Theses and Dissertations

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Open Access
Clozapine and clubhouse treatment model and vocational outcomes of adults with schizophrenia
(Colorado State University. Libraries, 1998) Beckel, Dennis N., author; Banning, James H., advisor; Feller, Richard, committee member; Anderson, Sharon K., committee member; Hall, Bruce, committee member
This quasi-experimental study of the vocational outcomes of persons with schizophrenia who participated in both of two different psychosocial treatment models and one of two different psychopharmacological treatments. Vocational outcomes of clients requesting vocational rehabilitation services and participating in clubhouse model programs were compared with vocational outcomes of clients requesting vocational rehabilitation services and participating in traditional day treatment programs. Vocational outcomes of clients taking clozapine were compared with those taking other psychotropic medications. Combined effects of the psychosocial treatments and the psychopharmacological treatments was also examined. Included in this study were 150 clients with schizophrenia, all of whom participated in a cooperative vocational program of the Colorado Rehabilitation Services and the Colorado Division of Mental Health from 7/1/94 to 7/1/96. Successful employment outcomes for these clients were defined as sixty days of continuous employment, or "Status 26". Clients with schizophrenia who participated in a clubhouse model had significantly higher employment rates than those participating in a traditional day treatment model. Clients with schizophrenia taking clozapine had significantly higher employment rates than those taking other medications. Clients with schizophrenia participating in a clubhouse and taking clozapine did not have significantly higher employment rates than those only participating in clubhouse or those only taking clozapine. However, for those clients taking clozapine only, participating in a clubhouse only or both, had significantly higher employment rates than clients under neither condition. Four secondary results involving all participants with all diagnoses (n=439) were provided for future research: a) persons with major mental illness who participated in a clubhouse program had 16.9% better employment outcomes than participants in a day treatment program; b) males and females with major mental illness had equal employment outcomes, whether participating in a clubhouse or day treatment; c) no employment outcome differences occurred between the Denver metropolitan area's and other large cities' day treatment programs, but significantly better employment outcomes were observed in the metro Denver clubhouses than in the other large cities' clubhouses; d) employment data for 1994-1995 and 1995-1996 for all diagnoses showed that 11.4% more clients were successfully employed in the first year of the study than the second.
Open Access
Employee commitment to the organization: a comparative quantitative exploration of employees based on role and primary work location at multi-campus community colleges
(Colorado State University. Libraries, 2018) McKeever, Matthew Timothy, author; Gloeckner, Gene W., advisor; Anderson, Sharon K., committee member; Greene, David, committee member; Lynham, Susan A., committee member
This comparative quantitative study explored differences in and predictors of adjunct instructors, administrators, and faculty's affective, continuance, and normative commitment to multi-campus community colleges. Extraneous independent factors included time worked at the college, highest level of education, and age. Attribute independent factors included employee type, and primary work location. Two main constructs that acted as the dependent factors in the research questions were Meyer and Allen's (1991) Three Component Model of Employees Commitment to the Organization and the employees' perception of college leaders' practices of collaboration, communication and empowerment. Research question one explored the relationship between college employment factors (employee type and primary work location) and the employees' commitment to the organization. Factorial ANOVA findings determined there were no significant interaction between the effects of employees' primary work location and employee type on the employees' affective, continuance or normative commitment to the organization. Main effects were found to be significant across adjunct instructors and administrator employee types with administrators' affective commitment to the organization being higher. Research question two explored the relationship between college employment factors (employee type and primary work location) and the employees' perception of college leader's practices of collaboration, communication, and empowerment. Factorial ANOVA findings determined there were no significant interactions or main effects between primary work location and employee type on the employees' perception of college leaders' collaboration, communication or empowerment. Research question three attempted to understand if college employment factors (employee type and primary work location) and employees' perception of college leaders' practices (collaboration, communication and empowerment) were predictors additive to demographic factors (age, time worked at the college, and highest level of education) of employees' commitment to the organization. Multiple linear regression was computed for each of the three components of commitment considering college employment factors and perception of college leaders' practices. (A) Employees' perception of college leaders' practices (β = .69), adjunct instructor employee type (β = -.19), and age (β = .13) contributed significantly to the employees' affective commitment to the organization; (B) The group of factors did not significantly contribute to the employees' continuance commitment to the organization (C) Employees' perception of college leaders' practices (β = .49), and time worked at college (β = .16) contributed significantly to the employees' normative commitment to the organization. Significant findings included differences in the employees' affective commitment to the organization between adjunct instructors and administrator employee types; and the employees' perception of leaders' practices of collaboration, communication, and empowerment were the strongest predictors of employees' affective and normative commitment to the organization.
