Education Doctoral Work

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Academic Success and Retention: Assessing Variables that Make a Difference in a Baccalaureate Nursing Program
(North Dakota State University, 2018) Kopp, Wendy
Attrition rates for both traditional and nontraditional students in nursing programs across the U.S. are of concern in light of the current and projected shortage of nurses. The lack of success advancing through the nursing curriculum affects the nursing student, the nursing program, and the healthcare of the community. As a result, nursing programs have been encouraged to make student success programs a priority; however, there has been a paucity of research that has examined the effect these programs have on student success. Framed by Bandura’s theory of self-efficacy, the purpose of this study was to examine the effects of a study skills seminar on self-efficacy and academic performance in BSN students, with an emphasis on nontraditional students. A true experimental pre-test post-test control group design determined if there was a statistical relationship between a study skills seminar and students’ perceived academic self-efficacy, and performance on multiple-choice exams in their nursing courses. Data consisted of results from pre- and post-intervention administrations of a researcher designed self-appraisal tool, demographic information, and exam performance. Data was reviewed using descriptive statistics and factorial between subjects analysis of variance’s (ANOVA’s). Significant self-efficacy gain scores (p = .039) were noted for the treatment group compared to the control group. Results also revealed a lower mean gain (non-significant) in total self-efficacy for nontraditional students compared to traditional students. There was no significant relationship between academic performance as measured by mean exam scores for the treatment group compared to the control group, nor was there a significant relationship for the nontraditional student on mean exam scores. An exploratory research section revealed that as class or educational level in the program increased, both self-efficacy gain and mean exam scores decreased. This study was a step in the right direction as it confirmed the positive effect a study skills seminar had on academic self-efficacy as well as its potential to influence academic success. Further research related to the effects a study skills seminar and test taking strategies has on academic self-efficacy and academic performance is warranted.
Achieving Inclusive Excellence: The Role of Change Agents and Institutional Artifacts in Diversifying Institutions
(North Dakota State University, 2014) Gravley-Stack, Kara Elizabeth
The research presented within this disquisition is focused on the work of institutional leaders to address historical inequalities in education by creating transformational culture change towards learning environments that support Inclusive Excellence. Organized as a three-article disquisition, the first article offers a comprehensive integrative review of educational research related to problems of access, achievement, and campus climate for diverse students. This article concludes with significant recommendations for practice and further research to guide continued efforts to embrace Inclusive Excellence. The second article utilizes the Q-Method research technique to investigate the subjective perspectives and experiences of Chief Diversity Officers (CDOs) who serve as senior-level administrators focused on efforts to create institutional policies and practices that support Inclusive Excellence for students, faculty, and staff in the academy. The article concludes with several recommendations for practice and further research into efforts to support and advance the role of the CDO in postsecondary settings. The third article presents a qualitative content analysis of institutional websites to assess for evidence of Inclusive Excellence presented within the organizational rhetoric and artifacts presented on these websites. The analysis reveals recommendations for further study in this area, as well as recommendations for practice to guide efforts of institutional leaders to better articulate institutional commitment to Inclusive Excellence within the information presented on these websites.
Applying the Social Ecological Model to Perceptions of Student Learning Assessment among Student Affairs Practitioners: A Q Methodological Study
(North Dakota State University, 2017) Beseler Thompson, Erika Lynne
The purpose of this study was to explore the range of perceptions of student affairs practitioners regarding student affairs assessment practice. This was accomplished by integrating various individual and environmental factors into a comprehensive framework that encompasses the multiple levels of the social ecological model (McLeroy, Steckler, Bibeau, & Glanz, 1988). Further, the study was intended to investigate whether background characteristics, such as education level, position and area in student affairs, or the assumptions individuals hold about the role of student affairs, are associated with differing viewpoints. This investigation was expected to help bridge the critical disconnection between the espoused value of assessment in student affairs and the actual integration of assessment into practice. This study employed the methods and techniques of Q methodology to illustrate the subjective viewpoints of 44 student affairs practitioners regarding assessment of student learning in student affairs. Participants from various functional areas, position levels, and institution types shared their views regarding assessment in student affairs by rank ordering assessment-related statements into a forced distribution ranging from “most like my beliefs” to “most unlike my beliefs,” according to their beliefs about those statements. Participant sorting data was subjected to factor analysis using a combination of principal components analysis extraction with varimax rotation, resulting in identification of a three-factor solution. Additional qualitative data was collected via post-sort questions and follow-up interviews to assist with interpretation of three participant viewpoints: Assessment-as-Significant, Assessment-as-Irrelevant, and Assessment-in-Isolation. Differences were noted regarding the roles that various, interrelated individual and environmental factors played in shaping practitioner viewpoints of assessment in student affairs. An examination of the data also revealed background characteristics associated with differences among the viewpoints. The emergent results of this study inform the literature on the application of the social ecological model to social science phenomena outside of the public health field, as well as provide practical insight into ways to address the gap between the espoused value of assessment in student affairs and the actual integration of assessment into practice. Implications for future research were also discussed.
