Papers by Kristine Massey
National Science Foundation, 2019
Over the past decade, rapid advances have been made in 3D technologies, including 3D printing, 3D... more Over the past decade, rapid advances have been made in 3D technologies, including 3D printing, 3D scanning, and 3D graphics programming. As a result, the workforce increasingly needs technicians with skills in 3D technologies and the education of these technicians is increasingly important for maintaining the Nation's skilled technical workforce. However, a gap often exists between classroom instruction related to 3D technologies and the current skills required in industry. To help narrow this gap, Mountain View College in Texas will work closely with industry to develop a curriculum that provides relevant instruction in current 3D technology areas. The project partners will design courses that align with the knowledge and skills valued by experts in the field. To this end, instruction about 3D technologies will be integrated into courses across technician disciplines at the institution. Mountain View College is a Hispanic-serving institution with a long history of advancing the education of underserved student groups. As a result, this project has the potential to not only improve the skills of the entry-level workforce to meet regional and national employment needs, but also to broaden participation in the skilled technical workforce.
The overarching goal of the project is to provide educational experiences that enable students to leave college with highly-marketable and valuable skills in 3D technologies, ready to enter the technician workforce. To achieve this goal, the project will: 1) perform a gap analysis to uncover mismatches between course content and industry needs; 2) develop interdisciplinary modules on topics in 3D printing, scanning, and modeling that address identified gaps, and implement the modules within courses across multiple disciplines; 3) develop and implement a capstone course on 3D technologies and their application; 4) organize and host bi-annual workshops for faculty professional development and a 3D Technology Conference to share project findings; and 5) use results and best practices from these activities to design and propose a new industry-endorsed 3D technology certificate program at the institution. The project team will collaborate with local and regional industry professionals to identify areas for optimal implementation of content and hands-on learning with 3D technologies into existing coursework. The new capstone course will provide cohesive, progressively complex learning and hands-on experiences with 3D technologies, culminating in student capstone projects that feature 3D technology. The approach may augment partnerships between higher education, research, and industry across the region and pave the way for other two-year institutions to expand and enhance their instruction on 3D technologies. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
This multiple case study examined classroom discipline in the context of teachers’ understandings... more This multiple case study examined classroom discipline in the context of teachers’ understandings of power, their interactions and relationships with students, and their decision-making about curriculum and pedagogy. This work was grounded within the literature on the discipline gap—or the disproportionate rate at which students of color are punished more frequently and more severely than their White peers. While there is a wealth of quantitative literature discussing the discipline gap, such investigations are limited to an analysis of the disciplinary actions that are assigned to student behaviors after they have already occurred. As such, there are relatively few qualitative investigations that examine
the precursors to the very disciplinary actions that quantitative studies are dependent upon.
Guided by theoretical examinations of power, intersectionality, and Culturally Relevant Pedagogy, this study sought to investigate the discipline gap through the following questions: 1) How do teachers at an urban public high school who work effectively with students of color understand and employ the concept of power in their classroom interactions with students?; and 2) What interpersonal and pedagogical decisions do these teachers make in the context of classroom discipline? This study included classroom observations, artifact analyses, and semi-structured interviews with teachers and students at two diverse, urban public high schools. While the school-sites and classrooms were distinct from each other in several ways, findings showed that teachers’ approaches to discipline, curriculum, and pedagogy, as well as their interactions with students, were dependent upon their conceptualizations of the sociocultural factors of race, culture, socioeconomic status, gender, and language. Furthermore, their understandings of—and resulting practices regarding—the aforementioned sociocultural factors were dependent upon teachers’ own explicit and implicit cultural values and norms. This research contributes to the literature on the discipline gap by offering insight to potential contextual factors that impact student-teacher relationships and disciplinary structures within classrooms.
Center for Community College Student Engagement, 2018
Conducted focus groups and accompanying research/analysis at two colleges for report
Center for Community College Student Engagement, 2019
Conducted focus groups and accompanying research/analysis at a tribal college for report
Community college faculty members are essential to promoting student engagement and success, yet ... more Community college faculty members are essential to promoting student engagement and success, yet little research in this area has focused on the interactions of Latino men with their faculty members. The study utilized Harris and Wood's (2013) Socio-Ecological Outcomes (SEO) model which focuses on the educational success of men of color in community colleges, to examine how Latino men made meaning of their interactions with faculty members and how these interactions influenced their community college success. Latino men made meaning of their faculty experiences based on (a) the accessibility and approachability of the faculty member, (b) their own hesitancy to seek help from faculty members, and (c) the level of investment or authentic care exhibited by the faculty member. These student-faculty interactions influenced the way in which Latino men engaged both inside and outside of the classroom as well as the way in which they sought support from faculty members.
Brief that informs institutional discussions of recommendations from professional organizations a... more Brief that informs institutional discussions of recommendations from professional organizations about modernization of mathematics course requirements among Texas institutions of higher education -- Pre-Service Elementary (K-5) Teacher Education
Brief that informs institutional discussions of recommendations from professional organizations a... more Brief that informs institutional discussions of recommendations from professional organizations about modernization of mathematics course requirements among Texas institutions of higher education -- Business
AbstractThis chapter discusses the work of the Center for Community College Student Engagement, h... more AbstractThis chapter discusses the work of the Center for Community College Student Engagement, highlighting institutes the Center hosts and work that comes from these meetings. Examples of interventions that evolved from the High-Impact Practices Institutes conducted by the Center are provided. The chapter concludes with a discussion about implementation and evaluation practices important to the interpretation of intervention success.