Open Access
Factors affecting part-time faculty job satisfaction in the Colorado community college system
(Colorado State University. Libraries, 2009) Cashwell, Allison L. (Allison Lee), author; Gloeckner, Gene William, 1950-, advisor; Jacoby, Daniel, 1951-, advisor; Anderson, Sharon K., committee member; Miller, Jeffrey, committee member
How do part-time faculty members in community colleges view their roles? Data from part-time faculty responses regarding their experiences in higher education vary. Valadez and Antony (2001) analyzed data from 6,811 part-time faculty collected from the National Center for Education Statistics’ (NCES) 1992-1993 National Survey of Postsecondary Faculty (NSOPF). They concluded two-year part-time faculty members are satisfied with their roles, but they are concerned with issues regarding salary, benefits, and long-term job security. Similar findings were published by Leslie and Gappa (2002). Other researchers, however, have found dissimilar results (Townsend and Hauss, 2002, Jacoby, 2005). The paradoxical findings from these surveys suggest there are unanswered questions regarding part-time faculty job satisfaction in community colleges. Are part-time faculty members satisfied with their roles in higher education? Using survey responses from part-time faculty teaching at the thirteen community colleges comprising the Colorado Community College System (CCCS), this study identified statistically significant factors associated with job satisfaction and proposed policy recommendations for improving part-time faculty job satisfaction. A total of 405 respondents (N= 405) answered the part-time faculty satisfaction survey to varying degrees of completion, for a survey response rate of approximately 12% of the total population of part-time faculty who taught in the CCCS during the 2008 calendar year. How do part-time faculty members in community colleges view their roles? Data from part-time faculty responses regarding their experiences in higher education vary. Valadez and Antony (2001) analyzed data from 6,811 part-time faculty collected from the National Center for Education Statistics’ (NCES) 1992-1993 National Survey of Postsecondary Faculty (NSOPF). They concluded two-year part-time faculty members are satisfied with their roles, but they are concerned with issues regarding salary, benefits, and long-term job security. Similar findings were published by Leslie and Gappa (2002). Other researchers, however, have found dissimilar results (Townsend and Hauss, 2002, Jacoby, 2005). The paradoxical findings from these surveys suggest there are unanswered questions regarding part-time faculty job satisfaction in community colleges. Are part-time faculty members satisfied with their roles in higher education? Using survey responses from part-time faculty teaching at the thirteen community colleges comprising the Colorado Community College System (CCCS), this study identified statistically significant factors associated with job satisfaction and proposed policy recommendations for improving part-time faculty job satisfaction. A total of 405 respondents (N= 405) answered the part-time faculty satisfaction survey to varying degrees of completion, for a survey response rate of approximately 12% of the total population of part-time faculty who taught in the CCCS during the 2008 calendar year. Satisfaction with Demands and Rewards, were found to be valid predictors of overall job satisfaction in this research. Recommendations for improving part-time faculty job satisfaction in the CCCS include increasing part-time faculty salaries, offering health insurance benefits, offering additional inexpensive benefits, establishing a seniority system, offering increased opportunities for online teaching, and offering annual teaching contracts.