Assessment Disposition: Qualities and Strategies for Development in Student Affairs Professionals
(North Dakota State University, 2017) Thoennes, Karla
Because accountability in higher education has increased significantly, the need for effective assessment practice has also increased. Higher-education personnel, including student-affairs professionals, must be prepared to effectively incorporate assessment with their daily work, not only to address the accountability demands, but also to continue improving efforts that facilitate student growth and learning. While the student-affairs profession has placed assessment and assessment practice as a central issue by prioritizing resources towards professional development in this area, student-affairs professionals are falling short in their ability to integrate assessment into practice. This Delphi study explored the student-affairs assessment disposition, its characteristics, and the ways it can be developed. A small panel of student-affairs assessment experts were interviewed to develop a Delphi survey that was facilitated with a larger panel of assessment experts from institutions across the United States. Consensus of agreement was reached after three survey iterations on 41 qualities that define the qualities of a student-affairs professional with an assessment disposition and 40 actions or conditions that could contribute to the development of an assessment disposition.
Awareness for Teacher Well-Being: Exploring Key Factors of Teacher Experience, Mindfulness, and Self-Efficacy
(North Dakota State University, 2019) Conner, Vickie Kay
Self-reported job satisfaction in K-12 teachers has decreased and it at its lowest in over twenty years. This study explored mindfulness levels—acute attentiveness and awareness of self-judgment and judgment on others—and teacher self-efficacy (TSE) levels-- how well teachers felt they perform teaching tasks—in student engagement, instructional strategies, and classroom management. The construct mindfulness and its subfactors were specifically measured for teachers’ attentiveness, teachers’ attitudes and willingness to forgive their weaknesses, their personal perceptions of how they act with awareness, and their perceptions of their own nonjudgmental attitudes. Three mindfulness scales measured teachers’ perceived acute self-awareness, and one teacher self-efficacy scale measured levels of teacher self-efficacy (TSE). Three models using multiple linear regression analyzed three different types of teacher efficacy: student engagement, instructional strategies, and classroom management. Results indicated a significant difference between TSE for student engagement for male teachers and how observant these teachers were of how their students were engaged in the classroom. Female teachers showed a slight increase but not significantly in TSE for student engagement in relation to how they observed their students’ engagement. A negative correlation was found between determiners age and attitude or how a teacher pays attention to their making of critical judgments or their being non-judgmental. In addition, TSE for instructional strategies and mindfulness factors describing, attention, and attention awareness positively correlated. Interaction of years of experience and acting with awareness also revealed a strong positive relationship but gradually weakened as teachers’ years of experience increased. After ten years of teaching, the relationship between TSE with instructional strategies became non-significant with teachers’ sensitive awareness of their present situations. Both factors years of experience and job satisfaction significantly predicted participants’ TSE with classroom management. Nearly retired teachers had lower efficacy in student engagement and instructional strategies, possibly indicating that near-retirement teachers are becoming mentally tired from years of hard work and are not actively engaged in professional development. Furthermore, these teachers feel less confident in how they are performing in the classroom.
