Mountain Scholar :: Browsing by Author "Anderson, Sharon, committee member"

Browsing by Author "Anderson, Sharon, committee member"

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Open Access
A phenomenological study of gay male undergraduate college students' experiences at a Jesuit Catholic university
(Colorado State University. Libraries, 2016) Willette, James M., author; Kuk, Linda, advisor; Anderson, Sharon, committee member; Miller, Lisa, committee member; Scott, Malcolm, committee member
The purpose of this interpretative phenomenological study was to understand how male undergraduate students who identify as openly gay experience marginality and mattering at a Jesuit Catholic university. There were 28 Jesuit colleges and universities in the United States as of this writing, each with its own varying approach towards the treatment of gay and lesbian students. Much like the state of the Catholic Church in the era of Pope Francis, many Jesuit colleges and universities struggle with the philosophical contradiction between maintaining a distinctly Catholic identity and creating a campus climate that reflects the Jesuit values of care and social justice. Using Schlossberg’s (1989) theory of marginality and mattering in college environments as the theoretical framework, data were collected from fourteen participants through semi-structured interviews, which took place at a Jesuit Catholic university in the Pacific Northwest region of the United States. Data were then analyzed using interpretative phenomenological analysis, which yielded three cross-case superordinate themes and ten sub-themes. The three cross-case superordinate themes—Identity; Campus Climate, and; The Church and the Institution—described key elements of participants’ experiences as male undergraduate students who identify as openly gay at a Jesuit Catholic university and how these students experienced marginality and mattering on-campus. Each of the three main themes was then used as a lens to explore how participants experienced marginality and mattering.
Open Access
A phenomenological study of the organizational commitment of new student affairs professionals
(Colorado State University. Libraries, 2020) Jacques, Tammy W., author; Kuk, Linda, advisor; Anderson, Sharon, committee member; Chesson, Craig, committee member; Tungate, Susan, committee member
In this phenomenological study, the author examined the experiences of how 13 new student affairs professionals made meaning of organizational commitment in the workplace. Using data collected from interviews, the findings offer insight into how student affairs supervisors can create an atmosphere conducive to employee commitment to their organization. The author used Meyer and Allen's (1991) three-component conceptualization of organizational commitment as a framework. The thematic results were (a) personal connection, (b) supportive supervision, (c) workplace support among colleagues, (d) gratification from impacting students, (e) long hours, and (f) emotional toll from responding to mental-health and crisis-management issues. Cultivated Relationships was the essence that emerged from the study.
Open Access
A thematic analysis of the Excel Pre-Collegiate Program as an avenue of successful postsecondary enrollment for Latina/o students
(Colorado State University. Libraries, 2017) Armendariz, Cynthia Núñez, author; Aragon, Antonette, advisor; Anderson, Sharon, committee member; Jennings, Louise, committee member; Scott, Malcolm, committee member
College access and college enrollment rates are significantly lower for students of color, students from lower socioeconomic backgrounds, and first-generation students (Reese, 2008). High schools, universities, and state and federal agencies have all recognized that the gap in college enrollment between students of color and their white counterparts is a major issue (Loza, 2003). High schools have implemented college prep classes and dual enrollment programs, universities have built bridge and pre-college programs, and the federal government has implemented legislation and provided funding geared at closing the enrollment gap between students of color and white students (Reese, 2008). Even with the various forms of interventions, the issue of low post-secondary enrollment specific to students of color continues. This study examines the experiences of Latina/o students who participated in the Excel Pre-Collegiate Program, a pre-college program offered through Metropolitan State University of Denver. In addition, the study explored how the participants' culture and background influenced their college-going and general educational experience. The study found that pre-college programs are an important and needed opportunity for students to gain the skills and knowledge to successfully navigate the college application process and enroll in college. Pre-college programs address many of the barriers and challenges that deter Latina/o students and students of color in general from attending higher education institutions.
