Mountain Scholar :: Browsing by Author "Doe, Sue, committee member"

Browsing by Author "Doe, Sue, committee member"

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Open Access
A conductors guide to the use of ensemble pedaling and acoustic recreation of electronic delay processing in the wind band music of Viet Cuong
(Colorado State University. Libraries, 2023) Pouncey, Benjamin Allen, author; Phillips, Rebecca L., advisor; Grapes, K. Dawn, committee member; Taylor, James, committee member; Doe, Sue, committee member
The purpose of this thesis is to provide a conductor's analysis of two unique orchestration techniques utilized in Viet Cuong's wind band music. Viet Cuong (b. 1990) is an award–winning contemporary American composer whose eclectic sound has been described as "alluring" and "wildly inventive" by The New York Times. Two approaches to orchestration have been identified by the composer as distinctive elements of his compositional voice: ensemble pedaling, and the acoustic recreation of electronic delay processing. Sound and Smoke (2011) is Cuong's earliest available work for wind band and exemplifies early application of these techniques. Over the course of his career, Cuong has continued to employ and develop these approaches in select works, including Vital Sines (2022). Therefore, this document provides detailed examination of ensemble pedaling, and the acoustic recreation of electronic delay processing appearing in Cuong's Sound and Smoke, with select examples provided from Vital Sines to serve as a comparison of these techniques in the composer's recent body of work. The research conducted was completed concurrently with the Colorado State University Wind Symphony's performance preparation of Sound and Smoke in the 2023 spring semester. The information presented serves as a resource for the preparation and performance of Viet Cuong's music for wind band.
Open Access
A guide to the performance of James M. Stephenson’s Symphony No. 2: Voices for Concert Band
(Colorado State University. Libraries, 2021) Peterson, Myron S., author; Phillips, Rebecca L., advisor; Doe, Sue, committee member; Grapes, K. Dawn, committee member; Kenney, Wes, committee member; Leslie, Drew, committee member
James M. Stephenson is an American composer whose compositions are lauded by critics, performed on multiple continents, and recognized with prestigious awards from respected intuitions. His Symphony No. 2: Voices for Concert Band won the 2017 National Band Association William D. Revelli Composition Contest, and the 2018 Sousa-ABA-Ostwald Composition Contest. It was commissioned by "The President's Own" United States Marine Band and Colonel Jason Fettig. It was premiered on December 14, 2016 at the Midwest Clinic: International Band and Orchestra Conference at the McCormick Place in Chicago, Illinois. This thesis infuses James M. Stephenson's personal and intimate knowledge of his Symphony No. 2: Voices for Concert Band with a theoretical analysis to provide conductors, performers, and other musically curious patrons insight into understanding its performance. A granular analysis of this symphony examines theoretical topics such as form, melody, harmony, rhythm, dynamics, texture, orchestration, instrumentation, and unifying thematic material. The theoretical analysis then combines insights from Stephenson about the symbolic and emotional development of the piece, along with salient rehearsal considerations. Finally, this paper documents current influences on Stephenson's work and his broader views on composing, composers, and the state of wind bands in general.
