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Item Comparing Project-Based Learning to Direct Instruction on Students' Attitude to Learn Science(North Dakota State University, 2013) Haugen, Marlen IngvardStudents' attitude towards learning science transform during their middle school years. Research provides data showing the affect of different teaching methods on students' attitude. Two teaching methods compared were project-based learning and direct instruction. Project-based learning uses inquiry to promote student attitude by engaging them and increasing their curiosity in the natural world. Direct instruction uses lecture, worksheets, tests, and labs. The Test of Science Related Attitudes (TOSRA) survey was used to measure student's attitude. The TOSRA has seven subscales labeled as Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adaptation to Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. A student's age and gender were variables also used to determine the affect on transformation of attitude using two different teaching methods. The TOSRA survey showed both positive and negative transformation of students' attitude towards science.Item Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP): Effective Tool for Biology?(North Dakota State University, 2019) Stotz, Melissa RaeThe 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.Item An Exploratory Analysis of North Dakota Teachers' Attitudes Toward and Implementation of the Common Core State Standards: Recommendations for Professional Development Providers(North Dakota State University, 2015) Thompson, Christopher MichaelIncreases in global competition for student achievement have led to drastic changes within the field of education. In recent decades educational reforms such as No Child Left Behind (NCLB) and Race to the Top have placed a stronger emphasis on standardized testing and increased accountability for schools to promote student achievement with limited success. This has led to a state-initiated overhaul of previous educational standards in favor of a set of more rigorous, internationally benchmarked standards in math and English Language Arts (ELA) known as the Common Core State Standards (CCSS). Since 2010, adoption of the Common Core State Standards across the United States has left teachers and school districts scrambling to unpack, align, and add the new standards to their existing curricula. The author examined North Dakota teachers’ attitudes and preparedness to teach using the Common Core State Standards providing recommendations for professional development providers.Item Factors Influencing Faculty Members' Willingness to Intervene and Refer Students Impacted by Mental Health Concerns(North Dakota State University, 2020) Johnson, Melissa JoThis 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.Item Applying Group Perspectives: Student Behavior Change Resulting from a Co-Curricular Leadership Development Program(North Dakota State University, 2011) Almlie, Jessica MarieThis 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.Item Tattoo Subculture: Creating a Personal Identity in the Context of Social Stigma(North Dakota State University, 2013) Tabassum, Naomi JoyTattooing is a growing and diversifying practice in the United States (Roberts, 2012), yet mainstream society maintains negative stigmas (Bell, 1999). Nevertheless, individuals attach personal meaning to tattooing (Atkinson, 2002; Kosut, 2000). There is little literature on the tattooed individual’s experience of social stigmatization and its impact on identity construction. This study employed a phenomenological approach to address this gap in the literature. The researcher used a semi-structured protocol to interview seven tattooed individuals (five men, two women; age range 25 - 38 years). Data analysis extracted three main themes: “identity project,” “cultural context,” and “tattoo timeline.” Findings suggest stigmas associated with tattoos remain embedded in the cultural context, most significantly within career. This finding has implications for career counseling. However, participants intentionally defined themselves outside negative stereotypes, and described a sense of community within the tattoo subculture.Item 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 NoelFirst 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.Item Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm(North Dakota State University, 2012) Stachler, Wendi Marie MizerThe purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.Item Predictors of Employee Engagement in Institutions of Higher Education(North Dakota State University, 2020) O'Day, Jessica MarieThis 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.Item The Influence of Extracurricular Involvement on High School Students' Academic Achievement and Engagement in School(North Dakota State University, 2017) Miller, Courtney LynnThe purpose of this study was to examine the relationship between specific extracurricular activities and the outcomes of student achievement and student engagement. The target population was 11th -12th grade student enrolled in high schools purposely selected for having FFA. Total study participants included 237 (N) student from a purposive sample. Participants completed an instrument that combined the Student Engagement Instrument (Appleton, Christenson, Kim, & Reschly, 2006), the Student Engagement versus Disaffection: Student Report (Skinner, Kindermann, & Furrer, 2009), and self-reported extracurricular involvement and Grade Point Average(s) GPAs and ACT scores. The results of the study indicate that students who participated in Career and Technical Student Organizations (CTSOs) have practically the same self-reported engagement and achievement as students who participated in non-CTSO activities.