Graduate Theses & Dissertations

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Enhancing interpretive trails with technology
Enhancing interpretive trails with smartphone technology may enrich the visitor’s educational experience by stimulating deeper engagement and enjoyment that will improve immediate knowledge and help promote the development of environmental literacy. This connection between technology and environmental education can only be considered successful if enhanced enrichment and educational value is found in the integration. Currently there is a substantial gap in research on the incorporation of technology into an interpretive trail experience. For this study, information on the local fauna and flora was produced and linked to Quick Response Codes (QR codes) installed along an outdoor trail. The QR codes were designed to be read using the participant’s personal smartphone. Immediately after completing the trail participants could volunteer to describe their smartphone-led experience through a self-administered cross-sectional questionnaire offered in hard copy at the study site. A non-experimental quantitative research methodology was employed to evaluate the survey data and determine the educational and enjoyment value of the experience. This research is of potential benefit to educators of science, technology and the environment. The research may also assist parks and recreation facilities wishing to offset the costs of building and maintaining traditional interpretive trails by eliminating the need for the printing of booklets, maps and signage. Author Keywords: education, environment, interpretive trails, science, smartphone technology
Achieving Equity in Mathematics Education
Little thought is given to how equitable mathematics would better the lives of those marginalized, or how the increased inclusion of marginalized voices improves the practice of mathematics. The purpose of this narrative research is to explore students’ voices and analyze aspects of math identity: the reported beliefs and practices of a group of elementary urban students who identify as Black/Brown. Understanding voice through counter-narrative is a methodology for the equitable practice of teaching/learning mathematics. CRRP describes participants engaged in the metacognitive task of writing untold stories as it relates to their beliefs, practices, and experiences in mathematics learning. The findings offer meaningful and appropriate insights to math educators about student competency, belongingness, and agency. Keywords: Black and Brown, marginalized students, student engagement, math identity, mathematical competence, sense of belonging to mathematics, mathematical agency, gateway, gatekeeper, fixed mindset, growth mindset, STEM pipeline, counter narrative. Author Keywords: Black and Brown, marginalized students, mathematical competence, math identity, sense of belonging to mathematics, student engagement
This Is It, I Guess
Queer youth are an at-risk group, with an incredibly high rate of harm and death as they grow into themselves. They are often advised to wait until they finish school to express their sexuality more openly, when they can leave to somewhere that is “better”, which in this context can mean safer, more accepting, or far away from friends and family who may reject them. Unfortunately, much of the media representation of queer people is regressive or stereotypical, usually involving the suffering or death of its queer-identified characters. It is telling that a recurring theme in queer stories is that empathy and understanding for queer people can only be attained through their suffering. Non-queer people do not have to suffer to be understood. In this thesis I discuss the potential of creativity in academic works, I examine queer stories that buck the trend of tragedy through queer and pop culture theory, and I write a queer young adult novel in response, featuring a self-actualized protagonist whose sexuality does not cause him pain or trauma. Author Keywords: creative writing, queer literature, queer protagonist, queer theory, queer youth, young adult literature

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2011 - 2021
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