Open Access
A qualitative analysis of choosing and experiencing the Infantry as an occupation
(Colorado State University. Libraries, 2017) Loebel, Greg A., author; Dik, Bryan, advisor; Kraiger, Kurt, committee member; Doe, Sue, committee member
The purpose of this study was to gain a better understanding of why men chose the Infantry as an occupation when enlisting in the U.S. military in the post-9/11 era, as well as the potential meaning they experienced through their service as infantrymen. Interviews were conducted with 11 undergraduate students who had served in either the U.S. Army or U.S. Marine Corps as infantrymen, and had enlisted with the specific goal to serve in an Infantry occupational specialty. All of the participants had served at least one combat deployment as infantrymen to either Afghanistan or Iraq. Consensual Qualitative Research (CQR) was used to guide the study. Prominent themes that emerged relative to enlistment decision-making included strong desires to fulfill roles of being highly skilled combatants and experience combat; viewing the Infantry as the best means to fulfill those desires; and desires to serve a greater good. Prominent themes related to meaning experienced through Infantry service included fulfillment of desired roles of being warriors; having experienced growth through hardship; a sense of accomplishment and pride through being skilled at Infantry warfare and having done important things; and the incredibly strong sense of brotherhood and camaraderie shared with other infantrymen they served with. Lastly, prominent themes regarding how their prior service may influence their current civilian career trajectories included having enhanced discipline, motivation, leadership, and sense of purpose; feeling distinctly different and separate from civilians; continued sense of service; and a desire for peace and normalcy in civilian life. Results from this study offered an interesting perspective on post-9/11 era military enlistment motivations connected to one particular class of occupational specialties. The participants did not offer any economic reasons for their enlistment motivations. That is, they did not choose the Infantry because of college benefits or job skills developed in their Infantry occupations that may transfer to civilian occupations. Rather, they appeared primarily motivated in their enlistment choices by desires to seek intense, dangerous training and combat experiences and fulfill particular warrior identity roles not available in civilian life, all through a sense of discipline and service.
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 member
Adjunct 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.
Open Access
An exploration of the lived experiences of senior-level community college followers in the co-creation of the leadership process
(Colorado State University. Libraries, 2019) Newton, Bryan D., author; Kaiser, Leann, advisor; Doe, Sue, committee member; Hegeman, Diane, committee member; Quick, Don, committee member
Community colleges are in the midst of an unprecedented leadership crisis precipitated by large numbers of its presidents retiring, new political, financial and regulatory demands for presidents to oversee and the lack of robust succession planning to fill leadership vacancies. At the same time followership has become of interest in higher education and leadership studies as failures in followership at colleges and universities have brought negative attention, and emerging theories of followership have evolved. As new leaders take the helm at community colleges, more research is needed on how leaders and followers work together to lead these institutions of higher education that educate almost half of the undergraduates in the United States. This study's purpose was to explore how senior-level followers co-create leadership with their community college presidents. The sole research question asked was what were the lived experiences and followership behaviors of community college senior-level followers in the co-creation of the leadership process with their supervisor presidents. Senior-level followers at community colleges in the state of Maryland with at least three years' experience participated in this qualitative study. Interpretative phenomenological analysis was utilized as the methodology for this research. The findings resulted in four superordinate themes comprising deference to the president, informed and interactive decision-making, vision and mission and respectful relationships. The superordinate themes were developed from eight emergent themes including role of the president, final decisions, planning and information gathering, conversation and collaboration, supporting the president's vision, common belief in mission, trust and honesty and integrity. The study provided recommendations on ingraining followership in community college presidential selection processes, adjusting the competencies of community college presidents to include followership, changing leadership development programs to incorporate the development of leaders and followers in the leadership co-creation process and strengthening employee performance evaluations to measure leader and follower effectiveness in leadership co-creation. Suggestions for future research were identified including using different sample populations, reversing the research to account for the lived experiences and followership behaviors of presidents, strengthening homogeneity among participants to better understand the lived experiences and behaviors of community college vice presidents and utilizing quantitative approaches to further explore the leadership process in community colleges.
Open Access
Concerto da tana del drago: using flexible instrumentation and mixed difficulty level music for ensembles affected by the COVID-19 pandemic
(Colorado State University. Libraries, 2023) Matchey, Gideon, author; David, James, advisor; Johnson, Erik, committee member; Doe, Sue, committee member
The Covid-19 pandemic provided music educators with unique challenges in recruiting and retaining students in their instrumental music ensembles. Faced with reduced student numbers, some ensembles are left with non-standard instrumentation. Although some schools are able to maintain the general structure of their programs, other directors are forced to combine different grade and skill levels in order to have at least one complete ensemble. For these ensembles, music of not only flexible instrumentation but also mixed difficulty (grade) levels is necessary for all students' learning levels to be met. Concerto da Tana del Drago meets the needs of these ensembles in providing music that is flexible in instrumentation, contains mixed difficulty levels, provides teachable content, and engages students with programmatic music suitable for many age levels.
