Scholarship & Research
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Item Education For Sustainability (EFS) as a lived experience at a land grant university (MSU): a case study of MSU teaching faculty(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Short, Daniel Owen; Chairperson, Graduate Committee: Michael BrodySustainability is a contentious and awkward topic to teach. Increasing concern and awareness of sustainability issues drives a need to study sustainability through an education lens. Education, specifically Higher Education (HE), is a vital source in understanding and ultimately addressing sustainability issues. However, HE institutions continue to promote unsustainable patterns on a local, regional, and global scale. There is an alignment between MSU's mission as a land grant institution and that of Educations for Sustainability (EfS). The shared mission is to serve local regions and citizens by addressing local, regional, and global issues through education, research, and service. This exploratory qualitative study aims to examine and describe the lived experiences of educators at MSU who teach 'fundamental' EfS courses. Data collected is from Interviews, course artifacts, a survey, and observations from the sample of four (n=4) MSU faculty and their courses. The research used a collective case study methodology. A central finding of this study is the faculty's dedication to accurately representing the complexities of sustainability to their students. The faculty's beliefs and experiences manifest in their courses by promoting inclusive scholarship and adaptable course design. This study offers a reflection of a small sample of MSU faculty teaching EfS to promote further research into EfS at MSU.Item The impact of social belonging on the academic performance of first-generation students at Montana State University(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Oliveri, Christiane Nadine; Chairperson, Graduate Committee: Tricia SeifertIn the United States, first-generation college students are significantly less likely to persist in college and complete a four-year college degree than continuing-generation students (Cataldi, Bennett, & Chen, 2018; DeAngelo & Franke, 2016; Engle & Tinto, 2008; Pascarella, Pierson, Wolniak, & Terenzini, 2004). The same is true at Montana State University (MSU), where only thirty-one percent of first-generation students graduate within six years (Montana State University, 2018c). It was hypothesized that generational status would predict academic performance at MSU, and that sense of belonging, along with peer and faculty involvement, would mediate the relationship. In addition, a conditional effect was hypothesized, so that there would be an interaction between generational status and belonging, with belonging being a stronger predictor of college grades for first-generation students than for continuing-generation students. A self-report online survey was utilized to assess peer and faculty involvement and sense of belonging. The sample consisted of 184 first-year, first-time, part-time and full-time students at MSU. Factor analysis was used to better delineate between peer involvement and belonging scales. Logistic regression and linear regression were utilized to determine the relationships between independent and dependent variables. First-generation college students had significantly lower levels of influential positive peer involvement when compared to continuing-generation students. Specifically, they had lower levels of agreement that peers would help or listen if they had a problem, and that it was easy to make friends at MSU. Peer involvement and faculty involvement significantly predicted higher sense of belonging for all students. Peer involvement had a negative impact upon college grades for all students, which approached significance. Faculty involvement had a positive impact on college grades for all students. Stigma/stereotype threat variables had an impact on college grades. Sense of belonging did not significantly impact college GPA. Finally, a conditional effect emerged for generational status and peer involvement upon college GPA, which approached statistical significance. Policies, programs, and services must be changed at institutions of higher education to help first-generation college students feel more supported by their peers and welcomed to campus, along with balancing social vs. academic priorities during college.Item Examining the pathways and supports leading MSSE program graduates into leadership roles(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Solberg, Kathryn Vaplon; Chairperson, Graduate Committee: Mary LeonardThis study examined the pathways taken by science teachers to move into leadership roles, specifically teachers who had participated in and graduated from the Master of Science in Science Education (MSSE) program at Montana State University. Distributed teacher leadership has been identified as having the potential to improve schools, however, little is known about the pathways teachers take to move into leadership roles, how schools go about distributing leadership, or the supports that help teachers develop leadership skills. There is also a need to better determine how teacher leadership development and progression is supported through graduate programs. This research was a two-level quantitative-qualitative research. The first level used a survey to explore the leadership roles teachers filled and the pathways teacher leaders took to move into leadership roles. The second level focused on creating case studies of eleven MSSE program graduates. Case study data was used to further examine and provide deeper insights into the pathways teachers used and the motivators or supports that encouraged them to move into or take on leadership roles. Case study data was also used to determine the extent to which participants perceived the MSSE program supported or contributed to their leadership development and progression. Specific supports provided by the program were identified. The study provided evidence that the pathways taken by teachers tend to follow two main trends: teachers either volunteer in order to fill a void or address a need, or teachers are recruited by an administrator to fill a leadership role. The formality of the leadership role did not determine the formality of the pathway taken to move into the role. Conclusions include a descriptive framework for pathways taken to leadership and descriptions of specific supports provided by the MSSE program as identified by MSSE program graduates.Item Impact of PT3 professional development activities on teacher education faculty at Montana State University-Bozeman(Montana State University - Bozeman, 2001) Mentzer, Nathan James; Chairperson, Graduate Committee: Scott E. DavisItem Capturing the experience of the General Studies Freshman Seminar : a qualitative and quantitative study(Montana State University - Bozeman, 1994) Orazem, Vicki Lynn; Chairperson, Graduate Committee: Robert A. FellenzItem Perceptions concerning physically disabled students at Montana State University(Montana State University - Bozeman, 1990) Currie, Ronald Lee; Chairperson, Graduate Committee: Douglas PoletteItem A study of the academic performance of selected varsity athletes at Montana State University(Montana State University - Bozeman, 1970) Wendel, Robert Wayne; Chairperson, Graduate Committee: Herbert R. AgocsItem Student success in freshman chemistry at Montana State University as predicted by high school grade point average and college aptitude test scores(Montana State University - Bozeman, 1972) Thayer, Richard Leon; Chairperson, Graduate Committee: Albert SuvakItem An evaluation of the superintendency training program at Montana State University(Montana State University - Bozeman, 1976) Stanton, James Lawrence; Chairperson, Graduate Committee: Robert Allen Van WoertItem Evaluation of guidance and counselor education at Montana State University(Montana State University - Bozeman, 1967) Rate, Adele Wilkinson