Theses and Dissertations

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Open Access
A mixed-methods investigation of the college-going experiences of first-generation college students
(Colorado State University. Libraries, 2020) Holliday, Chrissy, author; Anderson, Sharon K., advisor; DeMirjyn, Maricela, committee member; McKelfresh, David, committee member; Kuk, Linda, committee member
College-going culture represents the development of college aspiration within individuals, and also the provision of guidance and support to prepare students for college application, enrollment, and success (Achinstein, Curry, & Ogawa, 2015; Corwin & Tierney, 2007). First- generation students are of particular research interest because they have lower college-going rates than their peers whose parents have degrees (Langenkamp & Shifrer, 2018), a reality that ultimately contributes to disparate educational outcomes with both individual and societal impacts (Serna & Woulfe, 2017; Trostel & Chase Smith, 2015). This mixed-methods case study provides greater insight into the college-going experiences of first-generation college students by answering the research question, "How did first-generation students attending an Hispanic-serving institution (HSI) experience the phenomenon of college-going culture in their high schools and communities?" The study also answered four secondary research questions: (a) "What similarities and differences exist among students graduating from high schools with different college-going cultures?"; (b) "What factors related to the theoretical frameworks selected for this study inform college-going culture for those students?"; (c) "How do those differences and informative factors converge and diverge by case profile?"; and (d) "What do the combined quantitative and qualitative data reveal about college-going culture that is not provided by one or the other alone?" Detailed analysis of survey and interview data provided insight into the student experiences and resulted in six assertions with practical implications for practitioners and future researchers.
Open Access
A narrative study of ethnically diverse American public school female superintendents
(Colorado State University. Libraries, 2012) Isaacs, Nelda L., author; Anderson, Sharon K., advisor; Banning, James, committee member; Kuk, Linda, committee member; Zimmerman, Toni, committee member
Historically, women, especially minority women, have been underrepresented in the American public school superintendence. Using a narrative inquiry approach, five ethnically diverse American public school female superintendents were interviewed to determine what life experiences led them to the public school superintendence, how they described their day-to-day experiences at this position, and what can be inferred from their narratives about how they would encourage, inform, and support other women seeking this position. The data garnered through the narratives identify family, personal expectations, professional experience, concepts of power and influence, and advocacy for students as contributing factors that led each woman to the public school superintendence. While each of the women could only present her unique story, there were similarities and differences among the women's lived experiences, and with the research literature, that included their career paths, career patterns, barriers, leadership style, and reasons for exiting the superintendence. The women’s day-to-day experiences indicated they were change agents who actively contributed both to the schools and the communities in which they served. Potential support for other women seeking this position emerged, including mentorships, spirituality, family support, and superintendent and board relationships.
Open Access
Board member perceptions of board effectiveness in public community colleges: an interpretative phenomenological analysis
(Colorado State University. Libraries, 2015) Davis, Gwendelyn Finch, author; Anderson, Sharon K., advisor; Hall, Bruce, committee member; Hegeman, Diane, committee member; Quick, Don, committee member
Many organizations have a governing board in place to assist in monitoring high level policy decisions and establishing organizational direction and goals. Studies have examined board members of different types of higher education institutions; however, the perceptions of public community college board members related to board effectiveness has not been studied. The current qualitative study, drawing upon Interpretative Phenomenological Analysis (IPA), addresses this gap in the literature by researching the lived experiences of seven public community college board members with two or more years of service related to board effectiveness in one western state. The findings resulted in four superordinate themes: personal development and engagement, board engagement, college commitment and engagement, and community engagement. Board effectiveness is demonstrated when board members are personally committed to fostering an environment that promotes and values board member development through participation in orientation program and ongoing board education. Board member development also promotes an understanding of the board's role and works to alleviate unhealthy personal or political agendas an individual may bring with them to the board. Participants highlighted the importance of building relationships with other board members and the CEO. By working together as a team, the board and CEO can focus on the college's mission and establishing the future direction for the college. Board effectiveness is also demonstrated through being involved in college activities and events and by ensuring the college is establishing board policies that ensure consistency in the board's operations for planning and decision making purposes. Community colleges have more of a local focus as compared to other organizations where effectiveness studies have been conducted. The findings of the current study deviated from previous board effectiveness studies independent, private colleges in the importance of the CEO's relationship with the board. The findings also diverged from the studies on public university board effectiveness related to community connections, with community colleges having a need for more of a local focus versus public universities needing to build stronger connection with state government. Effective community college boards embrace their responsibility to represent the community's interests in the college and to strengthening relationships with the public they serve. A common term throughout the findings of the current study is "engagement" with an emphasis on being actively involved in all aspects of boardsmanship. Effective board members are engaged in being oriented, educated, and developed as a board member, in working together as a team and with the CEO, in establishing and maintaining the college's mission and future direction, and in connecting with the communities and citizens served.
