beef safety knowledge, practices, and risky behaviors was further explored. Demographic characteristics were highly correlated with consumers’ behaviors surrounding beef storage, refrigerator temperature knowledge, defrosting behaviors, meat washing, and meat preparation behaviors. Collectively, the mixed methods research design provided insight into specific demographic characteristics related to consumer attitudes, beliefs, and behaviors surrounding beef safety. This data will help inform the development of well-crafted, culturally, and socially relevant risk messaging that may promote safe handling behaviors. / Ph. D. / In the United States, every year, the Center for Disease Control estimates that 48M people are sickened, 128,000 people are hospitalized, and 3,000 people die from foodborne illnesses. The most common illnesses arise from Salmonella, Norovirus, Campylobacter, Escherichia coli [E. coli], Listeria, and Clostridium perfringens; these bacteria and viruses have been on the news as being associated with flour recalls, cantaloupe, eggs, cheeses, berries, and even at restaurants like Chipotle! The bacteria of concern in this study is E. coli. Most E. coli is not pathogenic, and extremely common in the environment; living in mammalian (e.g. humans, cows, sheep, insects, etc.) gut and within the environment (e.g. in the soil). However, there are some pathogenic variants, like Shiga-toxin producing E. coli [STEC] that have been associated with 265,000 annual illnesses and deaths. The main reservoirs of many pathogenic E. coli are within the intestines of ruminant mammals, including cattle. If mishandled, feces can contaminate and cause human illness as a result of improper handling and preparation. The contamination can occur through meat, water, and fecal-oral routes; often, improperly cooking and handling beef products can lead to illness. In the U.S., there have been 27 multi-state STEC associated food outbreaks. While the U.S. beef industry is the largest in the world, five multi-state outbreaks were related to E. coli O157:H7 contamination in ground beef products. Additionally, between 2005 – 2018, 136 of 171 recalls were due to STEC-contaminated beef products. Non-intact beef products (e.g. ground beef) are the most commonly recalled types of beef products. Consumers purchase beef products on extrinsic (i.e. price, weight, cut) and intrinsic (i.e. color, fat, safety) factors with a desire for tenderness, juiciness, and flavor. Tenderization processes (e.g. mechanical tenderization) or other enhancement processes (e.g. marinades) can increase tenderness on lower-value cuts but may introduce pathogens from the exterior to the sterile interior. To prevent illness, it is necessary to prepare beef products to the recommended USDA-specified temperature using a thermometer to check. Up until this point, consumer knowledge of and behaviors towards mechanically tenderized beef products [MTB]s and other enhanced beef products had not been characterized. This study uses an exploratory sequential mixed-methods study design (qualitative study guides quantitative study) to assess consumer knowledge of MTBs, enhanced beef products, and food safety / beef safety handling behaviors. Focus groups conducted throughout urban and rural North Carolina and Virginia found that although participants purchased MTBs, they were unaware of the process, did not prepare them properly, wanted to know more about MTBs, and requested different ways of obtaining information. A nationwide survey developed from the focus group findings found that demographic differences were associated with knowledge of and interaction with MTBs and enhanced beef products. However, people were still generally unaware of MTBs, despite a recent 2016 labeling mandate for all MTBs. The Theory of Planned Behavior was used to further explore reported consumer’s food safety knowledge, practices, and risky behaviors in the kitchen. Demographic characteristics were highly correlated with consumers’ behaviors of beef storage, refrigerator temperature knowledge, defrosting behaviors, meat washing, and meat preparation behaviors. Collectively, the mixed methods research design provided insight into specific demographic characteristics related to consumer attitudes, beliefs, and behaviors surrounding beef safety. Additional research, alternative non-didactic strategies, and collaborations within health and public services is necessary to accommodate for specific demographics, cultures, and social groups. Well-crafted, culturally, and socially relevant targeted risk messaging must be developed to increase awareness and promote ease-of-access.

