<p> For decades, scholars have searched for ways to more effectively teach and practice instructional design. A variety of strategies have been employed to address the ambiguity in and challenges of the field. Much of the focus in the education of instructional designers has been on teaching students how best to use the many models developed for the field (Rowling, 1992). These efforts, while meant to help the new instructional designer succeed, have often been stifled by the ever-changing landscape of what instructional designers are asked to do in their roles after graduation (Kenny, Zhang, Schwier, &amp; Campbell, 2005). Other research centers around the ways students can fuse their new instructional design knowledge with practical activities. </p><p> While many scholars have begun to focus on alternative methods for preparing instructional designers and improving instructional design processes, instructional designers themselves have been neglected. We teach instructional designers about the profession before we have truly understood the professional. From a teaching standpoint, this approach contradicts the very foundation of instructional design education: that of recognizing that the learners/users are at the center of instructional design (Cennamo &amp; Kalk, 2004). The purpose of this qualitative study was to examine instructional designers during design by engaging them in structured reflection as (a.) a way to better understand instructional designers in the design space and (b.) a technique for instructional designers to improve their design. Seven designers were asked to explore their thoughts, feelings, and experiences over six weeks while engaged in a design project. </p><p> This study used various data collection methods including reflection journals, interviews, and surveys. The Self-Reflection Insight Scale (SRIS) and REFLECT rubric were utilized to measure reflection abilities, and grounded theory was employed to conceptualize the data (Strauss &amp; Corbin, 1990), while concentrating on discovery and the development of theory (Charmaz, 1983). </p><p> Results showed that each designer is unique; designers rely on distinctive designer precedents; designers perceive reflection to positively impact their design products; designers' depth of reflection waxes and wanes; and designers reflect more deeply when provided with feedback.</p>

<p> The management of the psychological and physiological dimensions of stress can have significant effect on workplace productivity. Yet, stress as a universal human phenomenon is often downplayed or misunderstood by both employees and organizations. This study looked at the effects of stress on the workplace from both an individual and an organizational perspective. An exploratory mixed methods design was used to test the efficacy and potential benefits of providing employees with tools to help them better manage their stress. The three components of Hatha Yoga: breath, movement, and mediation were introduced on site to the employees of a small start-up software company. The treatment was offered to a group of 14 volunteer employees for 15 minutes per day, for 4 weeks during working hours. Three quantitative pre- and post measures, the Perceived Stress Survey (PSS) , the State-Trait Anxiety Index (STAI) , and the Work Engagement Profile (WEP) tested the impact of the treatment as it affected perceived stress, anxiety, and engagement in the workplace. The researcher also gathered qualitative data post treatment from a post treatment questionnaire, her personal observations, and a meeting with the study company's Chief Operating Officer. Only perceived stress, as measured by the PSS, showed a statistically significant decrease among the participants. However, the participants attributed additional benefits to the treatment and stated an intention to continue the treatment activities both individually and as a group. The findings from the quantitative and qualitative data led the researcher to believe that additional research and use of the treatment methods could be beneficial in other workplace settings.</p>

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1992. / Source: Dissertation Abstracts International, Volume: 54-01, Section: B, page: 0514. Chair: Nancy G. Bliwise.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 2001. / Source: Dissertation Abstracts International, Volume: 62-07, Section: B, page: 3402. Chair: William J. Froming.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1988. / Source: Dissertation Abstracts International, Volume: 49-05, Section: B, page: 1964.

Thesis (Ed.D.)--Indiana University, Dept. of Higher Education, 2005. / Title from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0861. Adviser: Edward P. St. John.

Thesis (Ph.D.)--Lehigh University, 2007. / Adviser: George J. DuPaul.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2008. / Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4501. Adviser: Alan Ewert.

Thesis--Wisconsin. / Includes bibliographical references (leaves 64-70).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4254. Adviser: Dorothy Espelage. Includes bibliographical references (leaves 77-85) Available on microfilm from Pro Quest Information and Learning.