Theses and Dissertations at Montana State University (MSU)
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Item Exploring college student development in connection to informal international interactions: a grounded theory study(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Kain, Marie Blanche Solange; Chairperson, Graduate Committee: Bryce HughesEducating global citizens is a prevalent goal of higher education institutions. Intercultural goals are usually achieved through study-abroad programs, an option limited to mostly privileged students. A more common situation for students to experience internationalization is by interacting with international students on their own campus in the USA. This grounded theory study explored how American domestic students made meaning of their informal interactions with their international roommates at Montana State University. It also investigated how these relationships impacted the students' self-authorship and intercultural maturity. These interactions usually provided domestic students with significant self-reflection on themselves, their own culture, and how they interact with others, seemingly impacting self-authorship. When disequilibrium was followed by communication and intentional learning, developmental growth was perceived by students in all domains. In cases where conflicts were not addressed, stereotypes were reinforced and cultures hierarchized. Additionally, these interactions were often a starting point leading to an increased interest in globalization, traveling, and studying abroad. Nevertheless, these interactions on a domestic campus were not considered as transformative or as valuable for students as immersive traveling experiences. American higher education institutions should thus thrive to improve access to international learning opportunities abroad as well as promote the value of global education opportunities on their own campuses.Item Examining equity in university student conduct adjudication: a phenomenological investigation of administrative resolution(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Schuff, Emily Anne; Chairperson, Graduate Committee: Bryce HughesUniversity Conduct Administrators independently manage university discipline programs with minimal guidance and oversight from the U.S. Department of Education to ensure compliance with civil rights laws. Informal resolution through administrative agreement typically involves a one-on-one discussion between a conduct administrator and student in which the alleged policy violations are discussed and resolved through mutual agreement. This commonly applied traditional adjudication pathway positions the student as particularly vulnerable to the knowledge, skills, and disposition of the administrator managing their case. The Office of Civil Rights under the U.S. Department of Education has never conducted a postsecondary cross-institutional assessment for disparate discipline practices, despite having published a comparable analysis of disturbing disparities among Black and Hispanic males and students with disabilities within public K-12 institutions. This interpretive phenomenological study examines the experiences of 11 university conduct administrators who resolve university misconduct administratively to better understand the intersection of professional discretion and case context as they relate to decision making and case outcomes. Aligned with the method chosen for this study, the researcher, an in-group member of the study population, offers her pre-understanding and location to the problem of practice as reflective tools used in research design and interpretation of findings. Findings include three hermeneutic statements which are supported by themes extracted through the pursuit of the hermeneutic circle. The findings emerging from this study are bound to the experiences of study participants; it is through the interpretation and curiosity of those reading this paper that value is generated.Item STEM major choice: high school and collegiate factors(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Tran, Que Nguyet; Chairperson, Graduate Committee: Tricia SeifertA huge present and future workforce demand exists in Science, Technology, Engineering, and Mathematics (STEM) fields. Bolstered by a number of US policies and research that associates STEM majors with pursuing STEM careers, higher education institutions have aimed to support students to major in STEM fields in an effort to meet the needs of the STEM workforce. Despite these postsecondary efforts, the challenge begins in earlier levels of schooling with a shortage of licensed and highly qualified science and math teachers nationwide. Although many studies have examined math and science expectancy values and self-efficacy among high school students to predict their intention to major in STEM major choice, few have investigated both high school and college level variables to understand student STEM major choice declared in their third college year. Thus, this study fills the gap using the most recent STEM-focused national representative survey data -- High School Longitudinal Study 2009 (HSLS:09). Three research questions are: (i) To what extent do high school math and science motivation and self-efficacy, collegiate factors, and personal circumstances promote or hinder students' STEM major choice, controlling for student background characteristics? ; (ii) To what extent do collegiate factors and personal circumstances predict the probability of STEM major choice, controlling for student background characteristics? (iii) What factors predict college STEM GPA? This study employs theories of Situative expectancy value theory and Social cognitive career