Browsing by Author "Tallman, Brett Pierson"

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Engineering leader identity development through reflexive instruction
(Montana State University - Bozeman, College of Engineering, 2021) Tallman, Brett Pierson; Chairperson, Graduate Committee: Bill Schell and Bryce Hughes (co-chair)
Recent developments in engineering education have prioritized focus on developing leadership as a professional skill. Despite widespread efforts, indications are that the effectiveness of skill-based training is mixed, at best. One approach that has demonstrated promise is using identity as a lens for understanding leadership development. Its impact on engineering leadership is relatively unexplored. This research strives to contribute to the field by measuring leader identity development due to instruction that leverages the lens of identity. In addition, the research explored the influence of engineering leadership construct (i.e., how students think about engineering leadership) and student class year on leader identity. A retrospective post-test measure was used to assess student leadership beliefs. Qualitative data (student essays, for example) supported interpretation of the quantitative data. Results indicate that short-term reflexive instruction (focusing on values, language, reflection, and group work) significantly increases leader identity and changes leadership construct. Moreover, the perceived relationship between engineering and leadership is a significant predictor of leader identity. These findings provide a promising first look at the operationalization of an identity-based approach to engineering leadership development, as well as the relationship between leader identity and one's understanding of engineering leadership.
An exploration of student response to an active learning environment in an upper-level quantum physics course
(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Tallman, Brett Pierson; Chairperson, Graduate Committee: Nick Lux
The passive-lecture model pervades the post-secondary STEM environment, though little evidence supports it. While more interactive models are not uncommon, especially for smaller classes, they often only marginally address deep concerns about the passive-lecture model, such as personal experience, group interactions, etc. While active learning approaches are being used more, little is known about how advanced students respond in STEM to long-term interventions. This case study qualitatively explored response to a semester-long active learning intervention in one upper-level quantum mechanics course, from an engagement perspective. The study identified ten themes that described participant response: Time Pressure, Vibrancy, Group Activities, Public Work, Individual Work, More Natural Over Time, Students Differ, Community Matters, Hard but Rewarding, and Implementation Difficulties. These results largely align with existing literature on the effects of active learning. However, the results also reflected aspects of the advanced STEM learning experience that are unique, such as motivation, community, student preference, and metacognition. These results indicate more inquiry is needed into factors surrounding the advanced STEM student learning experience if we are to improve the learning environment.