Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Effectiveness plans and practices in programmatic accreditation: differences in evaluative culture in nursing and engineering(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Swift, Paul Richard; Chairperson, Graduate Committee: Carrie B. MyersOne of the main methods of public accountability in higher education is the use of accreditation to measure quality and ensure continuous improvement. In recent decades, accrediting bodies have moved away from inputs-driven requirements to requirements that focus on outcomes. One of the major shifts has been towards requiring institutions and programs to report on their effectiveness. However, despite the significant commitment of resources towards accreditation, there is little research around the practices within accredited programs. The purpose of this grounded theory study was to better understand the practices of practitioners of program effectiveness in accredited programs of engineering and nursing at two separate institutions of higher education. The study found significant differences in the scope of effectiveness practice between the two disciplines, with engineering practitioners focusing primarily on the assessment of student outcomes while nursing practitioners focused on systems that comprehensively evaluated many different aspects of their program. The study further found that most of the practitioners had come to their positions as novices; this presented an opportunity to learn from these seasoned professionals and theorize best practices for the field that may contribute to improved effectiveness practices for programs that are programmatically accredited. Suggestions are also provided for the field of accreditation more broadly to help clarify terminology and expectations.Item Enhancing students' engineering identities and attitudes towards engineering and technology through place-conscious engineering activities(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Moonga, Miracle; Chairperson, Graduate Committee: Rebekah Hammack; Nick Lux (co-chair)Students' engineering identities and attitudes toward engineering are important because they can determine if students will pursue engineering careers. However, a dearth of research focuses on how participating in place-conscious engineering affects students' engineering identities and attitudes towards engineering and technology. This explanatory sequential mixed methods study investigated the effect of engaging elementary students in place-conscious engineering activities on their engineering identities and attitudes towards engineering and technology. Students completed two place-conscious engineering activities: (1) following a local wildfire, students designed and built air filters to prevent smoke from entering the homes of affected families residing in a nearby community, and (2) after the state issued several warnings about eminent floods due to ice-jams on a local river, students designed flood prevention strategies. Quantitative data about students' engineering identities were collected using pre and post surveys of the two subscales of the Engineering Identity Development Scale (EIDS): (1) academic subscale and (2) engineering career subscale. Quantitative data regarding students' attitudes toward engineering and technology were collected using pre and post surveys of the engineering and technology subscale of the Students' Attitudes Toward Science, Technology, Engineering, and Mathematics (S-STEM). Finally, to explain the trends observed in the quantitative data, qualitative data were collected through semi-structured focus group interviews. Findings suggested that students' academic identities and attitudes towards engineering and technology improved as a result of participating in place-conscious engineering activities. The study recommends exposing elementary students to place-conscious engineering activities to improve their engineering identities and attitudes towards engineering and technology.Item Critical settler consciousness in community of practice and Indian Education for All implementation: a narrative inquiry in thresholds of transformation(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Watson, Sidrah Morgan Gibbs; Chairperson, Graduate Committee: Carrie B. MyersVery little work examines the role of Indian Education for All (IEFA) in shaping the college learner environment beyond teacher education programs. In fact, many faculty may not even consider implementing IEFA as a part of their teaching expectations. Despite Montana's legal mandate for "every educational agency" and "all educational personnel" working as "related to the education of each Montana citizen" (MCA 20-1-501) through IEFA, several factors may hold faculty from fulfilling this responsibility through curricular IEFA implementation at postsecondary institutions in Montana. One, IEFA is unfunded at the college level. Two, traditionally, faculty work autonomously in a system that values academic freedom. Three, most disciplines work within a traditional western paradigm that honors positivism, which may be at odds with Indigenous Knowledge Systems that center relational, spiritual, and subjective ontologies and epistemologies. Addressing this requires a system of change that can take shape through faculty communities of practice. This critical narrative inquiry delves into the experiences of non-Indigenous engineering faculty who worked within a learning community while approaching how to integrate IEFA into their curriculums. One-on-one interviews narratively encouraged participants to share their stories of implementing IEFA and their experiences engaging with an intimate, discipline designed learning community. Using the Transformational Indigenous Praxis Model (TIPM) layered with critical settler consciousness (CSC) and Culturally Disruptive Pedagogy (CDP) as a lens to participant experiences, the learning community provided a space that sparked engagement with their CSC in ways that allowed participants to move toward authentic IEFA implementation and employing transformational pedagogy. Communities of practice may be employed to help non-Indigenous settler scholars move toward authentically implementing IEFA. For these faculty, the learning community provided a space to engage in CSC development and pushed them to address their own resistances and responsibilities while in relationship with each other, working together as experts and novices to find ways their disciplines will need to engage IEFA. This project may serve as a tool or heuristic for non-Indigenous people beginning to engage their CSC in meaningful ways and requires desettling of the self and responsibility to Indigenous peoples to face and combat damage done by white supremacy and colonialism.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 A descriptive study of the barriers to study abroad in engineering undergraduate education and recommendations for program design(Montana State University - Bozeman, College of Education, Health & Human Development, 1998) Klahr, Sabine ChristineItem Factors related to persistence of transfer students enrolled in engineering and technology programs at the Montana State University College of Engineering(Montana State University - Bozeman, College of Education, Health & Human Development, 1982) D'Atri, Geoffrey Alexander