As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, spring semester 2010, are presented below. Papers include: (1) Are Students More Persuasive in Speech When Evaluated by Their Peers or by Their Instructors? (Christy Baker); (2) Effect of the Presence of Music on Student Performance and Morale in Physical Education Classes (Brad Cowell); (3) Understanding the Gender Differences in Attitudes Toward Technology (Miranda Donaldson); (4) Singing for Fluency: The Effects of Singing on Word Recognition Skills (Ben Ezell); (5) Exceptional Education in the Fifth-grade Mathematics Classroom: A Study of Comparisons (Denver Huffstetler); (6) Getting Students to Read by Increasing Reading Enjoyment (John Hunt); (7) Can Healthy Snacking Improve Classroom Performance? (Erica Jolly); (8) The Impact of the Visual Arts on Reading and Writing for Middle School Students (Robert Jones); (9) Single-sex Classrooms in Coeducational Schools: Are They Living Up to the Potential Suggested by Research? (Channa Leighton); (10) Educators' Perceptions Regarding Students with Autism Spectrum Disorder and Inclusion (Claudia Parker); (11) The Effect of Implementing Daily Assessments on Increasing Student Preparedness in a Middle School Physical Science Class (Amber Smith); and (12) With Which Method Does a Student Best Comprehend an Audio Book? (Michelle Timmons). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 15, Fall 2009," see ED518899. Abstract modified to meet ERIC guidelines.]