Karen Collier, Elizabeth Locklear and Danielle Scharen Recognized with Outstanding Doctoral Dissertation Awards During May 2023 Graduation

Three NC State College of Education graduates were recognized for their research efforts when they were selected to receive the Outstanding Doctoral Dissertation Awards during the college’s May 2023 Graduation Ceremony.

Karen Marie Collier ’22PHD won for the Department of Science Technology, Engineering and Mathematics (STEM) Education; Elizabeth Ashlyn Locklear ’22PHD won for the Department of Educational Leadership, Policy, and Human Development and Danielle Robin Scharen ’15, ’19MED, ’22PHD won for the Department of Teacher Education and Learning Sciences.

You can read more about these students and their award-winning dissertations in the pieces below.

Karen Marie Collier

Concentration: Learning and Teaching in STEM, Science Education 

Dissertation Title: Exploring and Measuring Influential Factors for Graduate Student Success   

As a first-generation college student from eastern North Carolina, Karen Collier often struggled with imposter phenomenon during her undergraduate and graduate career. 

Although her family was supportive of her academic journey, they didn’t have the personal experiences needed to provide insight into the nuances of attending college or graduate school. It was this experience that guided her dissertation, which explores the supports and barriers that graduate students encounter during their time in graduate school. 

“I hope this research can bring attention to the areas that need greater support for underrepresented groups, so that they face fewer barriers in their academic journeys,” Collier said. 

Collier’s dissertation uses narrative analysis to explore 14 graduate student interviews through the theoretical lens of Maslow’s Hierarchy of Needs and provides survey validation of the Graduate Student Success Survey through the theoretical lens of self-determination theory. 

Findings from the research highlight mentor support, financial support and a sense of belonging as the most pertinent success factors for graduate students as well as factors that affect particular groups of students, such as access to research opportunities for part-time students or feelings of isolation during holiday breaks for international students. 

“Although each person’s graduate experience is highly unique, the findings of this dissertation study led to concrete recommendations, including a cohort model, financial counseling, greater access to mental health resources and more opportunities for academic writing and research,” Collier said. “Receiving this dissertation award is an outstanding honor, as I believe the topic of this study is critically important to the future of higher education.” 

Following graduation, Collier plans to continue working on her research agenda through a postdoctoral position in the next academic year and ultimately hopes to attain a faculty position working with pre-service teachers and furthering her exploration of issues faced by underrepresented students in higher education. 

Elizabeth Ashlyn Locklear

Concentration: Adult and Lifelong Learning Education 

Dissertation Title: Educating for Uncertainty: A Qualitative Study on Preparing Future-Ready Physicians through Master Adaptive Learning

Throughout a life of interactions with healthcare providers, Elizabeth Locklear has learned patient care is best delivered from a systems perspective rather than a symptoms perspective as well as when providers are open to innovation and adaptiveness when faced with complexity in patient care.

“In my professional role, I work with students interested in a career in the healthcare field. I recognize the importance of teaching adaptiveness when faced with change and that it is crucial for healthcare educators to be aware of tools to best prepare future healthcare professionals with skills for lifelong learning,” Locklear said. 

Her passion for adaptation in the healthcare workforce helped to inform her dissertation, which focused on preparing future physicians with adaptive skills to address increasing complexity, continuous change and uncertainty in the wake of the COVID-19 pandemic. 

The research specifically focused on how medical educators teach adaptive expertise through the Master Adaptive Learner (MAL) model, a relatively new approach to medical education that aims to promote physicians who are adaptive experts capable of addressing change, ambiguity and uncertainty. 

Combining the MAL model with the Futures Literacy framework and adult learning theory, Locklear’s award-winning dissertation developed the construct of a “future-ready physician” and its use as a strategy for medical educators to prepare physicians with skills to address and respond to change and uncertainty. 

“Receiving this award came as a shock and an honor. Earning a doctorate is a challenging but rewarding experience and, at times, I struggled to see myself as a researcher and a scholar,” she said. “However, once the dissertation was complete, I felt great pride in my accomplishments and abilities as a scholar. Winning this award provides a sense of validation for my research, and I am honored to be recognized.” 

A December graduate, Locklear has been continuing to work in a higher education role, using her research and the skills she learned throughout her doctoral journey to prepare the next generation of healthcare providers. 

“The College of Education has provided me with the support and encouragement to achieve this as a researcher and educator,” she said. “The education and experiences provided by my dissertation chair, Dr. Jayne Fleener, dissertation committee and professors have been invaluable.”

Danielle Robin Scharen 

Concentration: Elementary Education in Mathematics and Science

Dissertation Title: Examining Elementary Pre-service Teachers’ use of the Touch-Talk-Text Science Instructional Model: An Exploratory Case Study Analysis

Making the decision to leave her elementary school classroom to earn a Ph.D. was difficult for Danielle Scharen. Although she misses her students every day, she knew that she could have a bigger impact on the field of science education as a researcher. 

Her research journey began as a master of education student in the College of Education, when she began exploring the role of blending active science learning experiences, student-to student discourse and the use of reading and writing in science with her students. 

She expanded upon this work in her dissertation, where she formalized the Touch-Talk-Text instructional model alongside College of Education faculty. 

Her dissertation evaluated this Touch-Talk-Text interdisciplinary approach in elementary schools. Findings showed the model may enhance existing science instructional models by intentionally blending science and literacy practices to focus on students’ development of science skills, discourse practices, language development, and reading and writing skills. 

It’s work she says would not be possible without the support of her advisor, Alumni Distinguished Graduate Professor Sarah Carrier, and her dissertation committee, including Associate Professor Jill Grifenhagen, Alumni Distinguished Graduate Professor Gail Jones and Professor James Minogue.  

“I was overcome with joy when I found out I had received the Outstanding Dissertation Award, as it reinforces the importance of many years of hard work and dedication towards improving science education in elementary schools,” Scharen said. “I am grateful to the College of Education for recognizing the hard work that doctoral students put into completing their dissertation. It was a challenging, yet rewarding, process that could not be done without the love and kindness of a great support system.” 

Following graduation, Scharen said she plans to take some time for herself and her family, enjoying travel, the outdoors and her volunteer work with the Saving Grace NC animal rescue. She will continue to work in her current role at Outdoor STEM Adventures in Durham, where she supports elementary and middle school teachers and students as they explore science and engineering outdoors. 

“Learning alongside teachers and students outside is a rewarding and energizing experience, and I look forward to continuing my work with this program while also preparing for my future endeavors in teaching, learning and researching in science education,” she said. “While I do not yet have a concrete plan for the next step in my career path, it is important for me to continue working with elementary school students and teachers with the goal to improve science education in the foundational early school years.”