Mountain Scholar :: Browsing by Author "Gloeckner, Gene, advisor"

Browsing by Author "Gloeckner, Gene, advisor"

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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 member
People 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.
Open Access
A mixed methods explanatory study of the failure/drop rate for freshman STEM calculus students
(Colorado State University. Libraries, 2013) Worthley, Mary, author; Gloeckner, Gene, advisor; Kennedy, Paul, advisor; Banning, James, committee member; Siller, Thomas, committee member
In a national context of high failure rates in freshman calculus courses, the purpose of this study was to understand who is struggling, and why. High failure rates are especially alarming given a local environment where students have access to a variety of academic, and personal, assistance. The sample consists of students at Colorado State University (CSU) who attended a course in freshman calculus from Fall 2007 to Fall 2012. An explanatory sequential mixed methods approach was used in this study. Using data from CSU's Registrar's Office and Mathematics department, descriptive statistics highlighted several student attributes worth pursuing. Fall and spring cohorts have a different make up and different outcomes. Hence this study concentrated on the fall cohort, which comprises mainly of freshmen. The combination of attributes that produced the strongest prediction of student's final result in calculus were Colorado Commission on Higher Education index scores, CSU Mathematics department placement test scores, and calculus repeat status (R2 =.30, n=1325). For Fall 2012, these attributes were combined with student motivation and student strategies constructs, measured using the MSLQ instrument. The combination giving the strongest prediction of student's first mid-term examination results (R2 =.34, n=124) included CSU Mathematics department placement test scores, along with MSLQ constructs test anxiety, and self-efficacy for learning and performance. However, using logistic regression only 38.7% of the students who failed were correctly predicted to fail. Former students of CSU's calculus course aimed at freshmen STEM students were interviewed or surveyed, in an attempt to probe how students experience this course. Several common elements emerged. Students were dedicating vast amounts of time to this course. There was a common belief this course could be passed if the student worked hard enough. The difference between those who succeeded and those who did not appeared to relate to how this study time was spent. Those who floundered often struggled to locate appropriate help, although they were quite aware they needed assistance. Many of those interviewed also avoided working with other students. Reasons cited ranged from claims of being individual learners, to frustration at finding a group who had the same study goals. Some non-traditional students were also alienated by the prospect of working with 'teenagers'. Two other results from the analysis of student interviews suggested reanalyzing the quantitative data and including student's prior history with mathematics, as well as if the student was non-traditional. The combination of attributes that gave the strongest relationship (R2 =.40, n=101) were CSU Mathematics department placement test results, combined with MSLQ constructs test anxiety, self-efficacy for learning and performance, organization, as well as the student's own appraisal of the quality of mathematics teaching they received in high school. However, the ability to accurately predict if a student will fail was minimal. Focusing on students who do fail, three groups of students of interest were isolated: those who have yet to declare their major, 'non-traditional' students, particularly those enrolled in the eight a.m. class, and, curiously, those students who choose to enroll in the ten a.m. class.
Open Access
A systematic review of interventions in secondary mathematics with at-risk students: mapping the literature
(Colorado State University. Libraries, 2007) Dugan, James Joseph, author; Gloeckner, Gene, advisor; Cobb, R. Brian, advisor
A systematic review of 3,814 published and unpublished citations identified in a literature search on interventions in secondary and early postsecondary mathematics with at-risk students between 1990 and 2004 was conducted. The goal of the systematic review was to identify those interventions which are most successful at improving the mathematics achievement of at-risk students while reducing the mathematics achievement gap. The utilization of a multi-phased coding process resulted in 100 empirical studies meeting the inclusionary criteria while yielding effect size estimates for a number of interventions and for multiple at-risk factors. This report summarizes these studies through a two-level mapping of the literature base. It identifies the interventions, at-risk factors, sample characteristics, study settings, and methodological research designs utilized in this body of empirical studies. The results of this approach suggest that those interventions identified as effective in increasing mathematics achievement with secondary and early postsecondary, at-risk students can be grouped into two primary intervention categories (a)Â pedagogical or instructional interventions, including cognitive and metacognitive approaches, cooperative learning, and peer tutoring, and (b)Â technology-based interventions. Two other types of intervention provided inconclusive results. No conclusions could be reached regarding curriculum interventions due to the small number of studies meeting the inclusionary criteria and the wide variety of curricular approaches included in those studies. The final results of the systematic review will be a series of research articles describing effective interventions for student populations with specific at risk factors. In addition, the results of this systematic review can be used to direct future research efforts by defining investigations into specific interventions with specific populations while informing the knowledge base.
