This dissertation discusses how Confucianism was invented as the basis for culturalidentity of East Asia and how the “Confucian” Classics were circulated and translated in and beyond China proper. Penetrating the compelling forces behind four well-known and widely used texts—the Shijing, the Hanshu, the Shuowen jiezi, and the Erya—in relation to the power dynamics and negotiations among their writers and others in their times, this dissertation follows two tracks. The first investigates how the Classics—which were shared heritages in the pre-Han period (<202 B.C.E.)—became Confucian cultural capital, on the one hand, and how Confucius and his followers were described as authoritative transmitters of ancient culture and martyrs on orders from “anti-traditional” emperors (such as the China’s first Emperor, Qin Shihuangdi), on the other hand. These four early texts, therefore, set forth the framework within which later Confucian intellectuals studied the Classics and the ancient knowledge therein, and also understood their relationship with state power. The second track explores these texts’ Sinocentric and pedantic attitude toward the circulation of the Confucian Classics among people and cultural “Others” who lacked training in the archaic language of the Classics. Nowadays, in light of the fact that the Confucian Classics have become required texts in the curriculum of national learning in the People's Republic of China (PRC), this dissertation provides a lens through which one can see more clearly how Confucianism becomes part of nation building, even in the contemporary world.

This thesis hopes to propose a new hypothesis about the origin of Chinese heptasyllabic poetry. Although there are numerous academic discussions in the existing poetic narrative, few of them have noticed the possible effect of the Celestial Master Daoism. Based on the literary analysis and formal comparison, this thesis first finds that, during the time Cao Pi曹丕 created his “Yange xing,” the first literati heptasyllabic poem, “cypress beam genre” (boliang ti柏梁體) poetry – the earliest form of heptasyllabic poetry – was already a normal, fixed, and mature poetic form within the community of Celestial Master Daoism. Therefore, Celestial Master Daoism’s mastery of boliang ti poetry and their intensive and frequent composition highly likely motivated Cao Pi, the new Wei ruler who took over the populace of Celestial Master Daoism and had a close relationship with Zhang Lu’s張魯 family, to learn and introduce this poetic form into his own poetic creation. Then, this thesis also traces this poetic form back to suburban sacrifice songs in the Han dynasty. During the reign of Emperor Wu, the prototype of boliang ti poetry appeared in suburban sacrifice songs created to express worship to heavenly and earthly deities. Hence, when the Celestial Master Daoism became the inheritor of regional power (mainly in Sichuan, Chongqing, and Shaanxi of today’s China) of the Han empire and hoped to establish their own regime, they created their own ritual texts by modeling after Han suburban sacrifice songs. In so doing, they demonstrated their legitimacy and exclusivity by connecting the regime itself with Dao.

To foster both external and internal accountability, universities seek more effective models for student learning outcomes assessment (SLOA). Meaningful and authentic measurement of program-level student learning outcomes requires engagement with an institution’s faculty members, especially to gather student performance assessment data using common scoring instruments, or rubrics, across a university’s many colleges and programs. Too often, however, institutions rely on faculty engagement for SLOA initiatives like this without providing necessary support, communication, and training. The resulting data may lack sufficient reliability and reflect deficiencies in an institution’s culture of assessment.

This mixed methods action research study gauged how well one form of SLOA training – a rubric-norming workshop – could affect both inter-rater reliability for faculty scorers and faculty perceptions of SLOA while exploring the nature of faculty collaboration toward a shared understanding of student learning outcomes. The study participants, ten part-time faculty members at the institution, each held primary careers in the health care industry, apart from their secondary role teaching university courses. Accordingly, each contributed expertise and experience to the rubric-norming discussions, surveys of assessment-related perceptions, and individual scoring of student performance with a common rubric. Drawing on sociocultural learning principles and the specific lens of activity theory, influences on faculty SLOA were arranged and analyzed within the heuristic framework of an activity system to discern effects of collaboration and perceptions toward SLOA on consistent rubric-scoring by faculty participants.

Findings suggest participation in the study did not correlate to increased inter-rater reliability for faculty scorers when using the common rubric. Constraints found within assessment tools and unclear institutional leadership prevented more reliable use of common rubrics. Instead, faculty participants resorted to individual assessment approaches to meaningfully guide students to classroom achievement and preparation for careers in the health care field. Despite this, faculty participants valued SLOA, collaborated readily with colleagues for shared assessment goals, and worked hard to teach and assess students meaningfully.