In the typical general chemistry environment, the use of lecture and laboratory are important components to the instruction. The Center for Authentic Science Practice in Education (CASPiE) Project, now being implemented at Ball State University, uses a research module approach to provide laboratory instruction. This new approach not only engages students in authentic research practices but applies the Peer Led Team Learning (PLTL) concept to the learning environment. In this study, the implementation of training techniques and the overall development of the peer leaders at Ball State were investigated. As a result, several recommendations are presented to improve the overall experience of the peer leaders and the students they serve. These include the continuation of current training techniques with more emphasis given to reflection with the peer leaders and the faculty of their impact and the institution of a training schedule for peer leaders that includes student learning styles, module content and instrumentation, and techniques for interacting with students. / Department of Chemistry

The purpose of this qualitative dissertation was to seek characteristics common to writing tutorials because current discussions and assessments of tutorials rely strongly on specific pedagogical approaches that may or may not be present in all tutorials. This dissertation seeks characteristics common to all tutorials. A second purpose of this dissertation was to explore differences in those characteristics based on levels of flow, a measure of how much a person is likely to repeat an experience, felt by both students and tutors. The dissertation begins with a review of literature to establish where current understandings of tutorials developed. It then progresses to an examination of six total cases. The cases are made up of individual tutorials; the data points included observation notes from the tutorials, survey results from student and tutor participants, interview data from students and tutors, and video and transcript data from the tutorials themselves. Grounded theory was used to analyze the data, meaning data was reviewed many times and coded through open coding, axial coding, and selective coding. Data analysis revealed eight characteristics in verbal and nonverbal categories. The verbal categories are questions, praise, mentions of time, negotiating an agenda, and postponing. The nonverbal categories are writing on the text, gaze, and smiling/laughing. These characteristics, with the exception of postponing, are common to all of the tutorials examined. The fine details of how each characteristics is displayed in each tutorial differ depending on the flow score of the session. The dissertation is able to present general characteristics of all writing tutorials that differ in fine detail based on high and low flow scores. / Department of English

The purpose of this qualitative study was to explore the impact of differentiated instructional techniques on non-traditional, adult student engagement in an RN-BSN completion program course. Differentiated instructional techniques have been a staple method of teaching in K-12 education for a number of years. Differentiated instruction (DI) is a means of teaching students by considering learning preferences and by offering options for meeting course requirements. Non-traditional, adult learners have varied life experiences as well as learning needs. This study addressed how and why engagement of the adult learner in a nursing course was affected by using common differentiated instructional techniques such as model-building, tiered assignment, and literature circles. The study was conducted using case study method. A purposeful sample of non-traditional, adult learners enrolled in an RN-BSN health promotion nursing course was taken. Data were collected via participant observation and field notes, faculty interview, participant journals, open-ended questionnaires, researcher notes, and focus group transcript. Tiered assignments (blog and family assessment) and literature circle postings were also reviewed. Thematic content analysis (TCA) was employed for data analysis. Five major themes emerged from the data: valuing the student, framing, learning environment, non-traditional teaching techniques, and behaviors of engagement. Each major theme was composed of several subthemes. Subthemes associated with valuing the student included personhood, voice of the student, self awareness, choice, and skills related to Gardner’s Multiple Intelligences. The second theme of framing was connected with the subthemes of making meaning and context. The third theme of learning environment entailed subthemes of safety, freedom, structure, and forced engagement. The fourth theme of non-traditional teaching techniques included “Out-of-the-box” thinking, control over learning, and self-directed learning. The final theme of behaviors of engagement was comprised of subthemes of enjoyment, ownership, accountability, motivation, and creativity. Findings of the study indicated that each of the differentiated instructional techniques had a positive impact on student engagement. The subthemes served to identify specific aspects of the DI techniques that were found to be most beneficial for the non-traditional, adult learner. / Department of Educational Studies

