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 Effects of student self-assessment in an engineering classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Nelson, Dylan James; Chairperson, Graduate Committee: Greg FrancisSelf-assessment has had much research done in the past, but has not been tested for its effectiveness in the classroom by the author. This study details the effectiveness of self-assessment on student achievement in an engineering classroom. Two middle school Pre-Engineering Technology (P.E.T) classes from a Title I school participated in the study with each class being split up into a treatment group and comparison group. All students were given pre-content, unit content, and post-content assessments with the treatment group self-assessing during each unit content assessment. All students participated in Likert Scale Surveys and students were picked at random to participate in interviews. After analysis of data, student self-assessment was found to positively affect student achievement and student confidence, in many cases, when defining engineering problems. The analysis of student self-assessment also proved to be beneficial to the author's teaching practices.Item Storylines in middle school(Montana State University - Bozeman, College of Letters & Science, 2021) Burmester, Tori Rae; Chairperson, Graduate Committee: Greg FrancisThe Next Generation Science Standards were presented in a three-dimensional format including science and engineering practice, crosscutting concepts, and disciplinary core ideas. The three-dimensional standards are driven by a real-world phenomenon. With very few resources available, connecting the real-world phenomenon to the three-dimensional standards a disconnect in the units as a whole. Storylines provide a sequence of lessons driven by a students' question about the phenomena. Using a storyline with the Next Generation Science Standards bridge the gap between anchor phenomena and three-dimensional learning. This action research was designed to answer whether or not using storylines can connect phenomena to three-dimensional learning creating an overall deeper understanding of the content. The procedure consisted of two different sections of 6th grade and 7th grade students. Each section alternated between treatment (storyline) units and nontreatment (traditional) units. Pre- post- unit tests and student surveys were given after each unit. The results of this action research were mixed. The pre-post unit tests did not provide strong enough evidence to support the use of storylines to build a deeper understanding. The post-unit student surveys did show marginal differences between students in a treatment versus nontreatment group. Some of the data originally collected was also voided due to the changing of learning models during the COVID-19 pandemic. In conclusion, the data collected did not support or void the use of storylines to connect the phenomenon to three-dimensional learning. Student opinions and attitudes about storylines confirmed the value of this action research within the integrated middle school classroom.Item 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.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 Advancing student motivation and course interest through a utility value intervention in an engineering design context(Montana State University - Bozeman, College of Engineering, 2020) Turoski, Staci Anne; Chairperson, Graduate Committee: Bill SchellStudent motivation is essential for academic success. Researchers and educators across broad educational spectrums have identified important factors effecting undergraduate student motivation. Understanding and improving student motivation is critical for educators to keep students engaged and motivated. Student motivation is multifaceted and complex with interest as one of many factors related to motivation and motived behavior. Student interest in course material can be supported by helping them understand the value and relevance of the material to their professional goals. This study uses expectancy-value framework to understand students' perceptions of the value and relevance of course material and how these perceptions influence interest and academic performance. One means for understanding perceived value is to assess the perception of the utility value, or the view of usefulness, of the task to their present or future goals. Educators can encourage value by asking students to write about the relevance of the course material to their life through structured utility value interventions. This study compared the performance, interest, and motivation between students who participated in structured utility value interventions and those in a control group who did not while enrolled in a third-year multidisciplinary engineering design course. Secondary research questions explored the effectiveness for low-performing students and the frequency at which connections were made. Students completed a survey at the beginning of the course and near completion of the course. Data was gathered during the initial semester of the COVID-19 pandemic. Students' interest in the engineering design process and in the course material increased significantly for students writing to the utility value prompts. Perceived utility value was shown to be a significant predictor in student interest. Academic performance outcomes were