American Indian/Alaskan Native cultural identity influences on postsecondary experiences based on secondary data

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Susan Ferebee, Ph.D.

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Susan Ferebee
First and Last Name: 
Susan Ferebee

History

Member for
5 years 10 months
Phone: 
(520) 869-7076
Current and Ongoing Research Interests: 

The interpretive communities of first year undergraduate online students: an exploratory factor analysis

Use of Facebook's Capture the Flag in Live Seminars to improve cybersecurity learning outcomes

The impact of faculty gender on IT female student learning outcomes. 

Smart technology: How it is used in homeschooling.

The influence of extracurricular activities on student engagement in post-secondary online education

 

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Publications: 
The Relationship of Bible Medium to Bible Perception
Review of the article Understanding online reading through the eyes of first and second language readers: An exploratory study by H. Kang
Why Gaming is Working in Higher Education
Emergent Leadership, Persuasion and Trust in Virtual Leaderless Groups
Persuading library use in technologically structured individuals
Review of Online Learning Across Ethnicity and Age: A Study on Learning Interaction Participation, Perception, and Learning Satisfaction by Ke & Kwak
Teaching mathematics using mediated and mixed mediated communication models
The neural persuasion model: Aligning neural readiness, perceived need, and intervention strategies
Successful persuasive technology for behavior reduction: Mapping to Fogg's gray behavior grid
International Journal of Conceptual Structures and Smart Applications [Special Issue] Transforming Learning with Smart Technology
Guest Editorial Preface
Creating loyal customers in a contact center environment
University of Phoenix Courses: 
LDR/711A
LDR/721
LDR/722
DOC/732R
DOC/733
DOC/734
IST/710
IST/733
IST/721
IST/731
DOC/722
Professional Bio: 
Dr. Ferebee holds a Ph.D. in Information Systems from Nova Southeastern and certification in Neuroscience Foundations from Harvard University. She performs research in persuasive technology, social media, the neuroscience of persuasion and trust in virtual communication. Recent areas of research are the neuroscience of reading and perception, the neuroscience of stress, and development of a stress spectrum model to help examine the influence of PTSD on returning military students. An additional area of current research is Native Americans' social identity influence on their higher education success, and the relationship between mindfulness meditation and critical thinking.. Dr. Ferebee presents often at academic conferences and is published in scholarly, peer-reviewed journals. Dr. Ferebee serves as a Research Fellow for the Center for Educational and Instructional Technology Research. She teaches undergraduate and graduate courses and serves as a chair and committee member for dissertation students. Dr. Ferebee also writes curriculum for and teaches for the Duke TIP summer program, a program for gifted middle school students.
Degrees Completed: 
Doctoral Degree
Information Systems
Nova Southeastern University
2006
Masters Degree
Business Administration (MBA)
University of Phoenix
1999
Bachelors Degree
Business Administration and Management
University of Phoenix
1995
Doctoral Degree
Executive Juris Doctorate
Kaplan University, Concord Law School
2016
Academic Appointments: 
Associate Faculty, School for Advanced Studies
University of Phoenix School for Advanced Studies
Instructor
Duke University Talent Identification Program (TIP)
Duration: 
Thursday, February 1, 2001
Faculty
Kaplan University
Duration: 
Friday, January 2, 2015
Honors and Awards: 
Best Conference Presentation (2015)
Academic Forum, Spring 2015 Conference
Research Institute Grant (2011)
Study on the ROI and ROV of Hispanic Educational Attainment.
National Research Center Grant (2009)
The Impact of Synchronous and Asynchronous Communication in Online Learning Outcomes.
Senior Research Fellow Award (2009)
National Research Center for Teaching and Learning
Outstanding Faculty Award, University of Phoenix, Southern AZ Campus (2009)
Innovations Lab Fellow, Kaplan University (2009)
Study of social media and social bookmarking in specific
Outstanding Intellect Award (2008) University of Phoenix, Southern AZ Campus
National Research Center Grant (2008)
The Factors of Credibility that Influence Leadership Recognition in Virtual Teams
Professional Education: 
Fundamentals of Neuroscience Certification
Harvard University - Harvard - edX
Usable Security
University of Maryland through Coursera
Year Awarded: 
2017
Software Security
University of Maryland through Coursera
Year Awarded: 
2017
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Ph.D.
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Andrew Lawlor, PhD

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First and Last Name: 
Andrew Lawlor

History

Member for
5 years 9 months
Phone: 
(215) 666-1631
Current and Ongoing Research Interests: 

I am currently participating in a research community through the Center for Educational and Instructional Technology Research on the arts. The working title is Fine Arts Applications: Integral Art forms and experiential learning in Virtual Reality.

The purpose of the proposed qualitative, directed content analysis was to provide educators and virtual reality educational application
designers with insights about how the student-centered virtual reality (VR) and augmented reality (AR) pedagogies incorporate various diverse strategies for thinking and learning and how educators could integrate various applications into existing curricula. The aim is to complete the research paper and submit it for publication.

 

Publications: 
Native American cultural identity exploration in their postsecondary education: A narrative inquiry
American Indian cultural identity exploration in their postsecondary education: A narrative inquiry
University of Phoenix Courses: 
LDR/711A
EDT/711
EDD/714
EDT/731
DOC/722
DOC/733
DOC/734
EDT/722
Professional Bio: 
Dr. Lawlor's career has encompassed K-12 education, educational technology services, academic program management, institutional research support, and the role of Chief Information Officer. Currently, he is a Senior IT Executive for CampusWorks, Inc., and serves as the Chief Information Officer at an eastern private college. Previously, he was the VP for Information Technology Services & CIO at Bucks County Community College, where he led a dynamic organization seeking to transform the lives of students, faculty, and staff through the strategic application of information technology. Prior to that, Dr. Lawlor served in several capacities at Edinboro University of Pennsylvania, culminating as the Chief IT Officer. Since 2004, Dr. Lawlor has also been an adjunct online faculty member for the University of Phoenix's School of Advanced Studies, teaching courses on leadership and educational technology, and directing doctoral dissertations. Dr. Lawlor has focused his scholarly activity on student and faculty use of technology, the use of technology for improving institutional processes, and leadership development.
Degrees Completed: 
Doctoral Degree
Educational Administration
Kent State University
1995
Masters Degree
Education
Gannon University
1985
Bachelors Degree
Education
University of Pittsburgh
1982
Academic Appointments: 
Online Faculty
University of Phoenix
Duration: 
Thursday, January 1, 2004
School Teacher
St. Joseph School, Erie, PA
Duration: 
Wednesday, September 1, 1982 to Friday, March 1, 1985
Honors and Awards: 
Professional Education: 
Dissertation Chair Training and Review
University of Phoenix
Year Awarded: 
2018
Professional Suffix: 
PhD
Primary College or School: 

As American Indian/Alaskan Native students are one of the most marginalized groups in higher education due to cultural differences and insensitivities exhibited by the Eurocentric majority, this study is needed to identify if such disparities are shared by these students in the online venues now available to them, and how strategies for educational persistence may be identified through such an examination. By examining the complex factors that influence the social context by which American Indian/Alaskan Natives experience in their postsecondary educational endeavors, educators may be better positioned to develop means to improve the educational attainment of this cultural group.

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