Transfer between community colleges and four-year institutions has become more common as student mobility increases. Accordingly, the higher education system has coped with the fluidity by establishing articulation agreements that facilitate pathways from one institution to another. The forward-facing policies and guides to inform students on those pathways are known to be complicated, leading to the development of web-based tools like Transferology to help students navigate the system. Still, credit loss is common, whether through misunderstandings, lack of awareness, or changing degree plans. A proliferation of literature examines the experiences of transfer students and other agents in the process like community college advisors, but few pieces interrogate the underlying website structures that facilitate those experiences as the unit of analysis. Information related to facilitating transfer from one institution to another is often fragmented across multiple webpages or policies and uses language not optimal for communicating with students – creating what are called "information asymmetries" between the students and institutions. The premise of an exchange having information asymmetries is that one or more parties in the exchange have more or better information than the others, leading to an imbalance in power. In the case of higher education, transfer students – and their advisors by extension – can be subjected to manipulation by the invisible hands of the four-year institutions through language gaps and scattered sources of information. Accordingly, this dissertation explored four-year university websites, a major point of contact students have with information on transfer, to address the following main research question: "How are information asymmetries in curricular policies/procedures apparent for engineering students on institutional webpages in terms of language and fragmentation?" The subsequent research question synthesized the results of the first question: "Looking across information asymmetry measures, what are the different narratives of information asymmetry that integrate themes of language and fragmentation across institutions?" A fully integrated mixed methods design using all existing data was employed to address the two research questions. A stratified random sample was taken with respect to institution size based on their Carnegie classifications (n = 38). The collection of relevant public webpages based on a set of keywords from the sampled institutions was transformed into three network measures - hierarchy, centrality, and nonlinear – that were used in cluster analyses to group the institutions based on their information structures. Sequential mixed methods sampling was used to choose institutions purposefully from each cluster based on notable features recorded during the first stage of data collection. Two-cycle coding followed the cluster analysis by elaborating on the networks formed during data collection. I used joint displays to organize the networks and In-Vivo codes in the same picture and develop themes related to fragmentation and language simultaneously. K-means and K-medoids cluster methods both produced the same four cluster solution illustrating one aspect of information asymmetries through fragmentation. The clustering solution highlighted four major network patterns, plus one cluster mixing two of the patterns: 1) linear browsing, 2) centralized expansive browsing, 3) branched browsing, and 4) mixed browsing. Further qualitative analysis of the sampled institutions revealed several types of missteps where information is obscured through language or dispersed in the network. I explored a subset of 16 institutions and identified four themes related to fragmentation (unlinked divergence, progressive disclosure, lack of uniformity, and neighborhood linking) and six themes related to language (hedging transferability and applicability, legalese handwaving, building rapport, exclusivity, deviance from common practice, and defining terms). The missteps were contextualized further using six narratives with institutional examples. This work characterized the information design for transfer students as a messy web of loosely connected structures with language that complicates understanding. Integrated narratives illustrate a landscape of loosely coupled information structures that become more expansive as state initiatives interact with already existing local agreements. Moreover, institutional websites describing transfer processes use communication strategies similar to private companies writing online privacy policies. In light of the themes of information asymmetries, opportunities for supporting transfer were highlighted. For example, institutions are encouraged to create visual representations of the transfer credit process, ensure terms are defined upfront while minimizing jargon, and avoid linking to information that is easily summarizable on the current page. This research would be of interest to institutions looking to improve the presentation of their transfer information by critically examining their designs for the missteps described here. In addition, engineering education practitioners and researchers studying transfer student pathways and experiences will find the results of interest – especially in considering how to support the students despite the large information gaps. Finally, those looking to implement a fully integrated mixed methods design or use existing/archival data in their own context will find the use of mixing strategies of interest. / Doctor of Philosophy / Transfer between community colleges and four-year institutions has become more common as student mobility increases, especially for engineering. Institutions have coped with this inter-institutional movement by establishing agreements with each other that facilitate pathways between programs. The forward-facing policies and guides to inform students on such pathways are known to be complicated, leading to the development of web-based tools like Transferology to help students navigate the system. Despite these advances, transfer students continue to struggle in their information search. The purpose of this dissertation was to describe the extent to which information for engineering transfer students is scattered across multiple web-based sources and written in a manner not conducive to understanding. I used a fully integrated mixed methods design to create narratives capturing the interactions between the more quantitative idea of scatter using network analysis and the more qualitative aspect of language-use using visually based two-cycle coding across 38 U.S. four-year institutions. All data was readily available online, which were transformed and combined using several mixing strategies to form integrated stories of information asymmetries. The resulting narratives characterized the information design for transfer students as a messy web of loosely connected structures with language that complicates understanding. Moreover, institutional websites describing transfer processes use communication strategies similar to private companies writing online privacy policies. In light of the themes of information asymmetries, opportunities for supporting transfer were highlighted. This work will be of interest to those interested in engineering transfer student experiences and pathways. Also, those looking to implement fully integrated mixed methods approaches or make extensive use of existing data, especially mixing during analysis, will see strategies applicable in their own work.

