Scholarship & Research
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Item Rural museums: harnessing the power of place to confront silences and revitalize communities(Montana State University - Bozeman, College of Letters & Science, 2023) Moore, Sabre Addington; Co-chairs, Graduate Committee: Alex Harmon and Robert RydellIn the United States, 43 percent of all museums are in rural towns; in Montana, rural towns account for 56.5 percent of museums. Contemporary research has neglected museums based in rural communities. While scholarship on libraries and education in rural communities thrives, there is a gap in research on rural museums. This dissertation acknowledges that gap. It explores how rural museums, like the Carter County Museum in Ekalaka, Montana, can employ the Rural Social Space Model to identify and confront the usual silences about the land and its settlement and explore the ways that power is exercised in the practices of place. Using this framework, this dissertation draws connections between the museum and the areas of environment, social well-being, and economic development, which produce rural social space and contribute to community vitality. This strategy recognizes the value of a physical place, its unique and varied histories, and the diversity of people within and connected to that place, both past and present. Rural communities have distinctive histories embedded within the culture and historical context of a broader region. Rural museums foster the experience of these histories as meaningful and personal, nurturing identity and connection to local places. As such, museums play a vital role in rural community life and provide tools to address equity challenges facing rural places. These museums regularly engage in civic work and can leverage their positions as community congregant spaces and trusted institutions to further civic action, including fostering deliberate discussion, offering volunteer opportunities, hosting public meetings, and engaging visitors in exhibits that explore the connection of past history to present action.Item Assessing the use of citizen science projects to improve high school student data literacy skills and engagement(Montana State University - Bozeman, College of Letters & Science, 2022) Roeder, Grace Elizabeth; Chairperson, Graduate Committee: C. John GravesStudents are exposed to various interdisciplinary concepts in a science classroom including how to work with and understand data. Data literacy is becoming an ever more important skill employers look for. However, most high school students are lacking proficient data literacy skills. Data literacy involves basic statistical calculations such as mean, median, and mode as well as cleaning and organizing data into graphs and tables for analysis. The purpose of this action research project was to try to address the lack of data literacy skills in high school students by integrating a year-long citizen science project. Citizen science is an opportunity for ordinary people to contribute to the world of science through collecting data or observations for practicing scientists. Thirty-four environmental students at MHSS in Middletown NJ took a pre survey to assess student confidence levels in data skills, science activities, and citizen science. They also took a data skills pretest to assess actual student skill levels. Next, students took part in a yearlong citizen science project where they took photos and IDed observations using the iNaturalist citizen science platform. At the end of the year, students cleaned, organized, and manipulated their data into graphs for analysis. After completing the project, students took post tests and surveys to assess any changes in skill or confidence levels. The teacher recorded student progress in personal notes as well as conducted exit interviews to obtain qualitative results. It was found that in the beginning, most students had high confidence in their skills, but performed poorly on the pretest. After the duration of the project, all but four students out of 34 improved in their post test scores. The number of poor skill level individuals dropped from 60% to 29%. Data confidence levels increased slightly and student confidence in science activities improved. Exposure to raw and messy data through citizen science projects is a valuable tool that science teachers can and should be using to improve data literacy skill in high school students.Item Assessing the impact of citizen science on motivation, civic awareness, and understanding of the scientific process in a college microbiology synchronous classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Andrews, April Marie; Chairperson, Graduate Committee: C. John GravesThe COVID-19 pandemic impacted education by removing science from physical classrooms. Adopting remote learning in the fall of 2021 brought new challenges for hands-on discovery and engagement in scientific experiences for my microbiology students. The goal of this study was to assess the impact participation in citizen science had on student motivation, epistemic beliefs toward science, understanding the process of science, as well as value of data contributed by peers. The traditional curriculum was modified to include online collaboration and discussions by students to solve a real-world problem related to a potential public health threat by integrating a series of inquiry-based exercises. The project, Discover the Microbes Within: The Wolbachia Project, allowed students to partner with Vanderbilt University and join researchers from