Open Access
Career pathways and experiences of women community college presidents
(Colorado State University. Libraries, 2009) Kuharski, Renee Ann, author; Anderson, Sharon K., advisor; Davies, Timothy Gray, advisor
This study inquired into the experiences selected women community college presidents had on the pathway to their presidency. The study focused on women so that future women leaders might gain a better understanding of how others achieve senior-level positions at community colleges. This research employed a phenomenological approach to build on participants' first-person accounts of life experiences related to their career pathways. In-depth interviews with 14 women purposefully chosen as individuals who became community college presidents formed the basis for the data collected. The women reflected diversity in regard to how long they had served as presidents, whether the current presidency was their first, their experience in higher education administration, and the educational levels they had achieved. This study revealed that the career pathway to the presidency may be changing, at least for women. Additionally, three core themes emerged from the women's experiences that had an impact on their career pathway: their perspective and philosophies, career barriers and challenges, and the impact of influential individuals. This research adds to the body of knowledge about how women achieve a community college presidency.
Open Access
Community college instructors' experiences with post-baccalaureate reverse transfer students: a phenomenology
(Colorado State University. Libraries, 2008) Smith, Scott R., author; Anderson, Sharon K., advisor
This qualitative study examined the lived experiences of eight community college faculty. The goal of the research was to understand what it is like to teach community college classes with post-baccalaureate reverse transfer (PBRT) students in them. Using a phenomenological approach, the data was interpreted to develop an understanding of the essence derived from the participant's experience. Through the interpretation of the data, six master themes emerged: Participants' Description of PBRTs, Participants' Knowledge of PBRTs in Their Classrooms, Academic Capital Displayed by PBRTs in Participants' Classrooms, Dynamics and Interactions between PBRTs and non-PBRTs, Participants' Feelings of Teaching PBRTs, and Refining Teaching Styles to Fit PBRTs. These master themes provided the structure and meaning to the essence of the phenomenon, Professionals Working with Professionals - the Fluidity of Education. Participants' Description of PBRTs gave a portrayal of the PBRT student as the participants view them. The theme, Participants' Knowledge of PBRTs in Their Classrooms, allowed the participants to explain how they determined who PBRTs are and whether it mattered if they knew or not. The Academic Capital Displayed by PBRTs in Participants' Classrooms theme describes how the participants appreciate the academic capital PBRTs bring with them, as well as the seriousness, focus, and professional behaviors they display in class. The Dynamics and Interactions between PBRTs and Non-PBRTs theme describes the world of classes with both PBRTs and non-PBRTs. In this environment the evolution of relationships between the two groups of students and participants transpires. In the Participants' Feelings of Teaching PBRTs theme, participants shared their feelings about how it is a natural fit to teach PBRTs because of the connectedness of being professionals. The final theme, Refining Teaching Styles to Fit PBRTs, illustrates how the participants modified their teaching style so it was both equitable and fair to PBRTs and non-PBRTs. These six master themes were reduced to the essence of the participants' experiences of teaching PBRT students, Professionals Working with Professionals - the Fluidity of Education. It illustrates the professional relationships between the participant and PBRTs and the cyclical transference of knowledge, resulting in collaborative learning.
