There is a reason good artists are often considered radical- we have to be critical thinkers, capable of understanding the foundations of things rather than just their superficial structures in order to create (or at least justify our creations if we have things a bit backward) and understand where our next project is coming from . We get there by understanding ourselves and our experiences, delving into seemingly unrelated but interesting topics, learning basic techniques, applying those techniques, and finally requesting feedback. The feedback gives us additional information which we can use to think critically, find other ways to communicate that enhance the point we want to make, and then make the work accessible to more people. For most artists the process isn’t entirely conscious though improvement comes faster when it is. Art also requires information across disciplines. The nature of art in that it requires critical inquiry, a social environment, and the ability to handle intangible and often random ideas, which is also necessary to those in fields such as science and math. My goal in creating this program is to address critical thinking concerns and create an environment where students are encouraged to think beyond tradition, to make mistakes and get comfortable doing so while also working toward a goal and creating a finished product. I also want to prepare student for life as a working artist as most stop creating when they graduate. This overview of the program and it reasons for being, is designed primarily for educators to see how an online BFA in drawing is possible, and in some senses even preferable to traditional in-person classes. This paper covers the pedagogical concerns and much of what is needed to institute the change in environment.

This dissertation research study examined the use of a social-emotional learning curriculum framework (SELCF) to respond to opportunities for growth in social-emotional learning (SEL) skills among students in the early childhood classroom. The five skills addressed within this study include empathy, emotional intelligence, social problem-solving, communication, and self-advocacy among kindergarten students following the COVID-19 global pandemic. This study employed an action research mixed-methods concurrent triangulation framework where data were collected through semi-structured interviews and the collection of participant-produced illustration artifacts to create a comprehensive and holistic data set. Pre-interview data shows that the participant group had minimal background knowledge of the five social skills examined during the study. Post-interview data shows that participants made significant growth in all five skills taught within the SELCF. The quantitative and qualitative data is triangulated to reinforce the findings of this mixed-methods action research project. Through thoughtful and intentional instruction delivered to kindergarten students through the SELCF, all students showed statistically significant growth in all five skills assessed. Data triangulation provided further insight into participants’ critical thinking and cognition to show a deeper understanding of the social-emotional learning skills addressed in the SELCF. By providing young children with effective instruction and opportunities to practice their social-emotional skills, educators pave the way for children to be successful and capable members of society.

This study aimed to enhance students’ experimental skills and laboratory techniques in cell and molecular biology. A trifold intervention involving a Gene Screen Worksheet, a Gene Screen Flowchart, and a laboratory manual were used, along with a mixed methods approach to data collection. The trifold intervention was grounded in constructivism, design-based, inquiry-based, and project-based learning theories. The Gene Screen Worksheet was an inquiry-based learning assignment, while the Flowchart was a design-based learning activity. The laboratory manual was an open educational resource that incorporated project-based learning and constructivism within each experiment. This study addressed three research questions: the ability of the Gene Screen Worksheet to increase predictive power, the ability of the Gene Screen Flowchart to increase explanatory power, and the ability of the lab manual to increase both predictive and explanatory power. The results reported that students increased their predictive and explanatory power related to genetic screenings, addressing all three questions.

The purpose of this study was (a) to build embedded reflective practices with qualitative data in alignment with existing continuous improvement (CI) for equity processes and (b) provide professional development (PD) to support educators in using qualitative data sharing processes with the expectation of collective teacher efficacy (CTE) development. CTE and the enabling conditions (ECs) of embedded reflective practices and empowered teachers were studied to determine how educator engagement in structured storytelling about evidence of success could support their CTE development. The underlying theoretical frameworks for this study were CI and CTE in the context of liberatory approaches to education.This mixed methods action research (MMAR) study was conducted in the United States in Northern California at a public charter high school utilizing the EL Education learning model. Six participants in a representative sample engaged in a four-week intervention involving four collaboratively-designed, virtual, 2-hour PD sessions. Pre- and post-intervention surveys were administered and based on the CTE Scale and the Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES). Two individual interviews and a four person focus group were also conducted post-intervention. Quantitative data from the surveys were analyzed through descriptive statistics and a one sample t-test. An inductive analysis process was utilized to analyze qualitative data to determine codes, categories, and themes. Both the quantitative and qualitative data were synthesized. Results suggest a consistent presence of CTE and the existence of embedded reflective practices and empowered teachers both before and after the intervention. Although the quantitative data demonstrates no significant change from the pre- to post-survey in the development of CTE across the whole staff, the qualitative data demonstrates that participants were positively influenced by the intervention in regards to their CTE, empowerment, and embedded reflective practices. The discussion focuses on CTE development with qualitative, educator-generated evidence of success in a liberatory school environment. Findings inform the local and larger educational context by providing an example of how educator storytelling as evidence of success in CI for equity processes can influence CTE development.