not effected by participating in the intervention. Low-performing students did not experience benefit from the interventions. This study builds on and extends previous research on the effectiveness of utility value interventions in impacting student interest and motivation within an engineering design context. Practical application of the results provides educators a simple, cost-effective tool for increasing student interest and motivation in engineering.Item Investigation of field relevant parameters for microbially enhanced coalbed methane scale up(Montana State University - Bozeman, College of Engineering, 2019) Platt, George Addison; Chairperson, Graduate Committee: Robin Gerlach; K. J. Davis, E. P. Barnhart, M. W. Fields and R. Gerlach were co-authors of the article, 'Optimization of 13C-algae amendment concentration for enhanced coal dependent methanogenesis' submitted to the journal 'International journal of coal geology' which is contained within this thesis.; K. J. Davis, H. D. Schweitzer, H. J. Smith, E. P. Barnhart, M. W. Fields, R. Gerlach were co-authors of the article, 'Algal amendment enhances biogenic methane production from coals of different thermal maturity' submitted to the journal 'International journal of coal geology' which is contained within this thesis.Energy production from coal is projected to decline significantly over the next 30 years, due to concerns over anthropogenic carbon emissions, climate change, and cost. As coal-based energy production decreases, the demand for natural gas is expected to increase. Coalbed methane (CBM), a biogenic natural gas resource found in subsurface coal beds, may aid in meeting the projected increase in demand. However, costs associated with traditional CBM extraction currently make utilizing this resource economically prohibitive due to slow coal-to-methane conversion rates and the necessity to treat co-produced water. Algae can be cultivated in co-produced formation water and the addition of very small amounts of this algal biomass can increase coal-to-methane conversion rates. The goal of this work was to determine the optimal algae amendment concentration for the enhancement of microbial coal-to-methane conversion to maximize return on investment. Concentrations of 13C-labeled algae amendment ranging from 0.01-0.50 g/L (equivalent to 0.0001-0.005 g per g of coal) were tested in coal-containing batch microcosms. Enhanced methane production was observed in all amended microcosms and maximum methane production occurred between 169-203 days earlier than in unamended microcosms. When as little as 0.01 g/L algae amendment was added, 13CH 4 and 12CH 4 tracking revealed that the improvement in coal-to-methane conversion kinetics was due to enhanced coal degradation. Increasing amendment concentrations to 0.05-0.50 g/L improved coal-to-methane conversion rates further, but improvements from amendment concentrations above 0.05 g/L were insignificant. The geologic scope of this CBM enhancement strategy was investigated by studying methane production from five coals ranging in thermal maturity. Biogenic methane was produced from all coals, with subbituminous coals generally producing more methane than thermally mature bituminous coals. The addition of algae amendment to thermally mature coal microcosms resulted in methane production that was comparable to production from unamended, thermally immature coals. This improvement was associated with an increased relative abundance of coal degrading microorganisms. Collectively, this work demonstrates that algae amendment concentrations can be reduced further (to 0.01-0.05 g/L) relative to the previously investigated concentrations (ranging from 0.1-0.5 g/L) and still improve coal-to-methane conversion rates for a range of coal sources.Item The design process in an eighth grade science class(Montana State University - Bozeman, College of Letters & Science, 2019) Joslyn, Pamela Jo; Chairperson, Graduate Committee: Greg FrancisEngineering provides a framework in which students can test their own developing scientific knowledge and apply it to practical problems. There are many parallels to the application of science principles and engineering practices. Both rely on developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematical and computational thinking, engaging in arguments from evidence, and obtaining, evaluating and communicating information. While some students become engaged in the design process, scientific principles can be excluded from the engineering aspects. One unit of study was compared - a nontreatment group using no mathematics and computational thinking to facilitate the design process and a treatment group relying upon mathematics and computational thinking to the design process. The treatment unit required students to collect data and define scientific principles within the design process. Students were given pre-, mid-, and post-tests for the unit of study, an interest survey, and interviews were conducted. Both groups of students indicated the importance of using data in the design process. When students were required to use mathematics and computational thinking in the design process, the results suggested that students exhibited a slight improvement in test scores on the multiple choice and short answer responses. In the students' final reflections, many students expressed a greater appreciation for engineering.