Open Access
Kuwaiti engineers' perspectives of the engineering senior design (capstone) course as related to their professional experiences
(Colorado State University. Libraries, 2010) AlSagheer, Abdullah, author; Quick, Donald Gene, advisor; Anderson, Sharon K., committee member; Banning, James H., committee member; Malaiya, Yashwant K., committee member
This study looks into transfer of learning and its application in the actual employment of engineering students after graduation. At Kuwait University, a capstone course is being offered that aims to ensure that students amalgamate all kinds of engineering skills to apply to their work. Within a basic interpretive, qualitative study-design methodology, I interviewed 12 engineers who have recently experienced the senior design course at Kuwait University and are presently working in industry. From the analysis, four basic themes emerged that further delineate the focus of the entire study. The themes are 1) need for the capstone course, 2) applicability of and problems with the capstone course, 3) industry problems with training, and 4) students' attitudes toward the capstone course. The study concludes that participants are not transferring engineering skills; rather, they are transferring all types of instructions they have been given during their course of study at the university. A frequent statement is that the capstone course should be improved and specifically that it is necessary to improve upon the timing, schedule, teachers' behavior, contents, and format. The study concludes that Kuwaiti engineers on the whole face problems with time management and management support. The study includes some implications for Kuwait University and recommendations that can provide significant support for the development of the Senior Design (Capstone) Course. For examples: the project must be divided into phases to ensure timely completion of deliverables. In order to motivate students for hard work and to achieve true transfer of learning, Kuwait University is required to communicate with certain organizations to place its students at their research centers for capstone projects. All universities, including Kuwait University, should hire faculty specifically to run the capstone course. In conclusion, the study includes some suggestions for further research studies focused on issues related to the Senior Design (Capstone) Course. Future researchers should focus on developing the project-based course in earlier stages of students' educational program by investigating more about the relationship between student achievement and the market demand.
Open Access
Living with a chronic physical health condition: the academic, social, and emotional experiences of adolescents
(Colorado State University. Libraries, 2014) Hill, Julie Christine, author; Peila-Shuster, Jacqueline J., advisor; Anderson, Sharon K., committee member; Youngblade, Lise, committee member
Interviews were conducted with 11 adolescents with chronic physical health conditions between the ages of 15 and 19. Participants also kept a journal of their daily experiences every day for one week. The purpose of the interviews and journals was to capture the academic, social, and emotional experiences of adolescents living with a chronic physical health condition. Findings from the current research study supported the findings from previous research studies conducted with adolescents with a chronic physical health condition. Both the current research study and previous research studies found that adolescents with chronic physical health conditions experience physical restrictions and obstacles, social and emotional restrictions and obstacles, and educational implications due to their chronic physical health condition. In addition to supporting previous findings, the current research study found that positive emotions and strengths helped adolescents with a chronic physical health condition cope with the challenges they experienced. Based on study results, implications for practice are provided for teachers, school counselors, career counselors, and other counselors when working with adolescents with chronic physical health conditions. Suggestions for further research are recommended, especially surrounding the use of the constructs of positive emotions, hope, and strengths to help adolescents with chronic physical health conditions cope with the challenges they experience.
Open Access
Wunderkammers, photographs, and growing up Southern: a visual semiotic analysis of self-identity through autoethnography
(Colorado State University. Libraries, 2011) Ownby, Terry D., author; Quick, Don, advisor; Geiger, Wendy, committee member; Banning, James H., committee member; Anderson, Sharon K., committee member; Dickinson, Greg, committee member
By using the civil rights era within a segregated South as a cultural backdrop for this dissertation, I explored the construction of self-identity through narrative text and photographs in the form of a visual autoethnography. Specifically, this study had a two-fold mission: First to explore my self-identity in relation to my Southern culture through narrative text and photographs as primary data; and second, to apply a combined-methods approach in order to paint a complete and holistic portrait of my self-identity construction. Using an overarching notion of Barthesian visual semiotics, I have taken a combined-methods approach by using traditional ethnographic research techniques to produce an autoethnographic narrative with a critical visual methodology in order to draw meaning from a university gallery showing of my photographic exhibition titled: Wunderkammer: Specimen views of my postmodern life . The resultant analyses of narrative text and photographs revealed an underlying sub-text of significant racial encounters as well as several social and institutional ideological issues that contributed to my self-identity construction and acculturational journey. Implications from this particular methodological design indicate usefulness not only in photography programs, but also in allied disciplines such as communication, cultural and media studies, education, sociology, or anthropology. This study contributes its voice to the conversations about autoethnography and self-identity construction through researcher-participant generated photographs.

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