Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item RETHINKING MOVEMENT(2024) Gomez, Jose; Tilghman, James; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Today, there are numerous transportation methods that are constantly changing our landscape. Despite the diversity of transportation options, our approach toward movement has become outdated. The emergence of autonomous vehicles, electric vehicles, sustainable power sources and advanced infrastructure are currently shaping the way we move throughout the world. The advantages of these technologies are clear; high performance, low to no carbon emissions, automatic systems, and improved safety are clearly the direction of the future. However, their adaptation and implementation is slow and ineffective. Emerging technology presents a viable opportunity to design architecture and mobility as a synergetic system that can facilitate movement, improve accessibility, and reclaim the human experience from outdated infrastructure. It is therefore important to rethink how we move through space in order to design for human wellness. This thesis will explore transportation problems in cities, emerging technologies, sustainable practices, and design guidelines and precedents in search of an efficient moving, self-sufficient, wellness focused future.Item "Alexa, do I have an STD?": An Exploration of Young Adult Information Seeking Behaviors When Engaging With Home Assistant Devices About Sexually Transmitted Infections(2023) Siddiqui, Junaed Ahmad; Baur, Cynthia; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)BACKGROUND: Sexually transmitted diseases and infections continue to disproportionately affect young adults in the United States, with half of all new STIs annually occurring in young adults between the ages of 15 and 24. Advances in digital technologies have allowed for the facilitation of fast and discreet information about sexual health but remains understudied in the context of newer technologies. There is limited research on the effectiveness of Home Assistant Devices as channels to facilitate the information seeking process in young adults. To address this gap, this study explored whether Home Assistant Devices can facilitate the sexual health information seeking process in young adults between the ages of 18 and 26 who already use the internet to search for health information. The purpose of this dissertation was to explore the perspectives of young adults to understand the depth of their sexual health information needs and whether a user-centric designed HAD can be a suitable alternative for fulfilling those information needs. METHODS: Informed by the Theory of Motivated Information Management and Technology Acceptance Model, this qualitative study used the Design Thinking framework to understand young adults’ information needs and created a prototype voice skill to address that need. In-depth interviews were conducted virtually on Google Meet or Zoom and were recorded. This qualitative study occurred in three phases: in the first phase, 10 young adults were interviewed about their information seeking needs, current gaps, and how they thought Home Assistant Devices could fill that need. Insights from those interviews were then analyzed and used to create a prototype that would address sexual health information needs. The prototype was then tested with a new group of ten young adults, and their reactions to the prototype was recorded via interviews. In the third phase, the prototype was refined based on feedback from the previous group, and then re-tested with a new group of 10 young adults. In total, in depth interviews were conducted virtually with 30 young adults to understand information needs and create a prototype voice skill that could serve to facilitate the transfer of sexual health information in a convenient and relevant manner. Inductive thematic analysis was conducted to identify emergent themes. RESULTS: Overall, the sample (n=30) was 63% female, 43% White, with 53% having completed a bachelor’s degree, and 47% having owned a Home Assistant Device for over 12 months. The average age of the sample was 24 years old. After analyzing interviews through inductive thematic analysis in NVivo, four themes that were noted in the first phase as it related to Home Assistant Devices and information needs: the use of HADs as a means of convenience, preferring to use screen-based devices for research, tradeoffs between privacy and functionality, and the ability to emergency triage users for medical attention based on symptoms. Three main themes emerged in the second phase after reacting to the first version of the prototype, including anxiety and frustration when experiencing the unknown, pre-existing positive perceptions of Home Assistant Devices, and negative perceptions of Home Assistant Devices. In the third phase, two main themes emerged: a desire to share visuals to build comfort and bridge the information gap, and an ambivalence towards privacy. DISCUSSION: Privacy concerns remain prominent with Home Assistant Devices when engaging with them for information seeking purposes. These concerns are sometimes met with ambivalence by young adults, who were willing to trade some of their privacy for added features or functionality that could improve their user experience. Furthermore, challenges remain with voice search and screen-based devices are perceived to be easier to use. Lastly, the sexual health information seeking process is sensitive, and many young adults in this sample expressed wanting to have a more personalized experience that acknowledged their specific situations. To the author’s knowledge, this is the first study that explored the factors contributing to the sexual health information seeking process using Home Assistant Devices among young adults between the ages of 18 and 26. The results of this study have several implications for public health practice and research, especially as it relates to the Design Thinking approach for public health voice skill development, as well as addressing a new approach to providing sexual health information to young adults that may be more discreet and relevant to them. The findings from this study contribute to the emerging literature base on the use of Home Assistant Devices to address sensitive health information seeking behaviors.Item From Über-marionettes to Muppets. Finding ancient joy in the modern-day world.