Open Access
An entrepreneurial lead(her)ship journey: an autoethnography
(Colorado State University. Libraries, 2024) Robinson, Lesley Jacobs, author; Donovan, Jody, advisor; Albert, Lumina, committee member; Anderson, Sharon, committee member; Jennings, Louise, committee member
This autoethnographic dissertation explores the researcher's evolution into becoming an entrepreneurial leader, emphasizing the development of an entrepreneurial mindset within the cultural context of higher education. The study's research question explores how the researcher has come to understand herself as an entrepreneurial leader through her identities. The study defines an entrepreneurial leader as someone who empowers others to act, solve problems, navigate uncertainties, embrace ambiguities, and take risks with greater confidence while understanding underlying motivations through identities, strengths, and values. The research advocates for a founder-centric approach to bridge the gap in the literature between methodologies that concentrate on founders and those that focus on start-ups to deepen our understanding of the developmental processes involved in incorporating entrepreneurial leadership traits. This approach sets the entrepreneurial mindset apart from conventional managerial approaches by highlighting purpose-driven ventures that incorporate impact. The study examines the researcher's experiences as a woman in higher education, incorporating gender theory and feminist perspectives to promote inclusivity. Employing an autoethnographic framework, the researcher blends personal narratives with broader cultural contexts, emphasizing the importance of leaders adopting an entrepreneurial mindset to make impactful contributions to the world by actively pursuing personal growth through self-reflection, cultivating self-awareness, and fostering self-acceptance.
Open Access
An exploration of the experiences and perceptions of community college leaders in the combined role of vice president for academic and student affairs
(Colorado State University. Libraries, 2014) Broadie, Paul, author; Kuk, Linda, advisor; Foley, Jeffrey, advisor; Anderson, Sharon, committee member; Scott, Malcolm, committee member
This study provided a view into the world of individuals serving in the role of vice president of academic and student affairs. Collaboration between academic affairs and student affairs has emerged in the literature as critical and essential for colleges to holistically and effectively address the needs of the institution and their stakeholders (Janey, 2009; Kezar, 2009, 2009a; Pace, Blumreich, & Merkle, 2006). The research revealed that some community colleges adopted an organizational structure that merged the two areas together in hopes of addressing fiscal constraints and fostering collaboration (McClellan, 2004; Price, 1999). This study addressed the gap in the literature that existed regarding the experiences, leadership, and perspectives of those serving in the joint position. Twelve individuals from community colleges across the United States were selected to participant in this study. Utilizing interpretative phenomenological analysis (IPA) five major themes arose; evolution, communication and collaboration, leadership, faculty background, and workload. The findings revealed that communication was an essential element in promoting collaboration, leadership effectiveness, and removing silos that existed between the two areas. Collaboration was perceived to be strengthened as a result of merging the two areas under one leader and uniting them across a common theme. The findings shed light on the critical role of effective leadership and the strategies utilized by participants to unite the two areas and advance the institutional mission. The importance of having experience as a faculty member and a clear understanding of the role of faculty emerged as an influential factor of the leader's ultimate success and acceptance. Workload issues emerged as the most perceived challenge of the position. This study concluded that while there may be many benefits to the merged model the workload challenges and the culture of the institution should not be overlooked. Moreover, regardless of the organizational structure adopted by an institution leadership appeared to be the factor most influential in uniting the two areas, advancing the institutional priorities, and promoting a centralized collaborative focus on student learning and success. Readers of this study may learn and benefit from the reflections, experiences, perceptions and ultimately the recommendations of the participants.
Open Access
An exploration of the use of problem-based learning at allopathic family medicine residency programs in the United States
(Colorado State University. Libraries, 2013) Benè, Kristen Leigh, author; Most, David, advisor; Timpson, William, advisor; Anderson, Sharon, committee member; Bright, Alan, committee member; Marvel, M. Kim, committee member
Background: Problem-based learning (PBL) is a learner-centered approach that allows learners to be self-directed and learn content in the context where it will be applied. Recent research on outcomes shows strong evidence for a positive impact on physician competency. PBL was designed by Barrows to teach students in the preclinical medical school years; however, it is an approach well suited for adult learners, like those at the graduate medical education level. It is not known whether and to what extent PBL is used in graduate medical education in any specialty. This study provides an original contribution to knowledge by describing the use of PBL in graduate medical education specifically focusing on family medicine. Method: Surveys were sent to program directors at 444 allopathic family medicine residency programs in the United States. Results: One hundred seventy five programs (39.4%) responded to the survey. Of those responding, 82.9% used PBL as defined in this study; however only one-third of respondents used the term PBL at their programs. Use of PBL did not vary by program types or program location. Almost all (97.2%) programs used physician faculty to facilitate PBL and over half (56%) trained PBL facilitators with formal faculty development. Over 90% of programs relied on actual patient cases to provide case content for PBL. The majority of program directors felt their implementation of PBL was a success. Conclusions: PBL is widely used at family medicine residency programs and there is great consistency across programs for facilitator training, case creation, and perceptions of success with this method. It is a method that warrants further study based on its broad use.
