Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Using an adapted LOSA to assess safety conditions of an undergraduate construction course(Montana State University - Bozeman, College of Agriculture, 2024) Sponheim, Isaac Mikhel; Chairperson, Graduate Committee: Dustin PerryStudents working in the agricultural mechanics laboratory are exposed to valuable career-building skills. However, this is also a hazardous environment in which many are injured annually (Chumbley et al., 2018; Perry et al., 2012; Saucier et al., 2014; Utah Department of Health, 2007). As students leave SBAE and go out into the workforce, the safety story does not improve much with workplace fatality numbers rising in recent years (Bureau of Labor Statistics, 2021). Agricultural mechanics teachers are forced to deal with this problem on an individual basis, so without a standardized method of assessing and teaching safety a gap has been left between how students interact with safety in school and in the workplace. One proposed solution is to utilize industry safety models to teach and assess safety in the classroom. A specific example of this is the Line Operation Safety Audit used by commercial airlines (Klinect et al., 2003). This paper will explore the background of this instrument and its applicability to the agricultural mechanics environment.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 Mindfulness and self-compassion: associations with sleep heath and pre-sleep arousal(Montana State University - Bozeman, College of Letters & Science, 2023) Deutchman, Dagny R.; Chairperson, Graduate Committee: Cara A. PalmerMore than half of college students are not getting adequate sleep. Burgeoning research suggests that mindfulness and self-compassion are both associated with better sleep health, potentially via a reduction in pre-sleep cognitive and somatic arousal. This study seeks to delineate: 1) how trait and pre-sleep mindfulness and self-compassion are associated with measures of sleep health (subjective sleep quality, daytime sleepiness, sleep duration, sleep onset latency, wake after sleep onset, sleep timing, and sleep regularity), 2) how mindfulness and self- compassion relate to measures of pre-sleep arousal, and 3) whether the effects of mindfulness and self-compassion on sleep health outcomes is mediated by cognitive and somatic pre-sleep arousal. Participants (n = 75) completed questionnaires and one week of daily diary reports and actigraphy. Results suggest that trait mindfulness and self-compassion were not significantly associated with pre-sleep arousal or sleep health. Pre-sleep mindfulness was not associated with cognitive pre-sleep arousal; however, pre-sleep self-compassion was negatively associated with cognitive pre-sleep arousal. Associations between mindfulness and sleep, and associations between self-compassion and sleep were not mediated by pre-sleep arousal. This study adds to a growing body of research to help illuminate possible protective factors such as mindfulness and self-compassion for increasing overall sleep health in college students.Item A 3D anatomy app as a learning tool(Montana State University - Bozeman, College of Letters & Science, 2022) MacKenzie, Michael John; Chairperson, Graduate Committee: C. John GravesComplete Anatomy is a digital 3D anatomy platform that allows users to manipulate virtual human models. The purpose of this study was to determine whether the students perceived the app as useful, and how they made use of the app to help them understand anatomy and anatomical relationships. At the beginning of the semester surveys and questionnaires were conducted to determine students' initial perceptions of the app. Over the course of the semester, students were given a brief lesson on how to use the app, provided with resources within the app, and given quiz questions based on images created in the app. At the end of the semester surveys, questionnaires and interviews were again conducted to determine of students' perceptions of the app had changed, and to learn how students made use of the app. From the data gathered, students' perception of the app was positive to begin, and became slightly more positive over the course of the semester. Having a brief lesson on how to use the app, and exploring the tools available in the app made a significant difference in the students' comfort with the app. The flexibility of the app to be used when and where they wanted, and the ability to adapt the app to their current study practices were some of the app's greatest strengths according to the students. Complete Anatomy is a powerful, flexible 3D app that students perceive as useful, and in some cases even necessary. Having the ability to work at times and in ways they prefer makes it an app that benefits student learning.Item Assessing the impact of citizen science on motivation, civic awareness, and understanding of the scientific process in a college microbiology synchronous classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Andrews, April Marie; Chairperson, Graduate Committee: C. John GravesThe COVID-19 pandemic impacted education by removing science from physical classrooms. Adopting remote learning in the fall of 2021 brought new challenges for hands-on discovery and engagement in scientific experiences for my microbiology students. The goal of this study was to assess the impact participation in citizen science had on student motivation, epistemic beliefs toward science, understanding the process of science, as well as value of data contributed by peers. The traditional curriculum was modified to include online collaboration and discussions by students to solve a real-world problem related to a potential public health threat by integrating a series of inquiry-based exercises. The project, Discover the Microbes Within: The Wolbachia Project, allowed students to partner with Vanderbilt University and join researchers from all over the world to study and understand the prevalence of this naturally occurring intracellular parasite. Students spent time exploring their community and collected specimens of native arthropods in and around the Toledo campus of Owens Community College. Students worked in small strategic online breakout groups and took on one of three roles; microbiologist, epidemiologist, and reproductive specialist as part of their research to validate claims regarding health threats. Students prepared and reported back to the class their proposal and task force recommendation to submit to the CDC. Students conducted online activities