A translational gap exists between the development of an evidence-based health promotion intervention and its eventual implementation in the intended setting. This lack of translation impacts the uptake of health promotion interventions within delivery systems such as the Cooperative Extension Service (Extension). Within this system, Extension educators serve as the intermediaries addressing needs in the communities in which they are employed with support from Extension health specialists. Previous research has shown that educators utilize other peer educators and specialists to learn and adopt health promotion programming, but these studies are over two decades old (e.g., missing technological advances such as Internet and social media) and often focused on a single state Extension system. The purpose of this research was to understand how evidence-based health promotion intervention information is shared within Cooperative Extension by 1) identifying information sources and channels of Extension specialists and educators while 2) identifying the characteristics of an intervention that aid in the adoption and uptake of these health promotion interventions. The first mixed-methods study aimed to identify information sources and channels used by Extension educators from a national sample and learn their preferences for information delivery. Results of this study (Manuscript 1), identified specialists as the key information source Therefore, the second study (Manuscript 2) focused on Extension health specialists' preferences for information sources and channels while also 1) determine how specialists communicate with educators 2) preliminary thoughts on a dissemination intervention. The final study (Manuscript 3) explored the intervention characteristics that are both educator and specialists deemed most important to their adoption decision-making process. The results of this dissertation inform the development of a dissemination intervention to bridge the translational gap across Extension. The information sources and channels used and trusted by both Extension educators and specialists are highlighted in this work. Additionally, specialists have given insight for consideration for an online repository that can be used on demand to both facilitate the adoption and uptake of health promotion interventions as needed by Extension Educators. / Doctor of Philosophy / A translational gap exists between the development of an evidence-based health promotion intervention and its eventual implementation in the intended setting. This lack of translation impacts the uptake of health promotion interventions within delivery systems such as the Cooperative Extension Service (Extension). Within this system, Extension educators serve as the intermediaries addressing needs in the communities in which they are employed with support from Extension health specialists. Previous research has shown that educators utilize other peer educators and specialists to learn and adopt health promotion programming, but these studies are over two decades old (e.g., missing technological advances such as Internet and social media) and often focused on a single state Extension system. The purpose of this research was to understand how evidence-based health promotion intervention information is shared within Cooperative Extension by 1) identifying information sources and channels of Extension specialists and educators while 2) identifying the characteristics of an intervention (e.g., duration, dose, cost) that aid in the adoption and uptake of these health promotion interventions. The first mixed-methods study aimed to identify information sources and channels used by Extension educators from a national sample and learn their preferences for information delivery. Results of this study (Manuscript 1), identified specialists as a key information source Therefore, the second study (Manuscript 2) focused on Extension health specialists’ preferences for information sources and channels while also 1) determine how specialists communicate with educators 2) preliminary thoughts on a dissemination intervention. The final study (Manuscript 3) determined the intervention characteristics that are both educator and specialists deemed most important to their adoption decision-making process. The results of this dissertation inform the development of a dissemination intervention to bridge the translational gap across Extension. The information sources and channels used and trusted by both Extension educators and specialists are highlighted in this work. Additionally, specialists have given insight for consideration for an online repository that can be used on demand to both facilitate the adoption and uptake of health promotion interventions as needed by Extension Educator.