In today’s interconnected and multidisciplinary design practices, collaboration as pivotal. It’s not only a fundamental aspect of successful design outcomes but also influences the way designers work and connect with others. This dissertation delves into the intricacies of collaboration in design, spanning both educational and professional realms. The research is segmented into four studies, each offering unique insights.The first study, drawing upon students’ experiences with Participatory Design (PD), underscores how the iterative and feedback-driven nature of PD fosters a deeper understanding of collaboration from students’ perspectives. Students transition from mere designers to facilitators, negotiators, and learners, emphasizing the significance of trust, empathy, and empowerment. The second study offers a glimpse into the intricacies of collaboration in strategic design live projects. Here, facilitation and communication skills are pivotal, enabling students to work alongside clients. This study magnifies the importance of a designer’s role in effectively interfacing with clients and understanding multifaceted team dynamics. Moving from the educational realm to the professional domain, the third study delves into the demand for co-design skills in the industry. Contrary to expectations, terms associated with ‘co-design’, or ‘participatory design’ were sparsely present in design job postings, identifying a significant gap between academic collaboration terminology and industry practice, this highlights the need for bridging academic discourse with practical applications. The fourth study presents an exploration of collaboration in professional design practices. It reveals collaboration as a symbiotic blend of diverse skills, knowledge, emotions, and shared objectives. This study addresses the essence of collaboration in design from the professionals’ perspectives and identifies both the barriers and facilitators when designers understand and prepare others in collaboration. Collectively, this dissertation not only provides a comprehensive view of collaboration in design but also seeks to bridge design education with the profession. Recommendations for design education emphasize the integration of real-world collaboration dynamics, equipping future designers to navigate professional collaboration challenges adeptly. By shedding light on how designers navigate their interactions with various stakeholders in both educational and professional spheres, it can provide invaluable insights for design educators and professionals, advocating for an enhanced collaborative ethos in the design domain.

Online education and virtual learning spaces have become increasingly incorporated into the educational landscape. Even before the Covid-19 pandemic closed most institutions in 2020 for in-person learning, online education was growing rapidly. As the world emerged from the pandemic, online education and virtual learning environments of all types were commonplace in K-12, higher education, and professional development. This action research explored two main areas in the virtual learning space. First, this research focused on how to provide a more connected and social online learning experience. Specifically, the goal was to determine how participation in Supporting Online Connections in Asynchronous Learning (SOCIAL) helped faculty to provide opportunities for social interaction and learning within their online contexts. Second, this research sought to determine if the development experience itself impacts how the participants share and implement the knowledge they gain. Of particular interest was identifying if by providing this type of development within the same educational context (virtual, asynchronous, and diverse) there was a direct impact on their ability to develop and deliver similar virtual learning experiences to their students. This research provided asynchronous learning opportunities for educators within a private Facebook group designed to deliver professional development to educators in different countries. Participants learned about both Connectivism and Community of Inquiry/Social Presence through both content and explicit modeling within the various Facebook “events” structured around the group and learning objectives. Pre- and post-innovation surveys, one-on-one interviews, and materials collected during the events provided insight into what the participants experienced and what they were planning to implement in their own contexts. The data revealed that participants felt they gained knowledge and had a beneficial experience. In addition, they incorporated what they learned in their context in theory through their action plans and in practice through immediate implementation. Findings suggest that providing professional development in this structure was beneficial in knowledge acquisition through both content and modeling as well as facilitating the creation of similar experiences within the participants’ professional contexts.

The purpose of this study was to (a) embed nature and mindfulness into university course curriculum to determine the influence they have on students’ health and well-being, (b) examine students’ perspectives of mindfulness in the natural environment, and (c) to determine what students identify as the impacts of integrating nature and mindfulness into the university curriculum. This study was unique from previous studies. Several mindfulness practices were introduced so participants could explore and evaluate what worked for them and what did not. The research was conducted in two Environmental Education Certificate courses at Arizona State University: The Ecology and History of the Sonoran Desert (SCN 301) and Nature Journaling (SCN 309). This action research (MMAR) study included a participant pool of thirty-two students: sixteen from the in-person SCN 301 courses and sixteen from the online SCN 309 courses. Students participated in four activities requiring them to sit in a location, engage in mindfulness, and observe nature. These activities are identified as “sit spots” in this study. The four sit spots included two indoor and two outdoor sit spots. Students participated in a one-minute breathing meditation, a 54321 mindfulness technique, and a self-administered, non-clinical Mindfulness-based Art Therapy (MBAT) component during these sit spots. Qualitative and quantitative data was collected via the pre- and post-Nature Relatedness Scale (NR) and Perceived Stress Scale (PSS). Quantitative data was also collected during the Activity Survey (AS). Qualitative data consisted of open-ended questions in the AS, class discussion, researcher observations and notes, and students’ reflections. All analyzed data was synthesized to produce the findings in this study. The findings suggest that integrating mindfulness and nature into university positively influenced students' mental health and well-being. Students reported decreased stress and anxiety while increasing focus, attention, and academic performance. Mindfulness and nature cultivate a more mindful and meaningful way of connecting with oneself, individuals, and nature. Mindfulness and nature also were linked to learning by producing academic benefits. The results of this study inform my local practice and set the foundations to produce results in a larger educational context.

