This design report details the development of a summer training experience for peer mentors in the Freshman Mentoring program at Brigham Young University. The purpose of the project was to develop an extended training program which would assist peer mentors in developing core mentoring skills necessary for their work with first-year students. The design of the training was informed by a number of theoretical frameworks including experiential learning, reflective practice, and narrative design. The training was evaluated using a post-then survey instrument as well as analysis of qualitative data collected from learners throughout the training. Analyses of these data suggested that peer mentors increased both their mentoring skill and confidence in providing mentoring to first-year students. This document also reports on the practical, design, and theoretical insights which emerged from the project as well as their implications for other designers who face similar design challenges. Finally, a brief discussion of the way in which the project has influenced the professional development of the designer is included.

[pt] É recorrente o pensamento de que a escola é, por excelência, o locus de formação docente, e que esta se dá em um processo de reflexão sobre a prática. É neste contexto que vai se constituindo a identidade profissional, sendo o professor o sujeito de sua formação. Pautado nesta ideia, este trabalho busca voltar o olhar para dentro da formação, para perceber como se dá na prática o processo reflexivo. A investigação se deu com profissionais da Rede Municipal de Armação dos Búzios, através de observações das práticas desenvolvidas em duas salas de aula, e dos encontros destinados à formação continuada, oferecidos pela Secretaria Municipal de Educação. Foram entrevistados nove profissionais, sendo seis professoras, um professor formador e duas supervisoras escolares. As observações nas salas de aula se deram em duas diferentes escolas: uma das mais antigas da rede e a outra uma das mais novas. Sem a pretensão de estabelecer a justaposição entre teoria e prática, o trabalho destina-se a perceber em que medida ocorre o diálogo entre a sala de aula e os encontros de formação, identificando o lugar da prática reflexiva no processo de formação docente. O diálogo entre as observações e escutas teve como referencial teórico a interlocução com António Nóvoa, Maurice Tardif, Rui Canário, João Formosinho e Philippe Perrenoud, e com demais autores que se inserem neste campo de atuação. O trabalho aponta para a necessidade de superação da marcante presença da forma escolar nos encontros de formação e nas relações que se processam no interior da escola, onde vem se naturalizando a impossibilidade do professor assumir seu lugar de sujeito e de refletir sobre as práticas que, significativamente, deveriam contribuir para a formação da sua identidade docente. / [en] It is recurrent the thinking that the school is by excellence the locus of teacher formation, and that it occurs within a process of reflection on the practice. It is in this context that the professional identity has been constituted, being the teacher the subject of their own formation. Based upon this idea, this work aims at looking into the formation in order to perceive how the reflective process takes place into practice. The investigation took place with professionals from the Municipal Education System of Armação dos Búzios through observations of the practices carried out in two classrooms, and meetings devoted to the continuous formation offered by the Secretariat of Municipal Education. Nine professionals were interviewed, being six of them teachers, a teacher in charge of formation and two school supervisors. The observations in the classrooms occurred at two different schools: a school considered to be one of the oldest within the Municipal System and the other one regarded as being one of the newest ones. Without the intention of establishing a juxtaposition of theory and practice, the work intends to perceive in which way occurs the dialogue between the classroom time and the meetings of formation, identifying the place of the reflective practice within the teacher formation. The dialogue between the observations and listening had as theoretical basis the interlocution with António Nóvoa, Maurice Tardif, Rui Canário, João Formosinho and Philippe Perrenoud, among other authors whose works are within this scope. The work points to the necessity of the overcoming of the outstanding presence of the school shape in the meetings of formation and in the relations which take place inside the school, where there has been naturalizing the impossibility of the teacher to assume their place as a subject and reflect on the practices that, significantly, should contribute towards the formation of their teacher identity.

The English language holds a powerful role world-wide and is now used in some domains in Sweden. This has caused concern for the future of the Swedish language and whether or nor diglossia is underway. The aim of this dissertation is to investigate if there are differences in the attitudes towards the increasing use of English in Swedish society between two different populations of upper-secondary school students: a) students who attend the International Baccalaureate Programme (whose medium of instruction is English), and b) students who attend the Social Science Programme (whose medium of instruction is Swedish). The study investigates students’ pattern and language use and attitudes through the use of questionnaires, semi-structured interviews and reflective journals. The results show that the IB pupils are somewhat less positively disposed towards the increased influence of the English language in Swedish society and argue that it might pose a threat to the status of the Swedish language. However, the investigation also discloses that most IB pupils, to a much larger extent than the SP pupils, consider English paramount in order to succeed in today’s society. Furthermore, the results indicate that the IB pupils’ attitudes towards the expansion of the English language in Swedish society largely correspond to the main objective of Mål i mun, i.e. to protect the Swedish language as well as promote the English language. Key words: diglossia, domain, language shift, attitudes, semi-structured interviews, questionnaires, reflective journals