all over the world to study and understand the prevalence of this naturally occurring intracellular parasite. Students spent time exploring their community and collected specimens of native arthropods in and around the Toledo campus of Owens Community College. Students worked in small strategic online breakout groups and took on one of three roles; microbiologist, epidemiologist, and reproductive specialist as part of their research to validate claims regarding health threats. Students prepared and reported back to the class their proposal and task force recommendation to submit to the CDC. Students conducted online activities exploring biotechnology techniques (i.e., polymerase chain reaction, gel electrophoresis, Sanger sequencing, bioinformatics etc.) that promoted scientific literacy and problem-based learning outside a traditional classroom setting. Pre- and post-Likert scales were utilized to compare science motivation, scientific literacy, and opinions toward science and technology. A WebQuest online group evaluation, interviews and written response to discussion board forums were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. Students reported that they felt they were learning the same if not more online compared to face-to-face instruction at the end of the semester. The results suggested that students took a more proactive role in their education, self-identified more as 'real' scientists, and made positive growth with respect to epistemic beliefs toward science when given meaningful examples that make local connections during remote instruction.Item Increasing student engagement with citizen science(Montana State University - Bozeman, College of Letters & Science, 2022) Brewer, Robyn Sue; Chairperson, Graduate Committee: C. John GravesStudents actively engaged in their lessons will learn better. The current model of many science courses uses standard labs covering concepts that have been taught in the classroom. Students are doing experiments that have already been done before and already have an answer. They know it is not real. It is simply an assignment. This project implemented citizen science into the classroom. Students were given real projects and evaluated on their learning outcomes. The citizen science units were compared to standard teaching units. The data suggests a positive relationship between using citizen science as a teaching technique and student learning outcomes.Item Power and perils of partnership: a lifecycles approach to understanding barriers to data use in Montana volunteer water monitoring programs(Montana State University - Bozeman, College of Letters & Science, 2022) Bean, Liam Francis; Chairperson, Graduate Committee: Sarah P. ChurchAs socionatural systems become more unpredictable due to increased anthropogenic interference, the need for responsive data-driven governance is apparent. However, there is a repeated assertion that public trust in science and the scientific process is eroding. Public participation in scientific research, or citizen science, is often seen as a pathway to rebuilding public trust in data collection and analysis while also being an effective cost-cutting measure as research funding becomes more and more difficult to secure. I developed case studies of five different volunteer water monitoring programs from across the state of Montana. Each case was primarily constructed from semi-structured interviews with various volunteers, program managers, and decision-makers. These cases explore how trust in volunteer water quality data was generated across stakeholder groups and if, and how, volunteer collected data are used in local governance processes. To explore the relationship between different volunteers, program managers, tributaries, monitoring equipment, and decision-makers, an approach inspired by actor network theory was adopted during the analysis. The five cases all had key parallels in their histories and while each case was distinct, all five seemed to pass through similar phases I describe as a generalized lifecycle. The four key phases of this lifecycle were: 1) an inciting incident, 2) enrollment of allies, 3) re-enrollment of allies, and 4) program evaluation. The second and third phases were key to understanding how data produced by volunteers would eventually be used. When programs enrolled alongside state actors like the Montana Department of Environmental Quality, volunteers and local community members saw decision-making processes as more legitimate, and volunteer water monitoring programs had a direct route to having their data used. However, the process of being enrolled alongside a different monitoring program or state agency created a problem with the salience of volunteer collected data, often making it less reflexive to community needs and less used in local governance processes. In addition, regular re-enrollment with new agencies, partners, and monitoring efforts allowed many programs to secure funding and paths to data use but hampered their ability to produce datasets for long-term trend analysis.Item Documentary and the pursuit of truth(Montana State University - Bozeman, College of Arts & Architecture, 2020) Savage, Ariel Lee; Chairperson, Graduate Committee: Cindy StillwellDeveloped as a genre in the 1920s, documentary film has long been considered a bastion for truth and knowledge. With this assumed integrity, however, came an enduring discourse on the deeper complexities of truth and the authorial power of the documentarian. As poststructuralist theory states it is impossible to recognize a universal