My dissertation examines the experiences of Teachers College faculty that transitioned to online teaching for the first time during the forced circumstances of COVID-19. More specifically, I explore: 1) the relationship between feeling prepared, supported, and connected with professional development; 2) the experiences of faculty making the transition to online teaching; and 3) how faculty described re-evaluating, as Boud describes it, their teaching experiences. To better understand this, I used the case-selection variant of the explanatory sequential, mixed-methods design (quan → QUAL). I surveyed 85 participants (Phase 1) that engaged in professional development opportunities provided by the institution to better understand their experiences preparing for this transition and then interviewed 10-participants (Phase 2) to better understand their unique experiences. I found that most participants that made this transition grew both in their ability to use technology and comfort with teaching online. Participants described the experience as a challenging transition, especially as there was little time to prepare; however, participants also learned (through consultations, intensive programs, colleagues, and students) from this experience. In Phase 2, 7 of 10 participants indicated that they will take their learnings from teaching online and integrate them into their face-to-face teaching.

The impacts of climate change have resulted in the need for adaptation tools to provide stakeholders with the ability to respond to a broad range of potential impacts. Geovisualizations serve as powerful engagement tools due to their capacity in communicating complex climate data to various audiences. Studies have shown a preference towards conveying climate data through geo-visual representations, to quickly present ideas rooted in geographical challenges and solutions. However, a rapid pace of technological advancements has paved the way for an abundance of geovisualization products that have eclipsed the necessary theoretical inquiry and knowledge required to establish effective visualization principles. This study addresses this research gap by conducting a structured review of the geovisualization for climate change literature, and creating a conceptual framework that classifies existing geovisualization products into themes relating to visualization features, audiences, and the intended outcome or purpose of the visualization medium. The Climate Visualizations for Adaptation Products (CVAP) framework, is a tool for researchers and practitioners to use as a decision support system to discern an appropriate type of geovisualization product to implement within a specific use case or towards a particular audience. The process of developing a geovisualization software tool for displaying sea ice probability (SIP) in Arctic regions is detailed, in the context of suggested best practices for web development. Challenges and opportunities encountered while adhering to the best practice protocols and guidelines are examined. A usability evaluation is suggested to assess the general user attitude towards a website or service. Finally a summary with conclusions and suggestions for future research are provided. / Graduate

The purpose of this study was to examine academic department chair perceptions about the future influence of web-based distance education on departmental operations and their changing role as academic leader. Using a rating, modified-policy Delphi method, the researcher worked with 22 department chairs employed at public, urban universities in the United States to develop 76 factor statements about the opportunities, pressures, changing relationships, and role of the chair. In a three-step process, the chairs reduced the 76 factors into 29 predictive statements. Furthermore, the researcher merged the predictions into six themes covering topics such as the importance of external agencies to the successful implementation of web-based education and concerns about future funding. Based on the findings, the researcher argued that the most efficient strategies to promote web-based distance education are through the efforts of the department chair due to the closer proximity of the department to external markets.

