Educational Leadership (Ed.D.)http://hdl.handle.net/10211.3/56632024-03-28T09:36:55Z2024-03-28T09:36:55ZProblem Based Learning use in Higher Education: A State University Faculty Study of PblHerold, Robert Thomashttp://hdl.handle.net/10211.3/2124462020-04-20T23:09:14Z2019-05-01T00:00:00ZProblem Based Learning use in Higher Education: A State University Faculty Study of Pbl
Herold, Robert Thomas
This research study analyzed the faculty perceptions of Problem Based Learning (PBL) at one state university campus. There has been an upsurge in student-centered pedagogies as empirical research has demonstrated the benefits of deeper learning, collaboration, and life skills. Empirical studies, in education identify PBL taught students as experiencing increased benefits in the following categories: collaboration skills, critical thinking, solution solving, deeper learning, creates life-long learners, problem solving skills, reflection skills, better retention, and learned 21st-century skills. The objectives of this study were to identify key predictors of perceived student learning associated with PBL pedagogy and the perceived barriers of utilizing PBL by the faculty. Additionally, this study examined whether there are demographic factors that predict the use of PBL. The study was conducted at University-X by surveying faculty of all the schools/colleges. The findings indicated the factors (learning, demographics, and barriers) all related to PBL deployment and sustainability at University-X. As indicated, 90.4% of the responding faculty expressed that PBL has a positive effect on student learning. Participants indicated there were barriers to using PBL. This study revealed an association between recent Professional Development (PD) and the use of PBL by the faculty. Reported recent PD activity is related to PBL adoption by the faculty. This study benefits researchers, administrators, and faculty on the use of PBL pedagogy in higher education and across all fields of education. This study can also benefit sociologists and psychologists on the factors that play in the decisions to utilize active learning programs.
2019-05-01T00:00:00ZA Systems Inquiry into Organizational Learning for Higher EducationLiptak, M Victoriahttp://hdl.handle.net/10211.3/2111792020-04-20T23:09:14Z2019-05-01T00:00:00ZA Systems Inquiry into Organizational Learning for Higher Education
Liptak, M Victoria
This study took an applied systems design approach to investigating social organizations in order to develop a synthetic perspective, one that supports pragmatism’s focus on consequent phenomena. As a case study of reaffirmation processes for four 4-year institutions and their accreditor, WSCUC, it looked for evidence of organizational learning in the related higher education systems of institutions and regional accrediting agencies. It used written documents as evidence of the extended discourse that is the reaffirmation of accreditation process. The documents were analyzed from a set of three perspectives in an effort to build a fuller understanding of the organizations. A structural analysis perspective looked for structural qualities within the discourse and its elements. A categorical analysis perspective considered the evidence of organizational learning that could be found by reviewing the set of documents produced by both WSCUC and the institution as part of the reaffirmation process. The review applied categorical frames adapted from the core strategies identified in Kezar and Eckel (2002b), the five disciplines proposed by Senge (2006), and the six activities identified in Dill (1999). It looked for relationships and interdependencies developed in the content within and between documents. A narrative analysis perspective considered each institution and its relationship with WSCUC through a set of six systemic lenses expanded from the three proposed by Banathy (1995). Each perspective yielded insight into how institutions of higher education reflect on and describe an intentional pursuit of organizational sustainability and improvement, as well as how both institutions and their accreditor use the reaffirmation process to understand and support their own organizational learning. This study supported the position that multiple perspectives can provide better, though not comprehensive, understanding of a system, and that a system can apply these perspectives to design for its intended future.
2019-05-01T00:00:00ZA Progressive Behavior Intervention System’s Effect on Secondary Students Placed in a Restrictive SettingStencler, Amyhttp://hdl.handle.net/10211.3/2111732020-04-20T23:09:14Z2019-05-01T00:00:00ZA Progressive Behavior Intervention System’s Effect on Secondary Students Placed in a Restrictive Setting
Stencler, Amy
The purpose of this study was to determine the effect a progressive behavior intervention system had on the return to home district rate, suspensions, high-level behaviors and law enforcement involvement at a small school of secondary special education students placed in a restrictive setting. The progressive behavior intervention system, developed by the researcher and school team, utilized a 15-step program designed to allow multiple opportunities to correct behavior. This quantitative study utilized a single-group interrupted timeseries research design and results indicated the treatment had mixed results on the dependent variables. The decrease in overall high-level behavior incidents, verbal aggression and elopement from campus, as well as number of police calls were significant. Although suspensions did not significantly reduce, the high number of physical aggression incidents compared with the low number of suspensions for this behavior type, suggest most incidents of physical aggression were managed by the staff interventions or progressive behavior intervention system, reducing the staff’s reliance on law enforcement support. Based on the mixed results, and the limited data collection period, continued research is necessary to determine the long-term effects of the progressive behavior intervention system.
2019-05-01T00:00:00ZInfluence of Hope Theory and Effect of Personal Reflection on Performance of Surgical SkillsJunge, Teri Lynnhttp://hdl.handle.net/10211.3/2111672020-04-20T23:09:14Z2019-05-01T00:00:00ZInfluence of Hope Theory and Effect of Personal Reflection on Performance of Surgical Skills
Junge, Teri Lynn
A mixed-methods study examined data derived from surgical technology students who participated in two sequential simulation lab practice attempts related to preoperative surgical case management skills. A comparison group and a treatment group performed the same simulation two times and similar data were collected. Additionally, the treatment group was asked to complete the adult trait hope scale at five intervals and complete a structured reflection activity between the two simulation attempts. Results of the study demonstrated that participation in a structured reflection activity between the first and second preoperative surgical case management simulation practice attempts did not have a significant positive impact on the outcome of future surgical case management practice attempts in the surgical simulation lab, that a significant positive correlation exists between the students’ score on the trait hope scale and the score on the second preoperative surgical case management simulation practice attempt and that participation in a structured reflection activity positively impacts learners’ levels of hope. Theoretical frameworks used to develop the reflection intervention are very general and are easily adaptable to other career technical education contexts where simulations are used. In general, results of this study contribute to improvement of simulation activities related to many career technical education learning experiences and specifically to the limited body of information specifically related to development of surgical skills and surgical technology education. Improving outcomes in the surgical simulation lab is expected to lead to improvements in teaching surgical technology theory and practice related to surgical case management skills and increase competency of surgical technology students to manage the operative setting, reduce errors, and increase patient safety. Additionally, it is expected that graduates will be better prepared to successfully complete the Certified Surgical Technologist examination administered by the National Board of Surgical Technology and Surgical Assisting, increase graduate employment rates, and increase graduate and employer satisfaction rates.
2019-05-01T00:00:00Z