Browsing by Author "Birmingham, Daniel, committee member"
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Item Open Access A classroom of horrors and lessons from the dark: an affective learning framework for engaging students in literacy(Colorado State University. Libraries, 2019) Davis, Justin Daniel, author; Jennings, Louise, advisor; Birmingham, Daniel, committee member; Brinks, Ellen, committee member; Timpson, William, committee memberWhile student engagement has long been acknowledged as important in the learning process in scholarship, the concept of engagement has just recently shifted from an idea of passive compliance to overt interest. Much of the research continues to focus on largely cognitive aspects of engagement such as higher level thinking processes, taxonomies, and rigor. While cognitive engagement is important, far less attention has focused on affective, or emotional, engagement. The researcher seeks to capture personal student experiences around engagement and analyze participant responses for possible themes to examine the potentially positive impacts and possible constraints of using the horror genre as a means to apply a proposed Affective Learning Framework in order to effectively and holistically engage students. The Affective Learning Framework consisted of four key domains: Relevancy/Connectedness, Interest/Autonomy, Hook/Controversy, and a Positive Learning Environment. Broadly, the purpose of this research is to capture the insights and voices of secondary students around using horror as a means to emotionally engage them in literacy and relevant real-world issues in an after-school horror literature club in an effort to battle feelings of boredom and disconnectedness that students often experience in the classroom. It examines horror as a potentially powerful teaching tool in secondary and post-secondary settings. As a qualitative study, the analysis of open-ended survey questions, transcribed dialogue, and interviews resulted in a thematic analysis case study in order to detail the potential of emerging or common themes as they related to the application of the Affective Learning Framework. As student voice is often lacking in the literature about what they feel about engagement, and this was a primary driver for the purpose of this study, student voice is a critical aspect of this research. The study also addresses meaningful implementation of the horror genre into reading and writing, with further implications around the use of subgenres and how this work may fit into the general classroom setting through the Affective Learning Framework.Item Open Access A mixed methods approach to understanding engagement and inclusion of minoritized groups in the society of American foresters(Colorado State University. Libraries, 2022) Dahl, Jamie, author; Gloeckner, Gene, advisor; Birmingham, Daniel, committee member; Fernández-Giménez, Maria, committee member; Archibeque-Engle, Shannon, committee memberPeople of color, women, and other groups are minoritized in forestry and natural resource professions (Kern et al., 2015; Kuhns et al., 2004; Otero & Brown, 1996; Sharik et al., 2015). Numerous sources share the concern that natural resources fields must begin to reflect the larger demographic makeup of the U.S., or minoritized groups will continue to miss opportunities to influence and lead natural resources decisions (Finney, 2014; Westphal et al., 2022). We need to understand better how current professionals feel engaged and included if we are to bring more people together to understand, enjoy, use, and tend to our forests and natural places. We also need to appreciate how different people connect to the environment and environmental professions. This transformative mixed methods study blends qualitative and quantitative methods to enhance understanding of engagement and inclusion (E&I) of minoritized groups and other members of the Society of American Foresters (SAF). The study took an innovative approach, utilizing environmental justice as a research frame (Schlosberg, 2004; 2007; Schlosberg & Coles, 2016). The survey was sent to all SAF members in 2021 and utilized established engagement and inclusion measures, including perceptions of culture, respect, organizational commitment, sense of belonging, and stereotype threat vulnerability. Additionally, the study asked questions about the pathway of participants to forestry and natural resources as a focus of study and career. Statistically significant differences were found when comparing groups on these E&I measures. Women had significant differences compared to men, with women having lower perceptions of culture, varied perceptions of respect, lower sense of belonging, lower organizational commitment, and greater perceptions of stereotype threat. Members of color had some significant differences compared to White members, with lower perceptions of SAF culture at the national level; and greater perceptions of stereotype threat and specific career barriers. LGBQ+ members had significant differences compared to non-LGBQ+, including lower culture perception and lower sense of belonging. Age group comparisons also showed significant differences and contributed to predictive associations. Additional statistically significant interactions and predictive associations were also found. Respondents shared their pathways to forestry and NR as a focus of study and career, including information about exposure to nature-based activities as a youth and perceptions of career barriers. Several open-ended questions provided rich qualitative data. These data were analyzed using content analysis and an environmental justice frame. Patterns arose that help explain and enhance our statistical findings and further contribute to established literature. Responding SAF members mentioned fundamental environmental justice (EJ) principles including recognition of philosophies, promotion of capabilities, and participation and inclusion. Some members also commented on the ripple effect that SAF E&I problems could have on various human stakeholders, the natural resource itself, and our world (Schlosberg, 2004; 2007; Schlosberg & Coles, 2016; Schlosberg, 2013). Participants expressed concern for impacts on their fellow SAF members and concern for SAF's