Open Access
Academic writing retreats for graduate students: a qualitative case study
(Colorado State University. Libraries, 2018) Stewart, Cyndi, author; Gloeckner, Gene, advisor; Aragon, Antonette, committee member; Basile, Vincent, committee member; O’Donnell, Cindy, committee member
Writing retreats have proven to be a productive experience for faculty, if they are well-organized, focused on bulk writing and assist in reaching an individual's goals and connection to his or her writing. If writing retreats have shown productive for faculty, arguably there may be even greater opportunity for success considering students are seeking writing interventions to support completing their thesis or dissertation and graduating. This study examined the experiences of graduate students who participated in a writing retreat, if it was beneficial for them and understanding the aspects that led to productive writing. This qualitative case study on academic writing retreats was researched and examined to understand graduate writing retreats. The study provided retreat participants the opportunity to share their experiences at a CSU Writes graduate writing retreat, and the information gained can be used to inform other universities and academic professionals who are seeking interventions to support productive writing. The primary data source was collected from interviews with 30 participants who had attended a CSU Writes retreat during the research period. In addition to participants interviews, the data collection included an interview with the Director and facilitator of CSU Writes, a document review and evaluation of the participant evaluations and the researchers direct observations of the presentations, group discussion and the group writing environment of the retreats. The data analyzed and collected from this study provided an overview of the participants' perspectives on their experiences at an academic graduate writing retreat, their writing results and what occurred at the retreat to facilitate productive writing. In addition, this study provided an initial retreat design model from the review of the literature to support graduate writing and a proposed updated model after the research was collected and analyzed. The writing retreat could be suggested for students feeling stuck, procrastinating writing and in need of an intervention to move forward. The findings from this study expound that graduate students found retreats effective for writing productivity. This outcome, concluded from participants experiences was due to the fact that participants recognized the retreat provided an opportunity to complete a lot of writing over a period of two days, two and a half days or five days. The participants additionally stated they experienced productive writing by being part of a group where they felt an accountability to write, the retreat provided dedicated uninterrupted writing without distractions, they alternated between writing and editing depending on their personal productive times of the day, they set goals for the retreat or goals for each writing session and followed the retreat agenda of writing sessions with breaks versus binge writing. Although writing with others may be viewed as a distraction, the study discovered that writing with others resulted in positive feelings such as motivation to write, a commitment to writing and a focus and intensity towards writing. The conditions which supported productive writing were feeling part of a community of writers through writing together as a group, group discussions, learning many students experienced similar challenges to productive writing and identifying as writer as a direct result of completing a lot of writing. Out of the 30 participants interviews, 26 participants reported they either met or exceed their retreat writing goals. Based on the study's findings and results, writing retreats are a viable intervention for universities to consider for graduate students writing a thesis or dissertation and seeking productive writing. Also, a proposed retreat model to consider was provided and evaluated.
