WEDNESDAY, JUNE 26 Prospectus Presentations 3:30-4:10 p.m.
CPS 233 – Dr. Redman’s Room EDUCATION FOR SUSTAINABLE DEVELOPMENT COMPETENCIES IN A COMMUNITY-ENGAGED ART WORKSHOP Amy Schmierbach In this case study, I will examine participants’ experiences in a community- engaged art workshop entitled First Responder, Art, Collaboration, Training (FACT) that brings together first responders, community members with intellectual and developmental disabilities (IDD), and college-level art students to build friendship and empathy through a hands-on weaving experience. This case study will illustrate how a community-engaged art project contributes to the learning of sustainability competencies by university students and community members. UNDERSTANDING PERCEPTIONS ON LEADERSHIP THAT IMPACT COLLECTIVE TEACHER EFFICACY Megan Schommer Collective Teacher Efficacy, CTE, is the mindset of teachers in school that the efforts of the faculty as a whole will have a positive effect on students (Goddard, 2000). Research has shown different ways leadership behaviors contributes to a working environment. A gap in the research is our understanding of relationships among teachers’ reported perceptions of collective teacher efficacy, school leadership, and school environments. The purpose of my study is to ask whether teachers perceive effects of principals’ leadership behaviors and practices on their collective teacher efficacy.
ED.D. IN EDUCATIONAL SUSTAINABILITY
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