Open Access
Community college students' experiences of mental-health stigma: a phenomenological study
(Colorado State University. Libraries, 2015) Andrade, Angela, author; Anderson, Sharon K., advisor; Kuk, Linda, committee member; Miller, Lisa, committee member; MacQuiddy, Susan, committee member
Campus acts of violence, student suicide, and the relative increase in mental-health incidents among college students are several reasons that mental health is a pressing issue for higher education. Unfortunately, negative stigma surrounding mental-health issues impacts college students and their choices about seeking help. The purpose of this study was to explore the lived experiences of stigma for college students enrolled at a medium-sized public community college who self-identified with a mental-health issue. Research questions included the following: * How do students who self-identify with some mental-health issue experience stigma? * What kind of influence does stigma have on these students' willingness to seek help? * How do these students view others who a have mental-health problem in relation to stigma? * How do these students view themselves in relation to stigma? Results from two interviews with and responses to online prompts of six students indicated that they experienced social distance through being seen as outside of the social norm, hearing negative talk about mental health, being treated as fragile, and experiencing frequent bullying in high school. For these students, making the decision to seek help entailed navigating external pressure and internal denial. Students found support through connecting with others with mental-health struggles. Despite being seen as dangerous and facing stereotypes based on gender and diagnosis, all students in the study held a positive view of themselves and expressed compassion for others with mental-health problems. Results from the study confirm previous research and reveal emergent findings related to students' changes in beliefs in self-stigma and a hierarchy of stigma based on diagnosis. The study concludes with a discussion of implications for practice and future research.
Open Access
Depression and the college transition: the lived experiences of first-year college students who self-report as having depression
(Colorado State University. Libraries, 2023) Alvarez, Joshua T., author; Anderson, Sharon K., advisor; Peila-Shuster, Jackie, committee member; Basile, Vincent, committee member; Snodgrass, Jeffrey, committee member
The transition to college is a transformative time in a student's life. The first year of college is especially critical as the transition from secondary education to college can determine whether a student succeeds or fails in in college (Gale & Parker, 2014; Taylor & Harris-Evans, 2018). Students with depression enter their first year of college with symptoms that create difficulties with work, home, or social activities (Pratt & Brody, 2014). Depressed mood results in a lack of energy, concentration, self-worth, and interest in daily activities (Auerbach et al., 2018; National Institute of Mental Health, 2019; Vanderlind, 2017). This phenomenological study examined the research question: How do students who recently completed their first two semesters describe their lived experienced with depression during their first-year transition to college? The 11 student participants who participated in this study had graduated from high school in the spring and transitioned to college the next fall, recently completed their first two semesters at a public university, and self-reported having depression prior to and during their first year of college. Using Schlossberg's Transition Model as a framework, the study's ordinate themes were captured within the 4S's: Situation, Self, Support, and Strategies. The ordinate themes of Situation consisted of: Transition Recognition, Adulting, Loneliness and Isolation, Questioned College, and Hopeful. Self consisted of: Comparing to Others, Minoritized Identities, and Self-Discovery. Support consisted of: Family Support and Friend Support. Strategies consisted of: Changing Strategies, Detrimental Coping Strategies, and Inability to Cope. The study provided implications for higher education and future research.
