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Description
This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site models. Through an archival, database study, this uncovers the most salient characteristics of 8 international interventions (Australian Catholic University, Borderless Higher Education for Refugees, Jesuit

This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site models. Through an archival, database study, this uncovers the most salient characteristics of 8 international interventions (Australian Catholic University, Borderless Higher Education for Refugees, Jesuit Worldwide Learning: Higher Education at the Margins, InZone, Kepler, Mosaik, Global Border Studies, and Education for Humanity) in regard to logistics, academics, technology, and pedagogy. The study found multiple ways in which these programs seek to increase inclusion and success of refugee learners. These techniques include (1) free tuition, (2) nutrition, security, and transportation accommodations, (3) gender equity provisions, (4) course accreditation, (5) preparatory courses, (6) student support and development, (7) durable solutions related to employment, (8) tailored curricula, (9) flexibility of course structure, (10) critical thinking & reflection, (11) hybrid, adaptable, and portable course delivery, (12) on-site technology support, and (13) accommodations related to electricity and internet connectivity.
ContributorsAbuwandi, Sarah (Author) / Swadener, Elizabeth (Thesis advisor) / Broberg, Gregory (Committee member) / Solyom, Jessica (Committee member) / Arizona State University (Publisher)
Created2019
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Description
The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics

The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics has been illustrated by both state and international assessments. Throughout the decades, mathematics instruction and reforms have varied, but overall students’ psychological needs have been neglected. This innovation was designed to develop students’ psychological characteristics regarding facing challenges in mathematics. For this purpose, two guiding theories were utilized to frame this research study, Dweck’s mindset theory and self-regulation theory. To address the research questions of this study, pre- and post-questionnaire data, observational data and student work was analyzed. Results of the qualitative data indicated that the innovation positively impacted students’ mindsets and use of self-regulation strategies. However, quantitative data indicated the innovation had no effect on students’ use of self-regulation strategies or academic growth, and a negative impact on students’ mindsets.
ContributorsManchester, Sarah (Author) / Judson, Eugene (Thesis advisor) / Moses, Lindsey (Committee member) / Ellis, Raquel (Committee member) / Arizona State University (Publisher)
Created2020
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Description
While the literacy narrative genre has been studied in first-year composition and methods of teaching courses, investigations of the literacy narrative as a multimodal project for pre-service teachers (PSTs) of English Language Arts remain scarce. This research shares a qualitative classroom-based case study that focuses on a literacy narrative project,

While the literacy narrative genre has been studied in first-year composition and methods of teaching courses, investigations of the literacy narrative as a multimodal project for pre-service teachers (PSTs) of English Language Arts remain scarce. This research shares a qualitative classroom-based case study that focuses on a literacy narrative project, redesigned as a Multimodal Writing History Memoir (see Appendix 1), the first assignment in a required writing methods course in a teacher training program for English Language Arts (ELA) teachers at a large public university in the southwest. The study took place during the fall semester of 2019 with 15 ELA undergraduate pre-service English Education or Secondary Education majors. The study described here examined the implementation and outcomes of the multimodal writing history memoir with goals of better understanding how ELA PSTs design and compose multimodally, of understanding the topics and content they included in their memoirs, to discover how this project reflected PSTs’ ideas about teaching writing in their future classrooms. The memoir project invited pre-service teachers to infuse written, audio, and visual text while making use of at least four different mediums of their choice. Through combined theoretical frames, I explored semiotics, as well as pre-service teachers’ use of multiliteracies as they examined their conceptions of what it means to compose. In this qualitative analysis, I collected students’ memoirs and writing samples associated with the assignment, a demographics survey, and individual mid-semester interviews. The writing activities associated with the memoir included a series of quick writes (Kittle, 2009), responses to questions about writing and teachers’ responsibilities when it comes to teaching composition, and letters students wrote to one another during a peer review workshop. Additionally, my final data source included the handwritten notes I took during the presentations students gave to share their memoirs. Some discoveries I made center on the nuanced impact of acts of personal writing for PSTs, some of the specific teaching strategies and areas of teaching focus participants relayed, and specifically, how participants worked with and thought about teaching multimodal composition.
ContributorsHope, Kate (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Durand, Sybil (Committee member) / Arizona State University (Publisher)
Created2020
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Description
In this multi-media dissertation, water is used metaphorically to equate the process of learning with embracing change. Paradigm shifts needed for sustainability require transformative learning where one is open to being shaped by new knowledge and experience. Properties of water – such as molecular bonding and phase changes – uncover

In this multi-media dissertation, water is used metaphorically to equate the process of learning with embracing change. Paradigm shifts needed for sustainability require transformative learning where one is open to being shaped by new knowledge and experience. Properties of water – such as molecular bonding and phase changes – uncover lessons for humans’ adaptability. Given that human bodies are comprised mostly of water – what implications exist for human capacity to similarly undergo continuous change? An arts- based research methodology is practiced to produce a four-chapter project. Artistic methods of data collection and communication retain subjective complexity of lived experiences central to learning processes. Each chapter is prepared for a target audience and addresses widening scales of creative learning for sustainability.