(2019) Brann, Olivia Louise; Harding, James; Theatre; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the spring of 1907, writer and director, Edward Gordon Craig first exclaimed that the actor must exit the stage, and, in its place, we would welcome the über-marionette. The mystery behind Craig’s “puppet” creation is left unsolved to this day. What is an über- marionette? Is it a metaphor for the perfect performer? An oversized puppet? A performer inside a puppet? Multiple scholars have tried to sort through Craig’s metaphorical writings in order to figure out the construction of the über-marionette. But, perhaps instead of looking for information about its’ appearance, we should be looking for what the über-marionette would bring. Using the works of Jim Henson and the styles of puppetry used in his feature film, The Dark Crystal, this thesis is a comparative analysis and thorough exploration of the works of Edward Gordon Craig’s philosophies and Jim Henson’s practices.Item TEACHERS’ PERCEPTIONS OF THE IMPACT OF iPAD© USE IN THE CLASSROOM ON THEIR INSTRUCTIONAL PRACTICE(2017) Wood II, Rick P.; Richardson, Patricia M; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)As technology devices, access, and availability continue to grow exponentially in our society, school systems need to align their educational resources, tools and professional growth programs to have a positive effect on teaching and learning in today’s 21st century classroom. Studies have shown the integration of technology in the classroom can have a positive influence on teaching and learning. The purpose of this study was to investigate teachers’ perceptions of the impact that one device, the iPad©, can impact their instructional practice in the classroom. The goals of this study were to determine the variety of ways that iPads© can be utilized in the classroom, types of professional development that is valuable in technology integration and obtaining teachers’ perceptions towards the usefulness of this technology in the classroom. This study used a known measurable tool, the SAMR model, to quantify the integration levels of technology in the classroom. The framework of the SAMR model places technology use into four categories: Substitution, Augmentation, Modification and Redefinition. Modification and redefinition are the highest tiers of technology integration, which exhibits the creation of tasks in the classroom that would not be possible without the use of technology. This study was conducted in a private, 9-12 high school which has implemented a 1:1 iPad© program since 2013 and is located in a rural/suburban area with 99% of the students matriculating to higher education. The findings of this study indicated a very high frequency and variation of iPad© use by teachers and students, with the majority of the teachers and students using the device everyday, mostly in the SAMR categories of substitution and augmentation. Teachers having the most total years teaching and the most years teaching with the iPad© were more likely to consider themselves above average or leaders in using technology in the classroom. Teachers that self-reported as above average or leaders in technology use also placed themselves in the two higher tiers of the SAMR scale, with Apple Educator certification being the most influential factor. In their professional development, teachers reported the use of in-house workshops as the most effective method to learn new technologies. When surveyed on the specific types of professional learning teachers needed to vary instruction, their primary response centered on receiving training on how to utilize technology to personalize learning for their students. In order to effectively use the technology in the classroom, teachers believed professional development sessions that focused on curbing student distractions were most valuable. Professional development that emphasized best practices to align the technology to their specific subject area was stated as most significant by teachers in order to increase technology integration in their classroom. Teachers felt the most positive impacts that iPads© had on their instructional practices included the increased access that students have to learn information, the ability to create assignments that would be impossible without the technology, and the ability to vary assessments with using the iPad©. Student plagiarism was the area of most concern for teachers when surveyed on ways that the iPad© can inhibit teaching and learning. Teacher experience, certifications, frequency of technology use in the classroom, professional development, and teacher perceptions and attitudes towards technology are realized as contributing factors in technology integration in a secondary school classroom.Item [CREATIVES] Housing, Design for Innovation and Entrepreneurship(2017) Akpedeye, Nicole A.; Hill, Joshua; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Globally, the technology revolution is still expanding, coupled by a rise in entrepreneurship in many parts of the world. With the growing interest in technology, innovation, and entrepreneurship, housing must advance to meet the demands of these creative individuals and families in order to enable them to succeed in their professional endeavours as well as support their future families at the same time. Maximizing one’s time requires housing that enables living and working in close proximity. There are opportunities to create diverse, mixed-use communities for both living and working in derelict or abandoned areas of cities. Cities, such as Baltimore, historically enabled people to live in close proximity to work, but due to zoning laws and flight to the suburbs, many workers spend too much time commuting and away from their families. This thesis will explore master planning, creating a place and housing types that allow for innovation and entrepreneurship within a city. By re-creating the work-life balance historically present in cities, derelict areas can have a chance at a second life. The emergence of innovation districts in many parts of the country is a precedent that shows how compact areas with various amenities and services can be established to benefit start-ups, entrepreneurs, and the whole community. Thus, mimicking cities of old.Item Factors that Influence Technology Integration in the Classroom(2017) Montgomery, Maureen Cathryn; McLaughlin, Margaret J; Richardson, Patricia M; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Education is one area where the use of technology has had great impact on student learning. The integration of technology in teaching and learning can significantly influence the outcome of education in the classroom. However, there are a myriad of factors that influence technology integration in the classroom. The purpose of this study was to investigate the variation of teacher integration of technology into classroom instruction. Factors that teachers perceive as being the most influential will be analyzed. The investigation also serves to inform school leaders about specific ways to ensure maximum use of instructional technology by all staff members. The study involved a comprehensive high school centrally located in a suburban county in Maryland with an on-time graduation of above 95%. This study surveyed 49 teachers who are employed at this high school and represent various years’ experience. Their teaching assignments range from standard level to advanced placement courses in one of the following content areas: English, science, social studies, or