Education Doctoral Work

Permanent URI for this collectionhdl:10365/32473

Browse

Now showing 1 - 20 of 27

Beyond heteronormativity and the gender binary: inclusivity in rape myth acceptance scale design and sexual violence bystander intervention programming
(North Dakota State University, 2024) Fierstine, Melanie
Sexual violence perpetuates inequalities based on a range of factors such as gender, race/ethnicity, class, age, sexuality, and ability status. However, the study of sexual violence in these areas has been limited leading to a lack of knowledge about its role in perpetuating social inequality. Understanding bystander intervention and its effects on violence prevention is complex and unclear. Three studies were conducted to investigate the use of language in the Green Dot Violence Prevention programming and the design of a sex and gender-inclusive rape myth acceptance scale. Study 1 employs Critical Discourse Analysis to analyze the language used in the Green Dot curriculum, examining its influence on social structures and meanings. Study 2 involves survey research and cognitive interviews to explore how undergraduate college students comprehend and interpret the Gender-Inclusive Illinois Rape Myth Acceptance Scale (GIIRMAS). Study 3 utilizes the Rasch validity framework to assess the psychometric properties of the Sex and Gender-Inclusive Rape Myth Acceptance Scale (SGI-RMA). Key findings in Study 1 suggest that despite the Green Dot Curriculum text’s intention to promote inclusion, empowerment, unity, and change, its use of terms such as “we and “us” (representing cisgender women) and implying the distinction with “they” and “them” (representing cisgender men) does not support the desired objectives. Study 2 revealed that while respondent’s interpretation of the item in the GIIRMAS aligned with the underlying conceptual framework, further examination identified potential issues with 11 of the 19 items that require careful consideration. Study 3 demonstrated that 10 of the 19 SGI-RMA items effectively measure the underlying construct of rape myth acceptance. The findings have implication for enhancing violence prevention programs and ensuring the use of inclusive language to challenge and debunk misconceptions around sexual violence.
Developing a Measure of Need to Matter
(North Dakota State University, 2021) Hopkins, Kay Marie
In higher education research, staff is an overlooked group – especially staff that support academic areas of the university, such as advising, finance, IT, athletic academics, and libraries. Though institutions could not operate without these people, those individuals may feel like they do not matter to their work peers, department, institution, or profession. Mattering is feeling like you have significant existence in the world (Elliott, Kao, & Grant, 2004; Rosenberg & McCullough, 1981). Mattering is currently measured with self-report instruments that measure the perception of mattering. Knowing if staff feel like they matter is a critical measurement. It is only relevant if it is assumed that the degree to which an individual needs to feel they matter is similar for everyone. The purpose of this study is to develop a measure of the degree to which an individual yearns to feel that they have a significant existence to another or a larger community. Further, this study examines the psychometric properties of the newly developed instrument and its relation to outcomes such as turnover, engagement, and morale. Pragmatically, the results may help university administrators make better decisions about implementing and focusing sometimes costly interventions. This study was conducted in multiple steps. New items were first developed based upon guiding theory and existing measures of mattering. The items were then vetted by content experts and combined into a new scale. The new instrument was assessed for reliability and validity, and results were analyzed in relation to measures of employee turnover, engagement, and morale. Participants were mid-level university staff from a mid-western state university system. This band of participants includes a wide range of positions that have similar status, interact with similar groups, and are similarly compensated. The Need to Matter Scale was also tested psychometrically. The need to matter is measurable; however, each environmental system level was measured with a different scale. Though in this study the NMS did not moderate mattering and workplace outcomes as expected, there are plenty of indicators that future research might uncover more of this complex phenomenon. Implications for theory, future research, and practice are also discussed.