Chapter one is a narrative ethnography that focuses on a personal creative process for sustainability learning. Chapter two is a co- authored journal that covers creative learning tools and design principles for sustainable classrooms. Chapter three is an open-access and adaptive, online toolkit that shares creative methods to cultivate curiosity and critical contemplation. Chapter four is an interactive showcase event that explores how water can inform and inspire individual and collective learning for sustainability.

This four-chapter project addresses the power of creative learning for sustainability at the personal, familial, formal classroom, informal online learning community, and public scales. Arts-based methods harness aesthetic power, welcome subjective complexity, and allow multiple meanings to be interpreted from research results. This multi- media project stretches the conventional structure of sustainability dissertations. The bridge between the arts and sciences is strengthened as this project shows synergies between these two ways of knowing. This research invites what can be learned from the wisdom of water – to both change and be changed by circumstances.
ContributorsMovahed, Neda Y (Author) / Manuel-Navarrete, David (Thesis advisor) / Lerman, Liz (Thesis advisor) / Fonow, Mary Margaret (Committee member) / Arizona State University (Publisher)
Created2020
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Description
This interpretive dissertation study sought to understand what happened when a seventh-grade teacher introduced multimodal concepts and texts into his English Language Arts classroom. Multimodal texts contain linguistic features (words and sentences) but also images and graphic design features. The classroom teacher described himself as a novice with regards to

This interpretive dissertation study sought to understand what happened when a seventh-grade teacher introduced multimodal concepts and texts into his English Language Arts classroom. Multimodal texts contain linguistic features (words and sentences) but also images and graphic design features. The classroom teacher described himself as a novice with regards to multimodal literacies instruction and had previously focused predominantly on written or spoken texts. Motivating his decision to design and enact a multimodal literacies pedagogy was his belief that students needed to garner experience interpreting and composing the kinds of texts that populated his students’ social worlds. Therefore, I asked: What happened when multimodal narratives were used as mentor texts in a seventh-grade English Language Arts classroom? Drawing from ethnographic and case study methods, I observed and gathered data regarding how the teacher and his students enacted and experienced an eight-week curriculum unit centered on multimodal concepts and multimodal texts. My findings describe the classroom teacher’s design decisions, the messiness that occurred as the classroom was (re)made into a classroom community that valued modes beyond written and spoken language, and the students’ experiences of the curriculum as classroom work, lifework, play, and drudgery. Based on my findings, I developed six assertions: (1) when designing and enacting multimodal literacies curriculum for the first time, exposing students to a wide range of multimodal texts took precedence; (2) adapted and new multimodal literacy practices began to emerge, becoming valued practices over time; (3) literacy events occurred without being grounded in literacy practices; (4) in a classroom dedicated to writing, modes of representation and communication and their associated tools and materials provided students with resources for use in their own writing/making; (5) the roles of the teacher and his students underwent change as modal expertise became sourced from across the classroom community; and (6) students experienced the multimodal literacies curriculum as play, classroom work, lifework, and drudgery. The dissertation study concludes with implications for teachers and researchers looking to converge multimodality theory with pedagogical practices and maps future research possibilities.
ContributorsReid, Stephanie Francesca (Author) / Serafini, Frank (Thesis advisor) / Moses, Lindsey (Committee member) / Marsh, Josephine (Committee member) / Williams, Wendy R. (Committee member) / Arizona State University (Publisher)
Created2020
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Description
The purpose of this study was to increase microlearning training module usage and completions by 10–15% over a 30-day period by including evaluation in the design and development of a new microlearning training module in the golf equipment industry. Evaluation was conducted using a bespoke evaluation tool, which was designed

