Browsing Master's Projects (Online Innovation & Design) by Publication date
Now showing items 1-4 of 4
What does the required curriculum of a NASPAA accredited master of public administration (MPA) program typically look like?This research builds upon prior MPA Curriculum Research and regarding what the required curriculum of a Network of Schools of Public Policy, Affairs, and Administration (NASPAA) accredited Master of Public Administration (MPA) Program typically looks like. This research uses a mixed methods approach where qualitative Grounded Theory methods identify and classify required courses by course name. Quantitative methods calculates frequencies o f distribution and, combined with b rief qualitative statements, explain the typical NASPAA accreditation requirements across programs. This research is useful to understand the transformation of the MPA core requirements since 1989 and for existing and aspiring NASPAA accredited programs to plan and/or evaluate their required curriculum against the typically required core curriculum of NASPAA accredited programs as of 2013. Generally, this research identifies seven common requirements in a typical NASPAA accredited program of study, an average and range o f typical required credit hours per program, and discusses this research in relation to prior research, NASPAA accreditation standards, and the categories of courses typically required by 50% or more of NASPAA accredited programs in this research.
Highlighting School of Education successes to build communityThe project is a WordPress site to showcase faculty and students. This site is a companion piece to the redesigned University of Alaska Fairbanks School of Education website. It is intended to provide a visual resource to be used by faculty and staff to promote the uniqueness of current and recent developments in the School o f Education. The site should serve as a space where staff and faculty may promote opportunities for current and recent graduates. It will also include graduate students’ experiences via research, projects, career stories and testimonials provided by students. These materials will be linked in from the School of Education website under the proposed title of Showcase.
Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagementThis project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture.
Video feedback efficacy at Romig Middle SchoolRomig Middle School in Anchorage, Alaska, is consistently ranked within the top ten most diverse middle schools in the nation. The main objective of this research will be to determine if video production students meet learning objectives better or worse with video feedback given. The secondary goal is to measure the efficacy of using video feedback as a delivery source of evaluation to students at the eighth-grade level. The methods involve pre-and-post class surveys on the feedback methods and quantitative data gathered on improved technique. The results of this research will guide the use of video feedback in video production classes and serve as a platform to expand video feedback delivery into technology classes.