Development of an Instrument to Measure Collaborative Competencies in Interprofessional Health Care Education
(North Dakota State University, 2011) Gross, Carla Jean
Despite the widespread endorsement of interprofessional education (IPE), health care education has not implemented the strategy to the extent expected. Decisions to adopt and implement IPE must be based on evidence indicating that the approach is superior in promoting collaboration as compared to the traditional, uniprofessional educational approach. Evidence supports that incorporating IPE into the curricula generally improves students' attitudes, perceptions, and knowledge of teamwork skills on a short-term basis. Whether IPE produces graduates who are prepared to collaborate more effectively on the health care team in practice has not been determined because valid instruments have not been developed to measure the collaborative competencies expected for health care students and professionals. This dissertation examined the psychometric properties of an instrument designed by the researcher to measure collaborative competencies in health care students. In addition, this study examined the impact of IPE on undergraduate nursing students' ability to collaborate with other members of the health care team. Using an electronic version of the instrument, data were collected during the spring semester of 2011. The convenience sample (n = 293) included baccalaureate nursing students enrolled at two midwest state universities that incorporated IPE into the curriculum and six midwest state universities that did not incorporate IPE into the curriculum. Factor analysis was conducted using two, four, five, and six factor rotations with varimax and promax rotations. The four- factor model with promax rotation provided the best defined factor structure, demonstrating a combination of empirical findings and theoretical constructs. Results indicated that patient-centered care, role clarification, interprofessional communication, and teamwork are constructs that can be used to design competencies for collaboration. The construct of conflict resolution did not emerge as a separate factor. The independent-samples t-test revealed significant differences between the mean scores for interprofessional communication (p = 0.010) and health care teamwork (p = 0.044) between non-IPE and IPE groups. One-way ANOVA analysis revealed no significant differences for gender, previous experience, or GP A. Students in the older age group (> 31) rated themselves significantly higher in the factors of role clarification (p = 0.002), interprofessional teamwork (p < 0.001), and patient-centered care (p = 0.003).
Does Mattering Really Matter to Graduate Students?
(North Dakota State University, 2021) Ost, Jodi Colleen
As graduate student attrition hovers around 50%, scholars are beginning to study what is leading to these high attrition rates (Wao, 2010). As there has been little theoretical work done on graduate student retention, a review of the literature related to undergraduate student engagement and retention provides a starting point for developing theories of graduate student engagement and retention. One theory of undergraduate student engagement and retention relates to feelings of mattering. Mattering is a sense that other people care about you as it involves facets of feeling important to others, being noticed by others, that others are proud of you, and that others rely on you (Elliot, et al., 2004; Rosenberg and McCullough, 1981). Undergraduate student theories on engagement and retention have found that as students’ sense of mattering increases, they are more likely to be engaged in their education and more likely to complete their degrees (Elliott, et al., 2004; Rosenberg and McCullough, 1981). The purpose of this study is to apply the theory of mattering to a graduate student population by using a survey tool to measure mattering developed by France (2011). While the tool was developed for use with undergraduate students, it holds promise as a tool to be used with graduate students. Along with testing France’s (2011) mattering survey tool with graduate students, this study explores the influence of mattering on three persistence variables: the importance to finish, the inclination to transfer, and the inclination to dropout. In addition to the mattering survey, the survey instrument included a brief satisfaction survey (Judge, et al., 1998) and part of the Copenhagen Burnout Inventory (CBI; Kristensen, et al., 2007). The application of a CFA led to the finding that France’s UMUM15 (2011) need to be reduced to 12 items along with allowing for three correlations errors resulting in a new survey, the GSUMUM-12. Using a GSEM analysis, mattering was found to either directly or indirectly affect the three persistence variables for the graduate students participating in the survey.
