With advances in technology, college and university administrators have adopted platforms to track students’ progress toward successful completion of courses and degrees. The Starfish Retention System offers an early alert system that promises to provide data points for faculty, students, and support staff for timely intervention and improved student persistence. Any technological system should be integrated into the existing scholarly practice of academic advising and its established tradition, norms, and expectations. The researcher examines the effects of this integration at three different campuses of at a public four-year institution. In this qualitative study, I explored the evolution associated with the platform’s integration and the impact made on the existing advising practices. Based on interviews conducted with student support staff, the goal of this research included developing themes related to this amalgamation. Moreover, this study employed a critical lens to assess the transition to technologized advising.

With the rapid growth of Cloud Computing, the use of Clouds in educational settings can provide great opportunities for Computer Science students to improve their learning outcomes. In this thesis, we introduce Cloud-Based Education architecture (CBE) as well as Cloud-Based Education for Computer Science (CBE-CS) and propose an automated CBE-CS ecosystem for implementation. This research employs the Cloud as a learning environment for teaching Computer Science courses by removing the locality constraints, while simultaneously improving students' understanding of the material provided through practical experience with the finer details and subjects’ complexities. In addition, this study includes a comparison between Cloud-based virtual classrooms and the traditional e-learning system to highlight the advantages of using Clouds in such a setting. We argue that by deploying Computer Science courses on the Cloud, the institution, administrators, faculty, and the students would gain significant advantages from the new educational setting. The infrastructure buildup, the software updating and licenses managements, the hardware configurations, the infrastructure space, maintenance, and power consumption, and many other issues will be either eliminated or minimized using the Cloud technology. On the other hand, the number of enrolled students is likely to increase since the Cloud will increase the availability of the needed resources for interactive education of larger number of students; it can deliver advanced technology for hands-on training, and can increase the readiness of the students for job market. The CBE-CS approach is more likely to allow faculty to better demonstrate the subjects' complexities to the students by renting he needed facilities whenever it is desired. The research also identified several potential Computer Science courses which could be launched and taught through Clouds. In addition, the selected courses have been classified based on three well-known levels of the Cloud services: Software as a Service (SaaS), Platform as a service (PaaS), and Infrastructure as a Service (IaaS). Subsequently, we propose to build a framework for CSE-CS considering the service layers and the selected courses. The proposed CBE-CS framework is intended to be integrated in a Virtual Classroom Ecosystem for Computer Sciences based on Cloud Computing referred to as VCE-CS. This ecosystem is scalable, available, reliable, and cost effective. Examples from selected pilot courses (i.e., Database, Operating System, Network, and Parallel Programming) are discussed. This research describes VCE-CS and argues for the benefits of such systems.

Most evaluation activities are initiated during times of crises when resource constraints compel attention towards using evaluation as a strategy to do more with less. In other words, evaluations tend to gain attention when resources are limited and there is a need to ration the amount of resources that can be invested towards any project or program. However, to leverage evaluation organizations must develop evaluation capacity; which is challenging under resources constraints. The overarching goal of this study is to articulate how Evaluation Capacity Building (ECB) initiatives in a higher education institution, under resource constraints, could be designed and/or aligned to facilitate fulfillment of institutional needs for optimum resource utilization, innovation for cultivating impactful programs, and transformation of culture from a low focus to high focus on evaluation. This goal insinuates examination of existing resources, systems, structures, and opportunities for building evaluation capacity and promoting evaluation activities. Therefore, this dissertation takes a three paper approach where the first paper introduces the idea of Setting up For Evaluation (SFE), a strategy that helps build evaluation capacity while conducting evaluation in a limited resources context. The second paper illustrates the concept of SFE using a case study approach. Finally, the third paper provides aggregated insights into some of the barriers that inhibit evaluation and facilitators that augment evaluation and concludes with recommendations for enhancing evaluation capacity within the research context

