Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Sustainable Environments and Pro-Environmental Behavior

This thesis examines the ability of the sustainably designed building to alter occupant behaviors using LEED for New Construction and Major Renovation, Green Building Rating System™ as a standard of measure. A cross sectional survey compares the pro-environmental behaviors, intentions, environmental knowledge, and pro-environmental orientation of occupants working in a traditionally designed building and occupants working in a LEED-NC certified building located on the University of Nebraska - Lincoln Campus. While there is a visible increase in the pro-environmental variables for occupants working in the sustainable environment, data analysis indicates that these differences are not statistically significant for any of the measured variables. Significant correlations were discovered between an individual's environmental knowledge and pro-environmental behaviors as well as between an individual's pro-environmental orientation and pro-environmental intentions. These correlations support past findings of multiple research studies completed in the field of environmental psychology. Due to limitations of this research these findings must be clarified through continued study in the area of behavior influencing design.

Scraping Behavior in Male White-tailed Deer as a Potential Means of Transmitting Chronic Wasting Disease

Chronic wasting disease (CWD) has become a concern for wildlife managers and hunters across the United States. High prevalence of chronic wasting disease (CWD) in older male white-tailed deer (Odocoileus virginianus) suggests that sex-specific social behavior may contribute to the spread of the disease among males. Scraping is a marking behavior performed by male white-tailed deer during the rut in which a pawed depression and associated over-hanging branch are marked with saliva, glandular secretions, urine, and feces. We placed 71 and 35 motion-activated cameras on scrapes in DeSoto National Wildlife Refuge in western Nebraska and eastern Iowa from Oct. – Nov. 2005 and Sept. – Nov. 2006, respectively. We recorded 5009 encounters and 1830 direct interactions. We developed an ethogram of behaviors of interest at scrapes. We found that males interacted with scrapes more frequently than females (P < 0.001). Male interactions were more complex, with 69% consisting of ≥2 observed behaviors versus 25% and 13% for females and fawns. We identified individual male deer ≥2.5 years old and determined the minimum number of different scrapes individuals visited and the number of individuals that visit a single scrape. Individuals that appeared on camera ≥5 times visited a mean of 3.9 scrapes (range = 1-15) and traveled a mean minimum distance of 978 m between consecutive scrapes. A mean of 5.1 individuals visited a single scrape, and up to 43% of individuals returned to a scrape previously visited at least once. We modeled Risk Values based on frequency of occurrence, duration, and Threat Values of each behavior, for contacting and transmitting CWD prions at scrapes. Adult males had the highest total Risk Values for contacting CWD prions (114.1) and shedding prions (59.4). The “grasp-lick branch” behavior had the highest Risk Value for adult males for both contacting and transmitting prions. Our study reveals a sex specific social behavior in male white-tailed deer that has the potential to spread chronic wasting disease between adult males in the population.