Open Access
Crafting the "myths of the future": the art and science of writing scenarios in scenario planning
(Colorado State University. Libraries, 2019) Coons, Laura Marie, author; Chermack, Thomas, advisor; Chai, Dae Seok, committee member; Doe, Sue, committee member; Gloeckner, Gene, committee member
The purpose of this research was to investigate scenario writing as a discrete component of the scenario planning process. While ongoing scholarship on scenario planning has added data to support many of the outcomes of the process, the specific guidance to writers of scenarios has remained largely absent from the literature. For those who would write scenarios either as practitioners or as organizational members who tackle the process, more information would be useful to inform the writing. This research had two aims. First, to distill the available literature on scenario writing into a practical model for writers. In addition to reviewing scenario planning literature, this work also considered the impact of specific genres of writing: science fiction, with its future-oriented frame; theater, with its performance and lived-experience approach to content; and short stories, with their high-impact, short-format structure. Beyond types of writing, best practices for writing were also considered. Second, this work sought to test writing quality in scenarios by measuring participant experiences with the stories. To accomplish this second objective, the researcher facilitated a series of scenario planning workshops, wrote scenarios of high and low quality, and leveraged the ITC-Sense of Presence Inventory (SOPI) to measure participant experiences of sense of presence. Sense of presence is a useful and previously unexplored construct to measure participant experiences with scenarios. The ITC-SOPI has primarily been used to measure sense of presence for participants experiencing non-written media, like movies, video games, or virtual reality. The tool showed promise, however, to asses a scenario reader's experience as well. The instrument measures four constructs of sense of presence: spatial presence, engagement, ecological validity, and negative effects. Spatial presence is a person's sense of being drawn into the medium. Engagement describes a participant's sense of enjoyment. Ecological validity is the sense of naturalness or realistic qualities of the medium. And negative effects are the person's discomfort experienced after interacting with the medium. All of these constructs are of interest to scenario writers, since the existing literature does consistently explain that participants should experience all four – feeling drawn into the story, enjoying at least parts of the experience, feeling that the scenarios are realistic, and potentially undergoing difficult or challenging changes in thinking as a consequence of the experience. The results of the inquiry were promising. Three hypotheses were tested to understand how scenario quality affected participant sense of presence and whether or not participating in the workshops had any effect on sense of presence. Results indicated that both workshop participation and scenario quality had statistically significant effects on sense of presence scores. Such results indicate additional inquiry would be beneficial.
Restricted
Departures, arrivals, and places in-between: a collection of travel essays
(Colorado State University. Libraries, 2019) Gonzalez, Caleb L., author; Thompson, Deborah, advisor; Doe, Sue, committee member; Leal, Francisco, committee member
A collection of sixteen travel essays, this creative nonfiction master's thesis explores what it means to claim and reclaim one's identity by traveling within and across borders. Situated in Latin America, Europe, the Middle East, and the United States, the thesis uses nonfiction forms including travel essays, personal reflections, braided essays, collage essays, literary journalism, autoethnographic writing, and flash nonfiction, to both explore and complicate the plurality of identity within the larger contexts of family history, cultural heritage, bilingualism, language relations, political tensions, social tensions, and globalization. The collection relies on a historical situatedness of food, language, culture, and immigration to examine what it means to internally identify with more than one place. One major theme of this collection is the question of what happens when a person's identity, through language and history, is caught between multiple landscapes.