Background: Evidence has indicated a high prevalence of physical inactivity and insufficient consumption of fruit and vegetables among Chinese college students. As college students are in a crucial transition stage from adolescent to adulthood, such unhealthy lifestyle behaviors at this stage can result in nemerous negative consequences for both individuals and society. Therefore, it is urgently necessary to promote health-enhancing physical activity (HEPA) and fruit-vegetable consumption (FVC) among Chinese college students. Interventions focused on multiple health behavior change (MHBC) have shown advantages over those targeting only a single health behavior, and have therefore gained popularity over the last decade. Despite the increasing use of Internet technology and apparent promise of web-based MHBC interventions, there have been few such interventions for HEPA and FVC among Chinese college students. In addition, within the overarching scope of web-based MHBC interventions, there are several remaining questions that need to be addressed, including the timing of MHBC intervention delivery, the high dropout rate of participants, and the psychological mechanisms behind MHBC. Purpose: The main purposes of the thesis were to (1) examine the comparative effectiveness of sequentially delivered web-based MHBC interventions for HEPA and FVC in Chinese college students from both quantitative and qualitative perspectives; (2) investigate characteristics of dropouts (using quantitative method) and the underlying reasons (using qualitative method); and (3) identify the active ingredients ("key mediators") of successful health interventions for changing single health behavior (HEPA or FVC), and examine the psychological mechanisms of MHBC (HEPA and FVC) in Chinese college students based on an integrated social-cognitive model. Method: In Study 1, two web-based MHBC interventions were developed based on the health action process approach (HAPA) model. In a randomized controlled trial (RCT), 552 eligible college students (M = 19.99 years, SD = 1.04, 58.3% female) were randomly assigned to one of three groups: HEPA-first (4 weeks of HEPA followed by 4 weeks of FVC intervention), FVC-first (4 weeks of FVC followed by 4 weeks of HEPA intervention), and a control group (8 weeks of placebo treatment unrelated to HEPA or FVC). All of the participants were asked to complete online questionnaires at four time-points: at baseline (T1, the beginning of the intervention), after 4 weeks (T2, after the first behavior intervention), after 8 weeks (T3, after the second behavior intervention), and after 12 weeks (T4, 1-month post-intervention follow-up). The questionnairs addressed health behaviors (HEPA and FVC), social- cognitive determinants of behavior change (intention, self-efficacy, planning, and social support for each behavior) and health outcomes (BMI, depression and perceived quality of life). All of the data were analyzed using IBM SPSS 25.0, applying a series of generalized linear mixed models (GLMMs) to evaluate the intervention effectiveness. The mediation analysis was performed using IBM SPSS Process, with residualized change scores and the bias-corrected bootstrap approach (5000 resamples). Following the quantitative intervention study, to further evaluate the effects of aforementioned web-based MHBC interventions and to address dropout issues from a qualitative perspective, 30 students (M = 19.53 years, SD = 0.92, 56.7% female) who had participanted in Study 1 (18 completers and 12 dropouts), were invited to attend one-to-one and face-to-face semi-structured interviews (Study 2). The interviews covered three topics: 1) students' perceptions about their changes after participating in the web-based health program, 2) students' user experience and suggestions related to the design of the intervention content and the website layout and functionality, and 3) the reasons for dropping out. The audio-recorded interview data was transcribed orthographically and organized using QSR NVivo 11. Thematic analysis was adopted to analyze the qualitative data. In addition, a two-layer integrated social-cognitive model was hypothesized in Study 3 based on the HAPA model and Carry-over and Compensatory Action Model (CCAM). With a prospective design, 322 college students (M = 19.47 years, SD = 0.99, 55.6% female) were invited to report their past HEPA and FVC behavior, HEPA and FVC intentions, and demographics at baseline. After two months, an online questionnaire survey was used to collect data on their compensatory cognitions, combined volitional predictors of behavior change (self-efficacy + planning), and current HEPA and FVC behavior. All of the data were analyzed using Mplus 8.0. The proposed model was examined using structural equation modeling (SEM) with path analysis approach. Results: (1) Both the quantitative and the qualitative data fully supported the effectiveness of the web-based MHBC interventions for HEPA and FVC behavior. In addition, the effects on social-cognitive determinants of behavior change were partially supported by the quantitative data, and fully supported by the qualitative data. For health outcomes, the quantitative data supported the intervention effects on body mass index (BMI), and the qualitative data supported the effffects on both BMI and perceived quality of life. Moreover, the two delivery sequences did not show significantly different effects on HEPA after either 8 weeks or 12 weeks, whereas the FVC-first sequence showed superior effects over the HEPA-first sequence for FVC behavior after 12 weeks. (2) In terms of dropout, more male than female students withdrew from the interventions, and the dropouts showed lower HEPA self-efficacies, lower FVC planning, and inferior BMI status than completers. The interview results indicated two themes of dropout reasons: internal reasons (e.g., participants perceiving the health interventions as less necessary and less important) and external reasons (e.g., unfavorable living surroundings and problems with the program's delivery mode, intervention content, and technology). (3) In terms of the mediators of successful interventions for changing each single health behavior, the RCT results indicated that self-efficacy and intention mediated the effectiveness of the intervention on immediate changes (after 8 weeks) in HEPA and FVC, and that intention had a mediating effect on sustained change (after 12 weeks) in both HEPA and FVC. In addition, the prospective study found that the two- layer integrated social-cognitive model proposed in this thesis successfully explained the psychological mechanisms of MHBC in Chinese college students. In particular, the first layer identified the mediating effects of the volitional predictors on the intention-behavior relation for each type of health behavior. The second layer identified a positive association between volitional predictors of HEPA and volitional predictors of FVC, as well as a mediating effect of compensatory cognition between FVC intention and HEPA behavior. Discussion and Conclusions: To the best of our knowledge, this is the first study to examine the comparative effectiveness of sequentially delivered web-based MHBC interventions on HEPA and FVC in Chinese college students, and the first to identify the psychological mechanisms of MHBC in a Chinese context. The findings provide both theoretical and practical implications for future research and the application of MHBC. Future studies should more comprehensively compare simultaneous vs. sequential designs, more systematically examine dropout and its determinants, and further explore the psychological mechanisms of MHBC, especially the transfer mechanisms between the volitional predictors of one health behavior on another