exploring biotechnology techniques (i.e., polymerase chain reaction, gel electrophoresis, Sanger sequencing, bioinformatics etc.) that promoted scientific literacy and problem-based learning outside a traditional classroom setting. Pre- and post-Likert scales were utilized to compare science motivation, scientific literacy, and opinions toward science and technology. A WebQuest online group evaluation, interviews and written response to discussion board forums were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. Students reported that they felt they were learning the same if not more online compared to face-to-face instruction at the end of the semester. The results suggested that students took a more proactive role in their education, self-identified more as 'real' scientists, and made positive growth with respect to epistemic beliefs toward science when given meaningful examples that make local connections during remote instruction.Item Diverse approaches in agriculture and education enhance problem-solving capacity(Montana State University - Bozeman, The Graduate School, 2022) Watt, Charles Robert; Co-chairs, Graduate Committee: Carrie B. Myers and Mac Burgess; This is a manuscript style paper that includes co-authored chapters.As humanity faces challenges to feeding itself amidst increasing rates of environmental degradation and disconnection from our food growing ways, we have a responsibility to not only work towards transforming our agricultural systems to be more sustainable, but to prepare the future generation of leaders with the skills, knowledge, and problem-solving approaches that are necessary to handle these challenges. This interdisciplinary dissertation utilizes mixed methods including quantitative and qualitative methodologies to examine problems that range from management of small-scale vegetable systems to pedagogical and systemic approaches in our post-secondary educational systems. An overarching theme emerges that calls on diversifying the way we manage soils and classrooms alike. Chapter One discusses philosophical assumptions and interpretive frameworks that underlie our institutional inquiry apparatus. It also discusses my positionality as a researcher working in this problem space. Chapter Two outlines the foundation of literature that supports the three primary research chapters. Chapter Three reports on research on soil fertility in organic high tunnel vegetable production and concludes that utilizing organic amendments that provide rapid short term Nitrogen release are important to crop yield. Chapter four investigates the effect of an active learning intervention on the capacity for upper-level cropping systems students to quantitatively reason and critically think about complex soil health concepts situated in real-world contexts. The evidence in support of active learning to compliment didactic instruction is clear. Chapter Five explores undergraduate student perceptions of sustainability using a grounded theory study approach. The emergent conceptual model describes one's background knowledge, life and educational experiences, point of view, and existing interest as the primary factors affecting how they evaluate sustainability in any given context. These findings support the use of campus farms for deep learning. Chapter Six includes personal reflection and ties together themes that identify the importance of using diverse approaches in our agricultural management, pedagogical and curricular development, and systemic models of knowledge construction in order to advance society towards a more sustainable future on this planet.Item Toward a learning orientation: the impact of design thinking pedagogy on creative identity formation in the first-year experience(Montana State University - Bozeman, The Graduate School, 2022) Konkel, Margaret Thomas; Chairperson, Graduate Committee: Ann Ewbank; This is a manuscript style paper that includes co-authored chapters.Education and identity are connected in important ways, especially during college. College students inhabit an in-between state, having gained independence from their parents but not yet committed in other capacities. College students emerge into adulthood through identity exploration and optimism about their future while feeling the instability and self-focus of an in-between place. Creativity, and the problem-solving behaviors associated with it, may play a role in supporting college students through this developmental stage. The three studies in this dissertation examine the impact of design thinking pedagogy on creative identity formation in first-year experience programs. The central question of the studies is how students' experience with creativity and problem-solving early in the college experience can encourage design mindset development and support creative identity formation through the intentional integration of design thinking pedagogy. Three pedagogical models of first-year courses using design thinking at three institutions formed the context for the studies. Two methods were employed: qualitative interviews engaged students in meta-cognitive reflection on experiences and outcomes gained; and a survey assessing design thinking mindsets was administered. The model for creative identity formation drawn from the qualitative analysis indicates that students form creative identity through individually-tailored mixing of creative thinking actions and attitudes cultivated by the course experience. Flexibility and symphony are creative thinking actions that engage students intellectually with creative problem-solving, while agency, authenticity, and delight embrace the development of creative identity. Survey analysis demonstrates three clusters of design mindsets that support the impact of creative identity formation in higher education: openness to diverse perspectives and learning orientation share high mean factor scores across all three institutions, underlining first year experience goals; strong correlations between experimentation -- productive failure, optimism, tolerance of ambiguity, and problem framing support key design approaches; and learning orientation, desire to make a difference, and optimism align with guiding theories of emerging adulthood. Results from the studies support the integration of creativity, creative problem-solving, and design thinking in the first-year, to encourage the development of attitudes and mindsets that support the learning and identity-formation experience of college.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.