Embargo
Digital network composing practices: digital removal in the Try Guys media ecology
(Colorado State University. Libraries, 2024) Banuelos, Mia, author; Amidon, Timothy R., advisor; Doe, Sue, committee member; Elkins, Evan, committee member
With an increased accessibility and democratization of digital editing tools, recomposition has the potential to occur to any text or artifact circulated in a digital space. One form of recomposition that must further be considered is digital removal practices, including erasure, deletion, deflection, and exclusion of human or non-human objects in a digital composition. These practices have the potential to impact digitally networked composing practices and how we think about rhetoric and writing in media ecologies. This thesis focused on the intersection of digital removal practices and Ridolfo and DeVoss' theorization of rhetorical velocity, which considers composing for recomposition, and its co-influence on digitally network composing practices. Through a case study of The Try Guys, a group of popular YouTube personalities, this thesis explored the influence of a participatory culture in a media ecology and the role recomposition plays in a public scandal. Data was collected from The Try Guys media ecology surrounding the removal and/or revision of a former member, Ned Fulmer, and the larger medial ecology comprising The Try Guys' social media presence. These data illustrated the significant influence of participatory culture, as an influx of users associated with The Try Guys fandom contributed to the rhetorical velocity and recomposition of information and context produced by the Try Guys. Specifically, data illustrated that participatory cultures can and do shape how digital removal unfolds within and beyond digital networks. This thesis (1) emphasized the increased influence of a participatory culture on the curation and circulation of content in a media ecology and (2) explored how digital removal practices have the potential to influence how we theorize rhetorical velocity and how we must be strategic for composing as authors, writers, users, creators, inventors, teachers, and students.
Open Access
Does gender matter? A hermeneutic phenomenological study of the shared experience of women physicians in academic pediatrics
(Colorado State University. Libraries, 2024) Wukitsch, Michael V., author; Lynham, Susan A., advisor; Bubar, Roe W., committee member; Chermack, Thomas, committee member; Doe, Sue, committee member
Academic medicine, historically dominated by men, has perpetuated a hierarchical culture that marginalizes women (Boulis & Jacobs, 2008; Morantz-Sanchez, 1985; More et al., 2009; Pololi, 2010). Despite this, the presence of women physicians in academic settings has surged, challenging traditional norms. In pediatric academic medicine, women physicians encounter the need to navigate through this entrenched male-dominated culture. Understanding their experiences is crucial for hospital administrators and medical school leaders. This study investigates the experiences of women physicians in academic pediatrics at a nationally ranked institution. This research sheds light on how women physicians navigate the challenges of a traditionally male-dominated work environment and how their professional lives intersect with personal aspects. This exploration of the layered complexities women physicians face in academic pediatrics provides insight into their lived experiences. Employing hermeneutic phenomenology, this study delves into the lived experiences of women physicians, providing a platform to amplify their voices. Anchored in constructivism, the study's paradigmatic position is elucidated through five governing axioms: defining reality, the knower's relationship with the known, transferability, association linkages, and the role of values in inquiry (Lincoln & Guba, 2013, pp. 37-38). Eight essential themes, distilled from participant interviews, capture the essence of their experiences. These themes, categorized into personal and institutional perspectives, are viewed through the lenses of agency and structure, mirroring the yin-yang duality. This approach acknowledges both harmony and potential overlap among themes, presenting the phenomenon as a synthesized whole. Implications for theory, research, and practice are discussed. Further research avenues are proposed, along with insights for refining existing theory. Additionally, considerations for various stakeholders' practices are examined, encompassing recommendations for action. The study concludes with an epilogue, reconsidering the findings based on recent social events.
Open Access
Entirely different stories: autoethnography as women's literacy practice in southern Africa
(Colorado State University. Libraries, 2011) Johnson, Stacey J., author; Jacobi, Tobi, advisor; Doe, Sue, committee member; Pearson, Jonna, committee member
This thesis suggests autoethnography as one methodology for more democratic adult literacy instruction in rural Southern Africa. Because of my experiences working as a Rural Education Development volunteer in Zambia, I am concerned with the postcolonial implications of many of the educational initiatives employed in the region. Using a postcolonial feminist framework, I seek to situate autoethnography as one way to both resist what Chimamanda calls the "one story of Africa" and to sponsor dual language literacy acquisition in rural Zambia. In this thesis, I work to analyze the mission statements of existing educational projects as representative of the limited narratives written for people in rural communities. I also propose a collaborative autoethnographic writing project based on existing community writing projects/theory that locate literacy as a site of resistance and hybridity, encouraging story-telling by and with others rather than about Others.
