As the healthcare system has continued to change in the 21st century, the creation of a more collaborative practice-ready workforce is necessary. Interprofessional education (IPE) is an accepted mechanism to cultivate interprofessional collaborative practice in health care providers to improve quality of care and address workforce needs. Development of interprofessional collaborative practice requires synergies of the health care and education systems to develop and deliver an effective IPE curriculum. This study examined the impact of an IPE curriculum on the clinical practice of physical therapy doctoral students through a mixed-methods approach. The IPE curriculum was rooted in the established Interprofessional Learning Continuum and linked to core competencies from the Interprofessional Education Collaborative. Quantitative procedures examined student clinical performance in the immediate internship following completion of the curriculum, and these criteria were compared to historical norms. Qualitative procedures sought to determine if areas of clinical performance were influenced by the curriculum and examine how students translated learning into the clinical environment. The results of this study identified numerous areas of significant impact of interprofessional learning on patient care in the clinical environment, although none of the quantitative measures identified significant differences. Several salient themes were identified which recognize the multidimensional nature of patient care in the complex clinical environment, involving an interplay of communication, experience, role understanding, and interprofessional interactions all being strongly developed within the IPE curriculum. These findings contribute to the literature calling for mixed methods analyses of influences of IPE of health care students on clinical practice in order to better understand and further develop interprofessional practice.

This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant-garde methods function as practical teaching and learning methods. Further, the study presents artist Nam June Paik, whose work exemplifies the theoretical and practical underpinnings of avant-garde art as pedagogy. The dissertation champions the pedagogy of John Dewey, who called for a progressive educational system. It also argues for Paulo Freire's critical pedagogy and the Jesuits' Ignatian pedagogical paradigm, both of which serve as necessary complements in achieving Dewey's goal of an experiential educational environment. Dewey believed education should co-exist with life and should not be treated as a preparation for it, and thus his theories on aesthetics, in particular, argued that art is not severed from life, an idea shared by four avant-garde movements discussed in this study: Futurism, Dada, Surrealism, and Fluxus. Each of these movements sought to change the political and cultural environment, while maintaining that art and life are on equal ground. These pedagogies, aided by avant-garde methods, encourage and challenge students to engage with and think critically about the world around them.

The increasing number of first-generation Black women enrolling in college is accompanied by educational disparities that could potentially hinder their future career aspirations. The intersection of race, gender, and being a first-generation student poses numerous obstacles and challenges, rendering the journey towards college and career success more difficult in comparison to their peers. This study adapted a transcendental phenomenological approach using a humanistic stance to investigate the lived experiences of 12 first-time-in-college (FTIC) students who were first-generation Black women, aiming to give a voice to the individuality of each participant. Its purpose was to explore how these participants interpreted their experiences of academic success and career readiness. Participants completed two virtual, semi-structured interviews. The interview data were analyzed using Colaizzi's (1978) seven-step process, as described by Sanders (2003). Six themes emerged from the analysis: (a) family and cultural values provide motivation to work hard and be successful; (b) the pressure from family and marginalized identities leads to depression and anxiety; (c) extrinsic motivation influences academic and college success, and both extrinsic and intrinsic motivation guided career success beliefs and goals; (d) participants experienced professional limitations as well as shifts in career readiness; (e) intersecting identities have overlapping and cumulative disadvantages; and (f) the merging of identities and positive experiences contributed to increased feelings of pride, honor, and accomplishment. Overall, the analyses revealed that mastery experiences had a positive impact on participants' self-efficacy, subsequently influencing their intrinsic and extrinsic motivations for success. However, academic performance pressures, racial and gender stereotypes and biases, a lack of guidance, and limited resources adversely impacted their college and career-related experiences, mental health, and perceptions of career success, which created uncertainty. This study benefits practitioners and administrators of higher education seeking to understand the experiences of this unique population and improve services and programs to further support efforts to make education more equitable for college success and beyond for all students.

Colleges and universities have been linked to society since their inception. In recent times this linkage has come under scrutiny as society's expectations of higher education have become more expansive and diverse. Over the past decade, there have been various shifts in pedagogy and scholarship in higher education, including the shift towards increased civic responsibility. One such shift is the role of universities and the communities they serve. This shift toward partnership and reciprocity is termed engagement. Community engagement has emerged as an important academic strategy used to enhance and complement traditional learning methods in higher education. According to the Campus Compact, the number of faculty members who include community engagement as part of their teaching, research, and service has increased (Campus Compact, 2012). While faculty are encouraged to incorporate community engagement into their work (Colby, Ehrlich, and Stephens, 2003), nominal research focuses on the perceptions of faculty members in landscape architecture on community engagement. This research explores the current state of community engagement within landscape architecture and identifies the benefits and barriers that foster or inhibit faculty from using community engagement as part of their teaching, research, and service. This study employed a mixed methods research design. Two sequential phases were utilized. The first phase consisted of faculty responses to the Community Engagement in Landscape Architecture Education (CELAE), which consisted of 70 questions. The second phase consisted of in-depth interviews with faculty who self selected to participate in the qualitative phase of the study. Descriptive and inferential statistics were used to analyze the quantitative data, and content analysis was used to analyze the qualitative data. Findings indicate faculty members in landscape architecture believe that community engagement has a positive impact on student's educational experiences, provides opportunities for research and scholarship. Faculty also reveal how faculty in landscape architecture define community engagement in regards to other terminology that is currently used in higher education to describe working with communities to solve problems. Findings from this study may be used to help landscape architecture faculty members design and develop efforts to help promote community engagement as part of their teaching research and service. / Ph. D.