Open Access
Accessibility and inclusion in higher education: an inquiry of faculty perceptions and experiences
(Colorado State University. Libraries, 2016) McGinty, Jacqueline M., author; Gloeckner, Gene, advisor; Kaiser, Leann, advisor; Folkestad, James, committee member; Scott, Malcolm, committee member
Although there are an increasing number of students with disabilities attending institutions of higher education, the graduation rate for students with disabilities lags behind that of non-disabled college students attending similar institutions. College faculty members produce academic content, determine learning outcomes, and determine assessment protocol. As primary gatekeepers of academic achievement, college faculty members are instrumental in the provision of academic accommodations for students with disabilities. Faculty members in the College of Engineering and in the College of Health and Human Sciences at Colorado State University were invited to participate in answering a survey on accessibility and academic accommodations for students with disabilities. The purpose of this study was to identify faculty issues and concerns regarding accommodations for students with disabilities and to make suggestions that lead to increased faculty utilization of accessible learning materials. This research intends to improve the learning environment for students with disabilities by recommending and disseminating inclusive teaching practices to improve accessibility of higher education so that all students can acquire the same information and participate in the same activities in a similar manner as students without disabilities.
Open Access
Altruism and volunteering among high school students: a mixed methods study
(Colorado State University. Libraries, 2017) Chaplain, Julie, author; Gloeckner, Gene, advisor; Frederiksen, Heidi, committee member; Coke, Pamela, committee member; Koehn, Karen, committee member
Twenty- first century skills require that students leave high school prepared for leadership by exhibiting selflessness and acting with larger community interests at heart. The role of altruism and volunteering among high school students who volunteered for a local Special Olympics event is examined with a mixed methods approach. An exploratory factor analysis of the Rushton Self-Rater Altruism scale (SRAS) was is conducted to evaluate the existence of underlying factors present in the altruism scale. All questions of the SRAS loaded onto three factors, which were are also verified by a scree plot analysis. Further analysis was is conducted to determine if sex differences, grade level differences, and grade point average correlations among the total SRAS score and summated factor scores are were significant. Sex differences were are statistically significant for females in total altruism, low risk, and high-risk summated factor scores. There were are no statistically significant differences between grade levels total altruism, or summated factor scores. Grade point averages (GPAs) were are also not found to correlate with altruism scores, indicating that students with higher GPAs are not more altruistic than their peers with lower GPAs . Qualitative coding and thematic analysis of written responses related to student motivations and benefits from volunteering are is conducted. Eleven motivational codes and eight benefit codes are developed. These codes were are then analyzed with quantitative analysis methods to determine if there were are statistically significant sex and grade level differences in the reported motivations and benefits of the volunteer experiences. Sex differences were are statistically significant for females on the motivation code of volunteering for a social/friend connection, and were are statistically significant for males on the motivation code of volunteering to fulfill a senior service/community service requirement. Grade level differences were are statistically significant for sophomore students on the motivation code of volunteering for career exploration, and for senior students on the motivation code of completing a senior service/community service project. While there are/were no sex differences amongst volunteers in relation to the benefits from volunteering, there were are statistically significant differences for sophomores on the benefit codes of gaining skills/experience and a community connection. Junior students have statistically significant differences for the benefit code of a social/friend connection.
Open Access
Analytical injustice league: understanding statistical manipulation of student retention data using modification methods of missing values
(Colorado State University. Libraries, 2021) Long, Sarah E., author; Gloeckner, Gene, advisor; Anderson, Sharon, committee member; Folkestad, James, committee member; Eakman, Aaron, committee member
Missing values that fail to be appropriately accounted for may lead to reduced statistical power, biased estimators, reduced representativeness of the sample, and incorrect interpretations and conclusions (Gorelick, 2006). The current study provided an ontological perspective of data manipulation by explaining how statistical results can fundamentally change depending on specific data modification methods. This has consequential implications, specifically in higher education, that depend on quantifiable methodologies to substantiate practices through evidence based policy making (Gillborn et al., 2018; Sindhi et al., 2019). The results of the current study exposed how examining patterns of data missingness can have critical implications on student retention initiatives including intervention programs, identification of high-risk students, and funding opportunities for support programs. It is imperative for both data scientists and data stakeholders to be critically aware of what data they collect, report, and utilize from the variable selection to statistical methodologies.
