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A shortage of professional mariners to work onboard commercial vessels exists in the United States and in the world commercial fleets. State maritime academies graduate third mates and third assistant engineers ready to take up these positions, yet even after their training, not all choose to do so. The purpose of this study was to understand how experiential learning at sea informs career decisions.This study examined recently graduated cadets from the five state maritime academies in the United States to gain an understanding of how being onboard a commercial vessel and experiencing the job first-hand informed their career decision making. By examining the recent graduate's experience onboard the vessel and understanding the impact it might have on career choice, there can be a better understanding in the maritime industry of influences that affect vessel staffing in the officer ranks, particularly in times of critical shortages.The allure of financial rewards and the aspiration to embark on maritime careers influenced participants' career choices, motivating them to seek employment at sea. As they pursued this path in commercial shipping, many voiced their intention to curtail this experience. Using Kolb's experiential learning theory through its four-stage learning cycle, participants reflected and analyzed how they came to understand through their at-sea experiences that a maritime career is not solely centered on making a lot of money. They indicated that social and personal factors regarding the challenges of life at sea played a role in their career decisions, as mariners sought to strike a balance in their lives. Participants emphasized that maintaining a work-life balance was an important factor in their decision to transition to shore-based positions; some immediately, others in the foreseeable future. Prioritizing personal happiness and the pursuit of contentment held significance for participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is growing interest to develop programs and pedagogies focused on increasing representation of underrepresented minority (URM) students within the scientific community. URM students face many pedagogical, societal, and institutional barriers that lead to disproportionately lower levels of entering and higher levels of attrition from Science, Technology, Engineering, and Math (STEM) undergraduate programs. Student experiences within a STEM learning environment play a large role in influencing participation and persistence in science, and place-based education (PBE) is one pedagogical approach that aims to increase student engagement with science. By allowing URM students to engage with scientific concepts through their own knowledge systems, PBE can develop these students' science identity and nurture a sense of belonging within the science community. This dissertation explored whether place-based elements of an early-credit, Hawai?i undergraduate research experience, the Research Experiences in Marine Science (REMS) Program, influenced the science identities of a program instructor and the student participants. REMS is a place-based research curriculum hosted at the Hawai?i Institute of Marine Biology (HIMB) that targets URM students transitioning from high school to undergraduate STEM programs. During REMS, students are taught marine science methodologies and conduct novel, independent research that draws upon the history, culture, and unique ecosystems of Hawai?i marine communities. The author (a scientist who helped develop and deliver the REMS curriculum) presents a reflection on her own science identity and research methodologies as they evolved through participation in research communities that were rooted in Western scientific, critical place-based, and Hawai?i educational frameworks. To examine the development of science identity in REMS student participants, data on attitudes towards and conceptualizations of science and scientists were collected before and after participation in REMS through written responses from pre- and post-program open-ended survey items, images produced through pre- and post-program Draw-a-Scientist Tests, and post-program focus group interviews. Coding the instrument items revealed that the combination of place-based elements and an authentic research experience shifted students' conceptualization of scientists to a "humanized" (e.g., relatable and less stereotypical) construct. In observing professional researchers' reactions to experimental success and failure, and hearing first-hand accounts from instructor mentors overcoming challenges, students felt validated in their own experiences. The emergence of these themes coincided with students recognizing themselves as scientists, gaining confidence in their content understanding and research skills, increasing interest in science as a subject and as a career pathway, and recognizing how science affects their communities. Thus, this dissertation demonstrates how a research program that emphasizes the cultural relevance of science and an inclusive conceptualization of a "person of science" may contribute to URM students in Hawai?i recognizing themselves as scientists and ultimately persisting in science careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