Open Access
First year graduate teaching assistants: fostering successful teaching
(Colorado State University. Libraries, 2017) Hernandez, Gabriela Maria, author; Pilgrim, Mary, advisor; Ellis, Jessica, committee member; Doe, Sue, committee member; Gingerich, Karla, committee member
The importance of effective graduate teaching assistant (GTA) training is often greatly under appreciated. However, it is imperative that GTAs receive optimal professional development because they are often responsible for teaching undergraduate courses. Furthermore, as many GTAs move on to be faculty, inadequate GTA professional development will lead to an inadequate generation of faculty. With incentive to optimize the professional development of the next generation of faculty, as well as to help retention rates of undergraduate students, the quality of GTA training should be a top priority for many universities. This study was conducted for the purpose of making recommendations for the GTA training program in the mathematics department at a research university.
Open Access
From raw-barbarian to Miss Beauty Queen: indigeneity, identity and the perception of beauty in Taiwan
(Colorado State University. Libraries, 2017) Lin, Hsiao-Ching, author; Kim, Joon K., advisor; Doe, Sue, committee member; Swensen, Thomas Michael, committee member
Using an auto-ethnographical method and sharing my own experience growing up in Taipei, Taiwan, this thesis discusses the association between Taiwanese indigeneity and the perception of beauty in contemporary Taiwan. For the purpose of this study, this thesis references the theory of beauty and indigenous studies to explore the affectability regarding the colonial history of Taiwan, body images, international influence, the eliminatory elements of colonial structures, and the modern pastiche of Taiwanese aesthetic. Furthermore, this thesis analyzes Chinese-settler colonial influence in Taiwan by discussing the media's impact and the artistic innovations in the biggest city, Taipei. Two major conclusions are drawn: first, Taiwanese indigeneity, infused in contemporary art, counteracts the forces of Chinese orthodoxy, international influence, and Taiwanese modern aesthetic. Second, Taiwanese indigenous characteristics often contain pastiche of Taiwanese aesthetics, a fixed beauty standard, which consists of various elements such as Chinese elegance/nostalgia, modern comfort/convenience, and the indigenous acceptance/sublimation.
Open Access
Grandma, could this dissertation be my Indigenous Tayal facial tattoo? An autoethnography of overcoming the fear of statistics through the dichotomous use of p-values
(Colorado State University. Libraries, 2021) Lin, Hsiao-Ching, author; Most, David, advisor; Aragon, Antonette, advisor; Doe, Sue, committee member; Faircloth, Susan, committee member; Timpson, William, committee member
This dissertation's idea began with my class notes and questions in the statistics courses I attended in my doctoral program. These notes and questions originally were about the concepts of the bell shape, statistical distribution, and hypothesis testing. They then became my inquiries of p-values because what I learned in the courses about how the dominant use of p-values have generated inequities such as academic bias and misleading statistics education; they caught my attention as inequities were at the root of my learning growing up as a Taiwanese Indigenous student and woman. I reference Indigenous critical theories' (ICT) concept of challenging the mastery of knowledge via centering Indigenous intelligence in the knowledge (Justice, 2016) as the primary epistemology to conduct this autoethnographic study. All in all, using autoethnography as the research method, I ask four research questions to explore my meaning-making of learning the dichotomous use of p-values: 1. How do I make meaning of the dichotomous use of p-values in the statistics courses I attended? The exploration of this research question illustrates how and why I was drawn to the issue of p-values and what is the essential problem of using p-values dichotomously. Using p-values dichotomously means using statistical significance to decide the effectiveness of a research treatment or intervention. 2. How do I make meaning of the dichotomous use of p-values in the literature of this study? The analysis of this research question shows the broader contexts of the canonical teaching and use of p-values and that of inequities engendered by them. To answer this research question, I explored the history and philosophy of the connection between statistics and scientific research and inequities caused by using p-values dichotomously. These inequities explored and explained in this study are death, job loss, life threats, and academic bias. 3. How do research questions 1 and 2 help me address inequities discussed in this study as an Indigenous woman researcher? The answer to this research question explains how the inequities generated from improper use of p-values. It also aligns with the inequities I have encountered as an Indigenous woman and graduate student in a country not of my birth. 4. How do research questions 1, 2, and 3 help me overcome my fear of statistics? Pondering this question led me to complete this dissertation—Grandma, Could This Dissertation Be My Indigenous Tayal Facial Tattoo? An Autoethnography of Overcoming the Fear of Statistics Through the Dichotomous Use of P-Values. This study not only critiques the dichotomous use of p-values but also explains the inequities generated from it by unraveling the social norm ingrained in the use of p-values. It also heals me from feeling unintelligent, timid, and small about statistics as, during the process of completing this dissertation, I have overcome the fear that accompanies emotional trauma associated with the numeric dimension of confirming realities.