Open Access
Associations among sources of revenue and expenses at public bachelors and masters level higher education institutions
(Colorado State University. Libraries, 2015) Carmichael, John P., author; Kuk, Linda, advisor; Gloeckner, Gene, advisor; Bajtelsmit, Vickie, committee member; Foley, Jeffrey, committee member
Understanding how changes in revenue are associated with changes in spending at public higher educational institutions may have significant practical implications for policy makers. Finance data were drawn from the Integrated Post Secondary Data System (IPEDS) for bachelors and master-level institutions from 2003 to 2012. Fixed effects regression models were constructed to estimate the effect of changes in revenue on spending. Time effects (lagged models, fixed year effects, and time trends) were examined. Several institutional characteristics were considered for inclusion in the model: size of enrollment, institutional discount rate, selectivity, Carnegie classification, and state tuition policy. In addition to revenue and spending variables, the final regression model included year effects and enrollment. A large number of statistically significant effects of revenue changes on spending variables were observed, generally consistent with previous research focused on research universities (Leslie, Slaughter, Taylor, & Zhang, 2012). The effects of changes in revenue from tuition and appropriations on spending for instruction were notable. Within an institution, a one dollar change in tuition revenue was associated with a 33 cent change in spending on instruction (2012 dollars). A similar one-dollar change in revenue from appropriations was associated with a 32 cent change in instructional spending. For spending on institutional support, a one-dollar change in revenue from appropriations had a slightly larger effect (β=.18, p<.001) compared to a one-dollar change in revenue from tuition (β=.07, p<.001).
Open Access
Career reentry and the Kaleidoscope Career Model: experiences of high achieving professional women reentering the workforce after opting out
(Colorado State University. Libraries, 2017) Knowles, Jennifer, author; Gloeckner, Gene, advisor; Kamberelis, George, committee member; Mainiero, Lisa, committee member; Haddock, Shelley, committee member
The purpose of this study was to examine the experiences of career reentry of high achieving professional women who had opted out of the workforce after having children. The theoretical framework was based on the Kaleidoscope Career Model of Mainiero and Sullivan, and its parameters of authenticity, balance, and challenge. The research indicated that most professional women did not willingly leave the workforce after having children. Instead, due to family pulls and workplace pushes, they felt like they had no other option. While the main focus of the study revolved around the experiences of high achieving professional women reentering the workforce, reasons why these women opted out as well as their experiences while opted out were also examined to fully understand the phenomenon. Although there is considerable research as to why women opt out, minimal research exists on their experiences while opted out and their career reentry experiences. The participants studied were eight high achieving professional women who had successfully reentered the workforce after opting out. They were married, had attended graduate school, and had been in professional careers prior to opting out. In-depth interviews and life histories were conducted. Data were analyzed using Clarke's situational analysis method, and the story of these women was told through the composite woman. Three types of maps were used to help analyze the data: situational maps, both messy and ordered, social world/arena maps, and positional maps. While Clarke's maps are typically used for the hard sciences, they were beneficial for this social science study. Modifications to the maps were made and the differences are discussed. The Kaleidoscope Career Self-Assessment Inventory (KCSI) was also given to the participants to better understand which parameter of authenticity, balance, and challenge was given the most focus. Rich results were added to the existing research. Flexibility was critical for the composite woman to successfully reenter the workforce. She faced challenges reentering and was offered a lower salary. Balance became a daily struggle. She strived to achieve authenticity, while putting the least emphasis on challenge. Understanding why she left the workforce, her experiences while she was opted out, as well as her struggles to successfully reenter the workforce provides valuable information for organizations, human resource professionals, those who create government policies, as well as women who have opted out. New models were created to provide a framework on how to succeed during these three stages: decision to opt out, experiences while opted out, and career reentry experiences. Creating a more equitable and flexible work environment would result in inching closer to breaking the glass ceiling by reducing the prevalence of opting out.