Open Access
An investigation of English language learners' motivation, imagined communities, and identities in an Intensive English Program in the United States
(Colorado State University. Libraries, 2023) Howard, Sarah Marie, author; Nekrasova-Beker, Tatiana, advisor; Becker, Tony, advisor; Ehlers-Zavala, Fabiola, committee member; Anderson, Sharon, committee member
This study investigates three aspects of language acquisition that may be influenced by studying abroad at an Intensive English Program (IEP) in the United States: the English Language Learners' (ELL) motivation, imagined communities, and identity. More importantly, this study investigates how the interplay of ELL motivation, imagined communities, and identity factor into Second Language Acquisition (SLA) within the confines of Vygotsky's Sociocultural Theory in an IEP. Sociocultural Theory perceives language acquisition as a product of interaction between students' social and cultural environment and academic material which consequently builds upon the development of their higher psychological function (Kozulin, 1998, 2003; as cited in Poehner, 2008). This naturalistic case study aims to investigate the qualities of language learning motivation, imagined communities, and identity. To record the development of these phenomena, a series of interviews, observations, and reflections were administered. The goal of this study is to provide insight to IEP instructors and English instructors within the field of Applied Linguistics on the complexities that students experience during study abroad. In order to bring awareness of these three concepts in relation to language acquisition to inform teaching practices.
Open Access
Analytical injustice league: understanding statistical manipulation of student retention data using modification methods of missing values
(Colorado State University. Libraries, 2021) Long, Sarah E., author; Gloeckner, Gene, advisor; Anderson, Sharon, committee member; Folkestad, James, committee member; Eakman, Aaron, committee member
Missing values that fail to be appropriately accounted for may lead to reduced statistical power, biased estimators, reduced representativeness of the sample, and incorrect interpretations and conclusions (Gorelick, 2006). The current study provided an ontological perspective of data manipulation by explaining how statistical results can fundamentally change depending on specific data modification methods. This has consequential implications, specifically in higher education, that depend on quantifiable methodologies to substantiate practices through evidence based policy making (Gillborn et al., 2018; Sindhi et al., 2019). The results of the current study exposed how examining patterns of data missingness can have critical implications on student retention initiatives including intervention programs, identification of high-risk students, and funding opportunities for support programs. It is imperative for both data scientists and data stakeholders to be critically aware of what data they collect, report, and utilize from the variable selection to statistical methodologies.
Open Access
Body image, mood, and coping strategies during exercise abstinence for male and female obligatory exercisers
(Colorado State University. Libraries, 2015) Millard, Lauren, author; Rickard, Kathryn, advisor; Anderson, Sharon, committee member; Harman, Jennifer, committee member; Shomaker, Lauren, committee member
Research has repeatedly demonstrated that regular physical activity may provide significant benefits for many aspects of psychological well-being (Walsh, 2011), including body image. Countless studies have shown that regular physical activity can have a positive impact on negative body image and body dissatisfaction. On the other hand, very few studies have examined the impact of exercise abstinence on body image in individuals that typically adhere to a consistent exercise routine. The purpose of the present study was to examine how abstaining from exercise may impact body image in college students that may be at risk for obligatory exercise behavior. The present study also investigated whether and how exercise abstinence may relate to self-reported changes in affect and body image or relate to compensatory behaviors, such as dietary restriction. Gender differences in reactions to exercise abstinence were also explored. Participants who achieved high scores on the Obligatory Exercise Questionnaire abstained from exercise for three consecutive days and each day completed an online questionnaire inquiring about their experiences each day. Data were analyzed using post-positivist grounded theory and constant comparative analysis. Results produced themes that fell into one of three categories: Body Image, Mood, and Behaviors/Coping Strategies. A theoretical model was developed to portray how the three categories related as well as how they varied by gender. Male and female participants exhibited both differences and similarities in their experiences of exercise abstinence with respect to body image, mood, and behaviors.