Burnout in Athletic Training Students: Utilization of Stress Reducing Strategies
(North Dakota State University, 2017) Krug, Rachel Johnson
Burnout has been associated with the helping professions for many years. Athletic training is a profession that has experienced burnout, with a decline in all athletic training professionals after the age of 30 (Kahanov and Eberman, 2011). This dissertation in practice, not only deals with testing the level of stress in athletic training students but also the implementation of stress reducing strategies and techniques to assist with stress and burnout. Therefore, this research will provide answers as to the levels of stress athletic training students experience. In addition, this research will provide insight on the stress reducing strategies and techniques most useful for this group of athletic training students. The instrument developed for this study was a modification of the Athletic Training Burnout Inventory (ATBI) (Clapper and Harris, 2008). The instrument developed for this dissertation in practice was the Athletic Training Student Burnout Inventory (ATSBI). Questions from the ATBI were modified, removed, and created to provide wording that was appropriate for this group of athletic training students. The ATSBI was administered over four time periods: December 2015, April 2016, September 2016, and December 2016. During the course of the first two administration periods, December 2015 and April 2016, the athletic training students received stress reducing information. During the course of the last two administration periods, September 2016 and December 2016, the athletic training students received stress reducing strategies and techniques and were asked to practice them on a weekly basis. There was a total of eight stress reducing strategies and techniques utilized by this group of athletic training students over the course of the semester. On a weekly basis, the students provided feedback on the stress reducing strategy or technique. The quantitative results showed little statistical significance; however, the qualitative information reported as the most beneficial stress reducing strategies and techniques for this group of athletic training students was the following: listening to music, time usage chart and schedule, coloring, the to-do list, and positive thinking.
"Can We Help?": Students’ Reflections on their Public Speaking Anxiety and Teacher Immediacy
(North Dakota State University, 2018) Ramstad, Andrea
Public speaking is one of the most common anxieties for the average person, with many even ranking it as a more significant fear than death. Even though several people suggest that they would rather be the one in the casket than the one giving the eulogy at a funeral, public speaking courses are required at almost all colleges and universities. Public speaking anxiety is particularly real for most college students, meaning that it is important for public speaking teachers to develop andragogical strategies to help students alleviant their public speaking anxiety. Thus, the purpose of the study is to observe if students’ perceptions of their teacher’s verbal and nonverbal immediacy influences students’ public speaking anxiety. Using Emotional Response Theory (ERT) as the conceptual framework, I applied a phenomenological analysis that explored students’ lived experiences and perspectives in their college public speaking course. Twenty-one students enrolled in a Fall 2017 public speaking course at a Midwest University participated in one-on-one, semi-structured interviews about the students’ anxiety of public speaking and their perceptions of their teacher’s verbal and nonverbal immediacy. Students’ responses suggested their teacher’s verbal and nonverbal immediacy helped decrease their public speaking anxiety. In particular, students indicated when a teacher demonstrated positive verbal and nonverbal behaviors, the students’ public speaking anxiety decreased. In addition, new themes emerged on the matter: the teacher self-disclosing about their own public speaking anxiety, mistakes, and current status, classroom activities, peer-to-peer interactions, timely detailed feedback, and class-wide feedback. Some students noted that being graded and the using of timecards did increase their public speaking at times. Even though some students’ public speaking anxiety increased during those specific circumstances, all the students stated their public speaking anxiety decreased during the semester. This study concludes with recommendations for how public speaking teachers can address students’ concerns about public speaking anxiety by applying verbal and nonverbal immediacy strategies in their public speaking courses.
Capturing the Essence of Canine Animal-Assisted Therapy in Counseling: A Phenomenological Inquiry of At-Risk Youths' Experiences of a Residential Canine Animal-Assisted Therapy Program
(North Dakota State University, 2015) Bach-Gorman, Amber Rae
Phenomenological inquiry was implemented to capture the experiences of nine at-risk youths’ unique and shared experiences of a canine animal-assisted therapy in counseling (AAT-C) program at a therapeutic working ranch (TWR) in the mid-western United States. Five females, and four males ranging in ages between 14 – 17 years participated in individual interviews and reflective journaling. In addition, field observations of the canine AAT-C group sessions were conducted on six separate occasions over a period of six months. Horizonalization of the research data was conducted, resulting in four themes that describe a complex and multi-dimensional phenomenon. Themes include: (a) a rippling effect on relational patterns across intrapersonal, interpersonal, and therapeutic domains, (b) cross-dimensional identification and realization of skill attainment, (c) therapeutic factors unique to the presence of a dog, (d) building and expansion of one’s community. A discussion of the relationship with existing literature about canine AAT-C and implications for counseling is addressed.
