Browsing by Author "Davies, Timothy, committee member"
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Item Open Access A Sustainable livelihoods approach to volunteer tourism: the roles of the host community and an alternative break program in Achiote, Panama(Colorado State University. Libraries, 2013) Eddins, Emily A., author; Cottrell, Stuart P., advisor; Thompson, Jessica, committee member; Davies, Timothy, committee member; Leisz, Stephen J., committee memberUsing a sustainable livelihoods framework as a conceptual and interpretive lens, the purpose of this qualitative study is to understand and explain a long-term, cross-cultural collaborative partnership involved in operationalizing volunteer tourism projects for ecotourism development in rural Panama. There is a call to better represent and understand the roles and perspectives of host communities in order to optimize benefits of volunteer tourism projects in the daily lives of local populations where the projects occur. This study uses a sustainable livelihoods approach to explore a) livelihood context and trends, b) livelihood resources and volunteer tourism's previous impact on those resources, c) institutional and organizational processes, d) livelihood strategies and volunteer tourism's future impact and potential in the realization of those strategies, and e) sustainable livelihood outcomes. Integrating perspectives of community residents in Achiote, Panama and other volunteer tourism stakeholders aids in assessing the extent to which volunteer tourism projects address their livelihoods' sustainability. The key aspect of volunteer tourism in the context of sustainable livelihoods that separates it from other types of tourism is the potential for volunteer tourism to add to and enhance livelihood diversification through project work. Collaborative processes among stakeholders in volunteer tourism are not well understood (Lamoureux, 2009), particularly regarding perspectives of and by the host community (Sin, 2009, 2010). However, even if local populations are involved in the decision making process, the planning, project execution, and operational processes involve multi-scale, cross-cultural engagement of various stakeholders. Stakeholders include residents of the host community, host partner organizations, volunteer tourism sending organizations or operators, leaders or staff for the sending organizations on the ground, the volunteer tourists themselves, among others. In this study, I examine the collaborative processes among residents of a rural Panamanian community, a locally-based ecotourism group, a Panamanian non-governmental organization, a university Alternative Break Program in the United States, and faculty and student leaders of the groups. A further goal was to explore the interrelationship between volunteer tourism and sustainable livelihoods by providing context and voice to the diverse perspectives in the partnership about how volunteer tourism affects the sustainable livelihoods of the host community. By exploring existing issues in volunteer tourism and giving voices to each part of the partnership, this study aims to provide insight to the stakeholders' dialogue to better identify, implement, and manage projects that maximize benefits of volunteer projects in host communities. When I began this study, I set out to better understand volunteer tourism in the context of a sustainable livelihood approach and its associated cross-cultural collaborative processes. What I found was a region of the world with great respect for themselves, each other, and their land and in the face of potential massive livelihood change and infrastructure development. By presenting the story of this research using narrative writing, I strive to provide a voice and bring attention to a changing rural Panamanian culture. This research fills a theoretical and practical gap in volunteer tourism. The sustainable livelihoods approach helps understand how volunteer tourism can complement local livelihoods and integrated into the greater processes of the community. Further, exploration of the institutional collaborative relationships involved in implementing volunteer tourism in a community helps understand decision making processes and structure of volunteer tourism in research and practice. This study brings attention to the visions and nature of the partnership and the people that comprise it, but most importantly the visions and nature of the people of Achiote.Item Open Access Adjunct faculty experiences in a comprehensive development program: a single-site case study(Colorado State University. Libraries, 2015) Wells, Christopher Alan, author; Timpson, William, advisor; Davies, Timothy, committee member; Kaminski, Karen, committee member; Doe, Sue, committee memberAdjunct faculty have come to represent an increasingly larger portion of the overall faculty population in American community colleges and according to recent studies now account for approximately 70% of the instructors in these institutions. Definitions of adjunct faculty vary considerably, but they are generally part-time instructors whose course load is less than the full-time faculty requirement. There has been limited attention paid in the literature to the training and development needs of this faculty group. In addition, we know even less about the needs of the individual types or categories of adjunct or part-time faculty and their experiences in training and development programs. This study examines the experiences of a sub-set of adjunct faculty who are practicing professionals outside of higher education and who teach on a part-time basis. I have labeled this group practitioner