Open Access
Campus climate for diversity and its impact on sense of belonging
(Colorado State University. Libraries, 2017) Marquez, Angela, author; Aragon, Antonette, advisor; Anderson, Myron, committee member; Anderson, Sharon, committee member; Chavez, Ernest, committee member; Kuk, Linda, committee member
Intentional efforts toward recruitment and retention of diverse populations of students, faculty, and staff are essential for the evolution and development of higher education institutions. Progress relies on a commitment to diversity in all facets of the institution in order to embrace a population that continues to diversify. Through assessment and evaluation of current student populations, understanding the impact of this effort is realized through an evaluation of the environment. This study utilizes data previously gathered through a campus climate survey at one university. Guided by a Critical Race Quantitative Intersectionality (CRQI) Framework, a quantitative methodology and an intersectional data mining approach is performed. Analysis begins with demographic data disaggregated by race, and then separated by gender identity and first-generation status to investigate for differences between and within groups on an established Campus Climate for Diversity dimension and a Sense of Belonging dimension. The data are analyzed through ANOVAs, split-file ANOVAs, and Factorial ANOVAs. The results indicate statistical, significant differences between races on all measures of the Sense of Belonging dimension and differences within racial groups when analyzed at the intersection of gender identity. Last, through simple linear regression analysis, campus climate for diversity serves as a predictive variable to sense of belonging for students attending this university.
Embargo
Commercial construction ethical decision making: authentic case studies
(Colorado State University. Libraries, 2023) Weber, John R., author; Makela, Carole, advisor; Anderson, Sharon, committee member; Folkestad, James, committee member; Ozbek, Mehmet, committee member
This study was developed from 30 years of experiences in commercial construction. In addition to 20 case studies on ethical decision making, perspectives of instructors who taught at American Council of Construction Educators (ACCE) accredited Construction Management (CM) programs were included. These perspectives were considered to improve effectiveness. Literature found on the topic was minimal with most from government press releases. A Qualtrics survey was sent to 996 CM instructors with a potential sample size of 961 where 78 responded (8.12%). Case study effectiveness, the role and techniques used, as well as themes in literature were analyzed. Quantitative and qualitative data contributed to the development and refinement of 20 authentic case studies. Over 95% of instructors perceived it their role to teach ethical decision making; strongly agreed (45.59%), agreed (50.00%), neutral (2.94%), disagreed (1.47%), and none strongly disagreed. Instructors perceived construction as having unique pressures varied; Yes (67.65%), No (26.47%), with 5.88% did not know. When asked if ethical transgressions were systemic; Yes (38.24%), No (45.59%), and 14.71% did not know. Did instructors perceive an "everybody does it" attitude; Yes (42.65%), No (47.06%), and 10.29% did not know. When asked if authentic case studies were readily available; strongly agreed (4.48%), agreed (23.88%), neutral (28.36%), disagreed (35.82%), and strongly disagreed (7.45%).
Open Access
Critical narratives of multiethnic women focusing on their indigenous ethnicity: navigating the schooling system from early childhood through master's and beyond
(Colorado State University. Libraries, 2015) Chacon, Phyllis, author; Timpson, William, advisor; Anderson, Sharon, committee member; Banning, James, committee member; Bubar, Roe, committee member
This qualitative inquiry into the completion of a Masters and or Doctorate degree by Native American women is the result of 25 years as a student and professional in the field of education. Within a nation that claims to provide an equal and fair education for all its citizens, the stark underrepresentation of indigenous women in higher education is a topic that needs to be reconciled. This study examined the lives of four multiethnic Native women who obtained advanced degrees. The study examined the lives of Native women who have been scattered across the land. Today, many indigenous women are multiethnic living in two cultures. Many have held on to their birthright and cultures while adapting and persevering into the dominant culture. Nine themes emerged from interviewing the four women for this study: (1) self-determination, (2) cultural oppression, (3) racial/ethnic identity (4) social environment/economics, (5) marginalization, (6) violence, (7) love of learning, (8) family systems, and (9) educational systems. Recommendations for further graduate inquiry based on the schooling of Native women include: 1. Expand the study to Native women being educated on the reservation vs. Native women being educated in suburban and urban schools during their K though 12th grade education. 2. A qualitative and quantitative study on measurements of services; tools such as computers, support programs, gaps in test scores and graduation rates.