There is evidence on the agreement of educators, scholars, and employers concerning the importance of teaching critical thinking skills to undergraduate students (Brookfield, 2015; Gose, 2009; Lennon, 2014; Tsui, 2002). Asking Critical Thinking faculty and STEM faculty about their definition of critical thinking and their use of critical thinking tools may help shed light on newer and better ways to improve STEM education by incorporating more opportunities for developing and honing critical thinking in instructional design for these courses. The practical application of critical thinking pedagogy to STEM courses is warranted, hence the need for faculty development in this area. Other research has identified a paradox where science faculty are required to hold a terminal degree but are not required to have formal training in pedagogy to teach (Lynd-Balta, Erklenz-Watts, Freeman, & Westbay, 2006). One way to ensure the suggested faculty development courses are appropriate is to query faculty directly on this topic. This research used a qualitative research methodology. A critical thinking faculty focus group and STEM faculty interviews were conducted. Faculty participants in the focus group and interviews provided all of the data for this research as these faculty members are the closest to the situation. The data collected was recorded, transcribed, coded, and developed into emergent themes. The research took place at a University in Columbus, OH. The University is a private four-year or more university. Ninety-three percent of the faculty at the University are part-time not tenure track and the faculty to student ratio is thirteen students to one faculty member. The timeframe within which this research was completed spans across one trimester at that university. A total of six questions were asked of focus group members and personal interviewees. The research indicates that a simple and shared definition of critical thinking is needed. There was no clear definition of critical thinking to be found among STEM faculty or Critical Thinking faculty. This leads to a problem, as no clear definition led to no clear understanding of the concept. If there is no clear understanding of the concept, then consistency of curriculum can be questioned. STEM faculty looked to promoting critical thinking through discipline-specific methods while Critical Thinking faculty considered the promotion of critical thinking in a worldly view. This identified a separation that could be troublesome between general education courses and discipline-specific courses. A multidisciplinary approach to critical thinking would be more beneficial to both students and the University, as this would help with consistency of curriculum. Along with promoting critical thinking earlier in student programs, faculty development was considered a way to more effectively promote critical thinking by helping align faculty with tools and methods to incorporate more critical thinking in their courses. While STEM faculty are more than likely well trained in their specific disciplines, they could be lacking in educational pedagogy and critical thinking tools. Further research suggestions include gathering information for the creation of faculty development courses themselves for alignment purposes. Also, research could be completed after the courses are taken to look at the effectiveness of those courses and any resulting changes.

The current study investigated the relationship between technology readiness (TR; Parasuraman, 2000) and job satisfaction. Participants were recruited via MTurk and assessed on their TR and job satisfaction. The final sample consisted of 93 participants. Findings indicated that overall TR, as well as combined TR drivers, were positively correlated with overall job satisfaction. The TR driver optimism was positively correlated to ability utilization, as well as independence. The TR driver innovativeness was positively correlated with creativity. Combined TR inhibitors were not significantly related to overall job satisfaction, nor were the individual TR inhibitor facets significantly related to the chosen job satisfaction facets. These findings suggest that TR may play a significant role in employee job satisfaction in the modern workplace, and that TR driver facets may hold a more significant role in this relationship.

This thesis was developed to look at leadership styles in higher education administration. The first portion of the study was to look at previous research in the field of leadership and communication, as it pertains to the industry of higher education administration. The next step was to summarize data from the Campus Climate/Great Colleges to Work For Survey administered by a regional research university, followed by individual interviews with campus leaders to formulate themes. Finally, this thesis looked at the results and determined if campus leaders have changes methods of leadership in correspondence to the results found by the Office of Assessment. Limitations and direction of future research were determined.

Children with Autism Spectrum Disorder(ASD) exhibit considerable behavior challenges for their parents. This group of children and parents have important special education needs. A developing group of research has shown that effective interventions for toddlers with ASD ought to incorporate parent contribution and commitment to their child. The involvement of parents in implementing intervention is appropriate in enhancing children's earliest social relationships. Recent studies have demonstrated that parents, when coached weekly by professionals(intervention team) for 12 weeks, were able to learn and implement engagement strategies throughout the day in interactions with their toddler with ASD, and maintain those strategies over time. So, One of the best approaches is virtually connecting a parent with the intervention team so that the parent can process, grieve and decide their course of action. Research has provided evidence that mobile technology is expanding the learning experience both inside and outside the classroom. We have designed a mobile application for teaching both the parents and their children. Our project mainly emphasizes on implementing special educational application connecting the intervention team with the parent. Our application includes features like messaging center, calendar of events, user profiles and soon. It will help keep track of user progress, provide supplemental instruction, and a way for families to communicate with intervention team members.