Consequential Validity and Social Studies Education: An Examination of Standards, Assessment Policies, and Teacher Preparation
(North Dakota State University, 2019) Learn, Michael Scott
Educational quality is a way to influence the future of the American economy (Hanushek, 1986). Large-scale assessments are designed to determine quality in education by measuring student achievement. A connection exists between the standards, teachers, and assessments that form a system of accountability within education. State and national accountability policies place value in certain educational fields, thereby preferring some while excluding others. As a result, accountability systems influence the field of social studies in several unanticipated ways. Consequential validity suggests that assessments should include value implications and relevance (Messick, 1989). While assessment research examines the disciplines of mathematics, science, and language arts in a more holistic manner, the few social studies assessments are often divided among the field’s various disciplines. The purpose of social studies, and its development of standards, is firmly linked to the current state of disunity within the social studies field. These issues are reflected in teacher preparation policies as well as state assessment policies. Social studies advocates have proven that, in other subjects, teachers and instructional methods are influenced by assessment. Fortunately, the National Assessment of Educational Progress (NAEP) provides an opportunity to determine whether the exclusion of social studies within the state/national accountability system is impacting student achievement in social studies. The current systems make social studies uniquely positioned for studying the effects of large-scale assessment upon the field. Uses and interpretations of assessment data by researchers have been limited in social studies because the subject is not incorporated into most accountability policies. State policy governs educational standards, teacher licensure, and the extent of assessments upon students. For this study, the social studies NAEP assessment is divided into three separate tests (U.S. History, Geography, and Civics). By looking at data from the fourth-, eighth-, and twelfth-grade 2010 social studies NAEP tests, this study will investigate some of the unintended consequences of educational assessment culture. I will examine social studies through different lenses and apply the concept of consequential validity to social studies in order to understand the value of social studies within education.
Counselors' Perceptions of the Mental Health Aspects of Infertility for Heterosexual Women
(North Dakota State University, 2014) Westbrock, Michelle Ann
This qualitative study explores counselors' perceptions of the mental health aspects of infertility for heterosexual women by addressing the following five guiding questions: (1) How do licensed mental health counselors understand the infertility experience for the heterosexual woman client? (2) What is the counselors' experience of working with heterosexual women clients with infertility? (3) What do licensed mental health counselors ascribe as the goal of mental health treatment of infertility? (4) What are licensed mental health counselors' perceptions of appropriate mental health interventions for infertility? (5) What are licensed mental health counselors' perceptions of harmful mental health interventions for infertility? To address these questions, ten participant interviews were conducted with licensed mental health counselors in the state of North Dakota. Out of the interviews, ten themes emerged which addressed four of the five guiding questions. The fifth guiding question was addressed by using representative participant responses. Themes were substantiated by direct quotes from the participants. An examination of the literature was then conducted to analyze any gaps between emerged themes and the existing literature on the topic. These gaps were addressed in the discussion, which also includes limitations of the study and recommendations for future research.
A Critical Analysis of the Entrepreneurial Orientation, Trait Emotional Intelligence, and Entrepreneurial Services Offered by Pharmacists in the Upper Midwest
(North Dakota State University, 2018) Frenzel, Jeanne Elizabeth
The purpose of this study was to critically analyze the entrepreneurial orientation (EO) and trait emotional intelligence (EI) of pharmacists to develop an understanding of how these traits are exhibited in different practicing settings and practice roles. In addition, the relationship between trait EI and EO was explored to determine if trait EI is positively associated with EO in pharmacists. Finally, entrepreneurial services offered by pharmacists were evaluated for type and frequency. Critically analyzing the EO of pharmacists in different settings and in different roles and evaluating the entrepreneurial services they offer will produce a better understanding of the need for entrepreneurship training for students in colleges and schools of pharmacy. Participants were practicing pharmacists in Upper Midwest states. Data was collected using an online survey. Item analysis, descriptive statistics, one-way ANOVA, Tukey’s test, Pearson correlation coefficients, and an independent-samples t-test were used to analyze the data. Pharmacists practicing in different settings exhibited no differences in EO; however, significant differences were found when evaluating the EO of pharmacists by practice role. This study found that North Dakota pharmacists had overall higher mean scores for the EO construct of autonomy and are more likely to provide discharge consultation and med to bed services than pharmacists in other Upper Midwest states. Pharmacists who owned a pharmacy had higher mean EO for the constructs risk-taking, innovativeness, proactiveness, and autonomy. No significant differences were found between pharmacists in Upper Midwest states for global trait EI or its constructs. A positive correlation was found between global trait EI and all constructs of EO suggesting that global trait EI could be used to predict EO in individuals. These findings suggest that educators consider evaluating the global trait EI of students to predict their EO. As it has been shown that students with a high EO are more likely to own their own pharmacy, additional entrepreneurship training may be of value to these students.
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.