math. The research design in this study is quantitative in nature and was conducted through an on-line anonymous, eleven question survey using the Qualtrics platform. A total of 44/49 participants, or 90%, provided responses to all of the questions asked on the anonymous survey. Results indicated that content, grade, skill level of student, and years’ experience had no effect on the integration of technology in the classroom as 84% reported daily integration. Smart Boards and Laptops were the most frequently used while responders/clickers and the document camera were the least frequently used. Teachers reported using the Internet to develop lessons, Moodle, and video clips from the Internet were the most common uses of technology. Furthermore, results indicated that personal interest, availability, and professional development had the greatest influence over a teacher’s decision to integrate technology.Item EXAMINING TEACHERS’ USES OF INTERACTIVE DIAGRAMS IN SECONDARY MATHEMATICS INSTRUCTION(2017) Coleman, Thomas; Walkoe, Janet; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This is a study of secondary mathematics teachers’ use of a digitally enhanced educational technology called Interactive Diagrams (IDs). This study is concerned with the ways in which mathematics teachers use IDs as they plan and enact classroom activities involving this technology, as well as the factors that affect their ID use. Qualitative research methods were used to conduct this exploratory study focused on the practice of three teachers within a large urban school district. Using Remillard’s (2005) conceptualization of teacher-curriculum interactions allowed participants’ instructional practices to be situated within an environment affected by contextual, curricular, teacher, and student factors. Mediating factors within each of these areas were identified for the study participants using inductive coding techniques. Teachers’ intended and enacted uses of selected IDs were also analyzed using this research methodology. The results of this analysis are described, as well as implications for future practice and research.Item The Evolution of Science Ownership in Learners Engaged in Design and Technology Usage(2014) Yip, Jason C.; Druin, Allison; Stieff, Mike; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In my dissertation, I set out to explore the following research question on bridging: How does ownership evolve as learners engage in a guided inquiry-based science learning environment focused on design and technology usage? My dissertation explores a case study of four learners involved in an afterschool program called Kitchen Chemistry (KC). KC is a nonformal learning environment in which learners engage in scientific practices within the context of cooking. Learners engage in inquiry practices through the development of their own scientific food investigations. In my study I examined how four focal learners come to develop a sense of ownership of science learning as they each develop their own personal food investigations. Using Wenger's (1998) framework of identity formation in communities of practice (imagination, engagement, and alignment), my study shows that a learner's identity and social dynamics from home, school, and informal learning shape and fashion what he or she chooses to own, how ownership is expressed, and how that ownership can both support and hinder a learner's science learning.Item Assessing the Cost of Risk for New Technology and Process Insertion(2013) Lillie, Edwin Thomas; Sandborn, Peter; Mechanical Engineering; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Adoption and insertion of new technologies and processes into systems is inherently risky. A cost model that forecasts the cost of risk associated with inserting new technology into a system has been developed. The model projects the cost of inserting new processes, projects the impact of the processes on the cost of risk for the system, and performs a cost-benefit analysis on the adoption of proposed new processes. The projected cost of failure consequences (PCFC) is defined as the cost of all failure events (of varying severity) that are expected to occur over the service life of the system. The PCFC is uncertain, and the potential positive impact of adopting new technologies into the system is to reduce the cost of risk and/or reduce its uncertainty. A case study that assesses the adoption of a lead-free solder control plan into systems that previously used tin-lead solder has been performed.Item COLLABORATIVE SCIENCE ACROSS THE GLOBE: THE INFLUENCE OF MOTIVATION AND CULTURE ON VOLUNTEERS IN THE UNITED STATES, INDIA, AND COSTA RICA.(2013) Rotman, Dana; Preece, Jennifer J; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Reliance on volunteer participation for collaborative scientific projects has become extremely popular in the past decade. Cutting across disciplines, locations, and participation practices, hundreds of thousands of people all over the world are now involved in these studies, and are advancing tasks that scientists cannot accomplish alone. Although existing projects have demonstrated the value of involving volunteers to collect data, few projects have been successful in maintaining volunteer involvement over long periods of time. Therefore, it is important to understand the unique motivations of volunteers and their effect on participation practices, so that effective partnerships between volunteers and scientists can be established. This study provides a first look into the relationship between motivation and culture in the context of ecology-focused collaborative scientific projects around the world. Projects in three distinct cultures - the United States, India, and Costa Rica - were examined by triangulating qualitative and quantitative methods followed by a cross-cultural comparison. The findings reveal a temporal process of participation that is highly dependent on motivation and culture. Initial participation stems in most cases from self-directed motivations. However, as time progresses, the motivational process becomes more complex and includes both self-directed motivations and collaborative motivations. In addition, motivation is strongly modulated by local cultural norms, expectations, and practices. Collaborative and scientific cultures also have an impact throughout the course of the volunteers' participation. This research provides theoretical and practical contributions: its findings extend current understanding of theories of motivation by showing the connection between culture and motivation, and demonstrate how cultural effects lie at the core of motivation and participation practices in volunteer-based collaborative scientific projects. These findings will also inform scientists, project leaders, educators, administrators, and designers on ways to entice and maintain long-term volunteer participation in collaborative scientific projects that are situated in different cultures.