Updated: 5/15/2025
For the degree of Doctor of Education, Interprofessional Leadership
May 8, 2025 | 9:30 a.m.
Traditional physics instruction in Chinese international schools emphasizes exam preparation through teacher-led drills, often neglecting practical skills and student motivation. While parents acknowledge project-based learning (PBL)’s potential to foster study motivation and experience, they remain skeptical about its academic trade-offs. This study evaluates how integrating PBL with virtual labs impacts ninth-grade students’ physics achievement, motivation, and learning experiences. Read more...
For the degree of Doctor of Philosophy, Higher Education Administration
May 12, 2025 | 10:00 a.m.
The purpose of this constructivist grounded theory study was to understand the process by which first-generation undergraduates develop meaningful relationships with faculty members. In alignment with the constructivist paradigm from which this study was positioned was the conscious choice to center the student and their agency in student-faculty interaction that leads to the development of a meaningful relationship. Read more...
For the degree of Doctor of Philosophy, School Psychology
May 13, 2025 | 11:00 a.m.
This study utilizes hierarchical linear modeling (HLM) to determine the current impact of peer-mediated interventions for students with ASD in school-based settings, as well as determine if there is difference in impact between individual and multi-peer interventions and between interventions in which peers were and were not rotated. Results indicate that peer-mediated interventions employing multiple peers do not demonstrate significantly greater effectiveness than one-on-one peer-mediated approaches in fostering social skill development. Read more...