Scholarship & Research
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Item "I felt like I did not belong": A case study investigation on doctoral students' validation, engagement, and socialization experiences(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Edwards, Melisenda Gilda; Chairperson, Graduate Committee: Bryce HughesThis case study examines the role of an academic department in aiding doctoral students' success with a focus on socialization, engagement, and validating experiences. Research has shown that some attrition at the doctoral level can be mitigated by adopting systems similar to those already occurring in undergraduate populations, yet implementation continues to lag. Exploring the effects of programming and support in an academic unit may be the key to leading a campus integration strategy. To investigate this, the study utilized doctoral students within the Department of Education at Montana State University to consider their experiences with an implemented retention method, specifically unique courses geared towards student success. This research aimed to uncover the system's efficacy from the students' perspectives by understanding the students entering post-graduate work and exploring their experiences throughout their journey. The project involved interviews with 25 current and past doctoral students within the Department of Education. Students were selected from all doctoral students admitted by the department over seven years, covering Fall 2014 through Fall 2021. The students who responded self-selected to participate in a semi-structured interview or to complete an open-ended Qualtrics survey. A key finding was that the initiatives were mostly successful and provided validation, community, and social connections, which were aspects surrounding effective student retention. Conversely, the retention initiatives were somewhat problematic when the courses were not taken at the most opportunistic time or were found partially ineffective based on differing student needs. Ultimately, the study underscored the need for programming to support student success through programmatic changes to bridge social, cultural, and academic knowledge gaps, also known as insider knowledge, that some students may be lacking when entering doctoral programs and to address continued socialization, engagement, and experiential validation throughout a doctoral journey.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 Not NDN enough: a study of the importance of indigenous identity with regards to Native American student retention in higher education(Montana State University - Bozeman, College of Letters & Science, 2020) Jeffers, Patrick Byron; Chairperson, Graduate Committee: Kristin T. RuppelNot NDN Enough': A Study of the Importance of Traditional Indigenous Identity with Regards to Native American Student Retention in Higher Education. The average college experience is generally more difficult for indigenous students, when compared to their non-indigenous counterparts; not only do students feel they are leaving their homes and communities behind, but their culture and other less tangible aspects of their self and identity as well. Often, these issues of distance from Home and culture lead to problems with academic retention. This becomes more complicated when indigenous cultural identity is introduced, since the concept of identity in this regard cannot be seen in a linear fashion, but on a continuum, taking into account the lived experience of different indigenous peoples of different cultural upbringings and tribal affiliations. Despite these issues, traditional cultural identity can be a boon for indigenous student retention. Research was conducted at a university with a significant native student population, asking indigenous students about their cultural identities, upbringing and experiences in the university system. Out of 15 students surveyed, all said that they believe that elements of their traditional culture impact their persistence in higher education. By looking back at out old ways and traditions we as a people can find strength to move forward in our futures with our traditions in hand.