Experiential learning has gained the attention of higher education institutions, specifically business schools, as a way to bring the business world into the classroom. It has become a fundamental methodology for designing business schools' curricula that promotes 21st-century skills like problem-solving, creativity, and teamwork. This study evaluates an experiential learning-based undergraduate business program and its signature entrepreneurship course. The goal is to understand how the entrepreneurship course and its experiential learning component, design sprint, influence first-year students' entrepreneurial mindset, creative self-efficacy and teamwork self-efficacy. Additionally, this study aims to understand the perceptions of first-year undergraduate students of their experiential activities and how they make sense of these experiences. This action research study draws from theories of learning and psychology, such as Experiential Learning Theory (ELT) by Kolb (1984, 2015); mindset theory by Dweck et al. (1995) and Dweck (2006); self-efficacy by Bandura (1977, 1997); and figured worlds by Holland et al. (1998). These theories support the research questions by emphasizing the collaborative nature of learning, how beliefs about learning, intelligence, and capabilities influence an individual's behavior, and how the environment shapes an individual's interpretation of the world. This mixed-methods action research study combines quantitative data in the form of a pre and post-intervention survey. The qualitative data was gathered from interviews that focused on understanding the experiences of participating students and their perceptions of their learning after the intervention workshop. Additionally, qualitative data included a feedback survey after the workshop to learn students' perceptions of the intervention activities. The results of this study suggest that experiential learning activities support students' growth of their creative skills and help them view entrepreneurship from a user-centered perspective. Additionally, results suggested that short-term experiential projects tend to inhibit students from growing in their teamwork skills as they focus all their attention to their project. Lastly, results suggest experiential learning programs can become a space for collaboration, skill development, and motivated students. However, it can also lead to students feeling frustrated and alienated due to the professional codes permeating experiential settings. The study concludes with several implications for practitioners.

Performing arts curricula, specifically theatrical role-play, have aided in enhancing life skills of secondary education students throughout the past. This continues to be the case in the present education climate. However, the performing arts are still not viewed by some education policymakers at a level that helps those programs flourish and thereby be accessible to students. Despite the empirical evidence of life skill enhancement, both academically and socially, that can be applied in an interdisciplinary manner and to life outside of the school setting, the arts are often not considered as important as core content areas. These programs are subject to elimination to a greater extent compared to other education programs. This action research study sought to examine the ways in which high school theatre programs impact life skills, defined in this study by both academic and social contexts, learned by secondary education students. The innovation intervention consisted of theatrical role-play applied in an interdisciplinary manner. The innovation occurred over the course of two weeks in a senior English class at a southwest public high school. The likelihood of the English teacher using theatrical role-play in future lesson plans was also studied. The action research utilized a mixed-methods approach with a theoretical framework consisting of Experiential Learning Theory (ELT) and Academic Risk-Taking (ART). Results indicated assertions related to the enhancement of the social skills of empathy and public speaking in student participants, as well as the English teacher planning on utilizing the innovation in future lesson planning. The academic skill of text analysis was possibly affected, however results were inconclusive.

This mixed methods study explores the impact of parents learning to practicemindfulness on their emotion regulation, their interactions with children, and their children’s emotion regulation. The study was situated within the Balsz School District, where children often have difficulty regulating their emotions, leading to emotional, behavioral, relational, and learning challenges. Whether by exposure to community or domestic violence, refugee or homeless status, many families within the district have been exposed to multiple forms of trauma, often associated with emotional dysregulation. Parent and child emotion regulation are interdependent and interconnected. Relationships and interactions between parents and children begin in utero lay and neurobiological pathways that are the basis for the child’s emotions, behaviors, beliefs about themselves, relationships, and the world. Working with parents is often an entry point in helping children. Mindfulness promotes emotion regulation through changes to the structures and functions of the brain. One way these changes become visible is through alterations in behavior and communication in relationships with others. The mixed methods approach of this study utilized surveys, auto-ethnographic observation, and interviews. Results demonstrate that parents who learned to practice mindfulness strengthened their emotion regulation and feelings of connectedness to others. They became more aware of their feelings when interacting with their children, particularly in moments that required discipline. When children needed to be disciplined, parents were able to pause, reflect, and communicate with their children to promote internalized learning. This learning was carried forward in children and evidenced through positive changes in children’s emotion regulation. Overall, children were less worried, easier to soothe, and happier.