Elementary Teachers' Perceptions of Practices to Increase the Academic Achievement of Economically Disadvantaged Rural Students in High Poverty Schools
(North Dakota State University, 2010) Follman, Debra Kay
Education is the key to breaking the cycle of poverty, beginning with children in their earliest years. The greatest challenge facing public education has been the education of all students to proficiency, with the most difficult aspect of this challenge as teaching the underachieving children of poverty. The enactment of No Child Left Behind, Public Law 107-110 (NCLB) has brought increased accountability standards for public schools to the forefront. Narrowing the achievement gap for poor and minority students has become a concentrated focus. It is necessary that elementary school teachers are knowledgeable of the instructional strategies, interventions, best practices, and environments to ensure that students who live in poverty learn and achieve acceptable standards of academic excellence and school success. This study investigated the interventions implemented for increased student achievement in elementary schools in North Dakota with high-poverty enrollments. It was accomplished by examining the factors associated with lower academic achievement for children living in poverty. The study also explored the school-based practices that are perceived to help increase the academic achievement of children living in poverty. This was a quantitative survey study with a target population of 29 elementary schools in North Dakota who are considered high-poverty. Survey data from 176 elementary teachers ( 69% response rate) indicated that both rural and urban schools participated in the study. The data were collected and analyzed to ascertain basic descriptive statistics, t-test, and ANOV A analysis. The comments from each section of the survey were qualitatively coded, themed, and reported. The conclusions were that the elementary schools in North Dakota, serving 40% or more students living in poverty who made Adequate Yearly Progress as determined by performance on the North Dakota State Assessment, are using a majority of the best practices reflected in the research about high high-performing, high-poverty schools. The data suggest that parenting skills and attendance issues were identified as having an effect on student achievement most often. The study revealed that there should be a concentrated effort towards parenting workshops for families living in poverty through the school and other community organizations. The study also indicated that the teachers' highest level of agreement for increasing achievement was having high expectations for all students. Teachers reported that the use of assessments to monitor progress, to measure progress, and guide instruction were utilized to a high degree. Classroom management with rules and routines established, rapid pace of instruction, and a combination of negative and positive reinforcements were also identified as being used in high-achieving schools serving students living in poverty
Employee Perspectives Regarding Responses to Toxic Leadership in the Modern Workplace: A Q Methodological Study
(North Dakota State University, 2021) Berg, Emily Marie
Currently, in the United States, four generations with four very different cultural norms are working in the workplace simultaneously. These four generations include Baby Boomers, Generation Xers, Millennials, and Generation Zers. The four generations working in the workplace at the same time may have different beliefs as to how they respond to toxic leaders. Consequently, some responses may promote toxic leadership to flourish, and other responses may suppress toxic leadership, including workplace bullying. The purpose of this study was to demonstrate the range of perceptions regarding employee responses to toxic leadership in the modern workplace. As a result, this research asked employees how they tend to respond to toxic leaders and then analyzed to what extent do participant characteristics inform differing viewpoints. The toxic triangle was applied as a lens to understand the interplay between toxic leaders, a conducive environment, and followers. Specifically, this study extended followership by investigating unsusceptible followers and susceptible followers. This study employed the methods and techniques of Q methodology to illustrate the subjective viewpoints of 31 employees who worked in the United States. Using a forced distribution, participants sorted 41 statements ranging from “most uncharacteristic” to “most characteristic” according to their beliefs about how they would respond to toxic leadership. Additional qualitative data collected post Q sort and via interviews assisted with interpretation. Findings from this Q study demonstrated three distinct emergent viewpoints: Suffer in Silence (Viewpoint 1), Confront and Advocate (Viewpoint 2), and Quiet yet Concerned (Viewpoint 3). In addition, differences were noted among the three viewpoints and participants’ generational identity, toxic leadership exposure, and education. Overall, this study found that susceptible follower beliefs are consistent with those in Viewpoints 1 and 3, whereas unsusceptible follower beliefs existed in Viewpoint 2. Lastly, practical implications and recommendations for future research are presented.
Enhancing the student nurse clinical experience through collaborative academic-hospital partnerships: the piloting and psychometric testing of a new instrument to measure nursing student perceptions of nursing staff during clinical learning experiences
(North Dakota State University, 2024) Kunkel, Charys
There is a critical national nursing workforce shortage, with estimates of over 200,000 new job openings for Registered Nurses (RNs) annually through 2031 (AACN, 2022). These forecasted workforce needs challenge nursing programs to increase student enrollment (Dowling et al., 2021) while maintaining high-quality education standards. Student learning is facilitated by collaborative academic healthcare practices that provide active learning environments for students to engage in direct patient care under the direct supervision of a licensed nurse. The interactions between students and mentors within the clinical environment are essential for cultivating a sense of belonging while fostering the development of the professional nurse role. Exploring factors impacting the quality of learning experiences from a student’s perspective provides valuable information to support best practices in an ever-changing education and healthcare environment. Although research has examined nursing student perceptions of clinical learning experiences with trained faculty and preceptors (Chan, 2001; Blegen et al., 2015), there is a lack of survey instruments designed to explore the inviting behaviors of nursing staff. This project aimed to examine the psychometric properties of a new instrument designed to examine nursing student perceptions of nursing staff behaviors during clinical learning experiences. Collaborative academic healthcare practices facilitated the refinement and piloting of the survey instrument. Rasch methods were used to examine responses from nursing students enrolled in licensed practical, associate, and baccalaureate nursing programs who had attended clinical experiences at one hospital organization. Several aspects of validity were explored using Russell’s (2022) Justification of Use model and Messick’s (1994) unified framework of construct validity as a guide. Study findings reinforce the importance of examining more than one aspect of validity before using survey results to make inferences or generalizability claims.