At the same time our society has become more dependent on technology and as the global competition that exists in science, industry, and business intensifies, there has been a waning interest in science and mathematics by elementary and secondary students in United States schools. The phenomenon of art as a universal language and children accepting new technology as the norm and a way to fit in with their peers provides the opportunity to reach and teach many through art and technology. Often by the age of ten, youngsters have made judgments about themselves and their abilities. Many think they have no artistic ability if they cannot draw realistically or that science and math is too hard. Some of the abstract concepts we ask students to grasp in mathematics and science become clear when presented during hands-on demonstrations in math and science, through art. The fact that I am a woman artist using holography and video opens new ways of thinking about art and technology. I plant the seed that maybe you do not have to draw realistically to be good at art. I plant the seed that technology can be used in art. I plant the seed that there is art in technology. I plant the seed that girls, as well as boys, can communicate ideas and excel using technology and art. Of course planting the seed is a good beginning. Teaching holography is where nourishing of the seed produces the bloom. If technology is the door through which students enter holography, art is the window of expression that allows the students to use holography to create landscapes the mind has envisioned. Without art education, a critical component in the creation process would be missing. Art holds and guides the hand of technology in holography as an art form and is a crucial component for experiencing success in the creative formula. Art taught through holography or holography taught through art, are interchangeable with the end result being knowledge that can be measured, applied, and visually observed. Holograms are used all over the world for security purposes, in laboratories to perform nondestructive testing, in art galleries to exhibit multicolor and artistic concepts, in electronic circuits, and in computer-generated optical elements. Lasers in barcode scanners are used globally to read information. In addition to a hologram being made with light waves, a hologram can be made with sound waves and other waves in the electro-magnetic spectrum. Holograms made with X-rays or ultraviolet light can record images of particles smaller than visible light, such as atoms or molecules. Microwave holography detects images deep in space by recording the radio waves they emit. Acoustical holography uses sound waves to see through solid objects. Physicists use holography to record interactions of sub-atomic particles. Optical engineers use holography to make minute measurements; biologists study cells and tissue, and mechanical engineers use holographic interferometry to test for stress and faults in a variety of materials. These are just some of the holographic innovations and applications being utilized today. Holography's ability to record and reconstruct both light and sound waves makes it a valuable tool for science, industry, education, business, and art. With availability, ease of use, and education, just like photography, holography will become less marginalized as people see and understand the possibilities of the multiple applications for education that exist in holography. The mindset or preconceived idea that science and technology are hard to understand and not enjoyable can be changed through the art and education inherent in holography. Much like “art on a cart” holography can be “holography on wheels”. While not the ideal way to present holography, a portable presentation method may be instrumental in the initial acceptance of holography as an educational tool. Large numbers of students and teachers can be introduced to the basic concepts, wonder, and possibilities of holography in a presentation that is easily set up, taken down, and transported to a different location. Inexpensive diode lasers are small, easily built or obtained, and safe. Through education and recognition as an artist using holography and video I seek to demystify the process and promote the voice I have found as an artist and educator using technology.

Autism spectrum disorder (ASD) is a pervasive developmental condition characterized by difficulties with social interaction and communication as well as restricted/repetitive behaviors. The communication difficulties experienced by children with ASD include atypical prosodic speech. When such difficulties are present, they become a major hinderance to social integration as well as education. This study evaluated the utility of the Voice Meter Pro application for increasing the voice volume of a 14-year-old girl with ASD who spoke in a low voice volume. A practice procedure, using modeling at an exaggerated volume, was also evaluated for its ability to increase the effectiveness of the feedback provided by the app. During this condition, the participant was provided with additional prompting as well as more opportunities to respond and have her increased voice volume reinforced. The present procedure was not effective for increasing the participant’s voice volume. Limitations of the current study and considerations for the design of future applications and studies involving voice volume are identified.

The purpose of this mixed-method study was to explore the competencies and skill sets of participating K-12 online teachers in Ohio through an online survey based on relevant standards issued by specialized organizations, such as the North American Council for online Learning (NACOL), National Education Association, and Southern Regional Educational Board. The survey items helped identify the self-reported competencies and skill sets of ninety-eight participating K-12 online teachers in Ohio. The findings of this study indicated that the subjects in this research project need technical support systems in place to work effectively in the online environment. Additionally, the participants required further training in using technology in terms of assistive technologies for special needs students. Moreover, these virtual environment instructors would benefit from having more hours of both face-to-face and hybrid professional development customized to their specific online teaching needs, designed to form collaborative communities of practice.

ABSTRACT The purpose of this qualitative research case study was to analyze the impact that an integration lesson plan, used as part of the TPACK professional development model, might have on the use of technology in the instructional practices of seven classroom teachers. The study also analyzed what impact the lesson plan might have on these teachers’ beliefs and perceptions about the role of technology in the classroom. A constant comparative method of data analysis was used to analyze the data and identify patterns and themes. Two research questions guided this study: 1) What impact, if any, does ongoing professional development using a TPACK supported model have on the use of technology in the instructional practices of classroom teachers? 2) What impact, if any, does ongoing professional development using a TPACK supported model have on these teachers’ beliefs about the role of technology in the classroom? Data analysis of the first research question identified three broad areas of impact using the model: instructional planning process, use of assessment practices, and awareness of technological limitations. Data analysis of the second research question identified two significant categories on participants’ beliefs. It was an effective way to motivate students while reaching the participants’ goals. Second, participants now believed that they would include technology as a standard feature in their future classroom instruction. Results of the study found that educators who were introduced to and aided in the use of a TPACK supported model for technology integration were able to use technology more effectively.

The purpose of this study was to explore how online teacher participants identifytheir professional development goals and the elements that should be included in the design of a professional development course for online teachers in K-12 education. The research questions addressed in this study were 1) What are the professional development goals of online teachers, and 2) which elements should be included in the design of a professional development course? This research was conducted as a basic interpretive qualitative study that focused on professional development goals and instructional design preferences of the four first year online teachers. Interviews, an observation of a synchronous session, analysis of online classrooms, and course documents were collected and analyzed to identify the teachers' professional development goals and instructional design preferences. The findings of this study indicated that: (a) the online teachers have goals of increasing student engagement, (b) the online teachers have a desire to increase their knowledge and ability in using technology, (c) the online teachers prefer to have professional development course content that is relevant to their specific online teaching needs, and (d) online course content should be offered through a variety of presentation techniques.