adjunct faculty. For this study, I chose to complete a single-site case study of a part-time faculty training and development program at community college in the southeastern United States. My primary data source came from interviews with 10 practitioner adjunct faculty who had completed either the 2010 or 2011 version of the college's centerpiece course in their efforts to support and develop their part-time faculty, the Summer Certification Program. In addition to interview data, I also collected data from internal college documents and the college web site, interviews with academic and professional development leaders, and my own direct observations of training and support programs for the college's part-time faculty. The data from this study have provided an overview of the practitioner adjunct faculty study participants' perspectives on their experiences with the college's training and support efforts. The results show that while these faculty are not fully aware of and are largely not taking advantage of many of the training and support programs offered by the college, the Summer Certification Program was seen as a valuable resource by most of the study participants and does appear to have had an impact on their classroom practice.Item Open Access An evaluation of executive functions, cognitive control and a neurocognitive profile of college binge drinkers(Colorado State University. Libraries, 2014) Banz, Barbara C., author; Davalos, Deana B., advisor; Chavez, Ernest, committee member; Troup, Lucy, committee member; Davies, Timothy, committee memberIntroduction: Binge drinking is a detrimental behavior which presents with consumption of large amounts of alcohol however, does not present with symptoms of dependence. The college population is a unique group to investigate due to the neuroplasticity and development those in this cohort are undergoing. Specifically, this age group is experiencing a natural period of neural immaturity specific to the prefrontal cortex. In addition to being identified by the personal, physical, and academic detriments caused by binge drinking, it was hypothesized this population of binge drinkers could be categorized with a neurocognitive profile which varies from their non-drinking peers. Participants: One hundred and ninety seven Colorado State University students were recruited and categorized in to different levels of binge alcohol consumption on non-drinkers based on two self-report measures. Method: Alcohol consumption was evaluated through a sex based questionnaire and the Alcohol Use Disorder Identification Test. Neurocognitive performance was assessed through six tasks: Wisconsin Card Sorting Test, Delay Discounting Task, One Touch Stockings of Cambridge, Trail Making Task (A and B), the Behavioral Rating Inventory of Executive Function, and the Dysexecutive Questionnaire. Results: An initial MANOVA was used to assess differences between non-drinkers and binge drinkers, showing no significance, F (12, 19) = 1.96, p = 0.09. A secondary MANOVA was used to evaluate differences across different categories of binge drinkers and non-drinkers, where significance was noted, F (36, 92.32) = 1.56, p = 0.045. The post hoc tests suggest the significance of this relationship was due to poorer performance on the WCST by binge drinkers, F (3, 42) = 3.27; p = 0.03. Conclusions: Though the deficits were not as vast as hypothesized, the inability for binge drinkers to complete an equal number of categories in the WCST as their non-drinking peers holds interesting conclusions. Those which are discussed relate to binge drinkers' inefficient self-reporting of executive functioning performance, as well as allowing us to possibly understand why we see differences in binge drinkers' perception of alcohol outcomes and their personal self-efficacy with alcohol consumption.Item Open Access Event-related potentials in college-aged binge drinkers and non drinkers(Colorado State University. Libraries, 2010) Banz, Barbara C., author; Davalos, Deanna, advisor; Davies, Timothy, committee member; Chavez, Ernest, committee memberRecent research has begun investigating whether there are neurophysiological differences in individuals who drink heavily compared to those who do not drink. Research has shown significantly reduced P3 amplitudes in response to neutral but not alcohol-related stimuli in alcoholics and their children. The purpose of this study was to further investigate this phenomenon comparing event-related potentials (ERP) of high drinkers to non drinkers when presented positive, negative and alcohol related images. Participants were categorized as a drinker or non drinker based on the Alcohol Use Disorders Identification Test (AUDIT), a self report measure of alcohol use. Group comparisons were made based on differences in amplitude and latency of the P2 and the late positive potential (LPP), a component believed to be more evaluative in nature. This data indicated significant difference in the amplitude of the P2, meaning initial attention is greater in the binge drinkers compared to the non-drinking group. No differences were found in LPP amplitudes between drinkers and non-drinkers. These results suggest that there may be neurophysiological indices for binge drinking which may be useful for identifying individuals who are either at risk or currently abusing alcohol.Item Open Access Hispanic-serving institution lobbyists: the influence of formative experiences on college-access policy discussions(Colorado State University. Libraries, 2013) Heredia-Griego, Meriah E., author; Anderson, Sharon, advisor; Davies, Timothy, committee member; Sagás, Ernesto, committee member; Sierra, Christine, committee