ETDs

This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.

Displaying 1 - 1 of 1
Filtering by

Clear all filters

190839-Thumbnail Image.png

Adapting a Community of Inquiry Model to Foster Student Engagement in a Large, Higher Education, Gender Studies Classroom

Description
Several research cycles were conducted using an action research methodology to explore student engagement in a higher education classroom. Cycle 0 focused on gathering data about the local context. This was followed by Cycle 1 - where the flipped classroom approach was implemented as a mini-intervention. After data collection and…

Several research cycles were conducted using an action research methodology to explore student engagement in a higher education classroom. Cycle 0 focused on gathering data about the local context. This was followed by Cycle 1 - where the flipped classroom approach was implemented as a mini-intervention. After data collection and further reflection on the local context led to Cycle 2 - where the Community of Inquiry model was adopted. This body of study captures the outline of each of these cycles. The monograph tells the story of the earlier cycles of research. While the manuscript focuses on implementing the final intervention, the community of inquiry model. The interrogation of each intervention resists instructor-centered pedagogies and seeks to foster student-led ones. Following discussion of these interventions, this study makes recommendations for fostering engagement in a large gender studies classroom through interrogating learning experiences.
ContributorsEdwards, Lisa (Author) / Basile, Carole (Thesis advisor) / Thompson, Nicole (Committee member) / Henry, Paulette (Committee member) / Arizona State University (Publisher)
Created2023