The purpose of this study was to increase microlearning training module usage and completions by 10–15% over a 30-day period by including evaluation in the design and development of a new microlearning training module in the golf equipment industry. Evaluation was conducted using a bespoke evaluation tool, which was designed and developed using design thinking methodology. The evaluation tool was applied to two previously designed microlearning modules, Driver Distance B and Driver Distance C, both of which served as comparisons for the new module’s completion data. Evaluation reports were generated that informed the development of the new module, named Golf Software. This action research study was grounded in constructivist learning theory, design thinking, and dashboards research. A nested, case study-mixed methods (CS- MM) design and a sequential qualitative to quantitative design were used. Research was conducted with the Knowledge Management Department at Ping, an original golf equipment manufacturer (OEM) in Phoenix, Arizona. Participants included three eLearning Designers, which included the researcher as a participant observer. Qualitative data included interviews, reflective researcher journal, and artifacts such as the new microlearning training module and evaluation reports. Quantitative data included completion numbers collected from the organization’s learning management system (LMS) and email campaign service. Findings from this study were mixed, with the new module’s completion numbers 20.27% greater than Driver Distance C and 7.46% lower than the Driver Distance B. The objective of this study was not met, but outcomes provided valuable information about incorporating evaluation in the Knowledge Management Department’s instructional design process.
ContributorsRegan, Elizabeth (Author) / Marsh, Josephine P (Thesis advisor) / Leahy, Sean (Committee member) / Gretter, Sarah (Committee member) / Arizona State University (Publisher)
Created2020
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Description
A defining feature of many United States (U.S.) doctoral engineering programs is their large proportion of international students. Despite the large student body and the significant impacts that they bring to the U.S. education and economy, a scarcity of research on engineering doctoral students has taken into consideration the existence

A defining feature of many United States (U.S.) doctoral engineering programs is their large proportion of international students. Despite the large student body and the significant impacts that they bring to the U.S. education and economy, a scarcity of research on engineering doctoral students has taken into consideration the existence of international students and the consequential diversity in citizenship among all students. This study was designed to bridge the research gap to improve the understanding of sense of belonging from the perspective of international engineering doctoral students.

A multi-phase mixed methods research approach was taken for this study. The qualitative strand focused on international engineering doctoral students’ sense of belonging and its constructs. Semi-structured interview data were collected from eight international students enrolled at engineering doctoral programs at four different institutions. Thematic analysis and further literature review produced a conceptual structure of sense of belonging among international engineering doctoral students: authentic-self, problem behavior, academic self-efficacy, academic belonging, sociocultural belonging, and perceived institutional support.

The quantitative strand of this study broadened the study’s population to all engineering doctoral students, including domestic students, and conducted comparative analyses between international and domestic student groups. An instrument to measure the Engineering Doctoral Students’ Quality of Interaction (EDQI instrument) was developed while considering the multicultural nature of interactions and the discipline-specific characteristics of engineering doctoral programs. Survey data were collected from 653 engineering doctoral students (383 domestic and 270 international) at 36 R1 institutions across the U.S. Exploratory Factor Analysis results confirmed the construct validity and reliability of the data collected from the instrument and indicated the factor structures for the students’ perceived quality interactions among domestic and international student groups. A set of separate regression analyses results indicated the significance of having meaningful interactions to students’ sense of belonging and identified the groups of people who make significant impacts on students’ sense of belonging for each subgroup. The emergent findings provide an understanding of the similarities and differences in the contributors of sense of belonging between international and domestic students, which can be used to develop tailored support structures for specific student groups.
ContributorsLee, Eunsil (Author) / Bekki, Jennifer (Thesis advisor) / Carberry, Adam (Thesis advisor) / Kellam, Nadia (Committee member) / Arizona State University (Publisher)
Created2020
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Description
This mixed methods study was conducted within a highly diverse K-12 public charter school setting to address a need for targeted professional development related to the development of intercultural competence for teachers in public schools, given the growing gap observed between the cultural backgrounds of K-12 public school teachers and

This mixed methods study was conducted within a highly diverse K-12 public charter school setting to address a need for targeted professional development related to the development of intercultural competence for teachers in public schools, given the growing gap observed between the cultural backgrounds of K-12 public school teachers and their students. The study examined the influence of a ten-session professional development workshop training series on (a) the development of intercultural competence in teachers as measured by the Intercultural Development Inventory (IDI) and (b) teacher capacity for self-reflection on potential personal biases, awareness of others from different cultural backgrounds, managing emotions while navigating complex conversations regarding cultural and racial differences, and making meaningful and authentic connections with students and families from the different cultures which make up the school community. The Intercultural Development Continuum and Transformative Learning Theory were utilized as theoretical frameworks for this study. Participants were introduced to concepts related to intercultural competence, engaged in group discussion both in person and online, reviewed tools and strategies for classroom implementation, and completed the Intercultural Development Inventory at the beginning and conclusion of the workshop sessions. Following the series of workshop sessions, quantitative data analysis indicated growth of approximately 14% for the group of participants on the Intercultural Development Continuum, and qualitative data analysis provided evidence of participant progression through the stages of Transformative Learning Theory, resulting in new patterns of action and behavior. Discussion of findings include implications for practice and for further research.
ContributorsBrady, Julia (Author) / Marsh, Josephine (Thesis advisor) / Boveda, Mildred (Committee member) / Hernandez, Frank (Committee member) / Arizona State University (Publisher)
Created2020
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Description
Predominant sustainability pedagogy and science largely focus on fixing existingproblems via solutions external to humans (e.g. carbon sequestration, renewable energy).
While external or outer interventions can support a transition to a sustainable future,
internal or inner developments should also be highly valued. For this dissertation, I define
sustainability as the ability of any