sustainability as an organization if diversity, equity, and inclusion (DEI) issues were not addressed better. This research helps convey the urgency and need to keep environmental justice and DEI at the forefront of SAF's evolving strategy and vision. SAF members in this study ask the organization to be a leader in DEI.Item Open Access Critical thinking skills in college students in Mexico: a mixed methods approach(Colorado State University. Libraries, 2019) Parra Pérez, Lizeth G., author; Gloeckner, Gene W., advisor; Valdés Cuervo, Angel A., committee member; Birmingham, Daniel, committee member; Buchan, Victoria, committee memberMexico recently adopted Critical Thinking Skills (CTS) as one of its primary goals in higher education. From now on, institutions are required by Mexican legislation to foster CTS in college students. This condition has brought concerns among scholars and practitioners, who still debate about the meaning of CTS, regarding to the way to bridge this legislation to actual CTS. Mainly, due to the lack of empirical research studying the factors leading Mexican college students to develop CTS. This Mixed Methods study analyzed student-related variables (gender, age, GPA, parental education, enrollment status, and degree aspirations) that may be influential factors predicting CTS in college students, according to the current body of literature conducted in other populations. It also studied the effect of academic engagement and the association with critical thinking skills due to its emerging relevance in higher education literature. Moreover, it explored student perception regarding the academic experiences they had in college to better understanding of how perceptions may have contributed to developing CTS over college experience. Statistical analyses indicated only GPA and parental education as effective predictors of CTS in college student in Mexico. These variables were able to explain only 9% of the variance of the CTS. The qualitative analysis suggests low academic rigor, teacher-centered teaching, and teaching absence in classes are constraining CTS gains in college students.Item Open Access Developing and testing of a theory of the business model concept(Colorado State University. Libraries, 2024) Dwyer, David, author; Gloeckner, Gene, advisor; Birmingham, Daniel, committee member; Hanson, Lea, committee member; Lynham, Susan, committee member; Mumford, Troy, committee memberBusiness models are a popular term for describing how businesses create, deliver, and monetize the value of their products and services. However, research on the underlying business model concept appears to be primarily based on conceptual frameworks and design tools, rather than a published theoretical framework. The purpose of this study was to address the inadequacy of theoretical research on the business model concept by developing and testing of theoretical framework that makes explicit a theory of the business model concept. The study used Dubin's eight-step theory-building methodology, a theory-then-research strategy, and a quantitative hypothetico-deductive approach to applied theory building. The findings included a theoretical framework for the business model concept, a scientific model with empirical indicators of the units of the theory, and quantitative testing of the independence of indicators of the units. This research study contributes to the existing body of knowledge on business models and the scientific investigation of the business model concept.Item Open Access Equitable access to cooperative extension services for Indigenous communities(Colorado State University. Libraries, 2021) Hartmann, Katherine Ann, author; Basile, Vincent, advisor; Archibeque-Engle, Shannon, committee member; Birmingham, Daniel, committee member; Ginsberg, Ricki, committee memberCooperative Extension, the United States Department of Agriculture's educational outreach program, is found in nearly 100% of US counties, but can only be found in a tiny percentage, less than 10%, of Indigenous communities (Brewer, Hiller, Burke, & Teegerstrom, 2016; NCAI, 2010). Control over agricultural systems and alienation from traditional foodways was used during colonization to overpower and disenfranchise Indigenous communities (Dunbar- Ortiz, 2015; Harris, 2004; Knobloch, 1996) and the reverberations of this history are still present in Indigenous communities today. Given the mission of equity and access that Land Grant Institutions (LGIs) ascribe to (Sorber & Geiger, 2014) and the history of Indigenous land dispossession that created LGIs (Stein, 2017), Cooperative Extension has a responsibility to Indigenous communities to provide equitable access to the benefits of this system. Traditional Extension programs at 1862 LGIs can collaborate with the Indigenous communities in their state in order to equitably provide educational resources and agricultural support. Through a Critical Race Theory and decolonizing lens, I investigated to what extent Extension educators at 1862 LGIs in the Western Region of Extension are collaborating with Indigenous communities, what makes Extension educators that do form these collaborations successful, the common barriers to successful collaborations, and what systemic supports are missing for successful collaborations to exist. In order to do this, I used a transformative convergent mixed methods approach that included a survey to gain a quantitative overview of the collaborations in the region and qualitative interviews to more deeply understand specific examples of collaborations through educators' lived experiences. During the research process, I included participant voices and feedback during all stages. The major findings from this work are grouped into four sections. First, I provided an overview of the kinds of programs that Extension educators are facilitating in the region, including many programs that address traditional Extension topics as well as programs that lie further outside of Extension's traditional reach. Next, I explored the characteristics of successful education programs and successful educators. Successful programs centered the goals of the communities in their planning and implementation, they enjoyed collaborative support from an Insider to the community, and were culturally