theory to develop a conceptual framework. Logistic regression was used to analyze the first two questions, and linear regression used for the third question. The first research question found gender, math attainment value, science attainment value, college STEM credits earned, and STEM GPA are predictive of the probability of STEM major choice. In the second research question, among college-period variables, gender, college STEM credits earned, and STEM GPA are predictors of STEM major choice. The third research question found race, social economic status, faculty research participation, career services on campus used, work schedule and academic performance interference, and disability are predictors of the average STEM GPA. Implications for theory, research, and practice are discussed.Item Making sense of cultures of assessment and their impact on student learning: a qualitative meta-synthesis(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Wright, Mandy Lynn; Chairperson, Graduate Committee: Ann EwbankAlthough cultures of assessment are frequently referenced in institutional effectiveness literature, higher education institutions in the United States continue to experience challenges with demonstrating student learning improvement. This study sought to identify evidence suggesting the broad impact of cultures of assessment on improved student learning outcomes and evidence suggesting the specific effect of faculty professional development in pedagogy and assessment on improved student learning outcomes. Using qualitative meta-synthesis methodology, the findings of fourteen empirical studies were analyzed, deconstructed, and reconstructed. This analysis led to the emergence of three key themes: changes to learning conditions, changes through reciprocal capacity-building, and changes in faculty and student mindsets. While the findings did not offer conclusive evidence in response to the study's research questions, they did lead to recommendations for improved practice in higher education, particularly the need to adopt a learning orientation toward student learning assessment.Item Academic and social engagement in various online-delivery formats for military veteran students(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Ridenour, Rodney Ross; Chairperson, Graduate Committee: Sweeney WindchiefThis qualitative study explored the social and academic engagement experiences of military veteran students in various online-delivery formats at a small, rural university. There are very few studies describing the experiences of veteran students in online formats in higher education. The researcher interviewed eight military veteran students from different military branches. The participants had a range of prior educational backgrounds. The students had taken several types of online-delivery classes in their coursework and had completed their requirements for bachelor's degrees using online education. Several themes emerged from the engagement in different online formats. The study found student-veterans enjoyed the flexibility to study around their work schedules and being in online classes, which have more nontraditional students. The learning management system provided easy interaction with other students and opportunities to meet with faculty during virtual office hours. Learning and adapting to newer technologies was a negative part of some online formats. Some online formats stressed more written engagement while hybrid formats provided live engagement with other students and instructors. Veteran students liked more interaction from instructors in technical classes, but too much engagement added little value to many classes. The findings of the study indicate veteran students enjoyed engagement with other nontraditional students and instructors who participate in discussions. Negative themes that emerged were online classes with lack of student or instructor involvement and certain online-delivery formats being poor choices for certain subjects and learning styles. Limitations of this study are that it is a small, qualitative study with participants who all successfully fulfilled the requirements for their degrees. This study provides insights on positive and negative engagement experiences of veteran students in different online-delivery formats.Item Examining the cultural congruity and intentions of persistence among American Indian college students in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Ortega, Eleazar; Chairperson, Graduate Committee: Carrie B. MyersAmerican Indian college students tend to have lower persistence and graduation rates compared to students of other ethnicities. This quantitative research study involved multiple regression to analyze survey data that measured cultural congruity and intentions of persistence of American Indian students attending a two-year and four-year college in Montana. Cultural identity was measured through a survey item measuring level of attachment to their ethnic group. Results showed a significant relationship existed between the following variables: attachment to ethnic group and cultural congruity; institutional type, attachment to ethnic group, age, gender, and first generation college student status to cultural congruity; cultural congruity and persistence; attachment to ethnic group and persistence; institutional type, cultural congruity, and attachment to ethnic group to persistence; and institutional type, cultural congruity, attachment to ethnic group, age, gender, and first generation college student status to persistence. Results from this study indicate that institutional type was not a significant predictor of cultural congruity or persistence. Also, students who were more