Open Access
Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry
(Colorado State University. Libraries, 2019) Lorenzo, Lorisa, author; Anderson, Sharon K., advisor; Chesson, Craig, committee member; Haddock, Shelley, committee member; Kuk, Linda, committee member
Approximately 21% of female undergraduates and 7% of male undergraduates report being sexually assaulted while in college (Krebs et al., 2016). Student survivors of sexual violence experience negative impacts on their academic performance, which can result in a lower grade-point average (GPA) and a decision to leave the institution where the incident occurred (Baker et al., 2016). To gain a better understanding of the academic experience of college student survivors of sexual violence, the author conducted a qualitative phenomenological study using the descriptive phenomenological psychological method developed by Giorgi (Giorgi, 2009) to answer the following research question: "How do college student survivors of sexual violence describe their academic experiences following an incident of sexual violence?" Six currently enrolled undergraduate college students completed semistructured interviews to explore their lived academic experiences following an incident of sexual violence. In-depth analysis of the data revealed the following essential constituents of the academic experience of participants following the incident of sexual violence: negative emotional and mental health consequences, shame and self-blame, isolation from classmates and professors, impaired ability to focus on academic tasks, losing motivation and questioning academic goals, finding ways to cope, healing and reconnection, and academic identity as more than GPA. These essential constituents constitute the general structure of the academic experience of participants following an incident of sexual violence. Results of the study provide a deeper understanding the psychological mechanisms through which sexual violence negatively impacts the academic experience of college student survivors of sexual violence.
Open Access
Fathers nurturing their children post-divorce: the fathers' perspective
(Colorado State University. Libraries, 2011) Kemp, Lynda A., author; Anderson, Sharon K., advisor; Littrell, John, committee member; Bundy-Fazioli, Kimberly, committee member; Jennings, Louise B., committee member
Nurturing requires engagement and engagement can be difficult to achieve if a father does not, due to divorce, share as much time with his children as he did previously. Using an Interpretative Phenomenological Analysis approach, this study solicited from divorced fathers a description of their experience nurturing their children post-divorce. While much research focuses on the need of children for their father to be there; this study focused on the fathers' need to be there. The data in this study--the divorced fathers' voices--described nurturing post-divorce as a composite of both external actions and situations, and internal feelings. Overall, the data reflected the desire and commitment of these fathers to maintain, or rebuild, a nurturing relationship with their children. Two general observations emerged from these fathers' stories: that the "loss" of their children through divorce brought to light just how precious their fathering role was, and that often times fathers' relationships with their children were enhanced post-divorce. However, while being there was the common "thread" that ran through the post-divorce nurturing experience, the meaning of being there varied from father to father. Therefore, even if the "essence" of nurturing post-divorce is being there, being there is changeable, and experienced differently, by every divorced father.
Open Access
Interpretative phenomenological analysis: exploring the formative experiences of community college students enrolled in remedial courses
(Colorado State University. Libraries, 2015) Lannan, Kathleen, author; Anderson, Sharon K., advisor; Cumming, John, committee member; Frederiksen, Heidi, committee member; Hall, Bruce, committee member
Remedial Education has been a polarizing topic in education for many years, as there is often debate about who is responsible for the large number of students that require remedial services as well as the best manner in which to support these students. Despite the continuing interest in the topic, few studies have focused specifically on the students and their experiences in these programs. In order to gain a better understanding of these experiences, a qualitative phenomenological study, using Interpretative Phenomenological Analysis, was conducted in order to answer the following research question and three sub-questions: What are the lived experiences of students enrolled in remedial education at community college? 1) How do students who are enrolled in remedial education at the community college describe their educational journey? 2) How were students prepared for post-secondary education prior to enrollment in remedial education? 3) How do students see themselves as succeeding in post-secondary education? Four participants took part in the study by partaking in semi-structured interviews to explore their lived experiences in remedial education at the community college. An in depth analysis of the data, utilizing IPA, revealed issues of marginalization through labeling, manipulation of the education system, and a desire to belong. The results of the study suggest that remedial education students often deal with issues that are far more complex than skill acquisition alone, and supports literature that highlights the importance of accountability measures for K-12 education, as well as the value of non-cognitive skills, and how labels can affect students. This study offers a unique student perspective into remedial education, presents the opportunity for future research that continues to explore remedial experiences, and supports research that includes student perspectives and validates student experiences.