American lobster, "Homarus americanus," H Milne Edwards 1837, are an ecologically, economically, and culturally valuable marine resource for the coastal communities in the Gulf of Maine (GoM). The American lobster fishery is the most valuable commercial fishery in the United States, supporting thousands of jobs and generating hundreds of millions in annual revenue. The GoM region, meanwhile, is warming three to four times faster than the rest of the world's oceans while its sea surface is also rapidly acidifying due to anthropogenic climate change. Lobsters are protected from predators, injury, and microbial intrusion by a resilient mineralized, chitin-based exoskeleton, the development of which is controlled by expression of key genes in sync with the molt cycle. Scanning electron microscopy (SEM) and laser ablation inductively coupled plasma mass spectrometry (LA-ICPMS) were used to evaluate the effects of ocean warming (OW) and acidification (OA) on juvenile lobster shell mineralogy and epibiont abundance (chapter 2), and RNAseq and RT-qPCR to examine impacts of these stressors on gene expression (chapter 3). The combination of OW/OA induced the upregulation of genes pertaining to cuticle development, including genes that regulate calcification inhibition, while the concentration of calcium and magnesium in the shell was found to be significantly lower than in control lobsters. This suggests that shell formation is being affected and mineral formation may be inhibited by the combination of ocean warming and acidification. Genes critical to innate immunity trended toward downregulation under combined OW/OA, while epibiont abundance increased, indicating immune response may be suppressed and a dysbiosis of the epicuticle can occur under these conditions, which may increase the likelihood of disease. The work completed in chapters 2 and 3 was then used in chapter 4 to inform the development of a unique STEM module that was successful in increasing the climate literacy of middle school students by teaching climate change through the lens of a lobster. This dissertation expands our understanding of lobster biomineralization and gene expression under the stress of warming and acidification. The results may help support the continued management of the American lobster fishery in the face of worsening climate change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Marine education aims to educate a citizenry capable of making astute decisions about the impact of human activities, and encourage ecologically sensitive practices. Coral reefs are critically important, and are in serious decline. This research explores high school students' reef experiences with respect to specific learning outcomes. Queensland students were surveyed and interviewed after training in the classroom and at Great Barrier Reef sites. Both quantitative and qualitative methods were employed. I analyse changes in the Marine Education Society of Australasia's Three A's of Coastal and Marine Studies for senior high school students. This presupposes learning where a gain in knowledge (awareness) leads to a change in attitude, and thereby improves personal actions toward marine environments. This research analyses whether the links between the variables are linear and effects of reef experience. The student participants were divided into groups receiving different educational interventions. Some students received both interventions, while others received only one treatment and a contrast group received neither. Pre- and post-test survey questionnaires and interviews collected responses, and results were compared. This research contributes a Model of Ecological Intention to Act, which was developed and tested as part of the research process. Results show reef experiential education to have a positive effect on students' environmental knowledge (awareness), attitudes towards reef environments and stated intention to act. The reef experience alone caused the greatest change in environmental attitudes and ecological intention to act. This alludes to the fact that knowledge itself could be slowing down the improvement of attitudes and intention to act. In my study students' initial environmental scores were found to be low, and the relationship was not linear. An interdisciplinary methodology for addressing pedagogical questions in marine education was developed that provides baseline information for future research. Past research reveals more about environmental knowledge and attitudes than about students' educational experience and preferences. An attempt to advance the understanding of learning in marine experiential education was made by addressing the idea of moving away from linear learning models. This study identifies issues and challenges, and supplies a focus on adolescent learners, and their experiences. This work took an elemental step in addressing the question of proximal relations between humans and coral reefs. The analysis generated statistical findings, while student accounts confirmed the learning value of structured underwater activities. It is time for us to rethink curricular practice, issues of sustainability and education in the 21st century. Appended are: (1) Extended List of Acknowledgments; (2) Copy of Initial Survey Questionnaire: Pre-Test; (3) Final Survey Questionnaire; (4) JCU Ethics Approval; (5) Commission for Children and Young Children Approval Letter; (6) Education Queensland Approval Letter; (7) Letter of Approval to the University Ethics Committee; (8) Sample School Approval Letter; (9) Sample Student Parent Approval Letter; (10) Sample Student Parent Approval and Waiver Form; (11) Snorkel & Dive Risk Management Plan; (12) Medical Emergency Contact List of Health Care Practitioners; (13) Researcher Structured Interview Questions; (14) List of Peer Interview Structured Questions; (15) Coral Reef Monitoring Underwater Data Collection Sheet; (16) Coral Reef Monitoring Methodology; (17) The Southern Cross Catholic College Field-Trip to Northwest Island; and (18) CU Snorkel Protocol. (Contains 35 tables, 42 figures, and 18 color photographs.) [Ph.D. Thesis, James Cook University.]

Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The purpose of this study was to describe the impact of a marine science summer enrichment camp located in the eastern region of the United States on the ocean literacy skills of middle school students who participated in this camp. Weimar's learner centered teaching approach and the definition and principles of ocean literacy formed the conceptual framework. The central research question focused on how a marine science summer enrichment camp impacted the ocean literacy skills of middle grade students. A single case study research design was used with ten participants including 3 camp teachers, four students, and 3 parents of Grade 6-8 students who participated this camp in 2016. Data were collected from multiple sources including individual interviews of camp teachers, students, and parents, as well as camp documents and archival records. A constant comparative method was used to construct categories, determine emergent themes and discrepant data. Results indicated that the marine science camp positively impacted the ocean literacy skills of middle school students through an emphasis on a learner centered instructional approach. The findings of this study may provide a positive social impact by demonstrating active science literacy instructional strategies for teachers which can motivate students to continue studies in science and science related fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This applied dissertation was conducted to provide the graduate program in marine sciences a valid predictor for success in the admissions scoring systems that include the general Graduate Record Exam. The dependent variable was persistence: successfully graduating from the marine sciences master's programs. This dissertation evaluated other values including the applicant's age, gender, undergraduate GPA, letters of recommendation, and acceptance level (Accepted with Academic Requirement (probation) or Full Acceptance). The writer statistically showed that two values proved most significant in defining a student's persistence: undergraduate major GPA and age when entering the program. An analysis of the data allowed the marine science master's programs to develop an index to assist students to succeed in the program as well as reduce the time to completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Purpose: The purpose of this study was to examine fishery degree programs at colleges and universities associated with the Sea Grant program in the Pacific region of the United States and to describe how each addresses protecting, rebuilding, and maintaining healthy oceans. Methodology: The study was a qualitative institutional case study that utilized thick, rich description on all university fishery degree programs in the Pacific region of the United States associated with the National Oceanic and Atmospheric Administration's (NOAA's) Sea Grant program in the four areas required to save the earth's oceans. The intent of the study was to collect institutionally based descriptive data without a hypothesis or theory (Merriam 1998). This study gathered information on each university fishery degree program and described how each addresses protecting, rebuilding, and maintaining healthy oceans on earth. Findings: After careful review of the interviews, the syllabi, and the published reports, it was evident that the universities associated with Sea Grant in the Pacific region of the United States are building the human capacity to protect, rebuild, and maintain the earth's ocean health. The interviews, the course syllabi, and the published reports indicated that the fishery and marine degree programs provide comprehensive programs that include all three focus areas of protecting, rebuilding, and maintaining ocean health. Conclusions: The study data support the conclusion that the universities in the Pacific region of the United States that are associated with Sea Grant are building the human capacity to protect, rebuild, and maintain the earth's oceans, but not at the rate needed to build an adequate and diversified workforce. The movement to attract new students into the marine- and ocean-related field could be done using other current issues, such as climate change. Recommendations: The methodology used in this study could be applied to all Sea Grant regions to examine how each program is addressing the three main areas required to save the earth's oceans. In addition, a broader view and strategy are necessary to enhance the human capital dedicated to saving our oceans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Urban high-school students' low average level of academic achievement is a national problem. A lack of academic progress is a factor that contributes to students failing to graduate. In response to these urban high school student problems, a growing number of urban charter high schools have opened as an alternative to the traditional public high school. This growth has included a number of marine/maritime high schools. Public interest in marine/maritime high schools is growing, yet there has been no research on these marine/maritime schools. This dissertation uses case study analyses of two urban marine/maritime high schools to address the following questions: Why do students choose to enroll and stay enrolled in marine/maritime high schools and how do demographic characteristics of students who enroll compare with characteristics of students attending local high schools? How does attending a marine/maritime high school affect outcomes in terms of student attitude, attendance, academic achievement, benchmark test scores, graduation, marine/maritime post-secondary education and career awareness? How do marine/maritime high schools address development of student character/personality characteristics and what challenges do these schools face in developing the marine/maritime programs at the school? Findings from this study suggest that attending the study schools has made a difference for students in terms of student school attendance, test scores and graduation. The two schools have very similar attendance and graduation outcomes; however the school in Toledo has higher student achievement levels on benchmark tests. The study found the primary difference between