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e-Research is a new way of doing research, collaborating globally and nationally while making use of ICT infrastructure to do research. This research project set out to understand the dynamics involved in e-Research, and gain a better understanding of what the various components are that make up the e-Research paradigm, while at the same time looking at how these various components are funded. To this end the research focused on studying countries with established e-Research initiatives.

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e-Research is a new way of doing research, collaborating globally and nationally while making use of ICT infrastructure to do research. This research project set out to understand the dynamics involved in e-Research, and gain a better understanding of what the various components are that make up the e-Research paradigm, while at the same time looking at how these various components are funded. To this end the research focused on studying countries with established e-Research initiatives.

The history of paganism captivated many scholars in eighteenth-century Europe, and was brought into some of the greatest philosophical and religious debates of the age. 'Paganism' was a term that encapsulated a variety of religious beliefs and practices in the ancient and modern worlds, categorically defined through their shared distinction from the Abrahamic traditions of Christianity, Judaism, and Islam. Although research has been carried out into the historical study of paganism in eighteenth-century England and in many areas of continental Europe, histories of paganism produced in contemporary Scotland have largely been overlooked. This thesis aims to recover this forgotten dimension of Scottish historical scholarship by examining histories of paganism written by eighteenth-century Scots. It demonstrates that these writings provide valuable insights into Scottish intellectuals' attitudes towards religion and its history in the age of Enlightenment, and illuminate the ideas and scholarly practices that underpinned them. Part One examines the first half of the eighteenth century, exploring the writings of Robert Millar (1672-1752), Andrew Ramsay (1686-1743), Archibald Campbell (1691-1756), and Thomas Blackwell (1701-1757). It is shown that their approach to pagan religious history was founded in humanist scholarship and erudition; their findings were derived from the study of ancient texts, modern works of scholarship, and reports of modern pagans. It is demonstrated that this shared methodology did not translate into uniformity of interpretation. Pagan beliefs were variously regarded as manifestations of idolatry, as reflections of revealed religious truth, or as allegories of ancient philosophical wisdom; for some, paganism was soul-destroying, for others it was a crucial support for popular morality. It is argued, however, that each author provided a conjectural account of the origins of paganism, based on their perception of the earliest ages of human history, and their conception of the fabric of human nature. It is emphasised that, contrary to prevailing historiographical interpretations of the European study of paganism, the Scottish engagement with pagan religious history did not undermine contemporaries' attitudes towards the authority of the Christian Revelation or their perception of the superiority of Christianity. Part Two addresses the second half of the century, the age of the 'High Enlightenment'. It focuses on the natural histories of religion produced by the celebrated historians of the age, David Hume (1711-1776) and William Robertson (1721-1793). These works are generally regarded as the product of a new approach to historiography, which applied the science of human nature and society to the study of the origins and development of religious belief. It is argued here that these works in fact display remarkable continuity with the objectives, concepts, and scholarly practices that informed earlier histories of paganism. In framing their accounts of the natural development of religious belief, Hume and Robertson appealed to the evidence of the pagan past. A new emphasis on the stages of social and cognitive development supplemented, rather than replaced, the use of humanist scholarship, erudition, and conjecture in the study of pagan religious history. Nor did natural histories of religion necessarily threaten the privileged status of revealed Christianity. The thesis thus problematises the sharp division often drawn between the 'early' and 'high' phases of the Scottish Enlightenment, and questions the extent to which Scottish conceptions of religion and its history were radically transformed during the eighteenth century.

As various stakeholders examine the value and quality of higher education, a greater emphasis is being put on educational outcomes. There is constant focus on improving the quality of undergraduate education and one of the keys to this is understanding what makes a good instructor. Effective instructors rely on a variety of tools and techniques to engage their students and help them learn. One common tool that instructors in higher education rely on in the classroom is humor. The primary research question this study is attempting to answer is: In what ways, if any, does humor infused instruction promote high levels of affective, cognitive, and participant perceptions of behavioral engagement among college students? The researcher's hypothesis is that college students who view video clips of humor infused instruction will be significantly more affectively, cognitively, and behaviorally engaged than students who view video clips of the same instructional content without humor. In order to test whether instructor use of humor in class increases student engagement, students were randomly assigned to one of two groups. One group watched a lecture on fallacies that includes humorous illustrations and examples while the other group watched a lecture that does not include these humorous illustrations and examples. Immediately after watching the lecture students were asked to complete an 18-item questionnaire that measured their engagement.