This dissertation uses qualitative research methodology (individual interviews with alumni of three separate graduating classes) as a means of evaluating the effectiveness of an architecture program at a private engineering college located just outside the city limits of Kathmandu, Nepal. Cross-cultural issues were an important aspect of the research as the researcher (a former teacher at the college) is an American while all the students were from Nepal. All interviews were transcribed and the data collected was analyzed primarily using the Constant Comparison/Grounded Theory approach. Triangulation of data from different individuals helped to verify observations and solidify conclusions. The presentation of the research retains individual anonymity of the subjects within the framework that they were all students of architecture in the Department of Architecture at Nepal Engineering College in Bhaktapur, Nepal. Effort was made to explain the epistemological position of the author and comments are included describing possible bias in various stages of the research and analysis process. The findings indicate a high level of success by the graduates of the program, especially in the early years of its existence. Graduates from more recent years describe less satisfaction with their architecture training. The findings from the research lead to specific suggestions for changes/improvements in the architecture program at Nepal Engineering College. / Department of Educational Studies

Several prominent rhetoric and composition scholars have called for researchers to forefront the activity of an interaction (see Shipka, 2005; Yancey, 2009; Spinuzzi, 2011). This focus is particularly needed in the study of online writing instruction; with its emphasis on the unit of analysis being the action itself, activity theory proves useful to analyze the human-computer and human-human interaction that occurs in the online environment. Drawing from Haas’ (1996) assertion that technology is a site to examine “the relationship between culture and cognition,” this dissertation presents findings from an ethnographic case study that investigates CMS tool use in an online FYC writing course. Using activity theory as a theoretical and methodological frame, findings show how students made CMS tool-use decisions based not only in function, but also on culturally shared beliefs held about interaction in the online instructional environment itself. Using both qualitative and quantitative data, this dissertation discusses two findings: students overwhelmingly use instructor direction when making navigation decisions and when complying with implicit rules. From the findings, this dissertation analyzes how the perceived assumptions that students and instructors in the online writing course make about the intended and unintended motivations of tool use reflect their actual practices. The dissonance that exists within the spaces created between intention and outcome are highlighted by this methodological and theoretical frame. Additionally, analyzing online writing course tool use can have larger programmatic applications in that by understanding what happens in an online writing course and what motivates its users, instructors can better deliver a course and administrators can better assess both a course/instructor and a course management system. / Access to thesis permanently restricted to Ball State community only. / Department of English

Thesis (M.A.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 108-120). / ix, 120 leaves, bound ill. 29 cm

The current thesis is concerned with investigating students' adjustments to the use of IT in their university studies, through three specific foci: Viz, (a) to document students' patterns of IT usage, (b) to identify factors which influence students' use of IT in a university environment, and (c) to investigate problem solving strategies that students use when encountering difficulties in IT. Three empirical studies were conducted. The current thesis found that given appropriate opportunities, students do make successful adjustments to use of IT during their university studies. Although indigenous students rated their competencies lower than non-indigenous students, no significant differences were found between ethnicity and the types of problem solving strategies that students used in IT. / thesis (PhD)--University of South Australia, 2003.

