Matching Items (15)
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- All Subjects: Education
- All Subjects: Collaboration
- Creators: Henriksen, Danah
- Member of: ASU Electronic Theses and Dissertations
Description
The demands of the Fourth Industrial Revolution require a workforce prepared to collaborate on the creation of new products, processes, and services in a rapidly changing economy. Driven by this context, higher education is challenged to prepare graduates with the requisite transferable skills they will need to succeed in their careers. The purpose of this action research study was to better understand how co-curricular leadership educators can prepare undergraduate students with the transferable skill of group creativity. An innovation, the Creative Leadership Design Studio (CLDS), was designed using the theoretical and conceptual frameworks of play and improv comedy to introduce students to group creativity. A design studio application allowed students to collaborate to creatively address a problem in their organizations. Through a qualitative multiple case study design, the CLDS was delivered to two groups of undergraduate students. Four sources of data were used to answer the research questions including video observations, written student reflections, researcher journal, and semi-structured interviews. Major findings suggest that the innovation helped students identify and practice the skill of group creativity. Furthermore, play and improv comedy were viewed positively as a way for students to strengthen group bonds and improve creative thinking. In reflection, students indicated that the innovation held relevance to their future careers in preparing them with multiple transferable skills including collaboration, creativity, communication, confidence, and adaptability. These findings indicate that co-curricular leadership workshops using play and improv comedy can positively influence student’s transferable skills growth.
ContributorsHill, Jessica (Author) / Marsh, Josephine (Thesis advisor) / Henriksen, Danah (Committee member) / Homayoun, Sogol (Committee member) / Arizona State University (Publisher)
Created2022
Description
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.
ContributorsBuehler, Charles (Author) / Dorn, Sherman (Thesis advisor) / Henriksen, Danah (Committee member) / Farmakis, Heather (Committee member) / Arizona State University (Publisher)
Created2023
Description
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.
ContributorsXie, Yumeng (Author) / Mejía, G. Mauricio G.M.M. (Thesis advisor) / Takamura, John (Committee member) / Henriksen, Danah (Committee member) / Arizona State University (Publisher)
Created2023
Description
Distance education has grown over the past several years due to the integration of technology and its advancements. The flexibility, convenience to the learner, and cost-effectiveness of online learning contributes to this rise in popularity (Boling et al., 2012). Consequently, U.S. colleges and universities are quickly establishing a vast array of distance learning programs and initiatives (Ernest et al., 2013; Jones & Wolf, 2010; Northcote et al., 2015). Communication in these colleges and universities among professors and students is vital, but it is especially critical in an online learning environment where social relationships are formed from the information conveyed by computer-mediated communication (Tu, 2000). Communicating immediacy between the instructor and student, facilitating reflection, and furthering discourse can build rapport while allowing the student to engage with the course content (Tu, 2000; Swan et al., 2008). Further, communication between the professor and the student enhances a sense of belonging, individuality, and intimacy in online learning environments (Boling et al, 2012). Online professors operate in a unique digital space where they provide guidance, instruction, and support to their online students without being in the same place and time. The purpose of this action research study was to explore the perceptions of undergraduate students regarding the strategies that can be used to improve the professor-student communication within the online educational setting. I explored this phenomenon using the theory of transactional distance and the social presence theory. This action research study involved the intervention of a Communication (COMM) Suite along with the participation of undergraduate students who have experienced online learning using both synchronous and asynchronous platforms. I collected data using a Likert scale survey accompanied by individual semi-structured interviews.
ContributorsMayo, Idris (Author) / Sampson, Carrie (Thesis advisor) / Henriksen, Danah (Thesis advisor) / Sutton, Jann (Committee member) / Arizona State University (Publisher)
Created2021
Description
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.
ContributorsCrane, Erica (Author) / Carrillo, Juan F. (Thesis advisor) / Henriksen, Danah (Committee member) / Warner, Nathan (Committee member) / Arizona State University (Publisher)
Created2023
Description
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.
ContributorsSchneider, Brooke Rose (Author) / Ross, Lydia (Thesis advisor) / Chapman, Kathryn (Committee member) / Henriksen, Danah (Committee member) / Arizona State University (Publisher)
Created2024
Description
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.