Open Access
Differences between male and female community college students in achievement and attitude on college remedial mathematics
(Colorado State University. Libraries, 2015) Hughes-Isley, Susan, author; Kuk, Linda, advisor; Gloeckner, Gene, committee member; Anderson, Sharon, committee member; Pilgrim, Mary, committee member
The purpose of this non-experimental quantitative research study is to explore sex differences between community college male and female students on mathematics achievement and attitudes toward remedial mathematics in a metropolitan community college setting in the Southeastern United States. Through comparative and associative statistics the results revealed the findings from four research questions. The research questions explored the relationship between sex differences in remedial mathematics achievement and students' attitudes towards mathematics. The study found there was a statistically significant difference between male and female students on remedial mathematic achievement. The research showed males were significantly different from females on Pre-college Algebra (p < .001). The means scores of the two groups indicated that the average male students scores were (M = 52.10) while the female students scores were significantly lower at (M = 41.11). The effect size was .6, which according to Cohen (1988) is medium or typical in this discipline. Therefore, community college male student participants performed higher than the females on mathematics achievement. Using Independent Samples t-test the results from this study supported previous studies regarding differences between male and female community college students' attitudes toward mathematics. The study showed males scored significantly higher on motivation and self-concept than females. Females scored significantly higher on anxiety than males (p < .001). Males scored higher than females on both enjoyment (p = .228) and value (p = .111) but the differences were not statistically significant. The means score on value for males was (M = 3.57) and (M = 3.32) for females. The effect size for both value .2 and enjoyment .3 was small or smaller than typical (Cohen, 1988). The results showed that the combination of sex and student’s attitudes (motivation, anxiety, value, enjoyment, and self-concept) can predict remedial mathematics achievement F(6, 147) = 8.80, p < .001. The effect size was large or larger than typical (Cohen, 1988). Using 2 x 2 Factorial ANOVA this study found that male and female students who passed/failed remedial mathematics did not interact differently in regards to their attitude toward mathematics (motivation, anxiety, value, enjoyment, self-concept). There was not a significant interaction between sex and mathematics achievement (pass/fail) on motivation (p = .429), anxiety (p = .165), value (p = .504), enjoyment (p = .177), and self-concept (p = .332). However, there was a statistically significant main effect between remedial mathematics (pass/fail) on all of the attitude variables motivation, anxiety, enjoyment, and self-concept (p < .001) except value (p = .411). So those who passed remedial mathematics had higher scores on motivation, enjoyment and self-concept, but lower scores than those who failed remedial mathematics on anxiety.
Open Access
Emotional intelligence: a qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program
(Colorado State University. Libraries, 2015) Blakely, Stevie Dawn, author; Strathe, Marlene, advisor; Anderson, Sharon, committee member; Peila-Shuster, Jackie, committee member; Orsi, Rebecca, committee member
This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students’ emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.
Open Access
Emotional leadership: a phenomenological examination of emotions for Leadership Academy alumni
(Colorado State University. Libraries, 2014) Longhurst, Terri, author; Davies, Timothy, advisor; Kuk, Linda, committee member; Anderson, Sharon, committee member; Hall, Bruce, committee member
The act of leadership impacts leaders. With the increased acceptance of emotion, specifically emotional intelligence, in the workplace leaders interact and encounter more emotions than ever before. The purpose of this phenomenological study was to better understand how leaders, who have completed a State Leadership Academy, describe and interpret their emotion as leaders in their professional role. The emotional experiences of ten (10) Academy alumni were explored. Data were collected through individual in-depth, open ended interviews. Data were analyzed by using the major phenomenological research processes of Epoche, transcendental-phenomenological reduction, and imaginative variation. Three themes emerged from the data (a) sacrifice, (b) service, and (c) state. For participants, sacrifice was part of their role; making decisions is challenging, nonetheless they saw the peace and joy in this aspect of leadership. Participants were committed to serving their clients through hard work, being humble, and practicing reflection. Last, the participants were passionate about their organizations, communities, the Academy and the state. This study provided a glimpse into the emotional experiences of the participants; showed that participants have emotional experiences; and it showed that they do not always have a method to process these emotions. For many of the participants, the Academy provided that method of processing. Continuing to study the emotional experiences for deeper understanding on the impact will help expand the emotional lexicon of leaders and of leadership.