Open Access
Consumer product preferences of cultural textile products: co-design with textile artisans from Guatemala and Peru
(Colorado State University. Libraries, 2016) Engel-Enright, Carol, author; Makela, Carole, advisor; Gloeckner, Gene, advisor; Miller, Nancy, committee member; Dean, Thomas, committee member
To view the abstract, please see the full text of the document.
Open Access
Determining best practices for integrating marketing and sales in organizations: using the Delphi technique
(Colorado State University. Libraries, 2017) Watson, Kristin R., author; Gloeckner, Gene, advisor; Folkestad, James, committee member; Ingram, Thomas, committee member; Makela, Carole, committee member
Using the Delphi technique; combining a thorough review of literature, with opinions of experts during three rounds of data collection, this study determined best practices for integrating marketing and sales in organizations. A purposeful, heterogeneous sample of marketing and sales executives, with a minimum of 30 years experience, in seven different industries, with 40 different organizations around the world participated as experts. Organizations that integrate marketing and sales can improve business performance; increase efficiency, effectiveness, customer and employee satisfaction. Eleven best practices for integrating marketing and sales in organizations were determined: communication; clearly defined roles, responsibilities and expectations; performance metrics; a customer focus; strategic planning; organizational knowledge; training and education; shared/aligned rewards; organizational intelligence (i.e. market, competitor, and customer information); lead management; and common technology platforms; resulting in the development of Watson's Integrated Marketing and Sales Best Practices (WIMS BP) model.
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 member
Business 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.
Open Access
Development and validation of the teacher writing to learn scale
(Colorado State University. Libraries, 2014) Perkins, Mark, author; Gloeckner, Gene, advisor; De Miranda, Michael, committee member; Reid, Louann, committee member; Gibbons, Alyssa, committee member
Despite numerous efforts by educators and U.S. government agencies to improve the public education system, students continue to struggle with writing, mathematics, science and reading. Researchers and educators have employed a wide range of interventions, but proficiencies are still not at desired levels. One intervention that lacks empirical research is writing to learn (WTL). Social constructivist learning theory and cognitive learning theory of information processing provide an explanation as to why WTL promises to be an effective tool for improving content knowledge and writing skills. Further, the theoretical literature on WTL and the research on general writing mirror such theories of learning. However, despite over thirty years of theoretical and inductive research, little research examines the generalizability of WTL's effectiveness on writing and other content areas. Before measuring the effects of WTL on students, it is necessary to address teacher knowledge and efficacy of WTL. Therefore, the purpose of this proposed study is to develop an instrument to measure teacher knowledge and efficacy of WTL in the content areas of mathematics, science, social studies and language arts (which includes reading). Using the theories of self-efficacy (Bandura, 1977) and using the literature on effective teaching of writing, WTL and theories of learning. This study began with item development using the literature and teacher input. Next, experts were used to test content validity and appropriate item response. The result was a six factor model to be tested empirically. Internal consistency measures using alpha and omega, exploratory factor analysis and confirmatory factor analysis were used to check the response processes of the measure. The scale was correlated with other measures and differences tests were used to examine attributes of respondents. Results indicated problems with the first, second and last factors. The remaining two factors, perceived relevance of writing to the content and efficacy of teaching with writing showed the best fit indices, though future research is needed to refine them. The final two factors negatively correlated with writing apprehension, positively with teacher efficacy (with little explained variance) and positively correlated with number of years teaching. Difference tests indicate a strong difference between content areas of teachers on both factors and a small difference in efficacy to teach writing given gender. No differences were found between urban, rural and suburban teachers and none were found between middle school and high school teachers. This research adds to the body of work by developing a measure of teacher readiness to use WTL. However, future research is needed to refine the instrument to a usable state so that intervention research and staff development can use it.