Feminist Mentorship: Women Leading Men in Counselor Education
(North Dakota State University, 2021) Hagen, Erin Rachel
This Interpretative Phenomenological Study was initiated to explore the lived experiences of mentorship pairs in counselor education doctoral studies. The research question guiding this study was: what are the qualities of the mentoring relationship between female, cisgender, feminist-oriented counselor education mentors and their male cisgender traditionally-oriented doctoral counselor education mentees? This pair was identified for exploration by noting a gap in mentorship literature that recognizes the unique relational qualities and mentorship outcomes with cross-gender pairs, and the specific influence of feminist orientation on male mentees and the mentorship process. Cross-gender mentorship is addressed in literature but dominantly refers to men as mentors to women (Casto et al., 2005; Jacobi, 1991). This could sustain a tradition in which men are more likely to be mentored by men and thus more apt to perpetuate under-examined hegemonic masculinity norms (APA Guidelines for Psychological Practice with Boys and Men, 2018). It also leaves cross-gender relationships under-examined and open to unhelpful biases attributed to heteronormative dynamics assuming an inability for women and men to connect or that connection is based on attraction rather than professional endeavors (Brown et al., 2009; Harden et al., 2009; Johnson, 2002; Schwiebert et al., 1999). Three cross-gender pairs were interviewed individually to discuss their lived experiences with feminist cross-gender mentorship. Data analysis guidelines for mutiperspectival research designs was used, completing individual case studies of the participant transcripts before moving to analysis of the pairs and then across pairs (Larkin et al., 2019). An IPA research design was chosen as complementary to feminist research in that it has potential to extrapolate rich detailed accounts of participant experiences that creates potential for systemic social change. Themes identified in this study include: an evolution of the mentorship relationship, leveling the unnecessary hierarchy, and expecting the unexpected: surprising elements and outcomes. This study confirms previous findings of feminist mentorship as “just good mentorship in practice” (Humble et al., 2006 p. 5) and fills the wide gap in understanding the importance of cross-gender mentorship for male mentees in counselor education.
The Good, the Bad, and the Ugly: Supervising Trans Counselors in Training
(North Dakota State University, 2021) Degenstein, Megan Tarryn
Clinical supervisors should be culturally competent working with transgender counselors in training, but currently minimal research exists regarding trans counselors. The current study explores the experiences of five trans counselors or counselors in training who received clinical supervision. Qualitative data was collected by a single semi-structured interview with each participant, who self-identified as a trans counselor who received supervision within the preceding five years. An Interpretative Phenomenological Analysis was used to understand participants’ interpretation of their experience, which was then interpreted by the researcher. Findings revealed four super-ordinate themes: Competent Supervision, Incompetent or Harmful Supervision, Power and Privilege Dynamics, and Supervisor Competencies Needed, plus two sub-themes related to supervisee experiences in clinical supervision. Findings suggested clinical supervisors displayed widely varying levels of competency when working with trans supervisees, and participants identified several suggestions for supervisors to increase competency with this population. More research is needed to better understand the full extent of supervisor competency working with trans supervisees.