Open Access
Engineering students' with financial need and their perceptions of success in their college experience: a phenomenological analysis
(Colorado State University. Libraries, 2016) Roberts, William R., author; Kuk, Linda, advisor; Anderson, Sharon, committee member; Siller, Tom, committee member; Chesson, Craig, committee member
The purpose of this study was to explore how engineering students at different educational levels, who have high financial need as determined by the FAFSA process, set goals and strategies to achieve what they believe to be success in their college curriculum at a medium sized mid-western polytechnic university. During this interpretive phenomenological analysis, interviews were conducted with 16 students which revealed four emergent themes and two super ordinate themes. The data from this study suggests participants focused on developing individual goals and strategies designed to learn coursework material positioning them to begin their engineering careers. The participants in the study relied upon personal support systems of family, faculty and staff member members at Superior Tech to guide them through their success journey. Although the participants were unhappy with their student loans, they indicated their career choice as an engineer would position them well for future financial stability. It appears participants considering engineering degrees will likely be inclined to make a significant investment in their educational experience if they have family encouragement, institutional support and the potential to begin a high paying career as an engineer. The study concluded with implications for practice for families of college students, financial aid practitioners, student success researchers, engineering faculty, student affairs professionals and future research possibilities.
Open Access
Establishment of an internationally based offshore branch campus: an Australian case study
(Colorado State University. Libraries, 2017) Wood, Raynie L., author; Strathe, Marlene, advisor; Anderson, Sharon, committee member; Weinberger, Andrea, committee member; Elliot, Jonathan, committee member; Zahavich, Alex, committee member
As a result of the changes in society due to globalization, higher-education organizations are working to prepare graduates for a more global workplace. One of the methods of transnational education recognized for providing access to a global education is the international branch campus (IBC). While there are various types of international partnerships, the IBC is acknowledged for having benefits, and administrators acknowledge that there are significant risks. This qualitative methods case study explored an Australian source campus that engaged in the establishment of a Middle Eastern host campus. The central research questions were 1) what were the decision-makers' perceptions of the decision-making process when considering the establishment of an IBC, and 2) what were the indicators used to measure the success of the IBC. The findings of this case were that, while many stakeholders contributed to the decision-making process, the CEO was identified as the final decision-maker. The decision-making process was not linear in nature, consisting of various go/no-go decision points. While this organization had a history of engagement in IBCs, it was felt that due to the nature of this partnership there was increased risk requiring a range in due diligence assessments. The measures of success were clearly aligned with financial and quality indicators. While the host operations were viewed as being very different, the source operation's standard annual reporting benchmarks and goals, and timelines to monitor success were used.
Open Access
Experiences of persistence in business education: a retrospective phenomenological analysis of African American alumni
(Colorado State University. Libraries, 2014) Allen, Aswad A. A., author; Kuk, Linda, advisor; Kees, Nathalie, committee member; Scott, Malcolm, committee member; Anderson, Sharon, committee member
This qualitative study examined the lived experiences of African American undergraduate business degree alumni from a predominantly White research institution located in the Rocky Mountain region. As national demographics continue to shift (U.S. Department of Education, 2012), developing diverse talent through business education will continue to be a workforce priority. Also with an increased number of business degrees being awarded, understanding the barriers and supports experienced by diverse business students are becoming more important. The purpose of this dissertation was to examine the influences and obstacles leading to business degree attainment and employment or graduate study. This study, using Interpretative Phenomenological Analysis, contained in-depth interviews from ten African American business degree alumni who graduated 2-8 years prior to being interviewed. The overarching question for this study, "What were the "lived experiences" of African American alumni from an undergraduate business degree program during their educational and subsequent education and employment pursuits," was directed by the following four primary research questions: (1) What are the experiences of African American alumni which have led to graduation and employment? (2) What barriers did participants confront during their undergraduate and subsequent education and employment pursuits? (3) What were the support systems that African American alumni experienced during their undergraduate and employment journey? and (4) How did the experiences of persistence inform participants' decisions and actions following graduation (as they pursued either graduate school or employment)? Through data analysis, three major themes emerged: (1) meaningful connections, (2) building relationships, and (3) decisions to continue. Research findings from this study concluded the participant's ability to overcome social, academic, and cultural barriers was achieved by a series of "personal choices" focused on seeking out, engaging, and developing "relevant" personal and institutional supports.