Predominant sustainability pedagogy and science largely focus on fixing existingproblems via solutions external to humans (e.g. carbon sequestration, renewable energy).
While external or outer interventions can support a transition to a sustainable future,
internal or inner developments should also be highly valued. For this dissertation, I define
sustainability as the ability of any individual, community or country to meet their needs
and live happily without compromising the ability of other individuals, communities,
countries and future generations to meet their needs and live happily. Framed this way, a
sustainable and happy life should focus on both outer and inner development, the latter
largely unconsidered in sustainability science and scholarship.
I propose that emphasizing spiritual wellbeing and spiritual practices can support
individuals and communities to act with mindfulness, awareness, compassion,
connection, and love, transitioning to a more sustainable existence. This dissertation
consists of three studies: (1) the development of a theoretical framework identifying
spirituality as the missing link between sustainability and happiness, (2) an empirical
pilot study testing the theoretical framework via contemplative practices in a
sustainability classroom, and (3) an autoethnography exploring my inner development
and transformation as a sustainability and spirituality researcher over the past four years.
The theoretical framework found and posits, based on existing literature, that
spirituality indeed may be the missing link between an unsustainable existence and a
sustainably and happy future. Results from the empirical study suggest that a focus on
spirituality leads students to develop inner traits necessary for sustainable behavior and a
deeper understanding of sustainability. My autoethnography demonstrates the spiritual
ii
transformation possible from integrating spiritual well-being and intellect, while striving
to embody sustainability as a spiritual journey. My research supports further studies and a
greater understanding of the importance of spiritual well-being to sustainability and the
incorporation of contemplative practices in sustainability classrooms. Finally, I hope this
dissertation will (1) inspire sustainability scientists, researchers, and students to integrate
spiritual well-being as an important part of their lives and work, and (2) encourage deeper
conversations about the radical inner shift we need to achieve lasting sustainability for all
beings.
ContributorsBerejnoi Bejarano, Erica Anahi (Author) / Cloutier, Scott (Thesis advisor) / Ulluwishewa, Rohana (Committee member) / Fonow, Mary Margaret (Committee member) / Afinowich, Robin (Committee member) / Arizona State University (Publisher)
Created2020
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Description
The current sustainability crisis is born from a specious notion that humans are separate from and in a position of control over nature. In response, this dissertation reconceptualizes education beyond its current anthropocentric model to imagine education as learning through relationality with all that is ‘beyond’ the human. The study

The current sustainability crisis is born from a specious notion that humans are separate from and in a position of control over nature. In response, this dissertation reconceptualizes education beyond its current anthropocentric model to imagine education as learning through relationality with all that is ‘beyond’ the human. The study leaves behind hegemonic binary distinctions (human
ature, teacher/student, formal
on-formal education) to reimagine education as a multidirectional process of learning as worlding and becoming-with Earth (Haraway, 2016a). It explores what matters in education and how it comes to matter.

This dissertation introduces the concept of storyworlding to describe what occurs when multispecies, multi-mattered assemblages (re)write Earth’s narratives through their relationships with one another. Taking its inspiration from the work of the Common Worlds Research Collective, Donna Haraway, and Isabelle Stengers, storyworlding acknowledges that the relationships between and among all biotic and abiotic forces on Earth make stories through their interactions, and these stories make a pluriverse of worlds.

The study is structured as a natureculture (Haraway, 2003) ethnography. This innovation on ethnography, a traditionally human-centered method, focuses on agential, multispecies/ multi-mattered assemblages rather than the description of human culture. Data is not generated and then labeled as fixed in this study. It is emergent in its assemblages as a co-narrator in sympoietic storyworlding (Haraway, 2016b).

Data generation took place over 6 months in a small, coffee-producing region of Southeastern Brazil. Data generation methods included walking conversations with children and the more-than-human world, participation in a multi-grade, one-room schoolhouse, and the collection of visual and audio data such as drawings, photographs, videos, and audio recordings.

Using an intentionally slow, messy, and fluid diffractive analysis, I follow the data where it leads as I think with the concept of storyworlding (Barad, 2007; Mazzei, 2014). Drawing inspiration from Donna Haraway, Isabelle Stengers, and Iveta Silova, the dissertation concludes with an Epilogue of speculative fabulation (SF) imaginings through which I invite the reader to engage in the thought experiment of reimagining not only what matters in education, but what education, itself, is.
ContributorsGoebel, Janna (Author) / Silova, Iveta (Thesis advisor) / Swadener, Beth Blue (Committee member) / Koro, Mirka (Committee member) / Arizona State University (Publisher)
Created2020