Open Access
Kuwaiti female leaders' perspectives: the influence of culture on their leadership in organizations
(Colorado State University. Libraries, 2009) Al-Suwaihel, Omaymah, author; Anderson, Sharon K., advisor; Timpson, William M., committee member; Zimmerman, Toni S., committee member; Banning, James H., committee member
This research reveals the interactions between the Kuwaiti culture, gender, and leadership from the perspective of 5 Kuwaiti female leaders. The primary focus of the research is to contribute to the literature, currently lacking, that discusses the phenomenon of female leadership development in the State of Kuwait. Recently, the number of Kuwaiti females seeking leadership positions has been increasing in governmental and non-governmental organizations. This development has its challenges, given some of the barriers that exist relative to some aspects of Kuwaiti culture, gender roles, and people’s perceptions about female leaders. Within a qualitative design approach and narrative inquiry methodology, I interviewed 5 Kuwaiti females who shared their stories about their personal and professional experiences about the interactions between culture, gender, and leadership. The analysis and interpretation of this research uncovered two key findings: (a) the influence of Kuwaiti culture on female leadership and (b) the commitment of these female leaders to have a positive impact on their culture. The development of female leadership within Kuwait represents a collaborative effort by all the country's female leaders. As this research shows, these female leaders took advantage of every opportunity to prove their capabilities as leaders who deserve to serve effectively beside male leaders.
Open Access
Moral behavior of resident assistants: a lived experience
(Colorado State University. Libraries, 2013) Stark, Rachael H., author; Anderson, Sharon K., advisor; Banning, James, committee member; McKelfresh, David, committee member; Scott, Malcolm, committee member
Resident Assistants (RAs) are traditionally upper-class students who are responsible for enforcing residence-hall policies (Heala, 2006). These undergraduate paraprofessional students are consistently asked to hold their peers accountable for their behavior, yet this task can be a struggle for those RAs who are unable to display consistently moral behavior. Although the literature is full of examples of higher education's lasting effects on students' moral development, little is known about the moral development of college students who are serving in the role of RA. Even less is known about moral behavior in the lived experience of RAs tasked with enforcing disciplinary policies. The purpose of this study was to explore the moral behavior in the "lived experience" of RAs who administer disciplinary policy. The research questions that formed the basis for this exploration were (a) What is the lived experience of RAs who administer disciplinary polices at a residential college in a large urban area? and (b) How can we understand RAs' lived experience using the theoretical lens of Rest's model of moral behavior? The research method for this study was interpretative phenomenological analysis (IPA). The analysis consisted of 12 total interviews with a group of students who comprised one sophomore, six juniors, four seniors, and one fifth-year senior who served as RAs within the University Housing and Residential Life department at a large-size, public, urban institution located in the Mid-Atlantic region of the United States. The results of the study suggest that a majority of RAs interviewed did not demonstrate all four components of Rest's model of moral behavior: (a) moral sensitivity, (b) moral judgment, (c) moral motivation, and (d) moral character when they were confronting policy violations in the residence halls (Rest, 1986). Their reasons for not displaying moral behavior included their relationships with residents and specific decision-making factors that led to their not following through on their positional responsibilities as they had been trained to do. Two of the RAs interviewed were prototypical and consistently displayed all four components of Rest's model of moral behavior.
