Doctoral Dissertations

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https://jewlscholar.mtsu.edu/handle/mtsu/3481

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Browsing Doctoral Dissertations by Department "Basic & Applied Sciences"
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    A SCIENCE FACULTY MOTIVATION ANALYSIS TO ADOPT EVIDENCE-BASED TEACHING
    (Middle Tennessee State University, 2019) Carroll, Penny ; Gardner, Grant ; Brinthaupt, Tom ; Grinath, Anna ; Bleiler-Baxter, Sarah ; Seipelt-Thiemann, Rebecca ; Basic & Applied Sciences
    The most common teaching practice in America’s universities is lecturing and this study investigated faculty reasons for continuing this practice in their particular departmental contexts. This study examined data from faculty surveys, interviews, classroom observations and departmental artifacts using the expectancy-value theory as an analytical framework for understanding faculty motivational components to adopt evidence-based teaching. Some key expectancies and values identified in this study included class size, the need for credible evidence, department communication, department teaching expectations, and achieving tenure. This work also updated previous EVT models by identifying new expectancies and values to consider when working at a local level with faculty. This study proposes a new professional development model for future use when working with faculty on the research-to-practice gap issues.
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    Adopting Reform-based Pedagogy in Post-secondary Microbiology Education
    (Middle Tennessee State University, 2016-11-11) Bonner, Jeffery Wayne ; Barlow, Angela ; Gardner, Grant ; Howard, Robert ; Rowell, Ginger ; Goodin, Terry ; Basic & Applied Sciences
    Current emphasis on improving student learning and retention in post-secondary science education can potentially motivate veteran faculty to reconsider what is often a traditional, instructor-centered instructional model. Alternative models that foster a student-centered classroom environment are more aligned with research on how students learn. These models often incorporate active-learning opportunities that engage students in ways that passively taking notes in an instructor-centered classroom cannot. Although evidence is mounting that active-learning is an effective strategy for improving student learning and attitude, university professors, without formal pedagogical knowledge and training, can face uncertainty about where to start and how to implement these strategies.
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    An Examination of Resources that Impact the Learning Experience of Underprepared Community College Students in a Redesigned Co-Requisite Statistics Course
    (Middle Tennessee State University, 2017-11-12) Smith, Derek ; Chappell, Michaele ; Butler, Kyle ; Lischka, Alyson ; Martin, Mary ; Oslund, Eric ; Basic & Applied Sciences
    Students entering post-secondary institutions underprepared for their college-level mathematics requirements are often required to enroll in developmental courses. These classes typically do not count towards graduation requirements and result in added time and money for a student’s program of study. Furthermore, the literature has found that students just below the threshold of college-ready classification have experienced negative effects related to persistence, which may be explained by the frustration of the additional course work and the stigma some individuals experience when labeled a remedial student. Various reform efforts have been introduced to restructure the curricula and instructional methods to reduce the amount of time needed for underprepared students to satisfy their educational requirements.
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    An Examination of the Statistical Problem-Solving Process as a Potential Means for Developing an Understanding of Argumentation
    (Middle Tennessee State University, 2017-03-30) Baum, Brittany ; Barlow, Angela ; Chappell, Michaele ; Rowell, Ginger ; Strayer, Jeremy ; Basic & Applied Sciences
    As part of the recent history of the mathematics curriculum, reasoning and argument have been emphasized throughout mathematics curriculum standards. Specifically, as part of the Common Core State Standards for Mathematics, the Standards for Mathematical Practice were presented, which included the expectation that students develop arguments and carefully consider others’ arguments. Due to its emphasis on reasoning and argument, argumentation is one possible way students can meet the expectations of these standards. However, when used in mathematics, argumentation is commonly limited to proofs. Therefore, the use of argumentation in mathematics in ways apart from proofs is needed. Through an examination of students in a college-level introductory statistics classroom, this study examined how engaging in the statistical problem-solving process served as an avenue for developing students’ understanding of argumentation.
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    Analysis of Thermal Motion Effects on the Electron Density via Computational Simulations
    (Middle Tennessee State University, 2014-10-24) Michael, John Robert ; Koritsanszky, Tibor ; Volkov, Anatoliy ; Kong, Jing ; Khaliq, Abdul ; Melnikov, Yuri ; Basic & Applied Sciences
    The Electron Density (ED) of a molecular structure can only be observed for large ensembles of molecules packed tightly in crystal structures in the solid state. Even then it cannot truly be observed, instead experimental measurements are taken via X-Ray Diffraction (XRD) and the resulting data is fitted to a theoretical ED model describing the probability of finding an electron inside an infinitesimal volume element.
