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Browsing by Author "Cross, Jennifer, advisor"

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    Equestrianism: serious leisure and intersubjectivity
    (Colorado State University. Libraries, 2010) Butler, Erin, author; Cross, Jennifer, advisor; Peek, Lori A., committee member; Granger, Ben, committee member
    Using the concepts of serious leisure and symbolic interactionism, this thesis explores the experiences of equestrians in the hunter/jumper discipline. This thesis draws from ethnographic research methods that utilize a combination of two years of participant observation and in-depth interviews. This research challenges the basis for Mead's (and others') exclusion of nonhuman animals from consideration as "authentic" social actors by highlighting the ways horse owners, in this study, describe their horses as minded, thoughtful individuals. These owners refute the notions that horses are mindless objects or are indistinct from other insensate elements of "nature," (i.e. air, water, or land). Focusing on the interactions between humans and horses, I examine the criteria used by horse owners to define their horses as minded individuals with whom they construct and maintain meaningful and satisfying social relationships. Using the rich and detailed descriptions of participants, I argue that two features of hunter/jumper equestrianism warrant reclassifying it as an amateur pursuit, rather than hobbyist activity: the visible and influential presence of professionals within the sport and owners' perception of horses' subjectivity, which makes the achievement of intersubjectivity possible. I emphasized the role of actions and argue that the concepts of 'mind,' 'self,' and 'personhood' are social constructions that arise from interaction. Furthermore, using the Serious Leisure Perspective as a theoretical foundation I explore key features of hunter/jumper equestrianism beyond merely human-animal 'attachments' or 'bonds.' This thesis considers hunter/jumper equestrianism in terms of serious leisure's six definitional social-psychological elements and confirms the viability of classifying hunter/jumper equestrianism as a form of serious leisure pursuit. Additionally, I present a new model for classifying the negative consequences, or costs, of serious leisure pursuits. Examining hunter/jumper equestrianism as a form of serious leisure highlights the 'serious' costs of participation in a pursuit, which is marginal to both human-animal interaction and leisure activities. Finally, this thesis highlights the potential of studying humans' relationships with horses for advancing an understanding of how personhood, mind, and identity are socially constructed, and the possibility of studying serious leisure pursuits as alternative sites for community, belonging, and identity in an increasingly fragmented post-modern society.
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    The REaL factor: how relevance and learning combine to create student engagement in the classroom
    (Colorado State University. Libraries, 2013) Ciscell, Galen, author; Cross, Jennifer, advisor; Peek, Lori, committee member; Shelley, Tara, committee member; Coke, Pamela, committee member
    This dissertation investigates the effect of teacher behaviors on student engagement in the classroom, and the relationship between student engagement and learning, with specific attention given to transformational learning. In this study, I define engagement as students being mentally attentive and interested in what is happening in the classroom - socially engaged with the Professor and other students, and enjoying the experience of learning. Data collection for this study was conducted at a large, Research I, land-grant university in the mountain west and involved interviews with eight university professors, six student focus groups, 24 classroom observations, and survey data from over 500 students. This dissertation reports a typology of teaching styles and a model of engagement based on the intersection of relevance and learning (the REaL model). While each style used a different approach to teaching, several common elements emerged amongst the most engaging teaching styles and professors. The results of the study indicate that incorporating important pedagogical elements such as making the material relevant to students, using emotional narratives, and bringing an authentic persona into the classroom are critical to engagement, and far more important than specific teaching methods such as lecture or discussion. Teachers should focus their efforts not on adopting a particular teaching style, but on creating a classroom experience in which relevance and learning combine to create student engagement. Other theoretical findings include a conceptualization of engagement as an internal process, and the corresponding theory that students need not actively participate in course discussions and activities in order to be engaged and learning. This dissertation concludes with a discussion of the importance of these findings for practical implementation in the classroom.
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    Understanding first-generation, low-income, Latinx student networks: an exploration of student support at a modern land-grant university
    (Colorado State University. Libraries, 2024) Mellott, Bailey, author; Cross, Jennifer, advisor; Luna, Jessie, committee member; Gonzalez-Voller, Jessica, committee member
    This thesis employs qualitative analysis of social network data and interview transcripts to explore the social networks and support systems of 18 first-generation, low-income, Latinx students at Colorado State University (CSU), an Emerging Hispanic-Serving Institution (eHSI) and land-grant university in Northern Colorado. Framed by intersectionality, critical race theory and social network theories, the study investigates how students establish connections on campus, the nature of these connections, and how students make sense of how their networks support them in pursuit of their educational goals. The findings highlight the centrality of peer relationships and the critical influence of mentors and campus programming in fostering student engagement and persistence. The thesis underscores the importance of culturally responsive institutional support and promoting an inclusive educational environment, and ends with brief recommendations for institutions including expanded and resourced programming to further support diverse student needs and aspirations.