strongly attached to their ethnic group were less likely to feel that they 'fit in' at their college (cultural incongruity). Older students were more likely to have higher cultural congruity than younger students, and higher levels of cultural congruity was associated with higher persistence scores.Item Using student perception of college environment for developing academic self-efficacy in engineering and computing education(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Clark, Jennifer Irene; Chairperson, Graduate Committee: Tricia SeifertNext Generation Experts (NGE) are needed to fill engineering and computing careers. Access to college degree programs in these disciplines has been identified as an important contribution in addressing this problem. Students enter university with varying levels of academic readiness based on environmental circumstances outside their control. In Montana, many communities are limited in their ability to provide advance math and science coursework with even fewer providing engineering or computer science topics. Montana State University (MSU) is the state's land grant institution is charged with educating the sons and daughters of Montana's working class citizens. This problem of practice study considers the experience of academically underprepared (AUP) students interested in engineering or computing with retention initiatives in the Norm Asbjornson College of Engineering (NACOE). Understanding student perceptions of how the college environment influences academic self-efficacy development with engineering and computer science content can provide direction for retention programming. This qualitative study uses a complex theoretical framework, and phenomenography as a research approach to consider the range of student experience with an AUP retention program in the NACOE. Thirteen students participated in a study version of the AUP retention program which consisted of 6- topic focused, weekly meetings. Eight students provided feedback through a 1:1 interview following a semi-structured interview protocol. Interviews were transcribed, coded, and analyzed using an iterative process introducing a shift in perspective related to the relationship between physiological states and their influence over mastery, vicarious, and social persuasion experiences. Physiological states sit in the space between environmental experiences continually shading engagement between the environment and student. Findings described how physiological states interact with mastery, vicarious, and social persuasion experiences. Environmental factors, including people, had an influence on the developing relationship between AUP students who participated in a study version of the AUP retention program. Demonstrating the importance of structure, this study showed the value of community in developing relationships between students and academic content. Normalizing the variety of academic readiness levels shifts from deficit thinking to an allowance of gracious space to begin a college degree from any point without a hidden script of expectation. Borrowing from the college athletics' programs, introducing a Redshirt year changes the game. The Redshirt in Engineering Consortium borrowed and implemented this idea to support recruitment and retention in AUP populations. AUP students are also the NGE in engineering or computing. It is the responsibility of current experts to teach them they have potential to be successful in these disciplines through inclusive environments.Item Investigating the relationship of an early semester intervention program and first year college student sense of belonging(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Wilson, Chelsey Jo; Chairperson, Graduate Committee: Tricia SeifertApproximately seventy five percent of first year college students are retained their second year (NSC Research Center, 2020). Students leave college for a variety of reasons: they may experience financial difficulties, have family obligations, trouble seeking a support community in school, experience academic adjustment issues, lack of student involvement, and poor institutional fit (Tinto, 2001). Students stay in college when they find a sense of place or community. Researchers (Astin, 1984; Beil, Reisen, Zea, & Caplan, 1999; Cadet, 2008; Milem & Berger, 1997; Strayhorn, 2012) have presented evidence that student involvement in campus activities, both social and academic, are strongly related to student sense of belonging and retention. Strayhorn (2012) states that educators must create conditions that foster belonging among students. This quantitative study examined an early semester intervention program designed to welcome first year students to their college community through involvement and connection. A self-report online survey was utilized to assess level of participation in the week of welcome program and feelings of belongingness. The respondent pool consisted of 625 first-time, full-time students at one large, public institution in the northwest. Correlation Analysis, Linear Regression, Independent Sample T-Tests, One-Way Analysis of Variance, Ordinarily Least Square Regressions, and Paired Sample T-Tests were used to examine and determine the relationships between independent and dependent variables. Level of participation in a week of welcome program has a statistically significant positive relationship with first year college student sense of belonging. Living status was the only student background characteristic that had a relationship with level of participation in the week of welcome program. Students who lived on campus participated in welcome week activities at a higher rate than students who lived off campus. Both planned and