The Impact of Baby-Friendly Hospital Designation, Employment Status, Parity, and Other Social-Ecological Factors on Lactation Duration for New Mothers in Upstate New York
(North Dakota State University, 2011) Bailey DeJong, Jennifer Lynne
The purpose of this study, that analyzed the existing Feeding Your Infant (FYI) dataset, was to examine the impact of Baby-Friendly (BF) Hospital designation, employment, parity, and other social-ecological factors on lactation status at three months postpartum in upstate New York. The FYI dataset was analyzed using an adapted version of the Bronfenbrenner Social-Ecological Systems Framework. A covenience sample of 842 breastfeeding mothers was surveyed at baseline between two sites - one a BF designated hospital, and one a community-based hospital with a mature breastfeeding program. Of the 515 mothers who returned the three month survey, 409 (79.4%) were still breastfeeding. Using t-tests, Chi square, multiple correspondence analysis and multiple logistic regression analysis, the following findings were reported: Maternal age of 31 to 35 years, women with 16 or more years of education, and married women, were statistically more likely to be breastfeeding at three months postpartum than younger, unmarried, and less educated women. In addition, mothers who reported a history of "mastitis and/or breast infection", and those who expected a maternity leave greater than 3 months, were also more likely to be breastfeeding. Those who had a prior live birth, who reported having a "not fussy" baby, and those who associated breastfeeding with "convenience" were more likely to be breastfeeding. A mother's race, parity status, expected amount of paid maternity leave, perception of having a "sleepy haby," experience with engorgement, experience with sore and or bleeding nipples, and a mother's delivery site, whether BF designated or not, were not statistically significant. Within the multiple logistic regression analysis, predictors of breastfeeding status at three months postpartum were: insufficient milk, the perception of "too much time," and mothers' educational level. In light of "The 2011 U.S. Surgeon's Call to Action to Support Breastfeeding," and the growing interest in The Ten Steps to Successful Breastfeeding and the WHO/UNICEF Baby-Friendly Hospital Initiative, these findings have important implications for education, practice, policy, and future research.
“It’s Like Bluetooth. I Felt Like I Was In Rhythm With Him:” An Interpretative Phenomenological Analysis (IPA) of the Lived Experiences of Commercially Sexually Exploited Youth (CSEY) in a Residential Equine Assisted Psychotherapy (EAP) Program
(North Dakota State University, 2022) Hershberger, Jenna
Human sex trafficking is a grave human rights violation that impacts the dignity of millions both globally and in the United States. The International Labor Organization estimates 4.5 million children are trafficked around the global at any given time (International Labour Organization [ILO], 2017). Within the United States, approximately two in five human trafficking offenses reported to federally funded human trafficking task forces from 2008 to 2010 involved the sex trafficking of minors (Banks & Kyckelhahn, 2011). Childhood traumas, including childhood sexual abuse and rape, emotional abuse, running away from home, and family members’ involvement in sex work or friends who bought sex, significantly associated individuals with sex trafficking victimization (Fedina et al., 2019). Although research related to sex trafficking has grown significantly over the past several decades (Haney et al., 2020), there is a dearth of literature regarding effective therapeutic interventions for the healing of survivors. An Interpretative Phenomenological Analysis (IPA) will be utilized to capture the unique and shared experiences of Commercially Sexually Exploited Youth (CSEY) in an Equine Assisted Psychotherapy (EAP) program at a therapeutic working ranch (TWR) in the mid-western United States. A discussion of the relationship with existing literature regarding CSEY, sex trafficking survivors, and EAP as well as implications for residential programs will be addressed.
