Scholarship & Research
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Item Toward a learning orientation: the impact of design thinking pedagogy on creative identity formation in the first-year experience(Montana State University - Bozeman, The Graduate School, 2022) Konkel, Margaret Thomas; Chairperson, Graduate Committee: Ann Ewbank; This is a manuscript style paper that includes co-authored chapters.Education and identity are connected in important ways, especially during college. College students inhabit an in-between state, having gained independence from their parents but not yet committed in other capacities. College students emerge into adulthood through identity exploration and optimism about their future while feeling the instability and self-focus of an in-between place. Creativity, and the problem-solving behaviors associated with it, may play a role in supporting college students through this developmental stage. The three studies in this dissertation examine the impact of design thinking pedagogy on creative identity formation in first-year experience programs. The central question of the studies is how students' experience with creativity and problem-solving early in the college experience can encourage design mindset development and support creative identity formation through the intentional integration of design thinking pedagogy. Three pedagogical models of first-year courses using design thinking at three institutions formed the context for the studies. Two methods were employed: qualitative interviews engaged students in meta-cognitive reflection on experiences and outcomes gained; and a survey assessing design thinking mindsets was administered. The model for creative identity formation drawn from the qualitative analysis indicates that students form creative identity through individually-tailored mixing of creative thinking actions and attitudes cultivated by the course experience. Flexibility and symphony are creative thinking actions that engage students intellectually with creative problem-solving, while agency, authenticity, and delight embrace the development of creative identity. Survey analysis demonstrates three clusters of design mindsets that support the impact of creative identity formation in higher education: openness to diverse perspectives and learning orientation share high mean factor scores across all three institutions, underlining first year experience goals; strong correlations between experimentation -- productive failure, optimism, tolerance of ambiguity, and problem framing support key design approaches; and learning orientation, desire to make a difference, and optimism align with guiding theories of emerging adulthood. Results from the studies support the integration of creativity, creative problem-solving, and design thinking in the first-year, to encourage the development of attitudes and mindsets that support the learning and identity-formation experience of college.Item Empathy assessment in doctor of nursing practice curriculum(Montana State University - Bozeman, College of Nursing, 2019) Hardwick, Kimberly M.; Chairperson, Graduate Committee: Susan RaphNursing is a caring profession requiring empathetic care for positive patient outcomes. The doctor of nursing practice (DNP) degree has recently become the standard of educational preparation for advanced prepared registered nurses (APRNs). It is unknown how DNP programs currently incorporate empathy as a therapeutic communication skill imperative for today's APRNs. Limited literature exists related to affective learning activities within the DNP curriculum, and even less research exists regarding empathy. The purpose of this scholarly project was to perform a baseline assessment of an existing DNP curriculum for empathetic learning activities and to establish an understanding of DNP student and nurse faculty perceptions related to the importance of empathy as a skill set for APRNs. Kristen Swanson's Theory of Caring was utilized to provide a robust framework for curriculum assessment. The measurement of DNP student and nurse faculty perceptions regarding empathy was accomplished through the use of student-developed online surveys. Course materials, including Master Resource Outlines, were evaluated for affective learning content as defined by Bloom's Taxonomy of Educational Objectives and Graber et al. (2012) well as current literature recommendations. Limited affective learning activities existed in the evaluated DNP curriculum, paralleling the lack of literature related to empathy in DNP curriculum. Both DNP students and nurse faculty place value on the development of empathy as an essential skill set for APRNs. Additional research is needed regarding empathy development in DNP curriculum to obtain a more complete understanding of this essential attribute of a DNP-prepared-APRN. In addition, valid and reliable curriculum survey tools are needed to perform comprehensive, evidence-based curriculum assessments.Item The personal essay film and large carnivores: moving beyond science in search of empathy and action(Montana State University - Bozeman, College of Arts & Architecture, 2017) White, Annie Beth; Chairperson, Graduate Committee: Dennis AigDespite their common usage in natural history documentary films, appeals based solely upon scientific facts, expert testimony, and rational arguments are not particularly effective at convincing audiences to change their opinions on controversial subjects. Psychologists argue that this is because humans tend to base our decisions on emotion and social affiliations; and therefore, working to find common ground and motive between opposing sides in an argument may be one of the strongest stances from which to start a useful discussion. This is a particularly important consideration when addressing large carnivore conservation because their management is so deeply rooted in our cultural beliefs and identities. I propose that personal essay films, focused on immersing their audiences as much as possible in the authentic experiences of a compelling protagonist, may be an effective way to begin opening up a viewer's opinions on a highly charged subject without directly attacking all of their most strongly held beliefs. Through analyzing representative personal documentary films, I highlight the importance of certain structural elements when trying to connect with an audience on an emotional level; such as letting the passionate protagonist tell their own story, including surprising and mysterious instances in the film, and not oversimplifying moments of indecision or confusion. Part of the Pack (2017), my autobiographical thesis film, attempts to put these insights into practice by inviting the audience to join in my experiences of living closely with captive wolves. My hope is that personal essay films like this can foster the type of emotional connection and common-ground thinking necessary for viewers to start empathizing with and promoting the conservation of large predators.Item The empathic process; its complexities and implications in therapy and research(Montana State University - Bozeman, 1973) Janoka, Caroline Helen