Matching Items (4)
Filtering by
- All Subjects: Adult Education
- Creators: Puckett, Kathleen
- Resource Type: Text
Description
This study reviews the effectiveness of a faculty development program to prepare faculty members in the health related fields to design and develop flipped and blended learning courses. The FAB Tech workshop focuses on flipped and blended learning technologies as a method to increase the use of active learning in the classroom. A pre/posttest was administered to the participants on their use of technology and their course delivery strategies. In addition, interviews were conducted with a purposeful sample of the participants based on level of engagement in the workshop and their change in the pre/posttest. The program was effective in increasing the use of technological tools and their purposeful integration into courses. However, faculty workload and institutional support issue served as barriers to overcome. The findings of this study will help address how to over come some of these barriers and to develop more effective faculty development programs that encourage the use of flipped and blended learning.
ContributorsCrawford, Steven Raymond (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Vaughn, Linda (Committee member) / Arizona State University (Publisher)
Created2015
A bilingual, bicultural interpreter and researcher navigates blurry boundaries and intersectionality
Description
A researcher reflects using a close reading of interview transcripts and description to share what happened while participating in multiple roles in a larger ethnographic study of the acculturation process of deaf students in kindergarten classrooms in three countries. The course of this paper will focus on three instances that took place in Japan and America. The analysis of these examples will bring to light the concept of taking on multiple roles, including graduate research assistant, interpreter, cultural mediator, and sociolinguistic consultant within a research project serving to uncover challenging personal and professional dilemmas and crossing boundaries; the dual roles, interpreter and researcher being the primary focus. This analysis results in a brief look at a thought provoking, yet evolving task of the researcher/interpreter. Maintaining multiple roles in the study the researcher is able to potentially identify and contribute "hidden" knowledge that may have been overlooked by other members of the research team. Balancing these different roles become key implications when interpreting practice, ethical boundaries, and participant research at times the lines of separation are blurred.
ContributorsHensley, Jennifer Scarboro (Author) / Tobin, Joseph (Thesis advisor) / Artiles, Alfredo (Committee member) / Horejes, Thomas (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of the research conducted and presented in this thesis is to explore mentoring programs for ASL/English Interpreters, with a focus on the question "Is a Peer Mentoring Program a successful approach to mentoring working and novice interpreter?" The method of qualitative data collection was done via questionnaires and interviews with past participants of a Peer Mentoring Program and questionnaires to identified persons who have experience creating and running mentoring programs. The results of the data collection show that a Peer Mentoring Program is a successful approach to mentoring working and novice interpreters. This research provides valued information in regard to the experience of persons in a Peer Mentoring Program as well as successful aspects of such a mentoring approach.
ContributorsBolduc, Dawn J (Author) / Margolis, Eric (Thesis advisor) / Appleton, Nicholas (Committee member) / Cokely, Dennis (Committee member) / Arizona State University (Publisher)
Created2012
Description
Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration.
ContributorsVaughan, K.T. (Author) / Bernstein, Katherine (Thesis advisor) / Puckett, Kathleen (Committee member) / VanScoy, Amy (Committee member) / Arizona State University (Publisher)
Created2019