Open Access
Experiences of undergraduate students as a result of participation in an international service immersion trip
(Colorado State University. Libraries, 2014) Fechter, Patricia A., author; Kuk, Linda, advisor; Anderson, Sharon, committee member; McKelfresh, David, committee member; Banman, Nancy, committee member
The purpose of this interpretive phenomenological analysis study was to explore the experience of returning home to the United States after completing an international service immersion trip, and the feelings and emotions undergraduate students might experience as a result of international service immersion trips. Additionally, the study explored the experiences of undergraduate students after completing a short term (one week) international service immersion trip to better understand the phenomena related to these experiences and the learning experiences of undergraduate students who participate in international services immersion trips. The ten participants in this study shared powerful and rich stories of their experiences during their time on the ground in Jamaica, as well as after they returned home. Each participant shared overwhelming enthusiasm for the experience in his own way. Additionally, the study explored the experience of returning home to the United States after completing an international service immersion trip, and the feelings and emotions undergraduate students experienced as a result of international service immersion Overall themes that emerged were Exploring Poverty, Exploring Privilege, Global Citizenship, Power of Education, Helping vs. Serving, and Fraternity Connections.
Open Access
Faculty and student perspectives on the development of community college baccalaureate degrees in career, technical, and professional programs in rural Texas
(Colorado State University. Libraries, 2015) Fry, Ann Marshall, author; Kuk, Linda, advisor; Gloeckner, Gene, committee member; Anderson, Sharon, committee member; Clemons, Stephanie, committee member
Cohen and Brawer (2003) identified community colleges as critical to the process of educational democracy in the United States. Community colleges have been a model for change, facing numerous challenges over time. Both societal and institutional perspectives contribute to the rationale for the community college baccalaureate. However, perceptions about the Community College Baccalaureate vary across the college campus. This study explored the perspectives of faculty, administrators, and student respondents from three community colleges in a rural area of Texas toward the development of baccalaureate programs at the community college level. The intent was to establish an initial framework for community colleges to follow in order to determine if the pursuit of community college baccalaureate degrees within their CTE and professional programs might be warranted. Few studies have explored the lack of higher degree opportunities for Career and Technical Education (CTE) and professional programs as a reason for failure to transfer or complete a degree. Many career and technical professions are requiring education beyond associate degrees for entry-level positions, and many are looking for bachelor degree graduates with technical skills. It could be that the time has come for the development of baccalaureate programs at the community college level, especially for CTE and professional programs. This study was approached from a pragmatic perspective and utilized primarily quantitative methods, but incorporated open-ended questions at the end of each survey and a focus group to support the findings of the quantitative data. Factor analysis of two surveys (one for faculty/administrators, and one for students) determined three constructs: Student Access (to baccalaureate degrees), Workforce Needs, and Mission Expansion, also identified in other studies by Townsend and Bragg (2009), and Walker (2005), leading researchers in this area. Cronbach’s alphas were computed for the each of the three groups for both surveys. In the Faculty/administrator survey Student Access had a strong alpha score of α = .89, Workforce Needs α = .75 (moderate), and Mission Expansion α =.68 (marginally acceptable level). Reliability results for the Student Survey showed Cronbach’s Alpha was at an acceptable level of α = .825, but the next two factors had low reliability ratings (α = .41, α = .39) probably due to a low number of items as well as lower loading numbers. Results indicated that faculty were concerned with the logistics of developing baccalaureate programs at their institutions and that there would need to be a concerted effort across disciplines and throughout administrative levels in order to develop and provide for the sustainability of those programs. Several expressed concerns over existing and needed resources, as well as assurances of administrative support. Students were concerned with the availability of baccalaureate programs for their fields of study within a reasonable distance, and that the possibility of lower costs associated with ready access would affect their pursuit of education past an Associate’s degree. Both results were in agreement with existing literature (Bragg, 2001; Hoffman, 1998; Floyd, 2006; Floyd and Walker, 2009). Findings from this research study were significant in that they establish an interest by students and some faculty and administrators for baccalaureate development at the institutions participating in the study for selected Career and Technical and professional programs and an initial framework for program development. However, as supported by this study and existing literature, extensive conversations with local, area, and regional industry should be held to help determine which programs should be considered for development into 4-year programs. The structure of the degree itself should be explored and defined according to institutional and workforce needs. Faculty should be evaluated for not only their educational qualifications, but for their industry connections as well. Institutions should consider innovative delivery methods to help meet the needs for programs quality and flexibility for the non-traditional student. How the community college would address non-technical skills (critical thinking, workplace etiquette, job-seeking skills, etc.) should also be considered. Conversations should take place with nearby universities with graduate programs to ensure the ability of students who wish to go further would be accepted into those graduate programs (Grothe, 2009). Community colleges are a model for change, facing numerous challenges over time. Perhaps it is time to look more seriously at the opportunities offered through development of baccalaureate degrees at the community college level in selected CTE and professional programs.