Leveraging big data for student data analytics is increasingly integrated throughout university operations from admissions to advising to teaching and learning. Though the possibilities are exciting to consider, they are not without risks to student autonomy, privacy, equity, and educational value. There has been little research showing how universities address such ethical issues in their student data policies and procedures to date though privacy and security policies are abundant. Though privacy and security policies that students sign cover institutions legally, there is more that can be done to support the ethical use of student data analytics at higher education institutions. This exploratory study addressed why it is important to support the four values of autonomy, privacy, equity, and educational value within university student data analytics policies and procedures. A rationale for focusing on these values was discussed through the lens of Paulo Freire’s Pedagogy of the Oppressed. A comparative case analysis of data analytics policies and procedures at two large, public universities provided insight into what they emphasized and where risks to student autonomy, privacy, equity, and educational value existed. This study concluded with recommendations of how institutional leadership can use proposed principles of ethical student data analytics to evaluate their own policies and procedures and amend risks that are uncovered through analysis.

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.

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 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.