Jumping Through Sacred Hoops: Multi-Ethnic Indigenous Identity & Approaches in Health & Wellness Education
(North Dakota State University, 2021) Johnson, Caitlin Ann
As a result of historical trauma, it is paramount for Indigenous communities to take control of their health and wellness today in order to maintain the survival of Indigenous people. This study examines the perceptions of multicultural health educators’ views on the effectiveness of using multi-ethnic approaches for health education in the Belcourt Youth Activities Program. In this study, data were collected using interviews and online surveys of multi-ethnic Indigenous wellness educators. The data analysis of this study applied appreciative inquiry, which empowers its practitioners to explore innovative practice while being an agent of change by challenging the dominant power (Hung et al., 2018). An innovative practice in this study utilized a self-created medicine wheel as an analytical tool for program evaluation. The findings of this study revealed the Belcourt Youth Activities Program took a multi-ethnic approach to Indigenous wellness education. The data analysis indicated the following results: (1) The use of community-based learning and land-based learning strategies contributed to the concept of culture as medicine; (2) perceptions of culture as medicine in relationship between both individual health and cultural survival was preventive, not curative; (3) Belcourt Youth Activities Program educators were more likely to report their perceptions of a positive health outcome of healthy relationships, respect for sport, having a positive attitude, and carrying knowledge into everyday life among student program participants as a result of the cultural education if they worked with the program for a longer period of time; (4) multi-ethnic approaches to Indigenous education were viewed as a tool for decolonization by Belcourt Youth Activities Program educators; and (5) the use of multi-ethnic Indigenous approaches to education builds a sense of community and helps us survive in the evolving world today to allow us to work together to understand the many categories of cultural identities present in one area. The results of this study can be used to address the current gaps in literature in terms of multi-ethnic Indigenous identity and its relation to cultural education initiatives. Multi-ethnic approaches to education are not only culturally sustaining but allow for cultural survival within Indigenous communities.
Lenses of Understanding: Socially Constructed Meaning Making in Education Abroad
(North Dakota State University, 2022) Speer, Callie Dominique
The purpose of this study was to explore meaning making in the context of education abroad. This was conducted through three articles exploring elements of this process, including how programs may be framed through marketing and advising practices; the foundational importance of social and geographic place; the dialectical interactions between embodied experience with conceptual schema, figurative language, and narratives; and the role of student agency within these processes.The first article explored the relationship between virtual delivery and student development as mediated by embodied experience. Through this analysis, concerns about the possibility for the creation of a simulacrum of education abroad were identified as well as opportunities for deliberate curriculum construction. The second article was a metaphoric analysis of marketing language used by education abroad program providers, exploring common figurative language constructions used to frame understanding of education abroad programs. One form of the journey metaphor and three variations of a container metaphor were identified and analyzed, and implications for practice were outlined. The third article is the outline for a proposed model for analyzing meaning making: the Kaleidoscope Model. This includes elements of affect, embodied experiences, physical and social place, schema, figurative language such as metaphors, the Social Construction of Reality model, narrative, and the context of reality and virtuality modalities. This disquisition concludes with an analysis of the insights each article provides into the research questions, implications for practice, and opportunities for future study.
Life Lessons From Death Work: A Phenomenological Study of Child Bereavement Professionals in the United Kingdom
(North Dakota State University, 2021) Hotchkiss, Jessica Michelle
Phenomenological inquiry was utilized to explore the feelings, experiences, and education of bereavement support professionals working in children’s hospices in the United Kingdom (U.K.). A total of 15 participants from six children’s hospices across the 33 boroughs of London, England, United Kingdom took part in the study. Participants were recruited through a convenience and snowball sampling process and met the following inclusion criteria: (a) currently employed at a children’s hospice in the U.K., (b) had a background in mental health, counseling, psychology, or a related field, and (c) their role involved providing support and/or enhanced emotional well-being for children, young people, and families. Semi-structured, individual interviews were conducted to answer the research question. The research question guiding the study was: What are the experiences and perceived levels of preparedness of bereavement professionals' working with bereaved children, families, and young people? Moustaka’s (1994) modification of the Stevick-Colaizzi-Keen method was utilized for data analysis. This researcher identified six themes and various subthemes. The main themes included: the foundation of hospice is holistic, bereavement work entails a unique developmental process, the nature of the work requires additional support and supervision, perceptions of death and disabilities matter, death work allows for a greater focus on life, and children present with unique perceptions and needs related to grief and bereavement. The findings illuminate considerations for grief, bereavement, and death work including education, supervision, and clinical practice. Limitations, recommendations for future research, and implications for counselors and counselor educators are addressed.