Distance learners are expected to conduct research in fulfilling their coursework. However, they possess varying skill levels and many lack the information literacy skills necessary to access, locate, evaluate and use the information effectively. Numerous academic libraries are increasingly using nontraditional methods such as computer-assisted instruction (CAI) designed to provide instruction. This dissertation aims to address the following research questions: How successful are CAI methods in equipping distance learners with the skills necessary to become information? What are the attitudes of distance learners regarding information literacy? To what extent are they able to locate resources relevant to a research topic? To what extent are distance learners able to identify and cite sources correctly? The study included a sample size of 114 distance learners drawn from writing, communications, psychology, sociology, and business courses. Each of the courses selected had multiple sections which were randomly assigned to the two groups. Participants in the treatment group received computer-assisted instruction, while similar classes from each discipline served as the control group with no change in their instruction. Four instruments were selected to address the research questions. A questionnaire was utilized to gather data on the learners’ attitudes and perceptions regarding information literacy and their own skills. Each participant completed a bibliography which was examined to determine the extent to which students are able to locate, identify, and cite sources correctly. A test was administered to measure the baseline levels of information literacy of distance learners and the extent to which their information literacy knowledge improved upon completion of the Web-based tutorial. The data were analyzed using a number of statistical procedures. SPSS and Excel software were used to obtain descriptive statistics and t tests of independent means. In addition, the one-parameter Rasch model of item response theory (IRT) was conducted to determine the average information literacy skill levels of participants. The findings support the belief that computer-assisted instruction is effective in developing information literacy competencies of students. The results of the test indicated that there are diverse levels of information literacy knowledge and skills among distance learners at the college and that pedagogical intervention is necessary. The participants who took the online information literacy tutorial demonstrated substantial improvement in their information literacy skills, as reflected in the SAILS test and bibliography scores. The survey, when compared with the results of the Critical Thinking Rubric and the SAILS test, confirmed the hypothesis that students overestimate those skills. The findings indicate that the students’ perceptions of their information literacy competencies are not accurately aligned with their demonstrated competencies.

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Disaster management and emergency response mechanisms are coming of age post 9/11. Paper based triaging and evacuation is slowly being replaced with much advanced mechanisms using remote clients (Laptops, Thin clients, PDAs), RFiDs etc. This reflects a modern trend to deploy Information Technology (IT) in disaster management. IT elements provide a great a deal of flexibility and seamlessness in the communication of information. The information flowing is so critical that, loss of data is not at all acceptable. Loss of data would mean loss of critical medical information portraying the disaster scenario. This would amount to a wrong picture being painted of the disaster incident. This basic idea led to the motivation of DiNAR (Diagnosis of Network and Application Resource). The aim of DiNAR was to remotely monitor all the components of the deployed system infrastructure (Remote clients, Servers) and if there is a fault in the infrastructure (Hardware, Software or Communication) DiNAR captures the fault alarm and do an event correlation to find the source of the problem. The biggest challenge that lies here is the fact that the entities we are trying to monitor are scattered around in the Internet. Traditional network management techniques always assume that the network is within administrative control and every device we monitor is easily reachable on demand. But the ad-hoc scenario of deployment of disaster management systems makes this task non trivial. DiNAR has been designed with an aim to work with any application which has its infrastructure elements scattered in the Internet space. DIORAMA (A real time disaster management system) represents a new series of applications (especially in medical field) where the deployment of network infrastructure is scattered around with Internet being the backbone connector. Another such example is the Intel® Health Guide PHS6000 [1], which is used in patient monitoring in homes. This thesis work uses DIORAMA as a case study application used to prove the concept of DiNAR.

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