actual level of participation in a week of welcome program had a statistically significant positive relationship with student sense of belonging, even when accounting for student background characteristics and desired sense of belonging. Last, desired sense of belonging and actual sense of belonging had a positive relationship, even when controlling for student background characteristics. Based on the findings, recommendations for higher education administrators, practitioners, and institutions are discussed.Item The impact of social belonging on the academic performance of first-generation students at Montana State University(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Oliveri, Christiane Nadine; Chairperson, Graduate Committee: Tricia SeifertIn the United States, first-generation college students are significantly less likely to persist in college and complete a four-year college degree than continuing-generation students (Cataldi, Bennett, & Chen, 2018; DeAngelo & Franke, 2016; Engle & Tinto, 2008; Pascarella, Pierson, Wolniak, & Terenzini, 2004). The same is true at Montana State University (MSU), where only thirty-one percent of first-generation students graduate within six years (Montana State University, 2018c). It was hypothesized that generational status would predict academic performance at MSU, and that sense of belonging, along with peer and faculty involvement, would mediate the relationship. In addition, a conditional effect was hypothesized, so that there would be an interaction between generational status and belonging, with belonging being a stronger predictor of college grades for first-generation students than for continuing-generation students. A self-report online survey was utilized to assess peer and faculty involvement and sense of belonging. The sample consisted of 184 first-year, first-time, part-time and full-time students at MSU. Factor analysis was used to better delineate between peer involvement and belonging scales. Logistic regression and linear regression were utilized to determine the relationships between independent and dependent variables. First-generation college students had significantly lower levels of influential positive peer involvement when compared to continuing-generation students. Specifically, they had lower levels of agreement that peers would help or listen if they had a problem, and that it was easy to make friends at MSU. Peer involvement and faculty involvement significantly predicted higher sense of belonging for all students. Peer involvement had a negative impact upon college grades for all students, which approached significance. Faculty involvement had a positive impact on college grades for all students. Stigma/stereotype threat variables had an impact on college grades. Sense of belonging did not significantly impact college GPA. Finally, a conditional effect emerged for generational status and peer involvement upon college GPA, which approached statistical significance. Policies, programs, and services must be changed at institutions of higher education to help first-generation college students feel more supported by their peers and welcomed to campus, along with balancing social vs. academic priorities during college.Item Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Neber, Elfriede; Chairperson, Graduate Committee: Tricia SeifertOver the past several decades, an increasing number of nontraditional students have been enrolling in college, however they face a variety of challenges in completing their educational goals and have lower completion rates than traditional students. Thus, the more institutions can understand about this student population, the better they can serve their unique needs. This qualitative study sought to understand how nontraditional students experience the transition to college, how these experiences differ by gender and which institutional factors help and/or hinder with the transition. To gain a better understanding of their transition to college, a transcendental phenomenological approach was used and the findings were analyzed using the lens of Schlossberg's Transition Theory, Bronfenbrenner's Ecological Theory and Gender Schema Theory. The participants included 10 female and 12 male participants who met the following criteria: over the age of 25, first year attending Great Falls College MSU and at least a one-year break since attending school elsewhere. They were interviewed two to three times, their interviews were transcribed and analyzed, and emergent categories were developed. The data was then analyzed using apriori codes developed from Schlossberg's Transition Theory followed by a further level of analysis using from Bronfenbrenner's Ecological Theory. Within the context of Ecological Theory, themes related to gender differences and institutional factors were identified. Key findings included that most students found the initial transition stressful, they resorted to a variety of coping skills and there were no significant gender differences in the transition experience. Overall, they demonstrated high levels of resilience and strong coping skills. They felt welcome and supported by the institution and only a few minor areas were identified for improvement. There were a few curious findings not identified in previous research including that the male participants actively sought opportunities to serve as mentors; that some students enroll seeking new careers with greater meaning and purpose rather than just economic gain; they had difficulty relating to traditional aged students and had attitudes of superiority towards them; most struggled with technology; and college did not necessarily become easier as they progressed through their education.