Open Access
Is meaningful work a luxury? An interpretative phenomenological analysis on lower socioeconomic status workers' experience of meaningful work
(Colorado State University. Libraries, 2016) Shim, Yerin, author; Dik, Bryan, advisor; Steger, Michael, committee member; Stallones, Lorann, committee member; Doe, Sue, committee member
The growing empirical literature on meaningful work suggests that experiencing meaningful work is associated with many psychological benefits to the individual. However, very little is known about how lower socioeconomic status (LSES) workers experience meaningful work due to the lack of research with this population and assumption that pursuing meaningful work is a luxury. The present study sought to explore the experience of meaningful work among LSES workers through an interpretative phenomenological analysis (IPA) approach. Semi-structured interviews were conducted with eight LSES workers. Seven domains were constructed as a result of the data analysis: definitions of meaningful work, perception and psychological experience of meaningful work, internal conditions of meaningful work, external conditions of meaningful work, personal impact of meaningful work, strategies to enhance meaningfulness in work, and perspective on the relationship between meaningful work and SES. Participants defined meaningful work as similar to previous conceptualizations, perceived and experienced their current work as meaningful in diverse ways, and appeared to be generally positively impacted through meaningful work. Participants also identified direct and indirect conditions that support or hinder meaningfulness in their work and suggested strategies to enhance meaningfulness in their work. Finally, participants viewed meaningful work as an attainable psychological resource for LSES workers despite barriers.
Restricted
It's a long way from your heart
(Colorado State University. Libraries, 2022) Genova, Jonnie, author; Candelaria Fletcher, Harrison, advisor; Doe, Sue, committee member; Chien, Claire, committee member
"It's a Long Way from Your Heart" is a collection of twenty essays and thirteen original photographs exploring uncertainty, healing, and place. Situated in Wyoming, California, and Colorado, the west serves both as grounding and symbol for disorder and unpredictability. As the narrator grapples with unseen forces and disruption, she considers identity within the context of place while also exploring inheritance, masculine and feminine strength, and what endures after chaos. Through nonfiction forms including personal essays, braided essays, collage, hermit crab, flash, and one micro (one hundred word) essay, the collection considers how to navigate precariousness and upheaval while holding tightly to what matters most.
Open Access
Job satisfaction of new teachers in Malaysia: understanding challenges and experiences of leaving the profession
(Colorado State University. Libraries, 2012) Jusoh, Ruzina binti, author; Kaminski, Karen, advisor; Banning, James, committee member; Wallner, Barbara, committee member; Doe, Sue, committee member
This study focuses on new teachers' job satisfaction and their challenges and experiences during their probationary period. This research concentrated on how their challenges and experiences affected their choice to leave the profession. Basic Interpretive Qualitative method was utilized to explore and understand new teachers' challenges and experiences during their probationary period. The sample for this study consisted of ten new teachers, eight females and two males who teach in the state of Selangor. The primary themes from the data were organizational, personal, and system. The organizational category was associated with school administrators' leadership style, expectation, support, workload and professional development courses, which was the main reason for leaving the profession. Personal related to financial problems was one of the reasons new teachers were leaving the profession. Finally, system, related to teacher placement, was also mentioned as one of the reasons for leaving the profession. The results of this study have application for the school organization seeking to retain new teachers in the profession. The major contributions of this study are related to new teachers' job satisfaction associated with leaving the profession and greater insight into practical applications and consideration necessary for the retention in the profession. It is important for individual new teachers to have an understanding of how to overcome challenges to enhance their job satisfaction.