the two study schools is in the extent of development, application, and integration of the marine/maritime material into and across the entire high school program in Toledo. Marine/maritime studies and programs may provide one pathway for urban high schools to improve student academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present study investigated the extent to which providing students with individualized performance feedback informed and directed their learning behavior. Individualized performance feedback was delivered to students using curriculum-based measurement progress indicators, either as a visual representation of ongoing performance in the form of a progress graph or as a progress graph supplemented with a qualitative analysis of topic mastery. Participants were 67 students enrolled in a first course in engineering calculus at a specialized public 4-year college. The College's specialization is within the maritime industry. Intact sections of Calculus I were randomly assigned to each of the feedback conditions. A contrast group of students who did not receive individualized performance feedback was formed. The impact of individualized performance feedback was examined in terms of measures of calibration accuracy, relearning, and academic performance when contrasted to corresponding measures from students who did not receive individualized performance feedback. Mixed-model analysis of covariance and mixed-model analysis of variance revealed differences between the feedback groups and the no feedback group. Differences for calibration accuracy approached statistical significance; however differences were statistically significant for measures of relearning and academic performance. For each measure, the students who received individualized performance feedback used that information to better judge their calculus capability, relearn topics not mastered more often, achieve at a higher level on course exams. When comparing the two feedback groups, there was evidence of differential self-monitoring activities. When students used the supplementary information gleaned from the mastery analyses, they studied non-mastered topics more often and had consistent study habits. Additionally, the group that received the supplementary mastery analyses not only reported more positive expressions of the usefulness of the feedback information, they also had strong associations between their perceptions of the usefulness of the feedback and corresponding measures of time engaged in academic activities and instances of relearning. Implications of the findings of this study suggest performance indicators appear to empower the student with the information to inform and direct one's learning behavior to become a successful learner. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This single subject case study followed a high school student and his use of a simulation of marine ecosystems. The study examined his metaworld, motivation, and learning before, during and after using the simulation. A briefing was conceptualized based on the literature on pre-instructional activities, advance organizers, and performance objectives. The briefing was a series of formal lessons before the participant began to use the simulation for the purposes of learning. The research questions focused on how the briefing influenced the participant's metaworld, self-efficacy, goal orientation, prerequisite knowledge, and the themes that emerged from the data, which helped explain how the briefing influenced the participant's learning. Results centered on four themes: (a) unanticipated or desired goal orientation; (b) perceptions of self-efficacy; (c) perceptions of quality work; and (d) lack of responsiveness. The literature on goal orientation and self-efficacy was used to explain and unite the themes. The data suggested that the participant's performance-avoidance goal mediated between his high self-efficacy and low performance. Also, in cases where the participant has a performance-avoidance goal, the briefing may have no influence on learning with a simulation. Lastly, the briefing may be defined in two ways: informal and formal. Future research could examine how metaworld can be formed outside of a formal briefing, and how prior experiences influence the formation of metaworld, goal orientation, and self-efficacy when learning with simulations. Researchers could also examine ways to strengthen a weak metaworld that does not inspire the learner to explore the simulation. Another area for future research is how goal orientation and self-efficacy influence the formation of metaworld. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to collect baseline information about public knowledge of and opinions toward the Great Lakes and to measure the impact of a television news program in educating adults about the Great Lakes. Survey questionnaires containing multiple-choice knowledge items and Likert scale opinion statements were completed by 570 shoppers in two Cleveland, Ohio shopping malls to determine the current levels of knowledge and the opinions held. This baseline data revealed that knowledge levels about the Great Lakes are generally low while opinions about the lakes are generally environmentally positive. Following the survey, survey questions and the correct answers were broadcast on a local television news program accompanied by explanatory video segments. Another sample of 461 Clevelanders was surveyed following the broadcast at county and city library branches. For both library and mall respondents, environmental knowledge level and environmental opinion were positively correlated and were most strongly associated with educational level. A comparison of knowledge scores on questions that had and had not been broadcast for library respondents who had watched the television broadcast showed that the news program was effective in increasing knowledge levels among those who viewed it. An introduction, literature review, research methods, and results are included. Appendices include: lists of references used in preparation of surveys; questionnaires and survey forms; broadcast questions; an activity and game entitled "The Lake Next Door," and "Dick Goddard's Lake Erie Guide & Game"; and a summary of survey results by question. (Author/CW)