memberLobbyists are increasingly a central part of the administration at higher-education institutions. The purpose of this study was to explore the formative life experiences, regarding race and racism, of lobbyists for Hispanic Serving Institutions (HSIs)-institutions with 25% or more Hispanic student enrollment-and how those lobbyists discussed access to higher education for undocumented students. The study describes how the participants constructed identities for themselves and undocumented students in a policy discussion, and it describes the role of HSIs in this timely policy discussion. To accomplish these goals, I used a qualitative research design that integrates elements of narrative inquiry and case study. I used holistic content analysis and dialogic/performance analysis to understand the relationship between formative life experiences and policy discussions. Additionally, descriptive and substantive representation theories provide a framework for critiquing the representation of undocumented students in HSI lobbying efforts. This first-of-its-kind case study informs lobbyist hiring practices, lobbying behaviors, policy discussions, and alignment of institutional values with lobbying initiatives at HSIs.Item Open Access Human dimensions of lead in the environment from ammunition and fishing tackle(Colorado State University. Libraries, 2013) Ross-Winslow, Danielle, author; Teel, Tara, advisor; Leong, Kirsten, committee member; Davies, Timothy, committee memberSignificant attention has been directed in recent years toward examining and addressing the impacts of lead in the environment from ammunition and fishing tackle. Lead issues are relevant to those interested in protecting the health of humans, wildlife, and ecosystems, such as national and regional land management agencies, national and state agencies that manage fish and wildlife resources, national and state health and human services agencies, and non-profit conservation and environmental research organizations. The topic of lead in the environment from ammunition and fishing tackle is also highly controversial among stakeholders. Strong and conflicting public opinions about the use of lead ammunition and fishing tackle make decision-making particularly challenging for agencies. This thesis presents two manuscripts that explore how human dimensions research can inform this process by providing a more adequate representation of diverse viewpoints and enhancing the ability of various entities interested in this issue to identify likely sources of controversy related to potential management activities, communicate more effectively with the public, and develop more successful management solutions. The first paper synthesizes the relevant literature regarding the use of lead in recreational hunting and fishing with specific objectives to overview: 1) trends in lead use in the U.S. and emerging awareness of the hazards to human health and the natural environment; 2) impacts of lead from hunting and fishing and specific measures, including regulatory and non-regulatory action, that have been introduced by agencies and organizations in the U.S. to reduce these impacts; and 3) results of recent human dimensions investigations aimed at addressing this issue. The second paper documents a basic interpretive qualitative research study that was undertaken in the summer of 2012. The purpose of this study was to better understand the meaning people assign to issues involving the use of lead ammunition and fishing tackle. More specific objectives related to (a) how stakeholders make sense of actions that are being pursued, or could be taken, to manage human activities with a view to prevent, reduce, or mitigate negative impacts to the environment, wildlife, and/or humans; and (b) what are crucial aspects of human thought about lead issues and management actions that can contribute to an understanding of the controversy surrounding this topic. The findings were able to identify different attitudinal positions with regard to lead use; different preferences for management strategies; and that differences were associated with conflict. More importantly, the research explored elements that were key to how meaning was constructed by individuals that correlated to these different elements.Item Open Access Integrated reading and writing in community colleges: a qualitative study of developmental literacy education(Colorado State University. Libraries, 2010) Church, Martin A., author; Doe, Sue, advisor; Kiefer, Kathleen, committee member; Davies, Timothy, committee memberThe following thesis investigates the potential benefits that integrating reading and writing instruction provides to developmental students. In light of several bans on developmental education at four-year institutions across the country, the role community colleges play in providing literacy instruction appears to be increasingly important. This project strives to understand the potential to integrate developmental reading and writing instruction in community colleges by answering the following questions: To what extent are community college administrators aware of the literature on the reading/writing connection? What are the costs and benefits of integrating developmental reading and writing and what do the better curricula consist of? How do issues concerning developmental literacy education change in the context of community colleges when compared to four-year institutions? What administrative, programmatic, and organizational challenges do integrated developmental reading and writing programs create and how can those challenges be addressed? Based on my analysis of interviews conducted with seven developmental program administrators, representing five community colleges within the state, I conclude that organizational factors at these institutions strongly influence notions of literacy education and administrator’s ability to 111 implement programmatic revisions. Further, I argue that administrators’ efforts to implement effective forms of integrated developmental education must include not only a sound pedagogical grounding in reading and writing and a framework to account for specific challenges that arise at their institution, but also a better means for articulating developmental concerns to their college’s central administration, each other, and state officials.Item Open Access International students at community colleges: how are their needs being met?