This paper is designed to provide insights into both the ever-shifting nature—as well as the traj... more This paper is designed to provide insights into both the ever-shifting nature—as well as the trajectory of—urban education in the United States. We provide a brief historical synopsis, a contextualization of how education in urban settings is commonly constructed through popular discourses, and a discussion of how the definitions and perceptions of urban schools influence research and policy measures. Lastly, this paper offers a brief exploration of recent movements and complications concerning urban education reform.
Conference Presentations by Kristine Massey
Male Initiative Summit, 2018
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Papers by Kristine Massey
The overarching goal of the project is to provide educational experiences that enable students to leave college with highly-marketable and valuable skills in 3D technologies, ready to enter the technician workforce. To achieve this goal, the project will: 1) perform a gap analysis to uncover mismatches between course content and industry needs; 2) develop interdisciplinary modules on topics in 3D printing, scanning, and modeling that address identified gaps, and implement the modules within courses across multiple disciplines; 3) develop and implement a capstone course on 3D technologies and their application; 4) organize and host bi-annual workshops for faculty professional development and a 3D Technology Conference to share project findings; and 5) use results and best practices from these activities to design and propose a new industry-endorsed 3D technology certificate program at the institution. The project team will collaborate with local and regional industry professionals to identify areas for optimal implementation of content and hands-on learning with 3D technologies into existing coursework. The new capstone course will provide cohesive, progressively complex learning and hands-on experiences with 3D technologies, culminating in student capstone projects that feature 3D technology. The approach may augment partnerships between higher education, research, and industry across the region and pave the way for other two-year institutions to expand and enhance their instruction on 3D technologies. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
the precursors to the very disciplinary actions that quantitative studies are dependent upon.
Guided by theoretical examinations of power, intersectionality, and Culturally Relevant Pedagogy, this study sought to investigate the discipline gap through the following questions: 1) How do teachers at an urban public high school who work effectively with students of color understand and employ the concept of power in their classroom interactions with students?; and 2) What interpersonal and pedagogical decisions do these teachers make in the context of classroom discipline? This study included classroom observations, artifact analyses, and semi-structured interviews with teachers and students at two diverse, urban public high schools. While the school-sites and classrooms were distinct from each other in several ways, findings showed that teachers’ approaches to discipline, curriculum, and pedagogy, as well as their interactions with students, were dependent upon their conceptualizations of the sociocultural factors of race, culture, socioeconomic status, gender, and language. Furthermore, their understandings of—and resulting practices regarding—the aforementioned sociocultural factors were dependent upon teachers’ own explicit and implicit cultural values and norms. This research contributes to the literature on the discipline gap by offering insight to potential contextual factors that impact student-teacher relationships and disciplinary structures within classrooms.
Conference Presentations by Kristine Massey
The overarching goal of the project is to provide educational experiences that enable students to leave college with highly-marketable and valuable skills in 3D technologies, ready to enter the technician workforce. To achieve this goal, the project will: 1) perform a gap analysis to uncover mismatches between course content and industry needs; 2) develop interdisciplinary modules on topics in 3D printing, scanning, and modeling that address identified gaps, and implement the modules within courses across multiple disciplines; 3) develop and implement a capstone course on 3D technologies and their application; 4) organize and host bi-annual workshops for faculty professional development and a 3D Technology Conference to share project findings; and 5) use results and best practices from these activities to design and propose a new industry-endorsed 3D technology certificate program at the institution. The project team will collaborate with local and regional industry professionals to identify areas for optimal implementation of content and hands-on learning with 3D technologies into existing coursework. The new capstone course will provide cohesive, progressively complex learning and hands-on experiences with 3D technologies, culminating in student capstone projects that feature 3D technology. The approach may augment partnerships between higher education, research, and industry across the region and pave the way for other two-year institutions to expand and enhance their instruction on 3D technologies. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
the precursors to the very disciplinary actions that quantitative studies are dependent upon.
Guided by theoretical examinations of power, intersectionality, and Culturally Relevant Pedagogy, this study sought to investigate the discipline gap through the following questions: 1) How do teachers at an urban public high school who work effectively with students of color understand and employ the concept of power in their classroom interactions with students?; and 2) What interpersonal and pedagogical decisions do these teachers make in the context of classroom discipline? This study included classroom observations, artifact analyses, and semi-structured interviews with teachers and students at two diverse, urban public high schools. While the school-sites and classrooms were distinct from each other in several ways, findings showed that teachers’ approaches to discipline, curriculum, and pedagogy, as well as their interactions with students, were dependent upon their conceptualizations of the sociocultural factors of race, culture, socioeconomic status, gender, and language. Furthermore, their understandings of—and resulting practices regarding—the aforementioned sociocultural factors were dependent upon teachers’ own explicit and implicit cultural values and norms. This research contributes to the literature on the discipline gap by offering insight to potential contextual factors that impact student-teacher relationships and disciplinary structures within classrooms.