relevant. The participants also identified characteristics that make educators successful, including making a long-term commitment and getting involved with the community, building trusting relationships, developing an academic understanding of the historical, cultural, and educational context, being willing to learn, and developing allyship. The last section of the Findings explored the barriers that educators identified to successful collaborations, including a lack of funding, the logistics of doing research, issues associated with rural communities, their time being spread too thin, community distrust of the government and universities, and the racism that they and their communities face. From the findings of this study, my participants and I co-constructed recommendations and implications. Suggestions for what Extension could be doing to better serve Indigenous communities emerged, including how they might support people, education, and culture within their organization. These included encouraging engagement and collaboration, creating culturally relevant programs, allowing Extension educators freedoms in their work, giving value to this work in employee evaluations, and providing support, education, and mentoring to Extension educators. Lastly, I discuss next steps for Extension administration, educators, and future research including how they can create systemic change through supporting collaborations with Indigenous communities and the work that still needs to be done.Item Open Access Exploring the equity climate of construction education in the land grant system: a mixed methods study(Colorado State University. Libraries, 2020) Burgoon, Jared M., author; Gloeckner, Gene, advisor; Elliott, Jonathan, advisor; Birmingham, Daniel, committee member; Killingsworth, John, committee memberIn the United States, there is a documented demand for educated construction managers, and a bachelor's degree in a construction-related field offers the best prospects for entry into the profession. Furthermore, the construction management profession is projected to grow through 2026, while offering higher than average salaries and an increased prospect for employment when compared to other professions. Despite the demand for educated professionals, the construction management profession is White male-dominated and would benefit from a more gender and ethnically diverse workforce. Given the potential benefits of a more diverse construction workforce and the importance of a bachelor's degree for entering the profession, construction education programs (e.g., construction management, construction engineering, etc.) at colleges and universities are strategically situated to drive a diversity shift within the industry. This is particularly true at land grant universities that are tasked with creating educational opportunities and access for those who have been traditionally underserved in higher education. This dissertation evaluates the equity climate of undergraduate construction education programs housed in land grant universities. In particular, this dissertation focuses on equity disparities between women and Latinxs, and their respective counterparts, as these two groups have the highest potential to meet the growing demand for construction managers while also increasing the diversity levels of the construction management workforce. Utilizing a convergent mixed methods design, this dissertation is comprised of three semi-autonomous studies, each designed to evaluate a particular aspect of educational equity. In the first study, enrollment and retention rates, interdepartmental migration patterns, student satisfaction levels, and the graduation success outcomes of undergraduate students enrolled in a large land grant university construction education program were evaluated. Results indicated many noteworthy trends and equity gaps exist, suggesting that the construction education program of interest would be well served to better support female and Latinx students in addition to minority, Pell eligible, and first generation students. In the second study, a case study is presented which compared current (2010 to 2017) and historic (1990 to 2009) enrollment trends and academic success outcomes (e.g., GPA and graduation rates) for undergraduate Latinx and women student in addition to first generation, Pell eligible, and, minority students at a large CM program (n = 766). Results indicated statistically significant opportunity gaps in enrollment and academic success outcomes exist between underrepresented racial/ethnic minorities and their White peers; and, that the magnitude of some of these opportunity gaps has increased in comparison to historic levels. In the third study, the physical artifacts of three construction education programs at land grant universities across the United States were evaluated to understand the non-verbal message relating to who belongs and is valued in construction education? Results suggest that construction education programs could implement numerous improvements in creating a more inclusive physical environment as White men are primarily represented as the management workforce while people of color are portrayed as the construction labor workers, and women are underrepresented in the physical artifacts. At the conclusion of the three studies, significant findings, suggestions for practice, recommendations for future research, and limitations are be discussed as they relate to the equity climate and outcomes of construction education programs in the land grant system. Ultimately, results indicate that numerous educational disparities exist between women, Latinxs, and their respective counterparts, and that land grant construction education programs would be well served to focus on creating a more equitable educational climate for all.Item Open Access Investigating engineering students' learning for global preparedness in curricular and cocurricular engineering education(Colorado State University. Libraries, 2019) Cook, Alistair, author; Korte, Russell, advisor; Siller, Thomas, advisor; Bourn, Douglas, committee member; Valdes Vasquez, Rodolfo, committee member; Birmingham, Daniel, committee memberEngineering as a profession has a significant impact globally in the creation and maintenance of