With the unprecedented growth of the Computer Science field, there is an underlying assumption that undergraduate students would naturally gravitate towards Computer Science courses or acquire related skills, irrespective of their career interests. However, this research challenged that assumption, focusing on the experiences and attitudes of Non-Computer Science majors enrolled in Computer Science courses. The objective of this study is to gain a comprehensive understanding of the experiences and attitudes of Non-Computer Science majors taking Computer Science courses. The research questions seek to uncover the factors influencing their engagement in Computer Science. This research employs a mixed-method study, starting with a quantitative phase followed by a qualitative one. Quantitative data is analyzed using factor analysis and inferential statistics, followed by thematic analysis on the qualitative data. The findings reveal that stereotypes associated with the Computer Science field are established as early as high school. These stereotypes, particularly affecting females, sometimes act as barriers, discouraging further pursuit of Computer Science. Addressing these stereotypes becomes crucial for fostering inclusivity in the field. To counteract these stereotypes, it is proposed that Computer Science and its applications should be promoted as early as freshmen year of high school. By introducing students to the field early, we can potentially mitigate the impact of stereotypes and encourage a diverse range of individuals to pursue Computer Science. Further exploration into the experiences of Computer Science majors is recommended to deepen our understanding and inform targeted interventions. / Master of Science / As Computer Science gains popularity, the assumption that all students, regardless of their career goals, naturally gravitate towards it is challenged. This study delves into the experiences and attitudes of Non-Computer Science majors taking Computer Science courses. This research aims to understand what influences Non-Computer Science majors' engagement in Computer Science, and the factors that shape their experiences and attitudes. Using a mixed-method approach, we first collect quantitative data through a survey, measuring various aspects. We then gather qualitative insights through interviews. Analyzing the quantitative data involves factor analysis and inferential statistics, while qualitative data is explored through thematic analysis. Our findings indicate that stereotypes about Computer Science are established as early as high school, often discouraging females from pursuing further education in the field. Addressing these stereotypes is crucial for fostering inclusivity. To counteract stereotypes, we propose promoting Computer Science from the freshman year of high school. By introducing students early, we can mitigate the impact of stereotypes and encourage a diverse range of individuals to explore Computer Science. Further exploration into the experiences of Computer Science majors is recommended to inform inclusive interventions.

Pre-existing diabetes, type 1 or type 2 diabetes, can be a challenge to manage during pregnancy. Due to the increased fetal and obstetrical risks from hyperglycemia, women are advised to keep blood glucose as close to normal as possible. Diabetes distress is the negative emotional experience of managing diabetes, with prevalence between 20-50% in non-pregnant adults with diabetes. As diabetes distress during pregnancy has not been well studied, the purpose of this study was to use a sequential explanatory mixed methods approach to understand the extent and impact of diabetes distress. This was achieved by first conducting a cross-sectional quantitative study with 76 women pre-existing diabetes. Diabetes distress was measured with the Problem Area in Diabetes (PAID) Scale and a score of 40 or higher indicated high diabetes distress. Women with both types of diabetes and high and low PAID scores were recruited to the second strand, which was an interpretive description qualitative study. Semistructured interviews were conducted with 18 women discuss their experiences of diabetes distress and managing diabetes in pregnancy. In the mixed methods analysis, it was observed that while diabetes distress was seen in 22.4% of women, the majority of women who took part in the qualitative interviews described themes of diabetes distress whether they had a high or low PAID distress score. Current diabetes distress tools are not validated for pregnancy, and qualitative findings indicate that diabetes distress during pregnancy is uniquely defined by worries for the baby. Development of a pregnancy-specific diabetes distress tool for integrated screening during pregnancy would be beneficial to better capture distress rates in this population. The counterpart to the qualitative findings of diabetes distress were findings of resiliency demonstrated by the participants. Further research is needed to better understand appropriate interventions to increase resiliency in pregnancy to mitigate diabetes distress. / Thesis / Doctor of Philosophy (PhD) / Women with type 1 and type 2 diabetes require intensive blood sugar control while they are pregnant in order to have a healthy pregnancy. While it is known that diabetes during pregnancy can be challenging emotionally, there is limited information about how diabetes distress affects this group. The aim of this thesis is to understand how many women report diabetes distress during pregnancy and how they perceive diabetes distress. This thesis includes a synthesis of the literature on mental health and psychosocial well-being, a study that administered surveys at one time during pregnancy, a study that used interviews to ask the same women about their experience of pregnancy with diabetes, and a study that mixed the survey and interview results. The results illuminate the extent to which diabetes distress affects women during pregnancy, informing future research that will help better screen for diabetes distress and improve clinical care during pregnancy.

