This mixed methods action research study set out to solve the problem of practice involving a faculty member’s struggle to maintain active learning teaching and strategies during the transition of face-to-face to online modalities. Using a self-developed intervention called the Active Learning Course Planning Map, a new instructional design model is presented with a case study discussing the implications of use in an online course design and development process. Additionally, the faculty perspective was explored using the Active Learning Course Planning Map that encouraged active learning through reflection and collaboration between an instructional designer and faculty member. Initial findings suggested that the use of the Active Learning Course Planning Map, along with the collaborative work with an instructional designer was an asset that helped in the planning and execution of online courses.

The purpose of this study was to evaluate the role a peer-driven technology acceptance model (PDTAM) in the form of a Community of Practice (CoP) played in assisting users in the acceptance of Trellis technologies at the University of Arizona. Constituent Relationship Management (CRM) technologies are becoming more common in higher education, helping to track interactions, streamline processes, and support customized experiences for students. Unfortunately, not all users are receptive to new technologies, and subsequent adoption can be slow. While the study of technology adoption literature provides insight into what motivates individuals to accept or reject new technologies, used herein was the most prevalent technology adoption theory – the Technology Acceptance Model (TAM; Davis, 1986). I used TAM to explore technology acceptance more spec user’s Perceived Ease of Use (PEU) and Perceived Usefulness (PU). In this MMAR study, I used TAM (Davis, 1986) as well as Everett Roger’s (1983) Diffusion Innovation Theory (DOI) to evaluate the impact of the CoP mentioned above on user adoption. Additionally, I added Perceived Value (PV) as a third construct to the TAM. Using pre-and post-intervention surveys, observation, and interviews, to both collect and analyze data on the impacts of my CoP intervention, I determined that the CoPs did assist in more thoroughly diffusing knowledge share, which reportedly led to improved PEU, PU, and PV in the treatment group. Specifically, the peer-to-peer mentoring that occurred in the CoPs helped users feel empowered to use the capabilities. Additionally, while the CoPs reportedly improved PEU, PU, and PV, the peer-to-peer model and the Trellis technologies still have not matured enough to realize their total value to campus.

Utilizing action research and a qualitative research study design, the purpose of this study was to glean how participation in the Building Community Through Discourse Intervention (BCTD intervention) influenced the cultural and social awareness of six Development and Alumni Relations (DEVAR) managers at The University of California, Davis (UC Davis). To investigate DEVAR managers’ comfort, knowledge, and skills discussing and advocating for diversity and inclusion (D&I), the BCTD intervention featured four topical units: racial issues in the workplace, privilege issues in the workplace, identity issues in the workplace, and applying theory to practice. Over ten weeks, DEVAR managers were required to read assigned chapters from So You Want to Talk About Race by Ijeoma Oluo, watch proposed videos related to D&I, maintain a participant journal to reflect on their experiences throughout the study, and engage in bi-weekly focus group discussions hosted via Zoom to review the prescribed learning material. Guiding the study were two theoretical frameworks: Communities of Practices and a Pedagogy of Discomfort. Through narrative analysis, a storytelling approach was used to present the findings of the study based on four themes derived from the data: the impact of fear on managers’ willingness to advocate for D&I, the importance of dialogue and the role of time in the learning process, and the need for more skills to adequately apply learning to practice. The study discovered that the BCTD intervention improved the comfort and knowledge of DEVAR managers to discuss and advocate for D&I. However, the study did not favorably affect their ability to transfer their increased understanding of the challenges of diverse staff to their managerial practice. Subsequently, as academia and private businesses alike begin to place a greater emphasis on social justice, implications for future research entail: expanding the length of time to conduct a similar situated or designed study to focus on providing participants with enhanced learning opportunities to improve their ability to apply their learning to practice, in-person focus group discussions as opposed to Zoom, and increased representation amongst study participants to enhance the richness of shared experiences.

Our children come to school every day to learn, participate, and prepare for what the future will bring. Others come to school to find refuge and help from those who dedicate their lives to ensure they are well and safe. They come with their minds filled with hopes and dreams, while others walk around the hallways with their hearts filled with despair and uncertainty. Despite collaborative district efforts and improvements in student services, students continue to experience trauma related symptoms and other mental disorders at disconcerting rates. The school district reports that approximately 98% of students have experienced traumatic episodes and half of these students presented with significant distress from symptoms of Post-Traumatic Stress Disorder (Loudenback, 2016). At this school, approximately 25% of the student body has been referred, identified and treated for socio-emotional difficulties. These rates are often higher in students with learning disabilities participating in different academic programs. This action research study was conducted to evaluate how and to what extent does implementation of a resilience-based curriculum affect students’ resilience, Posttraumatic Stress Disorder (PTSD) symptoms, attitudes toward school and efficacy for coping. This project was implemented over ten consecutive weeks in an urban middle school in East Los Angeles to a group of twenty students in special education. The intervention consists of ten modules each with activities and strategies designed to raise the students’ resilience and overall well-being. Resilience Theory and Social Cognitive Theory provide the framework for understanding the problem of practice and informing the intervention. Research along with professional observations regarding the vulnerability of students in special education coupled with the lack of evidence-based practices that assist in their emotional development inspired this project. This action research relied on an explanatory sequential design where qualitative results explained and supported the results from the quantitative data. Following the explanatory design, quantitative data was collected analyzed followed by qualitative data upon completion of the intervention. Data collected from web-based surveys and focus groups demonstrate that their participation in the resilience-based intervention increased their resilience, more specifically self-efficacy and problem solving skills while reducing PTSD symptoms. Results also showed students improved their attitudes toward school and ability to cope with stress. Quantitative and qualitative data merging, interpretation, and relation to both theory and research are discussed along with the study’s limitations, implication for research and practice, and concluding thoughts.