Increased competition for top students, reduced public funding, and comparative "shopping" by prospective students have resulted in universities taking a more market-oriented approach to improve student enrolment (Moore 2004). The outcomes of this market-oriented approach of universities are: First, students are increasingly seen as customers of knowledge by universities, and universities as suppliers of knowledge to these customers (Svensson & Wood ,2007). Second, students are being faced with an array of education choices and information (passively or actively gained). As with physical product consumption, the institution brand with its underlying appeals can function as a route map for students through this bewildering variety of choices/information. Despite the plethora of studies on education purchase, the impact of brands on students' choice of international tertiary education provider has not been fully explored. This is especially so within the context of brand image and brand trust. The purchase of an international tertiary education can be a risky (uncertain) venture because of the time and cost involved. Consumer's trust in a brand contributes to a reduction of uncertainty in consumer purchases (Garbarino & Mark 1999). However, the concept of brand trust is not explored in education. While the research on brand image within the context of education is not new, its definition and measurement varied or seldom explore in relation to country-of-origin, promotion channel and individual values in student's choice decisions. This thesis aims to address these research gaps. It explores the impact of two psychological associations with brand: brand image and brand trust (in relation to individual values, country of origin and promotion channel) on Chinese students' choice of international tertiary education provider, using the Bednall and Kanuk's (1997) decision-making model as the research's underlying framework. Since no existing measures or scales related to brand image and brand trust suitable for use in this thesis were identified from the literature, a two-stage research method to collect both qualitative (in-depth interviews) and quantitative data was used to develop measures for this thesis. The adopted research design is consistent with Anderson Churchill (1979) and Gerbing's (1988) guideline for scale development. Information gathered from 36 in-depth interviews, 416 pilot surveys in Singapore and Malaysia, and 287 surveys (post enrolment data) in New Zealand revealed that choice patterns for international tertiary education providers are focused on: i) A university's brand image, as reflected in the brand positioning messages of an institution competencies, course related issues, and brand identity (university values and missions statement); ii) Brand trust as reflected by the expressed opinion of friends and family members and students' positive experiences with university staff; iii) The social political image of a university's country of origin; iv) The perceived direct barriers to tertiary education (English language proficiency and course admission requirements); and v) High Context communications through education fairs, corporate sponsorships of scholarships/bursaries and international student exchange programs. In addition, a customer-centric approach to the student-university relationship helped improve the identity and brand image of a university. The presence of senior academic staff (professor level) at education fairs; good accessibility of academic staff on campus; having knowledgeable and culturally sensitive frontline staff (reception & marketing personnel); and small, customised tutorial classes would identify the university as customer-centric and contribute to a positive university life experience. These help projected an image that the university is concerned with their students' learning outcomes. Not only will positive university life experiences lead to improved learning outcomes for students, it helps strengthen future alumni-university relationships, resulting in alumni being willing to promote their alma mater to their children, friends and colleagues. This free publicity can help enhance the brand image and brand trust in a university, differentiating it from other universities. This thesis verified the findings of McMahon (1992) that superior economic development in the destination country is not an important 'pull' factor in student mobility. It complimented the findings of Gray, Fam and Llanes (2003) by showing the importance of customised strategy in international education offerings and illustrated the link between brand image and country image (socio-political) in the purchases of educational services, evidence that was absent in the study by Zhou, Lawley and Perry (2000). While pre-enrolment data from the in-depth interview and pilot survey indicated that Singapore and Malaysian Chinese students are value bound in their decision of New Zealand as their intended study destination, there is no evidence from the main survey (post-enrolment) that individual values had an influence on their choice decision. The in-depth interview indicated that Singapore and Malaysian Chinese students found New Zealand society appealing because of its low corruption and high level of honesty and fairness because these values help to reinforce group harmony, a prominent characteristic of Chinese society. Further research is recommended in this area. Overall, this thesis will contribute to the body of knowledge in students' decision-making and university branding.