While community gardens (CG) have emerged as a popular public health strategy to improve fruit and vegetable access and consumption, few studies provide evidence-based principles to inform the initiation and maintenance of CG. Grounded in Community-based Participatory Research and guided by the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework, this mixed methods case study explores the potential public health impact of CG in the DRR. Six CG completed harvest logs during the 2011 season. Following the growing season, CG leader key informant interviews (N=6) and CG participant focus groups were conducted (N=21) using a semi-structured script, guided by RE-AIM dimensions. The five RE-AIM dimensions and associated components were used to develop a coding matrix and identify emerging themes. Three researchers coded the transcribed interviews using a deductive approach, which included coding raw data into meaning units. The six CG yielded 811 pounds of produce. The majority of focus group participants (95%) stated they would continue CG participation. From qualitative analysis, themes emerged such as increased the number of residents participating in CG, increased consumption of produce, key characteristics of successful CG leaders and locations, programs associated with CG, and adequate funding and resources necessary for maintenance. This study provides important insights to promote the potential public health impacts of CG in the DRR. Findings provide best-practice opportunities to promote the successful adoption, implementation, and maintenance of CG in similar communities. / Master of Science

The purpose of this study was to explore the extent that family physicians believe their patients could benefit from marriage and family therapy-related care, the extent of their experiences of collaborating with family therapists, and their interest in future collaboration with family therapists. Limitations family physicians face when providing psychosocial care as well as roadblocks they face when making mental health referrals and collaborating with family therapists were also explored. Sixty-four percent of the 240 family physicians surveyed responded to the mailed questionnaire. Descriptive statistics are provided for the quantitative analysis, while content analysis was used to evaluate the qualitative data. Quantitative results revealed that family physicians do detect psychosocial concerns in patient encounters, even when those concerns are not the presenting complaint, but face limitations and roadblocks to adequately addressing these concerns. The most common form of collaboration that the respondents expressed interest in was referring out with collaborative communication continuing with the family therapist, but other forms were also identified. / Master of Science

Extending far beyond migration to a new home, the cultural, emotional, and mental plight of immigration plagues immigrants and refugees of all ages. Nonetheless, immigrant youth are commonly overlooked in acculturation studies. This mixed methods approach to arts-informed research examined the acculturation strategies adopted by immigrant and refugee youth attending community-based programs. Through the use of participant drawings, the think-aloud technique, and the Acculturation, Habits, and Interests Multicultural Scale for Adolescents (AHIMSA) instrument, this research also examines the ways in which immigrant and refugee participants communicate their cultural paradigms. The findings emerging from this study illustrate that immigrant and refugee youth cope with cultural transitions through varied approaches that integrate expressions of individuality and cultural behaviors. By exploring six key findings, this study contributes to literature examining acculturation in youth populations as it provides an analysis of cultural transition that expands beyond traditional examinations of cultural behaviors, and highlights the importance of expressing individuality, values, and interests, in the acculturation process of immigrant youth. / Ph. D. / Extending far beyond migration to a new home, the cultural, emotional, and mental plight of immigration plagues immigrants and refugees of all ages. Nonetheless, immigrant youth are commonly overlooked in acculturation studies. This mixed methods research study uses participant drawings, the think-aloud approach, and the Acculturation, Habits, and Interests Multicultural Scale for Adolescents (AHIMSA) instrument to examine the acculturation strategies adopted by immigrant and refugee youth attending community-based afterschool programs. The findings of this study suggest that immigrant and refugee youth cope with cultural transitions through varied approaches that integrate expressions of individuality and cultural behaviors. Exploring six key findings, this study contributes to the literature examining acculturation in youth populations as it provides analysis of cultural transitions that expands beyond traditional examinations of cultural behaviors and highlights the importance of expressing individuality, values, and interests.