(Colorado State University. Libraries, 2012) Anayah, Bernadette, author; Kuk, Linda, advisor; Davies, Timothy, committee member; Kees, Nathalie, committee member; Young, Deborah, committee memberAn emerging trend today is the increased enrollment of international students at community colleges. International students look to American community colleges as a stepping stone to achieving an education that might otherwise be beyond their reach. They are attracted to the community college by the lower tuition costs, opportunities for guaranteed transfer to a four-year university, and the opportunity to study at a variety of geographical locations throughout the United States. California is one of the most popular destinations for international students in the United States. In 2011, more than 23,000 international students were enrolled in California's 112 community colleges. The purpose of this qualitative study was to examine the experience of international students at selected California community colleges and explore how they perceive their needs and expectations are being met. Twenty nine international students from 19 countries were interviewed at seven California community colleges with small, medium, and large international student programs. The phenomenological interview was used as the primary method of data collection. The interview questions were open-ended and allowed the participants to discuss the wide and varied nature of their experience as international students at community colleges. Through the use of an interpretive phenomenological approach to qualitative research, five thematic structures were identified: Reasons, Academic Experience, Social Experience, Cultural Experience, and Problems and Solutions. The essence of the phenomenon of the international student experience at the community college is identified as: The Stepping Stone.Item Open Access Investing in tomorrow's natural resource stewards: how understanding target audiences can improve efforts to reconnect youth with nature(Colorado State University. Libraries, 2012) Thomas, Rebecca, author; Teel, Tara, advisor; Bruyere, Brett, committee member; Davies, Timothy, committee memberThis thesis presents two manuscripts that explored how conservation education efforts could be improved through development of more targeted educational initiatives informed by research. The overall research and outreach initiative, upon which these manuscripts were based, encompassed the ideals of the "No Child Left Inside" movement, which grew in part from Richard Louv's (2008) best-selling book Last Child in the Woods. Underlying this movement are linkages between time spent outside as a child and overall mental and physical health and well- being as well as future commitment to environmental stewardship. Broad scale societal and demographic changes (e.g., urbanization, economic growth, increasing levels of income and education, and population growth, among others) impact how children and families interact with nature. Environmental education can contribute to addressing these changes by facilitating interactions with nature. The overall purpose of this thesis was to evaluate environmental education programs offered by state fish and wildlife agencies that would account for public values toward wildlife by reaching out to diverse target audiences, making both methodological and theoretical contributions to the field of environmental education. The purpose of the first paper was to evaluate the Lincoln Safari, an established, successful program developed to encourage families to explore natural and cultural heritage sites within an urban area. The objectives of evaluating this program were to 1) assess the diversity of participants in the program in terms of their values toward wildlife, 2) document how participating in the Lincoln Safari influenced conservation behaviors, and 3) understand key elements that attracted families to participate in the Lincoln Safari. Data were collected via a mixed-methods approach that included an on-site survey administered to participants in the 2010 Lincoln Safari program in Lincoln, Nebraska, monthly follow-up surveys administered via e- mail, and focus group interviews with a select group of participating families. Results indicated that the Lincoln Safari has been successful in attracting a variety of age groups and wildlife value orientation types. Quantitative analysis of engagement in environmental stewardship behaviors showed that there was a link between the number of years a family had participated in the Lincoln Safari and the amount of time they reported spending outdoors as a family over the past year as well as their engagement in recycling behaviors. Furthermore, individuals with certain value orientations toward wildlife were more likely than others to report increases in other environmental stewardship behaviors. Focus