ECAR Dissertations
- Erik Alanson (2023), Reciprocal Praxis: An Exploration of Practice-based Curricula for Graduate Technology Students’ Professional Development
- Amy Rector-Aranda (2017), Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry
- Alicia Boards (2023), Context matters: An exploration of identity at the intersection of education and relationships
- Suguna Chundur (2016), Digital Literacy: Beyond the Rhetoric of Economic Empowerment
- Victoria Dickman-Burnett (2019), Comprehensive Sexual Violence Prevention: An Interdisciplinary Dissertation in Four Papers
- Katherine Clarke Myers (2018), Parental Experience of Infant Loss in the Context of Congenital Heart Disease
- Melissa Dejonckheere (2016), Illustrating the Contextual Nature of Stress and Resilience among Adolescents in Three Low-Income Communities
- Eric Dustman (2015), A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making,
- Amanda K Foley (2018), “Ruin Your Life for the Better:” Transformation in an Interfaith Community
- Rachel Jackson-Gordon (2022), Adolescent Sexual Violence Prevention Program Implementation and Sustainability: A Mixed Methods Dissertation
- Robin Lindquist-Grantz (2017), Youth Participatory Action Research as a Strategy for Adolescent Suicide Prevention
- Batsheva Guy (2018), emPOWERed in STEM: Using Participatory Action Research to Create Accessible and Inclusive Undergraduate Research Experiences for Women and Women of Color
- Kristen Haddad (2020), Demystifying Youth Advisory Structures: A Three-Paper Dissertation with the Youth Council for Suicide Prevention
- Simon Jorgenson (2014), Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects
- Mark Kohan (2013), Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change
- Allison Lester (2022), Connection During Disconnection: A Four-Article Dissertation Exploring the Voices of Undergraduate Students Learning to “Hold Space” for Adolescents Online During the Covid-19 Pandemic
- Sara Neyer (2020), Community Partnerships: Amplifying Participant Voice in Research
- Khahlia Sanders (2021), Microaggressions, Emotional Regulation, and Thriving in Higher Education: A Mixed Methods Study about Black Women Faculty
- Douglas Stevens (2014), Relational Culture among Staff in an Emerging Urban STEM High School
- Vicki Stieha (2010), The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools
- Ann L. Straka (2018), Perception, Permission and Purpose: Portraits of Vulnerability and Resilience in Teaching
- Susan Tyler (2020), Academic Physicians' Readiness to Change in their Professional Practices: A Qualitative Study
- Carrie Turpin (2020), Preservice Teachers' Cultural Models of Academic Success
- Heather Vilvens (2023), Community-Based Participatory Research and Human-Centered Design Approaches to Improve the Effectiveness of Health Communications and Interventions: A Three-Paper Dissertation
- Robert Alan Wight (2008), “We are Nature”: Exploring Ecovillagers’ Perceptions of Nature and Uses of Technology