Lived Experiences: Exploring the Impact of Trauma on Educator Experiences and Classroom Practices
(North Dakota State University, 2020) Klaman, Danelle Ann
The purpose of this phenomenological study was to explore teachers’ experiences working with children impacted by adverse childhood experiences. As a dissertation in practice, this qualitative study was intended to examine the lived experiences of educators in regard to how trauma presents itself in the classroom setting and to explore their perceptions on the greater impact of trauma towards curricular outcomes, the classroom environment, and implications with regard to their role as educators. Data were collected from 12 interviews with six female middle school educators, employed within a school district that serves a medium sized community and the surrounding rural communities. Colaizzi’s (1978) phenomenological data analysis strategy was used for data analysis and coding. Four major themes emerged in the findings to describe teachers’ experiences working in their classroom settings with students with trauma histories: the overall impact of trauma, trauma impacts on educators, trauma impacts on classroom practices, and needs identified by educators. An Executive Summary and Recommendations are included as an actionable response to the complex problem of practice that underpinned this dissertation in practice.
Mindset Matters: An Investigation of How Implicit Theories Manifest in the Syllabus of the College Instructor
(North Dakota State University, 2021) Peterson, Casey Todd
Recent research showed that college-level instructors’ implicit theories about intelligence, or mindset, have a direct impact on student learning outcomes. The current study sought to discover how instructor mindset instantiates in the course syllabus. Through a document analysis and semi-structured interviews, patterns of language choice and cues emerged that aligned with growth or fixed mindset. Connections between these choice patterns and existing literature begin to explain how and why instructor mindset impacts student achievement.
Of Inclusion, Belonging, and Missed Connection in Higher Education
(North Dakota State University, 2021) Nelson, Tara
Inclusion research in higher education affords opportunities to measure how, and to what extent, institutions create academic environments that are equitably accessible. While inclusion encompasses many facets, underscored in literature is belonging - the “perceived social support on campus, a feeling or sensation of connectedness, and the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the campus community” (Strayhorn, 2019, p. 4). Although academia has implemented a plethora of inclusivity practices and policies with hopes of generating belonging, highlighted is belonging is experienced inequitably across diverse populations (Duran et al., 2020; Fries-Britt et al., 2011; Strayhorn, 2019). Presented in a three-article dissertation, the research aims to uncover why belonging is unequitable in higher education in an era of increased inclusion intervention efforts. The first article examines the way in which the pipeline metaphor used within enrollment management is a contemporary icon of setter colonialism for Indigenous college students. By investigating how metaphors require shared schema for interpretation, the pipeline metaphor suggests homogenization of student experiences, propelling intergenerational trauma associated with historical educational assimilation (Pitcher & Shahjahan, 2017). The second article uses exploratory factor analysis to determine if the latent constructs of student engagement in HyFlex courses vary from those in current student engagement literature. This study identifies that social connection is an essential component for students to develop autonomy, lean into vulnerability, and to participate in collegial community within HyFlex courses. Finally, exploratory factor analysis is used in the third article to identify latent constructs of faculty campus climate. A seven-factor solution was determined and described faculty climate in an ecological, yet hierological, framework. Comprehensively, the three articles provide critical insights for bridging inclusion and belonging within academia by reorienting frameworks through the lens of connection. Current literature utilizes operational definitions of belonging as unidirectional rendering the institution responsible for delivering inclusion. However, reorienting these frameworks through connection emphasizes reciprocity and relationships necessary for belonging and inclusion in higher education.
Perspectives on Adoption of Research and Education Network Technologies: A Q Methodological Study
(North Dakota State University, 2020) Owen, Kim
The critical need for access to network technology resources supporting advanced tools of academics and research is evident across disciplines and locations around the world. As research conducted by and in partnership with higher education institutions continues to increase in demand, it is incumbent on institutions to ensure the resources for this work are available as standard features for their faculty and students. The purpose of this study was to identify opinions of end users on the challenges to adoption of research and education (R&E) network resources at their local higher education institutions. The intent is to inform the R&E community about these challenges and to consider them when planning for the life cycle of network design and deployment. Study participants represented Information Technology (IT) leadership at 23 higher education institutions located within a regional R&E network consortium. Q methodology was applied to an established technology adoption model, the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, G. Davis, F. Davis, 2003) and informed by Rogers’ (2003) theory on the diffusion of innovations. The UTAUT model was modified to address attitudes toward technology resources enabled through access to R&E networks. Statistical analysis of the Q-sort data and examination of additional qualitative data were completed on data collected in this study. The combined methods served to identify factors based on the most prominent characteristics of each group and interpreted in alignment to the study framework. Results demonstrated the diversity of institutions and locations represented. Salient viewpoints expressed by respondents implied themes related to the value of a collegial environment within which to develop and deploy new projects, the critical need for institutional capacity and support, and the challenges of accessing and use of network resources. Theory can benefit from these results as a resource for exploring further modification of the initial UTAUT model to include technologies and audiences not previously included. Practitioners will benefit through reference to the findings when planning for the human and technological infrastructure capacity needed to support research and academic at their institutions.