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    Arginyl aminopeptidase-like 1 (RNPEPL1): from hypothetical reading frame toward functional characterization
    (Middle Tennessee State University, 2014-07-17) Maynard, Karen Beasley ; Seipelt - Thiemann, Rebecca ; Bailey, Frank ; Cahoon, A ; Kline, Paul ; Robertson, J ; Basic & Applied Sciences
    Arginyl aminopeptidase-like 1 (RNPEPL1) was first reported as a hypothetical reading frame during various genomic studies to complete the human genome. This study aimed to move the gene from hypothetical status to verified, as well as move toward establishing a biological role or function in inflammation based on gene family similarity.
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    Bioinformatics Tools and Applications for Rainbow Trout
    (Middle Tennessee State University, 2017-04-03) Al-Tobasei, Rafet ; Salem, Mohamed ; Carroll, Hyrum ; Li, Cen ; Seipelt -Thiemann, Rebecca ; Phillips, Joshua ; Basic & Applied Sciences
    Rainbow trout is one of the widely used aquaculture species for food worldwide. Due to its commercial importance, various genomic resources are available for the trout including a draft reference genome, microRNA repertoire, quantitative trait loci and single nucleotide polymorphisms (SNPs) associated with different production traits. However, many of these genomic resources still need improvement in terms of quality and quantity. The only available genome draft is not completely annotated, and lacks non-coding RNA and some protein coding genes. Similarly, majority of the previous work aimed at identification of trait-associated genetic markers were not robust due to limitation of genomic resources that were previously available.
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    COMPUTATIONAL IMPROVEMENTS FOR STOCHASTIC SIMULATION WITH MULTILEVEL MONTE CARLO
    (Middle Tennessee State University, 2016-06-09) Colgin, Zane ; Khaliq, Abdul ; Sinkala, Zachariah ; Melnikov, Yuri ; Robertson, William ; Basic & Applied Sciences
    In this work we implement various techniques to improve the multilevel Monte Carlo (MLMC) method as it is applied to a variety of stochastic models. In each case we were able to show a quantifiable computational benefit.
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    COMPUTATIONAL MODELING OF BLOCH SURFACE WAVES IN ONE-DIMENSIONAL PERIODIC AND APERIODIC MULTILAYER STRUCTURES
    (Middle Tennessee State University, 2017-03-27) Koju, Vijay ; Robertson, William ; Khaliq, Abdul ; Bedekar, Vishwas ; Baba, Justin ; Basic & Applied Sciences
    Photonic crystals and their use in exciting Bloch surface waves have received immense attention over the past few decades. This interest is mainly due to their applications in bio-sensing, wave-guiding, and other optical phenomena such as surface field enhanced Raman spectroscopy. Improvement in numerical modeling techniques, state of the art computing resources, and advances in fabrication techniques have also assisted in growing interest in this field. The ability to model photonic crystals computationally has benefited both the theoretical as well as experimental communities. It helps the theoretical physicists in solving complex problems which cannot be solved analytically and helps to acquire useful insights that cannot be obtained otherwise. Experimentalists, on the other hand, can test different variants of their devices by changing device parameters to optimize performance before fabrication. In this dissertation, we develop two commonly used numerical techniques, namely transfer matrix method, and rigorous coupled wave analysis, in C++ and MATLAB, and use two additional software packages, one open-source and another commercial, to model one-dimensional photonic crystals. Different variants of one-dimensional multilayered structures such as perfectly periodic dielectric multilayers, quasicrystals, aperiodic multilayer are modeled, along with one-dimensional photonic crystals with gratings on the top layer.
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    DEVELOPING A PERSONALIZED ARTICLE RETRIEVAL SYSTEM FOR PUBMED
    (Middle Tennessee State University, 2016-06-21) Pitigala, Sachintha Prasad ; Li, Cen ; Seo, Suk ; Wallin, John ; Wu, Qiang ; Basic & Applied Sciences
    PubMed keyword based search often results in many citations not directly relevant to the
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    Developing Meaning for Algebraic Procedures: An Exploration of the Connections Undergraduate Students Make Between Algebraic Rational Expressions and Basic Number Properties
    (Middle Tennessee State University, 2013-07-16) Yantz, Jennifer Lynne ; Barlow, Angela ; Holmes Rowell, Ginger ; Stephens, Chris ; Strayer, Jeremy ; Vanosdall, Rick ; Basic & Applied Sciences
    The attainment and retention of later algebra skills in high school has been identified as a factor significantly impacting the postsecondary success of students majoring in STEM fields. Researchers maintain that learners develop meaning for algebraic procedures by forming connections to the basic number system properties. The present study investigated the connections participants formed between algebraic procedures and basic number properties in the context of rational expressions.