group interviews corroborated these findings, revealing, for example, that Lincoln Safari participation resulted in increased mindfulness of the environmental impact of daily decisions. Additionally, these focus group interviews revealed elements of the Lincoln Safari that made it particularly appealing to families. Overall, families found it attractive because it awakened a sense of adventure, facilitated multigenerational learning, and helped families to create memories. The second paper documents a methodological approach for studying outcomes of youth participation in an environmental education program that included service learning and integration of cultural heritage values in the Ka`u region of the Island of Hawai`i. The purpose of this study was to learn about how the integration of cultural heritage values into the program affected how participants related to nature, and to develop a methodological approach for evaluating environmental education programs for underserved groups in culturally sensitive areas. This study was based in part upon previously conducted interviews with key elders in the community that highlighted the importance of building upon existing partnerships, working with local residents already connected within the community, and integrating cultural heritage values into environmental education programs in Ka`u in order to maximize interest and participation in programs in this region. Researcher observations, photovoice, document analysis and semi- structured interviews were then used to assess a recent 2011 offering of the Imi Pono No Ka Aina (Seeking Excellence for the Land) program in Ka`u. Participants' program portfolios, which consisted of participants' written program materials, researcher observations, photographs and interview transcriptions, were analyzed to better understand the impact of the program on participants' views of nature and wildlife. Analysis showed that incorporating cultural heritage values into the Imi Pono no ka Aina program in Ka`u was successful in connecting Hawai`ian youth from Ka`u to nature, and that employing a mix of qualitative methodologies yielded a more holistic understanding of the participants' experiences than relying on a single data source.Item Open Access Making meaning of whiteness: life experiences that inform culturally conscious student affairs leaders(Colorado State University. Libraries, 2012) Webb, Leslie J., author; Aragon, Antonette, advisor; Davies, Timothy, committee member; Jennings, Louise, committee member; Hempel, Lynn, committee memberFour white student affairs educators shared their histories, experiences, and critical incidents that helped shape their focus on inclusive practice at predominantly white institutions of higher education. Critical white studies and the construction of whiteness, identity development models, privilege, multicultural competence and consciousness, and social justice provided a conceptual framework for this narrative inquiry. Through a series of interviews, participants shared their understanding of identity, critical incidents that influenced their development, and their experiences as engaged white student affairs educators. Eighteen total themes were developed in this study throughout the participant's stories. The most emergent themes developed in the study included (1) Contextualized Identity, (2) Individual Story, (3) Action and Presence, (4) Core Values and Beliefs, (5) Responsibility and Accountability, (6) Transformational Practice, (7) Campus Ecology, (8) Justice, (9) Assessment, (10) Spirituality, (11) Progressive and Continual Development, (12) Self-reflexivity, and (13) Emotional Intelligence and Mindfulness. Overarching findings included the possibility of developing "positive" white identities that make space for inclusive practice; race privilege and the relationship to power must be examined in order to locate and understand self in the context of engaging in justice work; various stages exist within the process of coming to terms with a "positive" white identity; and, personal and professional development is continual and ongoing. Participants expressed challenges coming to terms with whiteness through memory recall and critical incident exploration, acknowledged unearned privileges, articulated the interconnectedness of their multiple layers of identity, and lived with the conflict and messiness surrounding their identity and how it influences their practice. Possibilities for future research are also provided.Item Open Access Moving toward a newer understanding of writing anxiety in adult students using a critical emotion studies framework(Colorado State University. Libraries, 2010) Smith, Carmody Leerssen, author; Langstraat, Lisa, advisor; Jacobi, Tobi, committee member; Davies, Timothy, committee memberWriting anxiety has been a part of composition scholarship for many years, but the research has failed to adequately address the effect it has on adult students. Early research on writing anxiety was primarily cognitively based and focused on quantitative data analysis such as Daly and Miller’s Writing Apprehension Assessment from 1975. These cognitively based research strategies are useful and valuable to composition and for understanding writing anxiety, but in this thesis I argue that it is now time we move beyond the notion that writing anxiety is an internal, mental barrier to writing success and instead look at the causes as well as strategies for alleviating writing anxiety through a critical emotion studies lens. By using a critical emotion studies framework, we can begin to understand writing anxiety as a social and cultural construct that is created