Professional Identity Development: Perceptions of African American Female Counselor Educators' Success in Ph.D. Completion at Predominately White Institutions
(North Dakota State University, 2021) Wilson, Kelsey Symone
Qualitative research is scant on success factors of professional identity development for female African American counselor educators, specifically those who graduated from CACREP-accredited counselor education and supervision programs at predominately White institutions (PWIs). The purpose of this qualitative study was to understand the lived experiences of female African American counselor educators who attended a CACREP-accredited counselor education and supervision program at a (PWI). This study focused on the phenomenon of success factors of professional identity development to doctoral degree completion. This study examined the lived experiences of 10 female African American counselor educators to gain a better understanding of how their experiences at CACREP-accredited counselor educations and supervision programs at a (PWI) impacted success of professional identity development to doctoral degree completion. It used a qualitative, phenomenological methodology grounded in Intersectionality theory, Black Feminist thought, and Critical Race theory as frameworks. There were three research questions to guide the study in the participants’ perceptions of professional identity development and the impact of success factors of professional identity development on doctoral degree completion. This study conducted semi-structured interviews with ten female African American counselor educators who completed doctoral degrees in (PWIs) in the United States. Data were collected through semi-structured interviews and analyzed using Moustakas (1994) Modification of Stevick-Colaizzi-Keen data analysis. The goals of this study was to: a) review and present literature on female African American in the academy; b) increase knowledge on professional identity among female African American counselor educators who attended a CACREP -accredited counselor education and supervision program at (PWIs) in the United States; and c) explore ways to increase professional identity development to support female African American doctoral students to complete their doctoral degree and move into counselor education positions. Ten African American females who graduated from CACREP-accredited counselor education and supervision programs were interviewed. There were six themes: Convenience of the Location, Importance of support from Dissertation chair, Representation of African American women with PhDs in the community, I was needed and access, Being a Black woman in that space and Voice, Faith-based community and I prayed. Recommendations and directions for future research are discussed.
Relationship Between Students' Autonomy and Career Readiness
(North Dakota State University, 2020) Skoy, Matthew James
While colleges and universities have historically emphasized holistic education, employers continue to be concerned that students are missing core elements of the non-technical skills which are necessary to be successful in the workplace. Organizations such as the National Association of Colleges and Employers as well as the Association of American Colleges and Universities have provided data that reflect the disconnect between what employers expect and what recent graduates possess in terms of their non-technical skillsets. Despite efforts to prepare students for early career success based upon known employer expectations, the current disconnect demonstrates that an increased understanding about the gap in graduates’ skills is needed. To better recognize gaps in skill development, it is important to understand where students are developmentally. This study’s purpose is to understand how student development affects the students’ perceived prioritization of the importance and their proficiency with technical and non-technical skills in order to provide a means to promote student growth toward employer expectations.An electronic survey was used to gather information about the students’ level of autonomy, how students prioritized the importance of career-readiness competencies, and the students’ proficiency level for each competency. The survey had three sections: demographics, career-readiness competencies, and The Iowa Developing Autonomy Inventory. Descriptive statistics were used for the Iowa inventory and career-readiness competencies in order to gather information related to the mean, range, variance, and standard deviation. After the descriptive statistics were calculated, a test of differences between means was created using a t-test (a = .05) for each subscale and career-readiness competency in order to study possible differences among classification, age, academic discipline, and gender. Finally, a seemingly unrelated regression (SUR) was used as the main statistical technique to analyze the relationship between the Iowa inventory subscales and the career-readiness competencies.

Browse

Browsing Education Doctoral Work by browse.metadata.department "Education"