Open Access
Organizational adaptability in higher education: an exploration of how senior leaders of online learning units influence adaptability to a changing environment
(Colorado State University. Libraries, 2024) Kilworth, Silvie, author; Anderson, Sharon K., advisor; Kuk, Linda, committee member; Lange, Alex C., committee member; Tungate, Susan, committee member
Due to advancements in information and communication technology and the increasing student demand for online education, online learning units and their leaders are becoming central to the future of the larger institutions in which they reside. The current study was motivated by the imperative to understand how senior leaders influence the ability of their online learning units situated within residential public universities to adapt to the changing environment. This qualitative interpretive study provides empirical evidence for, and expands the understanding of, the ways senior leaders of online learning units influence organizational adaptability. It identifies a combination of interacting leadership practices senior leaders employ for creating conditions for adaptability, which include shaping networks, regulating tension, and navigating organizational context. The study also provides insights into the application of the Complexity Leadership Framework of Leadership for Organizational Adaptability (Uhl-Bien & Arena, 2018) in the specific context of online units situated within residential public universities. The findings suggest modifications to the original framework to include navigating context as a fundamental element for creating conditions for organizational adaptability. Additionally, the study highlights a need for further applied research. The study also provides current insights into practical implications of the findings, underscoring the importance of strategic leadership in enabling organizational adaptability.
Open Access
Personal and societal factors associated to student debt levels
(Colorado State University. Libraries, 2014) O'Day-Stevens, Tamara, author; Anderson, Sharon K., advisor; Albert, Lumina, committee member; Carlson, Laurie, committee member; McKelfresh, David, committee member
The purpose of this quantitative study was to explore the factors associated with the debt accumulation of students who are currently enrolled in graduate school at a public research university in the Rocky Mountain region of the United States. Factors were examined through the following four key research questions: (a) How much self-reported debt do graduate students accumulate during their undergraduate education? (b) What financial decision making factors uniquely contribute to total undergraduate debt accumulation as self-reported by graduate students? (c) What life impacting factors uniquely contribute to total undergraduate debt accumulation as self- reported by graduate students? and (d) What key demographic factors are associated with total undergraduate debt accumulation? A 17-question on-line survey, was administered to 3,852 students. The survey included demographic information and the following: overall debt, federal student loan debt, and credit card debt levels. To investigate whether low, medium, and high debt levels differ with attitudes towards using credit cards, federal loans, private loans, and loans for nonacademic expenses, individual Chi-Square tests were conducted. The research discovered that there was a relationship between attitudes towards: using credit cards (χ2=163.420, df = 8, N=772, p < .001), federal loans (χ2=290.741, df= 8, N=772, p < .001), and loans for nonacademic purposes (χ2=163.420, df = 8, N=772, p < .001) with overall debt levels. In addition, a relationship between debt level and academic major (χ2=21.447, df = 10, N=772, p <.018), and a relationship between debt level and age (χ2= 22.699, df = 2, N=772, p <.001), was also discovered. Multiple regression was conducted and the data analyzed indicated that there were three main factor associated to college debt levels, 17(1; Tuition and college cost), 17(5; Lack of support from my family) and 17(10; Not having good financial /money management skills). The combination of these variables to predict total debt was statistically significant, F (3,709) = 40.20, p < .001. Results of the current study contribute to the previous literature on student debt. Recommendations for future research and survey modifications were discussed.
Open Access
Revisiting the impact of a residence hall staff training class on the moral judgment development of college students
(Colorado State University. Libraries, 2014) Jacques, Kevin L., author; Anderson, Sharon K., advisor; Gloeckner, Gene W., committee member; McKelfresh, David, committee member; Siller, Tom, committee member
This research study was an attempt to replicate a previous study completed in 1987 by McKelfresh. More specifically, this study examined the impact of RA training on moral judgment development as measured by the Defining Issues Test-2 (DIT-2). The research method incorporated a pretest-posttest nonequivalent comparison-group design and posttest-only control-group design. The experimental group of consisted of 43 students who were proceeding through the Resident Assistant (RA) selection course; the control group consisted of 45 students not participating in the course. The following results of the study occurred: The mean pretest scores of students enrolled in the RA training course were higher than the mean pretest scores of the established norm for the DIT-2. There was a significant difference in the pretest N2 score for students enrolled in the RA selection course compared to the pretest N2 scores of students not enrolled. There was also significant growth between the pretest and posttest scores of students who completed the RA selection course compared to students who did not complete the course. Other findings were not significant. Possible interpretations of these findings are a) students who set out to be RAs have a predisposition for a higher level of post-conventional moral judgment when compared to students who do not pursue RA training; and b) completing a residence-hall selection course appeared to have an impact on the development of a student's moral judgment.
