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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 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 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 Student Attitudes Towards Parent Involvement and Family Educational Rights and Privacy Act of 1974(North Dakota State University, 2021) Paolini, Michael LouisThe purpose of this study was to explore students’ attitudes related to the Family Educational Rights and Privacy Act of 1974 (FERPA), their perceptions of parent over-involvement (POI), and the relationships thereof. A brief overview of privacy laws and FERPA are discussed. Legal cases that involve FERPA, past research of parent involvement and millennials are also explored. This study surveyed undergraduate students currently enrolled at a large public research university in the Upper Midwest (n = 537). The data analysis used descriptive and inferential statistics. Despite a reported lack of interest in FERPA, students generally reported an awareness and understanding of FERPA as well as feelings of trust in the policy. The reported level of trust in FERPA had no relationship with any of the five types of POI. The implications of these findings and areas for future research related to FERPA and parent over-involvement are discussed.Item Exploring the Relationship Between Dual Credit Experience and Self-Efficacy: The Perspective of First-Generation College Students(North Dakota State University, 2020) Kiemele, Laura MarieDual credit options allow high school students to enter college with college credits earned, as well as gain lived experience of the role expectations, academic rigor, and time it takes to complete college-level work. While past studies have identified benefits of dual credit for first-generation college students in particular, few have investigated the nature of that relationship. This qualitative study examined the relationship between first-generation students’ dual credit experiences and academic self-efficacy. Interviews were conducted with three first-generation college students in fall 2019. Findings indicate first-generation students who engage in a rigorous dual credit experience that results in mastery experience are more prepared for the academic expectations of college, master the role of a student, and perceive an increase in academic self-efficacy. This experience may provide first-generation students with knowledge and transition skills for college that their continuing generation peers find elsewhere. Implications and recommendations for future research are discussed.Item Comparing the Content and Pedagogical Knowledge of Alternatively and Traditionally Certified Agricultural Educators(North Dakota State University, 2021) Tonnessen, Kristi MarieThe purpose of this research study is to determine and describe in-service SBAE teachers’ perceived Pedagogical Content Knowledge (PCK) and challenges with non-content related classroom material. In general, PCK is the point where knowledge of teaching meets agricultural content knowledge. With the rising number of alternatively certified agricultural educators across the country, it is important to examine PCK in both traditionally and alternatively certified teachers as well as the differences between the two. Since successful classroom management is crucial to teacher retention, it is necessary to look at the differences in difficulty of implementation of various strategies. Agricultural education is diverse and involves numerous topics within the broad industry. This study also describes the sources of content knowledge among the two licensure types. It is recommended that future studies research the PCK of teachers based on years of experience and licensure route.Item Professionalism: A New Approach to an Old Problem(North Dakota State University, 2021) Undem, Teri AnnThis study examined student understanding and the ability to apply the six tenets of professionalism for pharmacy students before and after an educational intervention. The study population was third and fourth year pharmacy students at the North Dakota State University. Paired t-tests and z-tests were used to analyze the data. The results show that students were able to significantly improve their understanding of all of the six tents. Students were able to slightly improve their ability to apply all of the six tenets, with the exception of accountability, which showed a slight decrease. Differences between the third and fourth year classes was not significant. Gender differences were also not significant.Item Frequency of Misconceptions About Evolution in Grade 7-12 Biology Textbooks Over Time(North Dakota State University, 2022) Breen, SarahEvolution is the unifying idea of biology. Yet it is also one of the most misunderstood ideas in biology. Misconceptions about evolution are common among students, teachers and the general public. However, because it is the central theory of biology and understanding evolution is becoming increasingly important to understanding medicine, agriculture and many other areas of modern life. Textbooks used in secondary schools are likely one of the first introductions a person has to evolution. Teachers who are not fully confident in their own knowledge of evolution will likely rely heavily on textbooks in their teaching. Therefore, misconceptions found in or reinforced by secondary textbooks will likely be transferred to students. The current study sought to explore the prevalence of misconceptions in grade 7-12 life science textbooks, whether the frequency and type of misconceptions has changed over time as well as, how and if textbooks address misconceptions.Item Investigating the Relationship Between Community Arts Engagements and College Students' Sense of Community(North Dakota State University, 2020) Booher, Amanda BethThis study builds upon Astin’s (2012) Input-Environment-Output conceptual framework to determine the relationship between college students (inputs), their frequency of participation in arts engagements (environment), and their sense of community (outputs), as measured by McMillan, Peterson, and Speers’ (2008) Brief Sense of Community Scale. A survey was administered to 403 college students from one mid-sized public research university in the upper Midwest region in early spring 2020. Results indicated the most frequently attended arts engagements for college students were festivals and concerts, and the least frequently reported were galas or art receptions and creative workshops. Findings also indicated a relationship exists between frequency of arts engagements and sense of community, with higher levels of arts engagements associated with higher levels of sense of community. Implications of these results for universities, community arts partners, and college students are discussed.Item The Effect of Relationship-building Programs on the Resilience of Women in Agriculture(North Dakota State University, 2020) Bertsch, RobertThe purpose of this study was to describe the relationship between participation in relationship-building programs and online social groups, and the individual resilience of women in agriculture in the United States. Women have demonstrated a unique ability to connect farms and ranches with social resources, drive change and adaptation in agriculture, facilitate farm and ranch succession, and build community after a disaster. The capacity of agriculture and rural communities to adapt in the face of significant adversity depends on those unique abilities. Improving the resilience in women in agriculture is critical to the overall resilience of rural America. Unfortunately, most resilience interventions focus on internal psychology and do not address external, social-ecological factors for resilience. The results of this study show participation in certain relationship-building programs is associated with a significant increase in the level of some external resilience factors among women in agriculture in the U.S.