The Development and Validation of a New Pre-Shot Routine Model for Golf
(North Dakota State University, 2020) Christianson, Paul Arthur
The purpose of this study was to gain a better understanding of the past research that has been conducted to date on pre-shot routines in golf via a thorough review of the literature. A historical review is presented in a chronological order of research studies that have been conducted pertaining to pre-shot routines in golf over the last 40 years. From this review, the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf was developed and assessed amongst college golf coaches in the United States. A total of 36 college golf coaches working at the NCAA Division I level participated in a two-round Delphi study to validate the usefulness and future utility of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf. The usefulness of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf was validated by achieving a 72.73% consensus agreement level amongst study participants. The researchers were unable to reach adequate levels of expert consensus amongst college golf coaches working at the NCAA Division I level pertaining to the future utility of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf in their golf instruction. However, it was found that future utilization rates of the model may increase if the designer of the model were to provide educational sessions to college golf coaches and members of their college golf team. Practitioners and researchers are encouraged to further examine the efficacy and future adoption rates of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf amongst golfers of all ability levels. In addition, a study examining the real adoption and utilization rates of college golf coaches working at the Division I level is encouraged upon the completion of face-to-face educational sessions by a researcher who has expertise in the area of pre-shot routines in golf.
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.
Education Doctoral Classrooms: A Community of Scholars or a Community of Resistance?
(North Dakota State University, 2015) Martinez-Freeman, Aida Margarita
Since its beginning, doctoral education has been designed to serve largely a White male student population, which has resulted in prescribed forms of scholar identity, teaching, and scholarship (Gardner, 2009; Berelson, 1960). This prescribed norm, mold, and fit persist today even as doctoral education continues to diversify its faculty and student populations. Acknowledging the White supremacy structure that is the academy begins to give room to questioning the prescribed scholar identity and the illusion of a scholar community. This disquisition examines the experiences of doctoral students in a mainstream education doctoral classroom through autoethnography, testimonios, and Photo Voice. In Chapter 2, I will utilize autoethnography to connect my personal narrative and reflections on my experiences early in education, and most recently, in the doctoral education classroom. In essence, autoethnography is my tool to let my wild tongue speak and create a space for counter narratives of doctoral students’ experiences in the epicenter of White supremacy scholarship, the doctoral classroom. Chapter 3 examines the experiences of six doctoral students in the doctoral classrooms and how they have responded to the academic socialization and culture through the use of testimonios. Chapter 4 is a practitioner piece envisioning what a counter hegemonic pedagogy and curriculum would look like in doctoral education through the use of Photo Voice in a first-year doctoral student classroom. The dissertation concludes in Chapter 5 with a reflection on the doctoral classroom as a Third Space and future directions for research.
Education is Too Complex to Simply be Complicated: Repellors, Attractors, and the Interconnectedness of Things
(North Dakota State University, 2018) Behl, Joshua
Our classrooms exist in a reality of increasing interconnectedness, cultural and societal boundary shifts, and readily available (mis)information. This reality thrusts learners and the classroom into a diverse arena where our collective and individual demographics influence and impact those around us, how we grow to understand “others,” and understand who we are in that context. It is in this context that exists an opportunity to conceptualize a new model to make explicit the complex, dynamic, self-similar relationships, and emergent contexts in which we operate within the classroom ecosystem. This ecosystem is one that is connected in complex and dynamic ways, understandable only through holistic analysis. While the classroom, the individual agents that comprise it, and a myriad of other aspects or properties of the greater system all contribute to the classroom experience, none of them independently defines the system, controls the behaviors of it participants, or dictates the trajectories of learning that occur within it. It is conceptualized that within the complex system that is a classroom, there exists phenomena that influence and direct the learning trajectories of the class and its individual students. It is further believed that some plenary amongst these influencing phenomena are attractors and repellors. The main question this research intends to answer was, “What are the distinct types and behaviors of attractors and repellors that exist in the classroom context when viewing that classroom as a complex system?” This research not only confirmed that classrooms operate and exist as complex systems but also affirmed existing research pertaining to the identification of attractors and repellors. More importantly, however, this research expanded the definition and articulation of the behaviors of attractors and repellors. This research more clearly identified and articulated these behaviors in the context of classroom dialogs that occurred over the duration of a semester long course. Further, this research demonstrated the development of additional methods for identifying and evaluating complex systems qualitatively.