Open Access
Road to leadership: experiences of Saudi women in higher education
(Colorado State University. Libraries, 2014) AlDoubi, Suzan Hassan, author; Anderson, Sharon K., advisor; Kees, Nathalie, committee member; Kuk, Linda, committee member; Albert, Lumina, committee member
The purpose of this narrative study was to explore the stories of Saudi women leaders about their experiences in accessing leadership positions in higher education. In addition, this study sought to offer Saudi women leaders the opportunity to talk about their social roles and gender stereotypes they were expected to uphold in their efforts to access and perform their leadership positions in higher education. The sampling consisted of six Saudi women leaders in higher education. Thematic analysis was used as a mean of analyzing the data. The findings of this study indicated that Saudi women leaders accessed leadership positions in higher education after they attained their doctoral degree. For the social roles and gender stereotypes women leaders encountered in the workplace when interacting with men, the emerged themes were men's role, women leader's double bind, and women leaders' feminine characteristics. The result of interacting with women revealed, women leaders being enemies of other women, supportive, or situational actions. Additional findings were discussed. Moreover, some implications and recommendations for further research were discussed.
Open Access
Stories of transition between graduate preparation programs and community-college student affairs
(Colorado State University. Libraries, 2021) White, Marisa Vernon, author; Anderson, Sharon K., advisor; Tungate, Susan, committee member; Kretovics, Mark, committee member; Kuk, Linda, committee member
The purpose of this study is to provide a basis for understanding how new student-affairs professionals transition from their graduate preparation programs and into community-college work within zero to 3 years after having completed their master's degree. The study was guided by three specific research questions: (a) How do individuals experience the transition from graduate-school preparation programs and community-college student-affairs work as two separate, but related, cultures?; (b) What external factors facilitate new student-affairs professionals transitions' from graduate school into community-college work?; and (c) What internal or personal factors support this transition between graduate school and community-college work? This study was constructed using two primary frameworks: community colleges as a subculture (Sebald, 1975) within the American higher education system, and Schlossberg's (1981, 2008) transition theory and 4S system, which identify factors across internal and external domains that support individuals as they experience change in their lives. Through a qualitative, narrative-inquiry approach that highlighted the lived experiences and personal stories of five individuals, key findings describe specific areas of perceived misalignment (broad roles, localization, organizational structure and dynamics) and an emergent colloquialism ("especially at community colleges") that described differences between the two separate, but related, cultures. Participants' stories also revealed the influence of graduate school, sense of community, "doing work that matters," and situational factors as supportive of their transitions. Implications for practice include strengthening both professional pipelines to community-college student-affairs work and graduate program design.