OBJECTIVE: To describe a systematic approach to active learning using a lesson template with a graphic organizer activity. INNOVATION: The authors describe a tool that can be used to incorporate a graphic organizer activity into a traditional lecture class to promote active learning. This interactive template offers a step-by-step process to plan and implement a graphic organizer activity. The graphic organizer was used in a contact dermatitis lecture as part of a Nonprescription Medicines course for first year pharmacy students. CRITICAL ANALYSIS: A survey of students immediately after the activity identified that students agreed they were interested in the activity, were engaged with the activity, and perceived an understanding of the course material. An instructor reflection revealed that students were excited and identified some instructor challenges to executing the activity. NEXT STEPS: Instructors interested in using graphic organizers in lectures can refer to this approach for guidance. In addition to a graphic organizer, the structure of this template can be applied to different active learning activities, thus creating consistency in delivering active learning.

This thesis explores why instructors should use narrative intentionally and effectively with reflection to better understand adult students' perceptions of experiential learning activities in technical communication. The frequent use of narrative in technical discourse reminds us that the tone of technical texts is often appropriately informal, personable, and reflective. A closer analysis of narratives provides instructors with valuable opportunities to learn more about the motivations for and barriers to learning for adult students and to better understand how these students situate themselves in larger social and cultural narratives. Narrative serves many purposes in technical communication. Not only does narrative add a human element to technical discourse, but it also invites interrogation and inquiry into the technical communicator's decision-making process. For these reasons, narrative is commonly paired with reflection exercises in experiential learning programs as a way for students to make sense of their learning experiences. If instructors can capture the essence of how adult students make sense of their learning experiences, they can determine if experiential learning is an effective pedagogical approach to teaching technical communication to adult students. Using examples of ongoing, initial and summative, and alternative reflection exercises, I illustrate how narrative can be used to facilitate the learning process in adult students and gain access to these students' perceptions of experiential learning activities in technical communication.

Hot Mix Asphalt (HMA) overlay is a major rehabilitation treatment for the existing deteriorated pavements (both flexible and rigid pavements). Reflective cracking (RC) is the most common distress type appearing in the HMA overlays which structurally and functionally degrades the whole pavement structure, especially under high traffic volume. Although many studies have been conducted to identify the best performing RC mitigation technique, the level of success varies from premature failure to good performance in the field. In Florida, Asphalt Rubber Membrane Interlayers (ARMIs) have been used as a RC mitigation technique but its field performance has not been successful. In this study, the best performing means to mitigate RC in the overlays considering Florida’s special conditions have been investigated. The research methodology includes (1) extensive literature reviews regarding the RC mechanism and introduced mitigation options, (2) nationwide survey for understanding the current practice of RC management in the U.S., and (3) the development of decision trees for the selection of the best performing RC mitigation method. Extensive literature reviews have been conducted to identify current available RC mitigation techniques and the advantages and disadvantages of each technique were compared. Lesson learned from the collected case studies were used as input for the selection of the best performing RC mitigation techniques for Florida’s roads. The key input parameters in selecting optimum mitigation techniques are: 1) overlay characterization, 2) existing pavement condition, 3) base and subgrade structural condition, 4) environmental condition and 5) traffic level. In addition, to understand the current iv practices how reflective cracking is managed in each state, a nationwide survey was conducted by distributing the survey questionnaire (with the emphasis on flexible pavement) to all other highway agencies. Based on the responses, the most successful method of treatment is to increase the thickness of HMA overlay. Crack arresting layer is considered to be in the second place among its users. Lack of cost analysis and low rate of successful practices raise the necessity of conducting more research on this subject. Considering Florida’s special conditions (climate, materials, distress type, and geological conditions) and the RC mechanism, two RC mitigation techniques have been proposed: 1) overlay reinforcement (i.e. geosynthetic reinforcement) for the existing flexible pavements and 2) Stress Absorbing Membrane Interlayer (SAMI) for the existing rigid pavements. As the final products of this study, decision trees to select an optimum RC mitigation technique for both flexible and rigid pavements were developed. The decision trees can provide a detailed guideline to pavement engineer how to consider the affecting parameters in the selection of RC mitigation technique.

