Education Masters Theses

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Applying Group Perspectives: Student Behavior Change Resulting from a Co-Curricular Leadership Development Program
(North Dakota State University, 2011) Almlie, Jessica Marie
This descriptive study explored undergraduate student application of leadership concepts and corresponding change in leadership behavior resulting from participation in a co-curricular leadership development program. Students who completed workshops related to effective group leadership contributed in focus group discussions regarding their application of learned skills. Students discussed applying knowledge of leadership concepts across the scope of their lives, both in and outside the classroom. This indicated a change in leadership behavior. Concepts applied emerged in five major themes: (a) addressing and managing conflict, (b) facilitating small groups, (c) appreciating and valuing diversity, (d) utilizing collaboration, and (e) accepting shared leadership. Two minor themes also emerged related to defining power and privilege and living with congruence. Implications for practice and suggestions for future research were also addressed.
Comparing the Content and Pedagogical Knowledge of Alternatively and Traditionally Certified Agricultural Educators
(North Dakota State University, 2021) Tonnessen, Kristi Marie
The purpose of this research study is to determine and describe in-service SBAE teachers’ perceived Pedagogical Content Knowledge (PCK) and challenges with non-content related classroom material. In general, PCK is the point where knowledge of teaching meets agricultural content knowledge. With the rising number of alternatively certified agricultural educators across the country, it is important to examine PCK in both traditionally and alternatively certified teachers as well as the differences between the two. Since successful classroom management is crucial to teacher retention, it is necessary to look at the differences in difficulty of implementation of various strategies. Agricultural education is diverse and involves numerous topics within the broad industry. This study also describes the sources of content knowledge among the two licensure types. It is recommended that future studies research the PCK of teachers based on years of experience and licensure route.
The Effect of Relationship-building Programs on the Resilience of Women in Agriculture
(North Dakota State University, 2020) Bertsch, Robert
The purpose of this study was to describe the relationship between participation in relationship-building programs and online social groups, and the individual resilience of women in agriculture in the United States. Women have demonstrated a unique ability to connect farms and ranches with social resources, drive change and adaptation in agriculture, facilitate farm and ranch succession, and build community after a disaster. The capacity of agriculture and rural communities to adapt in the face of significant adversity depends on those unique abilities. Improving the resilience in women in agriculture is critical to the overall resilience of rural America. Unfortunately, most resilience interventions focus on internal psychology and do not address external, social-ecological factors for resilience. The results of this study show participation in certain relationship-building programs is associated with a significant increase in the level of some external resilience factors among women in agriculture in the U.S.
Exploring Potential Relationships of Mindset and Scarcity in the Inequitable Experience and Outcomes of First Generation and Low Income Students in Higher Education
(North Dakota State University, 2020) Pearson, Michelle Noel
First generation and low income college students continue to experience outcome differences despite higher education’s efforts to reduce inequality. Despite abundant research exploring intelligence mindset, there have been few attempts to explore relationships between mindset and scarcity. To reduce this gap in knowledge, and support student success, this study explored relationships between scarcity and beliefs about intelligence – including the intelligence mindset of students and the failure mindset of parents – as well as the connection between scarcity and student demographics. Survey research design was used, and participants were gathered using a census of undergraduate students of a Midwest university in spring 2020 (N = 9,760). Results indicate scarcity continues to be of vital importance to the discussion about inequity in higher education, as found in the direct relationships between perceived scarcity and student demographics, and the indirect relationship of perceived scarcity with intelligence mindset through perceived failure mindset of parents.
Exploring the Relationship Between Dual Credit Experience and Self-Efficacy: The Perspective of First-Generation College Students
(North Dakota State University, 2020) Kiemele, Laura Marie
Dual credit options allow high school students to enter college with college credits earned, as well as gain lived experience of the role expectations, academic rigor, and time it takes to complete college-level work. While past studies have identified benefits of dual credit for first-generation college students in particular, few have investigated the nature of that relationship. This qualitative study examined the relationship between first-generation students’ dual credit experiences and academic self-efficacy. Interviews were conducted with three first-generation college students in fall 2019. Findings indicate first-generation students who engage in a rigorous dual credit experience that results in mastery experience are more prepared for the academic expectations of college, master the role of a student, and perceive an increase in academic self-efficacy. This experience may provide first-generation students with knowledge and transition skills for college that their continuing generation peers find elsewhere. Implications and recommendations for future research are discussed.
Factors Influencing Faculty Members' Willingness to Intervene and Refer Students Impacted by Mental Health Concerns
(North Dakota State University, 2020) Johnson, Melissa Jo
This study examined whether faculty members’ mental health literacy and perceptions of their role in communicating with college students influenced willingness to intervene and refer students impacted by mental health concerns to available services and support. Study participants (N=246) included faculty members from a four-year research university and a two-year community and technical college. Participants completed an online survey assessing their mental health literacy, perception of their role in communicating with students about mental health concerns, and willingness to intervene and refer students. Results indicated an overall willingness to assist students with mental health concerns, but also showed the continued existence of mental health-related stigma and a lack of training and direction for faculty. Results further revealed that faculty members’ view of their role directly impacts their confidence and willingness to intervene and refer students to help. Practical implications for institutions, as well as recommendations for future research, are discussed.