Effects of Phylogenetic Tree Style on Student Comprehension
(North Dakota State University, 2017) Dees, Jonathan Andrew
Phylogenetic trees are powerful tools of evolutionary biology that have become prominent across the life sciences. Consequently, learning to interpret and reason from phylogenetic trees is now an essential component of biology education. However, students often struggle to understand these diagrams, even after explicit instruction. One factor that has been observed to affect student understanding of phylogenetic trees is style (i.e., diagonal or bracket). The goal of this dissertation research was to systematically explore effects of style on student interpretations and construction of phylogenetic trees in the context of an introductory biology course. Before instruction, students were significantly more accurate with bracket phylogenetic trees for a variety of interpretation and construction tasks. Explicit instruction that balanced the use of diagonal and bracket phylogenetic trees mitigated some, but not all, style effects. After instruction, students were significantly more accurate for interpretation tasks involving taxa relatedness and construction exercises when using the bracket style. Based on this dissertation research and prior studies on style effects, I advocate for introductory biology instructors to use only the bracket style. Future research should examine causes of style effects and variables other than style to inform the development of research-based instruction that best supports student understanding of phylogenetic trees.
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.
Evaluating Students' Perceptions of Instructional Practices Employed in Adult Education Program at King Saud University
(North Dakota State University, 2016) Aljohani, Obaidalah Hussain
The purpose of this quantitative study was to describe the perceptions of students pursuing an Adult Education graduate degree at King Saud University; the students’ perception was examined regarding the teaching practices they received in the classroom. Participants for this study were males and females pursuing Adult Education degrees at King Saud University. It aimed to determine the strengths and weakness of the program’s instructional practices in the classroom from graduate students' perceptions. The study’s theoretical framework came from adult learning theory and the six assumptions of andragogy: the learners’ need to know, self-concept, prior experience, readiness to learn, orientation to learning, and motivation to learn. The theoretical framework came from the five aspects of Islamic teachings: experience, collaboration, learners’ interest, seeking knowledge, and practice and application. Through andragogical assumptions and Islamic teachings, graduate students provided their perceptions about instructional practices students received in the classroom. A survey was used to collect data to evaluate the program. To analyze the data, descriptive analysis, including means, standard deviation, and a T-test, was used. A correlation matrix was also used to investigate the relationship among students’ perceptions of their educational experiences between andragogical practices and Islamic teachings. The result of the analysis demonstrated correlation. However, the learning activities, one of the andragogical process design elements, showed no significant relationships with the rest of process design elements (climate setting, designing the learning experience, evaluating, preparing the learner, and setting the learning objectives). The essential results of this study were that andragogical principles, andragogical-process design elements, the Islamic-principle teachings, and students' perceptions about the Islamic teachings were applied in the classroom for the adult-education program at King Saud University. There was no statistically significant difference of perception based on gender. Students indicated strengths of the program were self-development including classroom activities and course content. In term of weaknesses, students mentioned using traditional methods (including focus on a test and the lack of human relationships) and a teacher shortage. One fundamental recommendation was that both Islamic teachings and andragogy assumptions should be applied in the graduate classrooms because both methods achieve the university’s objective.
Examining the Lived Experiences of Native American Counselors Working on the Reservation: An Interpretive Phenomenological Analysis
(North Dakota State University, 2019) Luger, Brynn Alexandra
The success of mental health counseling partially depends on the professionals who are providing these services, also on the quality of services they provide. To maximize their efficacy, counselors must achieve and maintain their own personal wellness. However, for counselors who work with people who have experienced trauma, there is an increased chance that these counselors will experience adverse effects from this work. In fact, the impact of trauma on counseling professionals is similar to actually experiencing the traumatic event themselves. Native Americans are more likely than any other racial group in the United States to experience chronic traumatization and victimization. As a result of this, Native Americans suffer disproportionate health disparities, including mental health conditions like depression, anxiety, and addiction. The research question of this phenomenological study is, “What are the lived experiences of Native American counselors working in the trauma-intense environment of a Native American reservation?”. In this study, three participants took part in a semi-structured, open-ended, individual interview. Through data analysis, four themes were identified about the participants’ shared experiences: the worth and weight of working on a reservation, the impact of culture and community on counseling, four forms of trauma impacting the counselor and their work, and the effects of personal and professional wellness on counselors. The discussion of these findings are presented, along with implications for future research and policy change. In short, the goal of this study is to assist Native American counselors in maintaining their wellness, so they may continue providing counseling services to a population of people who experience significant trauma.

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