The thesis compares student attrition rates in two UWS Schools for 2004 and 2005. It analyses possible reasons why students discontinue and identifies strategies and approaches to improving the quality of the teaching and learning environment for these students. The thesis focuses on the retention of first year students in the School of Engineering at the University of Western Sydney. Low retention rates are costly to the university, leading to inefficient use of resources, failure to fulfil student aspirations, and intervention between the university and the student. In each chapter, the thesis addresses student retention, satisfaction and performance and the interrelation between them and outlines the measures taken by the School of Engineering to improve these measurements for students commencing in 2006 and proposes many recommendations for further improvements in subsequent years. Each chapter addresses these issues by following the student pathway, commencing with the student leaving High School and entering their chosen university and course of study. At each stage, the relevant issues are addressed which have a direct or indirect impact on student retention, satisfaction and performance. Use is made of reports and papers published by universities and organisations, as outlined in the Literature Review. The research questions provide data through the results obtained from surveys. Typical Retention Rates are 75% for UWS, 81% for the Sector, 76% for the New Generation Universities (NGUs) and 62% for the School of Engineering on which this research is focussed. This thesis confirms the research from many countries that closely links student retention with the quality of teaching and learning. Key issues are: • a sound first year student orientation and welcome by staff; encountering efficient, effective and accurate student. The introduction of a more effective and tailored orientation program in 2007 attracted, at UWS School of Engineering, 92% attendance and greater awareness by the students of their study program and the available support services; • having student queries responded to promptly and effectively; The introduction of a First Year Coordinator in 2007 proved to be well received, with a significant number of students having prompt responses to their queries, as compared with previous years; clear expectations management about services and key academic issues like assessment; the marketing of UWS Engineering programs was addressed in 2006 and 2007, with an expansion of the marketing program operated for feeder schools and improved awareness of student expectations prior to entry: an ongoing exercise; having committed, accessible, responsive and capable teaching staff; the accessibility and responsiveness of teaching staff to first year student issues, as outlined in this thesis, is being addressed in 2007; receiving prompt and helpful feedback on their learning; an issue being addressed by the First Year Teaching Team as an essential element of the teaching and learning process; together with: effective use of an appropriate selection from a myriad of learning strategies and resources which give emphasis to active learning, practice oriented learning, peer supported learning and self-managed learning; supported by a reliable infrastructure and support systems; and consistently encountering staff that are responsive and committed to giving service to student support. Results suggest the following recommendations for improving the retention of first year students. Involve staff in retention measures: Streamline pre-enrolment information: Keep all student promises – e.g. in Unit Outlines and assessment plans: Identify high-risk students early: Cater for poor UAIs and maths/science: Minimise administrative barriers: Appoint a first-year mentor/coordinator: For First year Student Orientation, the student’s first exposure to the UWS campus: Aim for 100% attendance: Ensure user-friendliness: Address student expectations :Address aims of the Orientation program: Ensure all key staff easily available: Avoid information overload: Regularly review and modify the program on an annual basis: Ensure full academic-administrative liaison: Ease tutorial registration and offer instant online interactive timetable confirmation: Streamline induction information on a CD or a School web site: Adopt a team approach to teaching First Year Units: Consider alternative peer-mentor models: Strengthen academic mentoring: Ensure staff consultation availability: Regularly encourage prompt attendance and submission of assignments – a study discipline: Address travel problems: Address campus facilities: Promote learning skills awareness: Encourage students to seek help and: Follow up all student queries. / Master of Engineering (Hons.)