the infrastructure and technology on which humanity relies. As resource constraints and dramatic global population growth challenge engineering's ability to support sustainable, appropriate development globally, the education provided for engineers is increasingly important for preparing engineering students to face the challenges of the present and future. Therefore, it is essential to understand how engineering students can become more globally prepared in their studies. The purpose of this study is to compare, through student experiences, different classes, and programs in engineering education designed to develop students' capabilities in global preparedness. The data for this project were collected through interviews with students who were taking part in different learning curricular and cocurricular classes and programs. In addition, data were collected through pre/post/retrospective-pre-student surveys when possible (for participant groups of greater than 30). The outcomes of this study are presented in three articles. The first article is a structured literature review of the global and professional competencies recognized by academia and engineering practitioners as key experiences and learning designed to improve undergraduate engineering students' global preparedness. The second article is a mixed methods analysis, comparing on-campus classroom development of global preparedness and the impact of changing the context of the engineering class (from local to global) on student's global preparedness and professional competence development. The final article reports on the results of interviews with students participating in different study abroad and volunteer programs, to compare and contrast their experiences in and the impact of those programs. The value of this study is that universities and students may be able to use these results to better understand how to more effectively design and deliver classes and programs to increase the global and professional preparedness of engineering students.Item Open Access One-to-one laptops in a public secondary school: students' usage and the impact on achievement(Colorado State University. Libraries, 2016) Clarke, E. Jason, author; Gloeckner, Gene, advisor; O’Donnell-Allen, Cindy, committee member; Mallette, Dawn, committee member; Birmingham, Daniel, committee memberComputer technology has become ubiquitous in the lives of today's learners. Schools and districts are responding to the rise of technology with a push to expand access to computers for all students in the form of one-to-one laptop initiatives. While such initiatives have been shown to help students develop computer and technology skills, their impact on achievement has been more difficult to ascertain. Differences in implementation levels between different schools, teachers, and students, have made the relationship between laptop use and achievement difficult to measure. This study was designed to provide more information regarding the relationship between different types and frequencies of laptop usage and student reading achievement, as well as the barriers and opportunities which limit or promote the use of the laptops by students and teachers. This study used a mixed methods design incorporating both qualitative and quantitative data and analysis. Three hundred and fifty-five 9th and 10th grade students at a public high school which was in the fifth year of a one-to-one laptop initiative were surveyed regarding the specific ways in which they used their district-provided laptop computers. These findings were matched with individual achievement scores on the MAP reading test and statistical correlations were run between specific types and frequencies of laptop use and achievement. In addition, three teachers were interviewed regarding the barriers to the use of the laptops they had faced and the resources and skills which enabled their successful integration. The quantitative findings of the study indicate that using the laptops for homework and outside the classroom learning are significantly correlated with high reading achievement. They also indicate that activities such as social networking, playing games, and contributing to online databases were significantly correlated with low reading achievement. The qualitative findings showed that student lack of access to Wi-Fi at home, the ability level of students, and specific content-area concerns were significant barriers to the incorporation of the laptops into the learning process. They also indicated that ongoing professional development and teacher perseverance were keys to the successful integration of the laptop computers into the teaching and learning process.Item Open Access Portraits of whiteness: examining fragility and the practices that perpetuate and disrupt whiteness among white pre-service teachers(Colorado State University. Libraries, 2019) Bell, Thomas H., III, author; Muñoz, Susana, advisor; Basile, Vincent, advisor; Bimper, Albert, committee member; Birmingham, Daniel, committee memberNational data indicated approximately 80 percent of the teaching force is white while the student population continues to become increasingly racially diverse. Teacher education programs continue to graduate and recommend for licensure a disproportionate number of white teachers. Research indicates overwhelmingly pre-service teachers suffer from a collective experience enculturating their miseducation as it relates to deconstructing and disrupting whiteness. Using Critical Race Theory and Critical whiteness Studies, this study utilized portraiture and narrative inquiry to understand how seven white pre-service teachers are engaging or not engaging with their whiteness. In particular the portraits (APPENDIX A) enhance a deeper understanding of the factors contributing to the participant's ability and willingness to engage on race and disrupt whiteness. Through thematic analysis of the portraits, five themes emerged which provide a deeper understanding of the factors that contribute to the willingness to disrupt or challenge whiteness in the context of teaching. These themes also discuss the miseducation of these seven participants related to their ability to engage in disrupt whiteness during their experience in a teacher preparation program.