Open Access
The lived experiences of recent high-school graduates in a three credit, semester-long, community-college student-success seminar
(Colorado State University. Libraries, 2017) Szamos, Aron, author; Anderson, Sharon K., advisor; Peila-Shuster, Jackie, advisor; Hall, Bruce, committee member; Quick, Don, committee member
Student success has been an emerging topic within K-through-16 education in recent years. Community colleges play a valuable role within higher education, and they are challenged to support and foster the success of students in reaching their goals to earn associate's degrees, certificates, and to transfer to 4-year institutions. Student-success seminars have been linked to positively impacting numerous outcomes such as student grade-point averages, student retention, and student satisfaction. Few studies have explored how and why the experiences of participants in a student-success seminar relate to these outcomes from the perspective of the students who participated in the courses. To gain a better understanding of these student experiences, I conducted a qualitative phenomenological study using interpretative phenomenological analysis (IPA) to help answer the following research questions: 1. What are the lived experiences of first-year community-college students who participated in a semester-long, student-success seminar? 2. How do these students' lived experiences of the student-success seminar influence their overall community-college experiences? 3. How do these students' lived experiences of the student-success seminar influence their decisions to remain at their institution? Six students participated in the study through semistructured interviews to explore their lived experiences in a three-credit, semester-long, community-college student-success seminar. Data analysis revealed five superordinate themes that helped to describe participants' experiences through a metaphorical journey at sea. These superordinate themes included choppy waters, a guiding light, a clearer destination, charting a course, and taking the wheel with the crew on board. Findings of this study suggest that the student-success seminar was beneficial to the participants in the following ways: mitigating the stress and anxiety associated with their high school-to-college transitions; enforcing their view of their course instructor as a source of comfort, trust, accountability, and encouragement; helping them to identify and affirm career and major goals; affirming their decisions to remain at their institution and continue their education; providing various resources that helped them achieve major and career goals; and increasing self-confidence to help them become more autonomous in their academic journey. This study provides a unique student perspective into the student-success-seminar experience and contributes to higher education by assisting community colleges in helping their students thrive in their high school-to-college transition and beyond. The findings also provide insight into how and why the student-success-seminar experience may contribute to various student outcomes highlighted in the current study.
Open Access
The role of whiteness in access disparities in college counseling services
(Colorado State University. Libraries, 2021) Klug, Jeffrey Alan, author; Anderson, Sharon K., advisor; Hempel, Lynn, committee member; Kuk, Linda, committee member; McCafferty, Kate, committee member
Access barriers to campus mental health counseling services for persons of color have been previously identified in the literature. These barriers are known to create disparate access to this important campus resource for students of color. Despite this robust body of research, inequities have persisted, revealing a gap in the literature. The purpose of the current study was to fill this knowledge gap by exploring the role that Whiteness plays in perpetuating access disparities. Using a critical White studies (CWS) framework, the current study sought to answer the question: How do experiences of Whiteness impact access to mental health care for domestic, undergraduate White students and students of color at their respective college counseling centers? A qualitative study was conducted using a phenomenological methodology; and more specifically from a hermeneutic tradition. Six participants (three White students and three students of color) were interviewed using a semi-structured interview approach. Participants' interviews were recorded and transcribed. Then, the transcripts were coded in three successive rounds until saturation guidelines were achieved. The research question was addressed in each of the three iterative coding rounds. Key findings revealed how participants' values systems, color-blind ideologies, and categories of Whiteness either enhanced or impeded access to counseling services. Findings were used to compare, contrast, substantiate or rebut current literature on access disparities. In the final chapter, implications for practice include stepped-care models of counseling services, extending clinical boundaries, remote tele-mental health, and strength-based counseling approaches. Future research focusing on dialectical opposites using a CWS lens may avoid problematizing students of color.
Open Access
Understanding collaboration of university, government, and industry leaders to enhance local economic development: a phenomenological study
(Colorado State University. Libraries, 2023) Douglas, Brianna B., author; Anderson, Sharon K., advisor; Gloeckner, Gene, committee member; Kuk, Linda, committee member; Troxell, Wade, committee member
This qualitative dissertation explored the research question, "How do presidents at small private universities collaborate with local government and industry leaders in their host communities to enhance economic development?" The data were collected from three presidents that had been a university president at a qualifying institution for at least three years and had experienced efforts to collaborate with local government and industry to enhance economic development. Data were analyzed using Interpretative Phenomenological Data Analysis and revealed that presidents at small private universities collaborate with local government and industry leaders in four ways: (a) informally, (b) selectively, (c) without the experts, and (d) with mediocre leadership engagement. These findings aligned with three categories of the Wilder framework: environment, membership characteristics, and resources. Three key insights for presidents of small private universities come to light that provide insight into how to successfully collaborate with local government and industry leaders to enhance economic development in their host communities: (a) succeed at being an exceptional leader, (b) foster a culture of adaptability to change, (c) be courageous and establish a history of tripartite collaboration with local government and industry leaders.