Open Access
"Learning what to eat": gender, environment, and the rise of nutritional science in twentieth century America
(Colorado State University. Libraries, 2012) Steele, Kayla, author; Fiege, Mark, advisor; Alexander, Ruth, advisor; Howkins, Adrian, committee member; Doe, Sue, committee member
This thesis examines the development of nutritional science from the 1910s to 1940s in the United States. Scientists, home economists, dieticians, nurses, advertisers, and magazine columnists in this period taught Americans to value food primarily for its nutritional components--primarily the quantity of calories, protein, vitamins, and minerals in every item of food--instead of other qualities such as taste or personal preference. I argue that most food experts believed nutritional science could help them modernize society by teaching Americans to choose the most economically efficient foods that could optimize the human body for perfect health and labor; this goal formed the ideology of nutrition, or nutritionism, which dominated education campaigns in the early twentieth century. Nutrition advocates believed that food preserved a vital connection between Americans and the natural world, and their simplified version of nutritional science could modernize the connection by making it more rational and efficient. However, advocates' efforts also instilled a number of problematic tensions in the ways Americans came to view their food, as the relentless focus on invisible nutrients encouraged Americans to look for artificial sources of nutrients such as vitamin pills and stripped Americans of the ability to evaluate food themselves and forced them to rely on scientific expertise for guidance. Advocates' educational methods also unintentionally limited the appeal of nutritionism to middle class women because they leveraged middle class concerns about gender--especially questions of household management and childrearing--to demonstrate the importance of nutrition to a modern society, leading them to ignore the poorer segments of society that could have benefited the most from their knowledge. World War II created an opportunity for advocates to ally with home front defense campaigns to allow the government to extend its control over the natural world by managing the metabolic processes of the human body to create the best soldiers and workers possible, and to help advocates enhance their prestige and expertise as they created the first national nutritional standards and mandated vitamin enrichment programs. I argue that food is a valuable framework for inquiry for environmental and social historians because it reflects how society understands gender and their experiences with the natural world.
Open Access
Metaphor-based approach to representing writing tasks
(Colorado State University. Libraries, 2010) Stoner, Frank, author; Kiefer, Kathleen, advisor; Merolla, Andrew, committee member; Doe, Sue, committee member
This document argues that the long-standing practice of imitation within the field of rhetoric, along with recent qualitative studies in rhetoric and composition, foster problematic attitudes of student deficiency. In this thesis, I propose a cognitive theory based alternative. Recent work in cognitive science, metaphor theory, and linguistics suggests that metaphors may be more significant than mere nourishes of style—they may be evidence of mental structures called schema that organize the human mind. 1 argue that certain generative metaphors can be drawn from students' own experiences to help them more successfully set goals, plan, and mentally represent writing tasks. This approach empowers students by focusing their attention on their own experiences rather than problematically requiring students to rely upon expert writing models.
Open Access
"No class I took in senior year matters compared to what I'm taking now": the reading and writing transition from high school to college
(Colorado State University. Libraries, 2016) Hatley, Kelsey, author; Coke, Pamela, advisor; Doe, Sue, committee member; Frederiksen, Heidi, committee member
The transition from high school to college signals a significant change in what students are expected to know and be able to do in an educational context, especially with reading and writing. Many researchers, teachers, and professors have sought to illuminate the complexities of the transition. This thesis sought to bring in students’ voices to this conversation as they are the ones most affected by educational practices and policies. The research questions investigated in this study included: From the perspective of first year college students enrolled in a composition course, how do they describe: 1) their experiences with reading and writing in high school? 2) their perceptions of what they’ll need to know and be able to do in college and their degree of preparation for college-level reading and writing? 3) what teachers could do to help make this transition smoother for students? The research revealed that not only are teachers and professors feeling the tension, but the students are as well. The types of reading and writing done in high school do not necessarily align with the types of reading and writing that students are expected to know and do in college. This disconnect makes it more difficult for students to navigate the transition between the two. The participant in this study offered insightful thoughts about the complexities involved in the shift as well as some ideas for addressing the misalignment between high school and college expectations and requirements for reading and writing.