ABSTRACTThis design-based research study addressed whether cognitive apprenticeships mediated by informal mentor networks can expand, deepen, and transfer knowledge with and for Learning Sciences students. Three cohorts of Learning Sciences students were invited to participate with all three represented in surveys, co-designs, and interviews, with conjecture maps produced as artifacts for personal, professional, and education agendas. Survey and interview responses demonstrate that each participant found that it was a helpful tool for collaborative learning. Theoretically grounded in situated cognition, communities of practice, and legitimate peripheral participation, the conjecture predicted improved outcomes in students' perceptions, attitudes, and beliefs with informal mentor networks to support and encourage practice and engagement. Perceptions, attitudes, and beliefs did improve with confidence in conjecture mapping, however, through iterative co-design, the focus on informal mentor networks shifted from social media due to low usage among respondents to collaborative peer tutoring. Students expressed interest in expanding their networking and mentorship opportunities. Participatory co-design with conjecture mapping significantly improved recognition as a member in a community of practice for Learning Sciences students. Keywords: situated cognition, community of practice, legitimate peripheral participation, conjecture mapping, cognitive apprenticeship, mentorship, more knowledge other (MKO)

Pedagogical researchers have explored pop culture media in educational settings in the past. However, pop culture media is always evolving. Teachers should be aware that students have already formed their own cultural activities and work with them, rather than neglect them. Anime has remained largely unexplored in this context despite its popularity. Its animation style and storyline may provide exciting moments that are memorable to young adults. This study examines the potential of anime, a style of Japanese animation, in educating through a visual medium. Recent anime have successfully incorporated science into their storytelling.
The 2019 anime, Dr. Stone, follows a high schooler and his friends as they attempt to use science to restore human society after 3,700 years of global petrification. Through qualitative analysis and coding of select episodes of Dr. Stone, this study examines the ways in which scientific concepts in engineering, chemistry and geology are taught. It also examines the significance of science and representation of scientists within its storyline. Dr. Stone presents an image of science which is interesting, relevant and understandable to adolescent students through its compelling visuals and engaging story. Through its characters, it also presents a relatable and less stereotypical image of scientists. Innovative pop culture media like anime is one way of generating interest in science among adolescents and challenging preconceived notions of science. Educators may find it useful in a classroom setting.

This dissertation details an action research study designed to teach engineering students enrolled in a First Year Composition course understand and learn to use effective conventions of written communication. Over the course of one semester, students participated in an intervention that included embodied and constructive pedagogical practices within a rhetorical framework. The theoretical perspectives include Martha Kolln’s rhetorical grammar framework, embodied cognition, and Chi’s ICAP hypothesis. The study was conducted using an explanatory multi-methodological approach. The majority of students demonstrated that in their post-intervention writing samples, their ability to use effective conventions had improved. Over the course of the study, students’ attitudes about writing improved as did their self-efficacy about their writing ability.

The purpose of the project was to explore the extent to which an asynchronous online professional development (PD) model focusing on instructor presence would improve feedback and interactions with students. The study is grounded in Community of Inquiry theory, which situates learning at the intersection of teaching presence, social presence and cognitive presence. The study aimed to improve student success by empowering instructors to integrate engaging strategies and technology tools into fully online courses. The participants were 4 higher education instructors teaching in fully online degree programs delivered to 160-200 undergraduate students. For eight weeks the 4 instructors participated in the PD. The goals of the PD were to learn strategies for improving instructor presence and integrating student engagement opportunities in a collaborative online format. Data was collected from pre- and post-intervention offerings of the instructors’ courses to determine the impact of participation in the PD. Results suggest that the PD model was an effective intervention to increase presence and engagement. Presence and engagement were found to have increased in participants’ courses. Interactive video was found to serve multiple purposes including increasing instructor presence and student engagement, facilitating feedback between instructors and students, and elevating the level of cognitive presence of students. As a result, instructors and students both indicated a perception of improved interactions and feedback.

As an urgency has emerged to prepare students to be future-ready, makerspaces have been developed as a technique for teachers to use in classrooms to build science, technology, engineering and math (STEM) skills. Makerspaces expose students to innovation and are powerful tools in training students to use science and engineering practices as they invent, discover and tinker. While indoor makerspaces have been studied in multiple settings, little research has been performed to understand the relevance of makerspaces in outdoor settings.

The goal of this study was to aid 20 elementary teachers in developing their understanding of the usefulness and benefits of outdoor makerspaces. A constructivist approach was used in order for participants to overcome pre-conceived barriers about taking students outside for learning. In this qualitative study, participants took part in a hands-on professional development session to learn how to integrate nature into instruction, then used outdoor spaces to engage their own students in three or more outdoor sessions. Teachers reflected before, during and after the intervention to see if the likelihood of engaging students in outdoor learning changed.

The findings of the study showed that spending time outside with students led to a multitude of benefits for both students and teachers. Benefits included increased student engagement, expanded learning for students and teachers, and STEM skill development. These findings, suggest that outdoor makerspaces introduce a new platform for training students and teachers about science and engineering practices while providing authentic science connections, high engagement, and benefits to social and emotional balance.

Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction.

This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.

Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.

The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.

In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.