through the individual’s relationship with writing.Item Open Access Select Illinois community college elected trustees' perspectives on how prepared they are to serve their term of office(Colorado State University. Libraries, 2012) Winfree, Terri L., author; Kuk, Linda, advisor; Davies, Timothy, committee member; Banning, James, committee member; Hall, Bruce, committee memberCommunity college trustees are officials entrusted by the public to oversee the resources and property of community colleges; the board of trustees is seen as the link between the institution and the community they serve. Trustees make decisions that affect every aspect of an institution; therefore the accountability of these individuals at the local and state level is a high priority. The purpose of this study was to explore how prepared Illinois community college trustees are for their role as an elected official. The study explored trustees' understanding of their college's mission and culture, and the principles that shape higher education. An emphasis was placed on their responsibilities related to public trust and the interests of their constituencies. And finally, the study explored whether trustees feel their past experiences have prepared them, and if professional development will assist them, in their role as a trustee. Findings indicated that when a person decides to run for the office of a community college trustee many do not realize the magnitude of the commitment they are making. Stewardship was important and engagement, at the appropriate level, was also very important. Trustees should make strong ethical commitments to their organizations, their constituents, their values, and to the work of leadership. While doing so they should also understand the difference between the role of a trustee and the role of college administrators. There is the need for internal orientations so trustees have an understanding of how different departments of a college operate and are funded. Trustees agreed that organized professional development activities are a true value and trustees would benefit with participation. Many licensed professionals are required to participate in continuing education, and while trustees are not licensed professionals, they are entrusted to make decisions that affect stakeholders financially, personally, and professionally.Item Open Access The experiences of community college transfer students returning from academic suspension at a four-year research institution(Colorado State University. Libraries, 2013) Carter, Carmen R., author; Carlson, Laurie, advisor; Davies, Timothy, committee member; Kuk, Linda, committee member; Newman, Peter, committee memberMore students are beginning their higher education journey at community colleges with the intent of transferring to a four-year college or university. The purpose of this study was to attempt to gain a better understanding of the experiences of two-year community college transfer students who transferred to a large, four-year public research university, experienced academic difficulty which resulted in academic suspension, and returned to successfully persist towards a baccalaureate degree. The study used a qualitative, narrative inquiry research design to answer research questions related to how critical events in the lives of four community college transfer students affected their persistence at a four-year institution. A series of in-depth interviews allowed participants to share their experiences surrounding barriers to persistence, critical events which occurred during their suspension period, and factors that facilitated their persistence towards baccalaureate degree attainment once they returned from academic suspension. The narratives of the participants were analyzed using holistic content analysis to give further voice to the challenges the participants faced in their higher education journey. Four emergent themes developed across the participant narratives which were (a) Reluctance in Seeking Support, (b) Familial Influence, (c) Perseverance, and (d) Maturation. A discussion of the findings of this study indicated several implications for practice including an understanding that interventions for students facing academic difficulty must be invasive, realistic, yet hopeful, and assessed regularly for effectiveness.Item Open Access The relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) scores and academic success of international master's students(Colorado State University. Libraries, 2013) Arcuino, Cathy Lee T., author; Kuk, Linda, advisor; Gloeckner, Gene W., committee member; Davies, Timothy, committee member; Aoki, Eric, committee memberThe purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who graduated within 2006-2011. The total number of students records utilized were 793 (35.7% were female and 65.3% were male). The study did not find a significant difference between TOEFL (paper-based, computer-based, and internet-based) and IELTS scores in relation to academic success. Students tended to score higher on TOEFL iBT followed by TOEFL PBT. Indian and Taiwanese students performed better on TOEFL iBT and Chinese and Indian students performed better on the TOEFL PBT. A statistical significance was found among final cumulative GPA and college program of study in relation to TOEFL and IELTS scores. Knowing more about the reasons behind international graduate students' academic success is a benefit to institutions. The findings of this study may help graduate offices in comprehensive Midwestern institutions, with the recruitment and retention of international students. The research may also assist in the evaluation of admission requirements.