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    ECOLOGICAL LITERACY, URBAN GREEN SPACE, AND MOBILE TECHNOLOGY: EXPLORING THE IMPACTS OF AN ARBORETUM CURRICULUM DESIGNED FOR UNDERGRADUATE BIOLOGY COURSES
    (Middle Tennessee State University, 2017-11-09) Phoebus, Patrick Eugene ; Rutledge, Michael ; Sadler, Kim ; Barlow, Angela ; Kim, Jwa ; Walck, Jeffrey ; Basic & Applied Sciences
    Increasing individual ecological literacy levels may help citizens make informed choices about the environmental challenges facing society. The purpose of this study was to explore the impacts of an arboretum curriculum incorporating mobile technology and an urban greenspace on the ecological knowledge, environmental attitudes and beliefs, and environmental behaviors of undergraduate biology students and pre-service K-8 teachers during a summer course.
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    EFFICIENT COMPUTING OF POTENTIAL FIELDS INDUCED BY POINT SOURCES IN THIN PERFORATED SHELL STRUCTURES
    (Middle Tennessee State University, 2014-10-30) Borodin, Volodymyr ; Melnikov, Yuri ; Khaliq, Abdul ; Koritsanszky, Tibor ; Robertson, William ; Wallin, John ; Basic & Applied Sciences
    Potential fields of various physical nature might significantly affect viability of structures in automobiles, aircraft, and other areas of contemporary engineering. That is why accurate analysis of potential fields, occurring in elements of structures, is required for the exploration of conditions of their predetermined functioning. Thermoelasticity, for example, is a specific branch of natural sciences where information about thermal fields is especially critical. Fields induced by point sources represent an important particular case quite often occurring in reality.
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    Efficient numerical methods for nonlinear Schringer equations
    (Middle Tennessee State University, 2015-10-22) Liang, Xiao ; Khaliq, Abdul ; Melnikov, Yuri ; Robertson, William ; Ye, Dong ; Basic & Applied Sciences
    The nonlinear Schringer equations are widely used to model a number of important physical phenomena, including solitary wave propagations in optical fibers, deep water turbulence, laser beam transmissions, and the Bose-Einstein condensation, just to mention a few. In the field of optics and photonics, the systems of nonlinear Schringer equations can be used to model multi-component solitons and the interaction of self-focusing laser beams. In three spatial dimensions, the nonlinear Schringer equation is known as the Gross-Pitaevskii equation, which models the soliton in a low-cost graded-index fiber. Recently, research on nonlinear space fractional Schringer equations, which capture the self-similarity in the fractional environment, has become prevalent. Our study includes the systems of multi-dimensional nonlinear space fractional Schringer equations.
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    ELEMENTARY PROSPECTIVE TEACHERS AND THE NATURE OF MATHEMATICS: AN EXPLANATORY PHENOMENOLOGICAL STUDY
    (Middle Tennessee State University, 2019) Watson, Lucy Anna ; Basic & Applied Sciences
    Recently, there has been a resurgence of an effort to understand the nature of mathematics and what the construct means for mathematics education as a field and educators. Underlying teachers’ understandings of the mathematics they teach are their conceptions of the nature of mathematics, and these conceptions provide a basis for the teacher’s espoused and enacted models for teaching and learning mathematics. This explanatory phenomenological study sought to answer the following questions: What are prospective elementary teachers’ conceptions of the nature of mathematics?; How do the lived experiences of the elementary prospective teachers inform their conceptions of the nature of mathematics?; and What are the connections, if any, to prospective teachers’ conceptions of the nature of mathematics and the Proposed Unified View? The results of this study revealed that (1) elementary prospective teachers viewed the nature of mathematics as a static-unified body of knowledge, but did not acknowledge mathematics as a discipline, (2) experiences with elementary prospective teachers’ former teachers were most influential in forming their conceptions about the nature of mathematics, and (3) when presented with the Proposed Unified View of the nature of mathematics, prospective teachers experienced a dissonance in how they were expected to learn and how they wanted to teach mathematics.
