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is a student in the Organization, Information, and Learning Sciences program at the University of New Mexico. Her research interests include faculty mindset change, change management, and organizational citizenship behavior. Much of her research is part of a National Science Foundation grant at UNM where the chemical and biological engineering department is redesigning curriculum to support diverse student retention and graduation. She intends to further her knowledge in the field of change management and hopes to study social network analyses of higher education organizations undergoing change to track buy-in, barriers, and adoption.

is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Postdoctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.

Organizational citizenship behavior refers to “individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization (Organ, 1988, p. 4)”. Previous research suggests organizational citizenship behavior can be a beneficial concept in a collaborative learning setting because it may affect learning outcomes, student satisfaction, and social loafing in organizations and teams. However, a measure of organizational citizenship behavior in the collaborative learning setting does not exist. This research aimed to adapt and validate the measurement of organizational citizenship behavior in a collaborative learning setting. 511 college students in Korea participated in this study. First, we conducted exploratory analysis, and as a result, four dimensions were extracted: altruism, conscientiousness, sportsmanship, and courtesy. Subsequently, we conducted confirmatory factor analysis to examine the stability of multidimensionality, and the result indicated the four-factor structure has a reasonable fit statistically. In addition, we examined convergent, discriminant and criterion validities. With this validated measurement, future studies can examine how organizational citizenship behavior in the collaborative learning is related to other learning constructs such as student engagement and academic achievement.