ContributorsLloyd, Jennifer Yadegari (Author) / Garcia, David (Thesis advisor) / Henriksen, Danah (Committee member) / Salik, Steven (Committee member) / Arizona State University (Publisher)
Created2024
Description
New teachers quit the profession at high levels, particularly in rural and urban schools. These high rates of turnover create staffing issues, particularly in high-needs areas like math and special education. High levels of stress and dissatisfaction with the profession have been cited as common reasons teachers exit the profession within the first few years. However, positive interventions from the field of positive psychology as well as mindfulness have been used in the workplace and have been found to support increasing wellbeing as well as reducing stress. This study defines workplace wellbeing as a construct of positive emotions, engagement, positive relationships, meaning/purpose, achievement and health within the workplace. In this mixed methods quasi-experimental study, 26 new teachers within a large suburban schools were sorted into experimental (n=13) and a control (n=13) groups. The experimental group was provided with a mindfulness training (in-person or virtually) as well as was asked to journal twice a week about three things that went well during the week, why those things went well, and what impact that had on students. The experimental group was invited to share their journals with their Teacher Induction and Support Program (TISP) coach in-person during their weekly confidential meetings. The control group was asked to write down any three things that occurred over the week (positive, negative, or neutral) and was also invited to share this with their TISP coach. Participants completed journals for the months of November, December, and January. All participants took a workplace wellbeing survey (developed by Peggy Kern and used with permission of Dr. Kern) at October, December, March and June. Additionally, five participants from the control group and five participants from the control group were interviewed about their experiences as new teachers and their experiences using the interventions. Participants in the control group experienced decreases in their workplace wellbeing throughout the year whereas participants in the control group experiences steady or increases to their workplace wellbeing, particularly in the areas of positive emotions, relationships, meaning, and self-efficacy. Participants in the experimental group also reported mindfulness practices increased their confidence and promoted positive emotional regulation that supported a positive classroom, despite challenging student behaviors. While this study uses a small sample size, these findings were confirmed in qualitative data, quantitative data, and are consistent with findings in related literature. While the findings are consistent with findings in related studies utilizing positive interventions and mindfulness within the workplace, these findings run counter to studies on the emotional experiences of teachers which assert that teacher’s (particularly new teachers) experience high levels of negative emotions and stress, particularly during the middle of the year. The findings from this dissertation suggest positive interventions and mindfulness may bolster new teacher’s workplace wellbeing and self-efficacy during the first year.
ContributorsHallquist, Rachel Anne (Author) / Henriksen, Danah (Thesis advisor) / Frias, Elizabeth (Committee member) / Zollinger, Rona (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending.
To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning.
The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken.
To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning.
The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken.
ContributorsPereira, Greg (Author) / Henriksen, Danah (Thesis advisor) / Gee, Betty (Committee member) / Joyce-Kennedy, Rosary (Committee member) / Arizona State University (Publisher)
Created2018
Description
Collegiate recovery programs (CRPs) are university-sanctioned initiatives for students in recovery from alcohol and other drug addiction. Given the ever-rising rates of alcohol and opioid use and misuse, a great need exists to understand how to provide support for those who are considering recovery or who choose a recovery lifestyle in college. The purpose of this action research study was to examine peer-to-peer support for students in recovery. The development of two training innovations, Recovery 101 and Recovery Ally, were delivered to health and wellness peer educators called the Well Devil Ambassadors (WDAs) with the goal of equipping them to better support their peers in recovery. Learning objectives for the training were to gain knowledge about addiction and recovery and to enhance positive attitudes toward students in recovery, which could thereby increase self-efficacy and behavior intention to work with their peers in recovery. Mindfulness was included in the trainings to enhance the WDAs’ experience and provide tools for a self-care skillset. Quantitative data included pre, post, and follow-up surveys for the Recovery 101 training. Qualitative data included short-answer questions following Recovery 101 training and in-depth interviews following Recovery Ally training. Findings indicated that the information provided in Recovery 101 built the WDAs’ knowledge on the topics of addiction and recovery; hearing multiple perspectives from students in recovery allowed the WDAs to increase empathy toward students in recovery; and the building of knowledge, empathy, and mindfulness allowed the WDAs to gain self-efficacy and behavior intention when supporting their peers in recovery.
ContributorsGueci, Nika (Author) / Henriksen, Danah (Thesis advisor) / Moses, Karen (Committee member) / Ruth, Alissa (Committee member) / Arizona State University (Publisher)
Created2018