truth. While it has long been understood that objectivity in documentary is impossible, I argue that documentary can be used instead to understand people. Comparing 'Grey Gardens', 'Aileen: Life and Death of a Serial Killer', and 'Behind the Curve', I analyze the historical context of each film, as well as the subjective techniques utilized to avow the documentarian's construct framing each documentary experience. I apply similar techniques to my documentary, 'Bigfoot and the Citizen Scientist' and further argue that truth is subjective and often murky, and therefore, our documentaries should reflect that.Item Assessing the effects of expeditionary field science courses on student's environmental literacy(Montana State University - Bozeman, College of Letters & Science, 2020) Bavier, Adam Geoffrey; Chairperson, Graduate Committee: Greg FrancisThis action research project studied how student's environmental literacy responded to an immersive field biology experience. Treatment was a 5-day expeditionary field course designed to connect students to wildlife research in Yellowstone. While on course, students participated in science education modules structured around the natural and cultural history of bison and the modern practices used to manage their population. Pre/post environmental literacy assessments were administered and a progressive Draw-an-Ecosystem model was delivered and scored. Results showed moderate content knowledge learning as well as increases in students empowerment and intention to act relative to environmental issues and their confidence with science competencies.Item Outdoor education and citizen science in a high school freshwater ecology science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Tierney, Sarah Martina; Chairperson, Graduate Committee: Greg FrancisOutdoor education and citizen science practices were implemented into a high school freshwater ecology curriculum to assess student motivation, attitude, and in general their connection with the outside world. In this study students were exposed to various outdoor learning opportunities and citizen science activities. Pre and post treatment student surveys were conducted, student interviews, student journaling, and student engagement tally sheets were all recorded to assess student engagement. As a result of this study, a majority of students reported a benefit from lessons outside the classroom as well as indicating an increase of energy, pleasantness, and engagement.Item An analysis of fossil identification guides to improve data reporting in citizen science programs(Montana State University - Bozeman, College of Letters & Science, 2018) Butler, Dava; Chairperson, Graduate Committee: Greg FrancisAn increasing number of organizations use untrained volunteers to gather scientific data. This citizen science movement builds enthusiasm for science by engaging the public, as well as providing a way to gather large amounts of information at little or no expense. The challenge of citizen science is obtaining accurate information from participants. Identifying an image style that increases correct identifications helps not only the citizen science movement but also scientific instruction in general. This study tests three visual guides for identifying late Hemphillian (5-4.5 m.y.a.) fossils from Polk County, Florida. Each guide has identical layout and text, differing only in image style: color photos, grayscale photos, or illustrations. Teams of untrained participants each use one guide to identify fossils. Geology and paleontology professionals also identify fossils for comparison. Comparing results reveals that photographic images, either color or grayscale, produce results most similar to data from professionals.Item Citizen science in a high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) McAndrews, Sean David; Chairperson, Graduate Committee: Greg FrancisThis study was conducted to determine the impact of adding citizen science projects into a high school science classroom. The primary question of interest was what impact does the inclusion of citizen science projects have on student achievement? I was also interested in evaluating student attitudes about science before and after taking part in citizen science projects, as well as student perceptions of taking part in 'real science' activities in class. Students participated in a pre-treatment test and survey to measure their knowledge and interest in science. They participated in online citizen science projects for three weeks. At the end of the treatment, students completed a post-test and post-survey to measure changes in knowledge, attitudes, and confidence. Observations of student behavior in class during participation in the project were documented. Finally, randomly-chosen students participated in exit interviews about the project. Student scores on the assessment did show a small increase when compared to pre-treatment values. Measures and observations of student attitudes such as the survey, student journals, and post-treatment interviews did indicate that many students enjoyed participating the project, and that they did perceive that they were assisting with authentic science projects. These results align with previous research studies on the value of incorporating citizen science projects into classrooms. This project allowed me to incorporate new activities and ways of teaching into my science classroom. I was able to test these new activities and methods and evaluate their effectiveness. This will serve as the basis for similar future projects.