Step Away From the Podium: A Year of “Untethered” Teaching

Our experiment in the untethered classroom is not about the technology—it is not about using the latest, neatest gadgets. This is about facilitating deeper learning; learning that goes beyond rote memorization and surface recall. This year Ryan Ingersoll, the Head of Library Technology, and Robbin Riedy, the Assistant Director of Educational Technology and Media, are facilitating three faculty learning communities on “untethered” teaching. These Communities of Practice are primarily utilizing iPads, Apple TVs and an app called Splashtop in order to re-imagine the classroom in a more collaborative and relationship friendly fashion. Discussions that we have with our faculty include pedagogy, classroom design, collaboration, and active learning, in addition to sessions on how to use and troubleshoot the technology. In this presentation, Robbin and Ryan will review what they learned over the course of the year and share the results of three surveys, which include a pre and post test, and a weekly 3 minute journal that faculty were required to complete. Presentation Video on YouTub

Dignity-Affirming Care in Collaborative Research Spaces

In this dissertation, I design, test, and iterate on a framework for dignity-affirming care in collaborative research. The introduction situates collaborative research in the realm of intentional communities, arguing that it is a form of research in which people work together for a common cause. The first chapter describes the conceptual framework and its development- highlighting the ways that research has traditionally been dignity-denying, and I position collaborative research as a potential remedy to dignity-denying trends in research. I note that dignity, however, is contingent on positive interactions, therefore, caring interactions in collaborative research must be studied in order to understand the ways in which dignity can be affirmed in research. The second and third chapters use the framework developed in the first to understand how dignity is affirmed in two research contexts. The first context is a set of research-practice partnerships (RPPs), and the second is a genetics lab inside of a museum which was run with the help of volunteers called community scientists. The second chapter details how different types of research practice partnerships support care in different ways, but that there are overarching mechanisms which support care in RPPs, these mechanisms include the intensity of interaction, concentration of interactions, and the attention to social identity. In the third chapter I find that dignity-affirming care is supported by a number of program designs in the lab, though experiencing growth through processing DNA was especially important.</p

Principles of Collaborative Education Research with Stakeholders: Toward Requirements for a New Research and Development Infrastructure

A group of collaborative forms of education research sits uneasily within the existing infrastructure for research and development in the United States. Members of this group hold themselves to account to ways of working with schools, families, and communities different from the research models promoted in U.S. policies and endorsed by U.S. federal agencies. Those models privilege individual investigators&rsquo; priorities for research and regularly yield products and findings with little relevance to practice. Four such models are reviewed in this paper: the Strategic Education Research Partnership, Design-Based Implementation Research, Improvement Science within Networked Improvement Communities, and Community-Based Design Research. Through a participatory process involving developers and advocates for these group members&rsquo; approaches, we identified a set of interconnected principles related to collaboration, problem solving, and research. Further, we reviewed evidence for the embodiment of these principles in from four U.S. projects belonging to these approaches by examining a total of 13 journal articles, reports, and book chapters published between 2008 and 2018. Understanding, building, and supporting enactments of these principles is a worthwhile endeavor because there is evidence that these approaches to research can promote agency and equity in education. However, supporting these principles requires criteria for judging quality, which peers can use to evaluate individual studies or sets of research; new outcomes by which to measure progress; new venues for developing and giving accounts of research; and an appreciation for the value of developing and cultivating relationships with educators, families, and communities as an integral part of research.</p

Multilingual Creative Reformists: Saudi Arabian Women's Ingenuity in Overcoming Economic, Religious and Cultural Barriers to Career Success

Thesis (Master's)--University of Washington, 2013The King Abdullah Foreign Scholarship Programs gives thousands of young Saudi Arabian women the opportunity to study abroad, learn English, and earn advanced degrees. How do students from this religiously conservative nation, studying at two Washington universities, construct career aspirations within a rigid structure in which they face economic, religious and cultural constraints? Women employed many passive resistance strategies to overcome these barriers. Students interviewed all chose to work within the system rather than defy it. The gender attitude of women also impacted how they dealt with various limitations. Those with more egalitarian views pushed the boundaries slightly more than those with more essentialized gender perspectives