This paper reports the results of a two-phase study examining the effectiveness of a set of five online learning modules in increasing student understanding of information literacy topics. The modules were deployed within the foundational class of an online Master of Library Science program. Using Qualtrics-based surveys, Phase 1 assessed 15 students for their possible knowledge gains as well as their perceptions of their experiences with the instructional content. Through a combination of statistical and qualitative analysis, the researchers found modest knowledge gains as well as positive student perceptions of their instruction. Based upon the moderate success of Phase 1, the online learning modules were retained in subsequent offerings of the course. Three years after the Phase 1 study, a Phase 2 study was conducted with 30 students over two semesters to examine student knowledge and perception changes possibly occurring after utilization of the modules. Through the analysis of student reflection writings, the researchers found that all students presented with a minimum desired level of competency postinstruction. Furthermore, the researchers found that knowledge gains were reported primarily within the area of information search strategies. Findings suggest that online learning modules on information literacy topics can be a welcome addition to the first course in a Master of Library Science program sequence and can help instill confidence in new students who are studying to become library science professionals.

This thesis reports the fabrication of nanophotonic structures by using electron beam lithography and using pattern transfer via self assembly with the aid of block copolymers. A theoretical and experimental basis was developed for fabricating anti-reflective coatings using block-copolymer pattern transfer. Block-copolymers were also used to fabricate plasmonic pattern arrays which form gold dots on glass surface. Electron-beam lithography was utilized to fabricate holey plasmonic structures from gold and silver films. Electron-beam exposure was used in block-copolymer lithography in selected regions. The exposure effects were studied for both thin and thick block-copolymer films. Reactive and ion beam etching techniques were used and optimized to fabricate those structures. This research required a great deal of development of new fabrication methods and key information is included in the body of the thesis.

Implementation of solar power by photovoltaic modules in cold climates, such as northern Sweden, implies several challenges. Ice and snow coverage not only leads to reduction in energy production due to shading, but it also puts equipment at risk from additional weight. The goal of this thesis was to formulate a passive ice shedding coating for photovoltaics that could handle the demands of both high optical transmittance and durability. In addition, the coating should be environmentally friendly and low cost. For that purpose, a state-of-the-art, superhydrophobic sol-gel silica-based coating was selected with the focus on optimizing its transparency, wettability, and durability. Different concentrations of binder, tetraethyl orthosilicate (TEOS), and catalyst (HCl) in the sol were explored, as well as post-treatment temperatures and sol aging, Hydrophobization was done by self-assembly of a silane and plasma polymerization of a siloxane. The coatings were characterized by UV-Vis spectroscopy, contact angle measurements, Scanning Electron Microscopy (SEM), X-ray Photoelectron Spectroscopy (XPS), tape peel strength, freeze-thaw cycling, ice adhesion force and a field test. Superhydrophobic, anti-reflective coatings with high transmittance (88.5±1.9%) were achieved, with some of them retaining their superhydrophobic properties after 15 freeze-thaw cycles between room temperature and -20°C. The main findings were that the amount of TEOS in the sol has the largest influence on transmittance and strength, with more TEOS leading to less transparent but stronger coatings, and that calcination of the coatings greatly improves their durability.

The ability of a parent to step back from their own experiences in order to understand those of their child, reflective functioning (RF), can be impacted by myriad factors. We explored RF among refugee mothers in the context of having a child born of sexual violence (CBSV). A sample of 10 mothers now residing in the Netherlands, both with (n = 5) and without (n = 5) a CBSV, were interviewed, seeking to explore parents’ representations of their children, themselves as parents, and their relationship with their children. After deriving a score of RF, interview narratives were qualitatively analyzed using thematic analysis. An ordinary level of reflective functioning was identified in this sample overall (average score 4.5); which was reduced in the group with CBSV (average score 3.0). Trends within the qualitative analyses indicated that emotion regulation and ambivalence as well as parenting challenges are factors that affect RF capabilities for mothers with CBSV. Wider findings show that the asylum process and mental well-being also impinge on RF capabilities. Experiences of having a CBSV as well as those pertaining to being a refugee appear to interact and impact reflective functioning for some mothers. Further investigation would add weight to this pilot data.