Frequency of Misconceptions About Evolution in Grade 7-12 Biology Textbooks Over Time
(North Dakota State University, 2022) Breen, Sarah
Evolution is the unifying idea of biology. Yet it is also one of the most misunderstood ideas in biology. Misconceptions about evolution are common among students, teachers and the general public. However, because it is the central theory of biology and understanding evolution is becoming increasingly important to understanding medicine, agriculture and many other areas of modern life. Textbooks used in secondary schools are likely one of the first introductions a person has to evolution. Teachers who are not fully confident in their own knowledge of evolution will likely rely heavily on textbooks in their teaching. Therefore, misconceptions found in or reinforced by secondary textbooks will likely be transferred to students. The current study sought to explore the prevalence of misconceptions in grade 7-12 life science textbooks, whether the frequency and type of misconceptions has changed over time as well as, how and if textbooks address misconceptions. 
The Impact of Educational Technology Integration on School-Based Agricultural Education Teacher Self-Efficacy
(North Dakota State University, 2019) Kleinjan, Macey Renae
The purpose of this study was to determine the impact of educational technology integration on school-based agricultural education (SBAE) teacher self-efficacy. In-service SBAE teachers from four upper middle-western states were surveyed to assess their current teacher self-efficacy in terms of educational technology in their classroom and curriculum. According to the findings of this study, SBAE teachers are using educational technology in their classroom and curriculum daily and are only slightly confident in their ability to do so. It is recommended that teachers participate in professional development which is focused on not only how to use educational technology, but also on how to teach agriculture content using the educational technology specific to their 1:1 issued device.
Investigating the Relationship Between Community Arts Engagements and College Students' Sense of Community
(North Dakota State University, 2020) Booher, Amanda Beth
This study builds upon Astin’s (2012) Input-Environment-Output conceptual framework to determine the relationship between college students (inputs), their frequency of participation in arts engagements (environment), and their sense of community (outputs), as measured by McMillan, Peterson, and Speers’ (2008) Brief Sense of Community Scale. A survey was administered to 403 college students from one mid-sized public research university in the upper Midwest region in early spring 2020. Results indicated the most frequently attended arts engagements for college students were festivals and concerts, and the least frequently reported were galas or art receptions and creative workshops. Findings also indicated a relationship exists between frequency of arts engagements and sense of community, with higher levels of arts engagements associated with higher levels of sense of community. Implications of these results for universities, community arts partners, and college students are discussed.
Predictors of Employee Engagement in Institutions of Higher Education
(North Dakota State University, 2020) O'Day, Jessica Marie
This study investigated predictors of employee engagement at a large public research university. Generally speaking, the typical employee is disengaged at work (Adkins, 2015), and previous research has identified burnout as a contributor to employee disengagement (Maslach et al., 2001). Full-time staff employees volunteered to participate in a four-part survey regarding their levels of employee engagement, burnout, anxiety, and physical activity. Burnout was found to be the most significant predictor of employee engagement or disengagement, however, the results of all four surveys used in the study further exposed the complicated nature of successful employee engagement strategy.
Professionalism: A New Approach to an Old Problem
(North Dakota State University, 2021) Undem, Teri Ann
This study examined student understanding and the ability to apply the six tenets of professionalism for pharmacy students before and after an educational intervention. The study population was third and fourth year pharmacy students at the North Dakota State University. Paired t-tests and z-tests were used to analyze the data. The results show that students were able to significantly improve their understanding of all of the six tents. Students were able to slightly improve their ability to apply all of the six tenets, with the exception of accountability, which showed a slight decrease. Differences between the third and fourth year classes was not significant. Gender differences were also not significant.
Student Attitudes Towards Parent Involvement and Family Educational Rights and Privacy Act of 1974
(North Dakota State University, 2021) Paolini, Michael Louis
The purpose of this study was to explore students’ attitudes related to the Family Educational Rights and Privacy Act of 1974 (FERPA), their perceptions of parent over-involvement (POI), and the relationships thereof. A brief overview of privacy laws and FERPA are discussed. Legal cases that involve FERPA, past research of parent involvement and millennials are also explored. This study surveyed undergraduate students currently enrolled at a large public research university in the Upper Midwest (n = 537). The data analysis used descriptive and inferential statistics. Despite a reported lack of interest in FERPA, students generally reported an awareness and understanding of FERPA as well as feelings of trust in the policy. The reported level of trust in FERPA had no relationship with any of the five types of POI. The implications of these findings and areas for future research related to FERPA and parent over-involvement are discussed.
Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP): Effective Tool for Biology?
(North Dakota State University, 2019) Stotz, Melissa Rae
The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) method incorporates active learning pedagogies into space designed to facilitate effective active learning. Methods predominately used to demonstrate the effectiveness of active learning in STEM fields do not generally account for differences in student characteristics; furthermore, there is a lack of data sources that measure student-centered educational practices. This study examined the impact of SCALE-UP on student achievement in introductory biology, as evidenced by course grades. A regression framework was used to account for student characteristics. Course syllabi, classroom observation data, and an instructor interview were examined to gain deeper understanding of teaching practices across classes being compared. Findings indicate the SCALE-UP classroom did not directly impact biology course grades; however, it did impact the nature of active learning techniques used during the course. Implications for practice and future research were discussed.
Using the Common Measures Evaluation Tool in North Dakota: A Qualitative Study
(North Dakota State University, 2019) Doll, Amelia Kaye
Using a basic qualitative approach, interviews were conducted with five agents in North Dakota with a range of experiences and lengths of service to evaluate the effectiveness and implementation of Common Measures, a set of survey instruments designed to assess the impact of the 4-H program. The study addresses the culture of North Dakota Extension’s views on evaluation and the implementation of Common Measures. The use of a state-wide reporting tool to assess the 4-H program in North Dakota was perceived as necessary, however, many agents felt Common Measures, missed the mark and did not meet the North Dakota reporting. The ability to tell the story of the 4-H program and the long-term impact it has on youth is necessary to the success of any state-wide reporting venture. Additional training on how alternative forms of data collection can be used to tell the story of their program is needed.

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