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    Examining the Role of Motivation and Mindset in the Performance of College Students Majoring in STEM Fields
    (Middle Tennessee State University, 2016-07-12) Kassaee, Ameneh Mahrou ; Barlow, Angela ; Rowell, Ginger ; Oslund, Eric ; Bleiler-Baxter, Sarah ; Stephens, David ; Basic & Applied Sciences
    ABSTRACT
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    Exploring Pedagogical Content Knowledge of Biology Graduate Teaching Assistants Through Their Participation in Lesson Study
    (Middle Tennessee State University, 2015-07-20) Lampley, Sandra Ann ; Barlow, Angela ; Gardner, Grant ; Boyd, Lynn ; Caukin, Nancy ; Rutledge, Michael ; Basic & Applied Sciences
    Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many have not received training in the aspects of effective teaching. One type of professional development, called lesson study, has played a key role in improving student achievement in secondary education in both Japan and the United States. Key features of lesson study, including research, collaboration, observation, and reflection, are believed to create changes in teachers’ knowledge and beliefs, which can inform the development of pedagogical content knowledge (PCK). PCK is an integration of both content knowledge and pedagogical knowledge and involves teachers’ understanding of the best ways to help students comprehend the specific subject matter using multiple instructional strategies, examples, and explanations. The present study examined the potential that lesson study holds for advancing GTAs’ PCK while teaching an introductory biology laboratory course.
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    Implementing Reform-Oriented Statistics in the Middle Grades: Teacher Support Structures
    (Middle Tennessee State University, 2015-07-20) Gerstenschlager, Natasha E. ; Barlow, Angela ; Lischka, Alyson ; Clark, Laura ; Strayer, Jeremy ; Rowell, Ginger ; Basic & Applied Sciences
    With the Common Core State Standards for Mathematics (CCSSM) (CCSSI, 2010), statistics and probability have a more influential role in the middle grades curriculum than in the past. Specifically, sixth grade now begins middle-school students’ formal exposure to and experience with statistics. However, statistics is generally not a priority in teacher preparation programs leading to teachers’ poor content knowledge in statistics. Also, some teachers do not feel prepared to teach statistics as described in the CCSSM and other reform-based documents. These prove to be barriers to reform-based instruction, and some have recommended using lessons created by statistics educators as a way to address these barriers. Unfortunately, simply having these lessons is not enough to ensure that students develop a conceptual understanding of the topic. In addition, even if teachers have those lessons, there is limited research on how well instruction aligns with curriculum expectations when it is implemented in the classroom. Therefore, this descriptive case study explored the implementation fidelity of a reform-oriented statistics lesson in a sixth-grade classroom. A secondary component of the study was to explore what support structures the teacher identified as necessary for implementation.
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    K-12 teacher professional growth for nature of science and scientific inquiry: Promoting reflection through exemplars
    (Middle Tennessee State University, 2017-08-01) Parrish, Jennifer Castle ; Gardner, Grant ; Bleiler-Baxter, Sarah ; Mangione, Katherine ; Schwartz, Renee' ; Seipelt-Thiemann, Rebecca ; Basic & Applied Sciences
    Developing K-12 science teachers’ understandings of nature of science (NOS) and scientific inquiry (SI) continues to be a major goal of science education reform. There is consensus among science teacher educators that developing students’ NOS and SI understandings is vital to the development of a scientifically literate citizenry. However, two decades of research have shown that science teachers continue to hold views of NOS and SI incongruent with reform recommendations.
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    K-12 teacher professional growth for nature of science and scientific inquiry: Promoting reflection through exemplars
    (Middle Tennessee State University, 2017-08-01) Parrish, Jennifer Castle ; Gardner, Grant ; Bleiler-Baxter, Sarah ; Mangione, Katherine ; Schwartz, Renee' ; Seipelt-Thiemann, Rebecca ; Basic & Applied Sciences
    Developing K-12 science teachers’ understandings of nature of science (NOS) and scientific inquiry (SI) continues to be a major goal of science education reform. There is consensus among science teacher educators that developing students’ NOS and SI understandings is vital to the development of a scientifically literate citizenry. However, two decades of research have shown that science teachers continue to hold views of NOS and SI incongruent with reform recommendations.