Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Rehumanizing college mathematics: centering the voices of Latin*, indigenous, LGBTQ+ and women STEM majors(Montana State University - Bozeman, College of Letters & Science, 2022) MacArthur, Kelly Ann; Chairperson, Graduate Committee: Derek A. WilliamsCalculus sequences are frequently experienced as gatekeeper courses for STEM-intending students, particularly for students from groups that have been historically marginalized in mathematics including Latin*, Indigenous, LGBTQ+ and women. I report here on research findings that explored attitudes of Calculus 2 students broadly, as well as more specifically from the above-listed groups regarding what practices, pedagogies, and structures feel humanizing to them. I used a transformative mixed methods design, built on a sociopolitical framework, namely the rehumanizing framework outlined by Gutiérrez (2018) that includes eight dimensions. The goal of this research is to answer a call from Gutiérrez in elevating and understanding the perspectives of students who are often ill-served and thereby impact future undergraduate teaching in positive and humanizing ways. The quantitative analysis of survey questions (n=153) showed that students generally find example scenarios that align with the eight rehumanizing dimensions to be humanizing, based on their ratings of feeling supported in their learning, feeling valued and a sense of belonging, and having connections between their mathematics class and their lives outside the classroom. From qualitative analysis of follow-up interviews with 20 students who self-identified as Latin*, Native American, LGBTQ+ and/or women, a student-driven definition of humanizing emerged. For these focal students, humanizing centers relationality and welcoming/caring/failure-tolerant classroom environment. Teaching actions that focal students described as humanizing were summed up as connections-connections to peers, teachers and to their lives outside the classroom. Blending the quantitative and qualitative analysis shed light on differences between dominant (white, heterosexual, cis-men) and focal group perceptions, especially regarding the Cultures & Theirstories rehumanizing dimension scenario. This was accompanied by cautions from focal students about how implementation of some scenarios matters in meeting a humanizing goal.Item Undergraduate nursing students' learning needs and attitudes about trauma and trauma-informed care(Montana State University - Bozeman, College of Nursing, 2021) Mangus, Katalyn Kelsey; Chairperson, Graduate Committee: Stacy StellflugTrauma is a very prominent and pervasive problem that causes numerous and harmful effects on the physical and mental health of those affected. Trauma-informed care (TIC) is a care framework that encourages healthcare workers to acknowledge trauma and care for patients in a way that takes past traumas into account. The practice of trauma-informed care leads to better healthcare experiences, better health outcomes, better trauma recovery, and more health compliance in trauma survivors. Unfortunately, many healthcare workers, including nurses, recognize the significance of trauma but feel unprepared to provide trauma-informed care to patients. The doctor of nursing practice project presented here sought to assess the current level of TIC education for undergraduate maternal-child nursing students at Montana State University College of Nursing. A secondary aim of this project was to provide guidance and recommendations to maternal-child nursing faculty for revisions to current curriculum. In order to achieve this aim, nursing students were recruited to participate in a survey that evaluated participants' attitudes about trauma, trauma-informed care, and which aspects of trauma-informed care they felt most strong and most weak in. The data were analyzed to evaluate undergraduate nursing students' current preparedness for providing trauma-informed care in their future nursing practice. The findings indicated that participants did feel somewhat confident in their understanding that trauma is impactful on women and that trauma-informed care can be beneficial. The participants also understood that working with trauma-affected patients can emotionally impact or re-traumatize a healthcare worker. Participants reported a lack of confidence in their ability to recognize trauma, recognize trauma-affected patients, and provide appropriate TIC to these patients. These data were used to guide the creation of a trauma-informed care education resource for nursing educators to utilize for teaching future nursing students about trauma-informed care. Ideally, this resource will encourage and facilitate the implementation of basic TIC education for nursing students, which will help future Montana State University nursing cohorts become more knowledgeable and confident in trauma-informed care as they prepare to join the nursing workforce.Item Effects of a Career-Life Planning Workshop on the vocational maturity of Montana State University students(Montana State University - Bozeman, 1978) Blackwood, Marian KlisisItem A comparison of attitudes of ROTC and non-ROTC students at Montana State University(Montana State University - Bozeman, 1976) Ardison, Larry GeorgeItem A study of the relationship between attitudes toward women and level of self-actualization among counseling students at Montana State University(Montana State University - Bozeman, 1977) Folsom, Marlene SchuttItem Attitudes and use of alcohol among engaged university couples(Montana State University - Bozeman, 1986) Fultz, Deborah E.; Chairperson, Graduate Committee: Ramona Marotz-BadenItem Retention planning for the future : challenges facing the rural land-grant university in the twenty-first century(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Stryker, Janet CourtneyItem The economic status of married male senior under-graduates, graduates, and GI-benefit students, and attitudes toward a family finance course(Montana State University - Bozeman, College of Education, Health & Human Development, 1967) Watson, Shirley Jean SeifertItem Attitudes of physical education graduate students toward the integration of handicapped students into regular classrooms(Montana State University - Bozeman, College of Education, Health & Human Development, 1983) Gilthvedt, Martha MarieItem Are Montana University System graduate students satisfied?(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Gorman, Renee Lynn; Chairperson, Graduate Committee: Betsy PalmerThis study explores graduate student satisfaction issues facing two leading Montana institutions of higher education. The study summarizes findings for a Graduate Student Satisfaction Survey administered to Montana State University and the University of Montana during the Fall 2003 semester. The distribution of this survey was done in collaboration with the Offices of Graduate Studies at Montana State University and the University of Montana. The purpose of this study was to elicit opinions and feedback from graduate students relative to their educational satisfaction while enrolled in their graduate program. The research addressed the following questions: 1) Does a model based upon Tinto's Theory of Departure (academic integration, social integration, and goal commitment) predict satisfaction in MUS graduate students; 2) Does academic integration make a significant unique contribution to the prediction of satisfaction after other variables have been statistically controlled; 3) Does social integration make a significant unique contribution to the prediction of satisfaction after other variables have been statistically controlled;