Scholarship & Research
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Item Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course(Montana State University - Bozeman, College of Letters & Science, 2017) Shoemaker, Jeretta; Chairperson, Graduate Committee: Walter WoolbaughStudents today are managing many aspects of life outside of school obligations, resulting in missed class time and less exposure to lecture material. Flipped classroom techniques have been said to influence students' flexibility of personal time for learning, as well as academic achievement and overall course enjoyment. The purpose of this study was to identify benefits associated with the utilization of flipped classroom techniques, for both the students' and the instructor, in a college level Medical Terminology course. Data collection tools were developed to identify trends in these focus areas. During a five-week time period, flipped classroom techniques (treatment) were employed alternately with the standard lecture style, while covering four units of material. During the treatment students' watched short videos via the colleges' learning management system on their own time prior to class. This freed up class time for interactive learning with the use of engaging peer-to-peer activities, and completion of what would typically be considered homework materials. On alternate units, lecture was delivered with the standard didactic method previously employed, and homework assignments completed on their own time. If, after lecture was completed and time allowed, interactive activities were implemented during class. Results indicate no difference in student academic success between the two teaching methods. Student enjoyment of the course was markedly improved (28%), as well as increased flexibility of personal time (22%) with the treatment. Instructor benefits included an increased enjoyment of teaching, increased curriculum flexibility, and improved instructor-student relations. The instructor preparation time associated with the initial use of the treatment initially felt prohibitive, but the resulting benefits for all study subjects involved negated this.Item Preparing students for science, technology, engineering, mathematics, and healthcare fields - a two year college approach(Montana State University - Bozeman, College of Letters & Science, 2017) Shell, Michael John; Chairperson, Graduate Committee: Walter WoolbaughThe Becoming a Successful Student course offered at the Great Falls College Montana State University is designed to prepare students for future coursework by providing foundational study skills, time management, and goal setting. This study correlated the effectiveness of the Becoming a Successful Student Class with students interested in health science career and computer science tracks as well as STEM (Science, Technology, Engineering and Mathematics) field transfer programs by assessing student perception of effectiveness and then correlating that effectiveness with first semester Grade Point Average (GPA) on a 4.0 scale, along with credits attempted vs. credits successfully completed and then second semester mid-term GPA along with credits attempted. Face to face interviews with competitive entry health science program directors and division directors also gave a look at the anticipated competencies that students should have prior to acceptance into a program or transfer to a STEM school. The foundational framework of the Becoming a Successful Student applies to students that are new to the world of higher academics in order to reinforce and enhance previously learned skills in order to achieve success in future coursework. This also supports the mission of student retention by making the skills and knowledge to be successful able to be accessed by all new students. Although, initially it appears that the course had little effect on the future preparedness of students, it is important to note that at mid-term many students still have an opportunity to drop or withdraw from courses that they will not be successful in. Also, the students with grades less than 'B-' show the greatest increase in semester GPA at mid-term, suggesting that students who would not have been successful initially, obtained skills that they built on and reinforced their future success.Item Understanding the effects of using case studies on student learning in the community college applied science classroom(Montana State University - Bozeman, Graduate School, 2016) McKinniss, Keith Alan; Chairperson, Graduate Committee: Peggy Taylor.Students in the Applied Science for Healthcare Majors class have illustrated that using case studies is a valuable learning method. Prior to this action research project, students in this class were accustomed only to lecture, then exam, methods. Literature reviews indicated that case studies were effective tools in science classes. Therefore, pre- and post- assessments, formative assessment techniques, student surveys, student interviews, and instructor journaling were monitored and assessed for changes in student learning, retention, and value. The action research-based approach was replicated in two sections of the Applied Science class. Quantitative data collected during the project was conflicting. One section demonstrated a statistically significant change in learning, whereas the other did not. Both sections had insufficient evidence to suggest a statistical change in retention. However, qualitative data from students and the instructor overwhelmingly indicated that the case study method is an effective tool to support student learning techniques.Item The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college(Montana State University - Bozeman, Graduate School, 2016) Ellenbecker, Robert P.; Chairperson, Graduate Committee: Peggy Taylor.The Health Science Career Academy at Big Sky High School was launched in the fall of 2012 and is currently serving 240 students. At the time of implementation, 50% of Big Sky High School graduates were not pursuing post-secondary education. More than 40% of students at Big Sky High School receive free and reduced lunch benefits meaning they are in an economic situation which commonly leads to low achievement and low post-secondary expectations. A thematic course of study, focused on health science, small learning community and exposure to industry professions and professionals provides a unique educational model designed to engage students, and provide them with the interpersonal support and academic foundation necessary for achieving professional success. Federally mandated standardized test scores, ACT scores, survey responses, grade point average, and free and reduced lunch status, of academy students, were compared to a control group, of non-academy students, in an effort to determine whether the Health Science Academy is improving student achievement and preparedness for college. The Health Science Academy appeared to be serving a population of students with abnormally low risk of academic failure. The impacts on academic achievement was inconclusive but impacts on student attitude appeared to be positive as were impacts on preparedness for college.Item The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians(Montana State University - Bozeman, Graduate School, 2014) Guajardo, Lily; Chairperson, Graduate Committee: Peggy Taylor.Continuing medical education programs play an important role is disseminating current scientific and clinical information to our medical and health care community adult learners. This research study aimed to evaluate the effects of our education programs on science learning and attitudes, observe preferred learning environments and adult learning theories, and to update our evaluation process. The data revealed that learning method preference is dependent on the content of the education program, and that many of our programs, specifically those based on science concepts, followed that preference. Because many of our programs followed the preferred learning style for that specified content, we saw positive observations throughout those programs. This data will help to revitalize our programs, in turn, helping to meet our educational goals and those goals set forth for our members.