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Classroom–based assessment, also referred to as continuous assessment (CASS), is a formal and important part of the evaluation of South African learners. The weight attached to CASS varies according to the levels of grades. More importantly, it is only in Grade 12 that CASS marks of all the learning areas or subjects are combined with external summative assessment marks for a decision of awarding a National Senior Certificate. Continuous assessment (CASS) is formative in nature. This implies that learners receive feedback on their performance throughout the year. The feedback learners receive ought to prepare them well for the external summative assessment. If learners have been prepared well for the external summative assessment, we would expect their marks to be consistent with their level of achievement in CASS. However, according to the Department of Education (2003c), having witnessed the first year of CASS implementation in 2001, both national and provincial examination authorities realised that the implementation of CASS was problematic in certain schools. In the analysis of the 2001 and 2002 Senior Certificate examination results by the South African Certification Council (SAFCERT), huge discrepancies were found in certain schools between the raw CASS marks and the adjusted examination marks of the same learners in a number of subjects. The SAFCERT reported that in 2001 a total of 10 182 examination centres supplied CASS marks that were more than 20% above the adjusted examination marks. This document-based study examines the extent of the discrepancies between learners’ CASS marks and the marks they obtained in external summative assessment. It also tentatively suggests possible reasons for the discrepancies. To this end, this study compares scores for CASS marks of English First Additional Language (ENGFAL) to scores for the same learners in the external summative assessment. The documents recording learners’ CASS marks come from four schools in Ilembe District, KwaZulu-Natal. Although my mini thesis focuses on the extent of the discrepancy, my analysis also makes some initial suggestions of some possible reasons for the discrepancies between CASS and external summative assessment marks. These tentative reasons are a lack of teacher knowledge in administering CASS; large classes; the demanding administrative load of teachers; an interest in passing as many learners as possible; not wanting to create tension, especially within small, close-knit communities; and in many cases, generally dysfunctional schools. My main suggestions for addressing the problem of discrepancies include: providing better in-service training for teachers in regard to their knowledge of subject content and assessment practices; making available to teachers an item bank with samples of assessment questions and tasks; encouraging teachers to become active participants of professional teacher organisations; encouraging greater parental participation in informal assessment; and by establishing assessment committees in schools. In addition, the government could appoint more teachers to reduce overcrowded schools and classrooms, fund the establishment of functional libraries, promote and monitor English as a medium of instruction from as early as the Intermediate Phase. / AFRIKAANSE OPSOMMING: ’n Ondersoek van die Teenstrydighede by Punte vir Deurlopende Evaluering en Eksterne Summatiewe Assessering by Engels Eerste Addisionele Taal in Graad12 Deurlopende evaluering (DE) is ʼn formele en belangrike aspek by die evaluering van Suid-Afrikaanse leerders. Die gewig wat aan DE toegeken word, varieer na gelang van die vlakke van die onderskeie grade. Dit is belangrik om daarop te let dat die DE-punte net in Graad 12 by al die leer areas of vakke gekombineer word met eksterne summatiewe assesseringspunte om die toekenning van ʼn Nasionale Senior Sertifikaat te bepaal. Deurlopende evaluering (DE) is formatief van aard. Dit beteken dat leerders gedurende die jaar deurlopend terugvoer ontvang oor hul prestasie. Die terugvoer wat hulle ontvang, is veronderstel om leerders deeglik voor te berei vir die eksterne summatiewe assessering. Indien leerders deeglik voorberei is vir die eksterne summatiewe assessering, sou verwag kan word dat die punt wat hulle behaal by die eksterne summatiewe assessering ooreenstem met die vlak van hul prestasie by DE. Volgens die Departement van Onderwys (2003c) is daar egter na die eerste jaar van die implementering van DE in 2001 deur beide die nasionale en provinsiale eksamenowerhede tot die gevolgtrekking gekom dat die implementering van DE in sommige skole probleme skep. By die analise van die 2001- en 2002-uitslae van die Senior Sertifikaat eksamen deur SAFCERT is groot teenstrydighede by sommige skole opgemerk tussen die onverwerkte DE-punte en die aangepaste eksamen punte van dieselfde leerders in ʼn aantal vakke. SAFCERT het verslag gedoen dat ʼn totaal van 10 182 eksamen sentra in 2001DE-punte verskaf het wat 20% hoër was as die aangepaste eksamen punte. Die doel van hierdie studie is om die omvang van die teenstrydigheid tussen die punte wat leerders tydens DE behaal het en die punte wat hulle in eksterne summatiewe assessering behaal het, te ondersoek. Die studie sal ook tentatiewe voorstelle maak oor die redes vir die teenstrydigheid. Om dit te kan doen, sal ek die DE-uitslae en die uitslae van die eksterne summatiewe assessering van dieselfde leerders vir Engels Eerste Addisionele Taal vergelyk. Die leerders is afkomstig van vier skole in die IIembe Distrik, KwaZulu-Natal. Alhoewel my minitese op die omvang van die teenstrydigheid fokus, bied my analise ‘n paar moontlike oorsake vir die afwyking tussen DE-punte en eksterne summatiewe assessering aan. Dit kan tentatief toegeskryf word aan: ʼn gebrek aan kennis by onderwysers oor die toepassing van DE, groot klasse, die veeleisende administratiewe las op onderwysers, die strewe om soveel as moontlik leerders te laat slaag om nie spanning veral in klein geslote gemeenskappe te veroorsaak nie en oor die algemeen in baie gevalle bloot disfunksionele skole. My belangrikste voorstelle om die probleem van teenstrydighede aan te spreek, is om meer insette aan onderwysers te voorsien om sodoende hul kennis van vakinhoud en assesseringspraktyke uit te brei, om ʼn item bank met voorbeelde van assesseringsvrae en -take beskikbaar te maak, om onderwysers aan te moedig om aktief deel te neem aan professionele onderwyser organisasies, en om groter ouerbetrokkenheid aan te moedig by informele assessering om assesserings komitees in skole tot stand te bring. In aansluiting hierby moet die regering meer onderwysers aanstel om die oorbevolking in skole aan te spreek, die instel van funksionele biblioteke befonds en Engels as ʼn medium van onderrig van so vroeg as die Intermediêre Fase bevorder en monitor.