Open Access
Development of the Construction Training Attitudes and Intentions Scale
(Colorado State University. Libraries, 2013) Elliott, Jonathan W., author; Gloeckner, Gene, advisor; Lopez Del Puerto, Carla, advisor; Makela, Carole, committee member; Strong, Kelly, committee member
The events of the Great Recession (2007-2009) have resulted in high unemployment and underemployment rates in the United States and abroad. The plight of domestic young adults, particularly young men with few work-related skills, is evident. Failing to receive a first job has long-term negative consequences for these individuals and their families. In the United States, job opportunities exist for properly trained individuals in the construction industry, which is currently experiencing a shortage of skilled labor. Recognition of the unemployment situation and job opportunity in new construction, renovation, and maintenance of existing infrastructure has led to the creation of publicly funded construction skills training programs that target young adults (16-24 years). However, despite the great deal of effort and funding, participant retention is a significant problem and dropout rates ranging between 45-65% have been reported. Training practitioners posit that no model exists for predicting performance and attrition of individuals in training and express the desire for a metric that measures individual characteristics to better inform individual training successes. A review of literature revealed no instrument for predicting performance, completion, or attrition of the unemployed in training. Therefore, the purpose of this dissertation was to develop an internally consistent and valid instrument that measures the appropriate constructs to inform and predict human behavior within the domain of construction training for the unemployed. The resulting instrument, the Construction Training Attitudes and Intentions Scale (CTAIS), was developed through two phases. The CTAIS was complete by construction management undergraduate students (N = 247) during phase one. The purpose of phase one was to reduce the number of CTAIS items (N = 98) using inter-item correlations and exploratory factor analysis (EFA). An evaluation of the internal consistency and validity was conducted on the reduced pool of CTAIS items. Phase one resulted in a 44-items CTAIS, which contain four emergent factors: planned training behavior (PTB), construction training self-efficacy (CTSE), training motivation attitudes (TMA), and training locus of control (TLOC). The CTAIS and its factors PTB, CTSE, TMA, and TLOC were found to be internally consistent (α = 0.926, 0.943, 0.942, 0.941, and 0.829, respectively). Face and convergent construct validity were shown through significant (p < 0.01) correlations between the emergent factors that mirrored those found in previous construct validation research. The 44-item CTAIS was administered during phase two to a separate group of undergraduate construction management students (N = 174). The internal consistency of the 44-item CTAIS (α = 0.902) and PTB, CTSE, TMA, and TLOC factors (α = 0.909, 0.950, 0.925, and 0.832, respectively) were confirmed in phase two. Significant (p < 0.01) correlations between the emergent factors mirrored those found in phase one and previous construct validation research, providing further support for the face and convergent construct validity of the CTAIS. Supplemental analysis was performed using the phase-two data to investigate difference in mean PTB, CTSE, TMA and TLOC by the demographic characteristics of the sample. The results revealed significant differences in mean PTB, CTSE, and TMA (p < 0.001, p = 0.008, and 0.032, respectively) by gender and in mean PTB and CTSE (p = 0.027 and 0.019, respectively) by hands-on construction experience (dichotomous, experiences/no experience). ANOVA yielded significant differences in mean PTB and CTSE by age (p < 0.001 and p = 0.01, respectively) and mean PTB by level of hands-on experience (p = 0.03). However, it was noted in the post-hoc analysis that these differences were considered statistical artifacts due to the small and unbalanced sample sizes and overlapping confidence intervals around the means. No significant differences (p ≥ 0.05) were found between young adults (24 years and younger) and adults (25 years and older) or by respondent year in school, amount of construction management experience, participation in construction management competitions or internships. No significant differences (p ≥ 0.05) in TLOC were found in the supplemental analysis. The CTAIS developed and validated through this study allows training organizations to quantitatively measure and evaluate construction domain level characteristics that have been shown in research to predict performance in work setting and attendance in educational settings. Identification of participant characteristics, which contribute to attrition and performance in construction training, can assist training organizations in programmatic decision-making. Pre-training assessment of trainees allows practitioners to make informed decisions, at the individual level, about appropriate interventions to increase the likelihood of training success. The CTAIS, when administered at pre- and post-training intervals, provides trainers with a measure of individual characteristics that indicate training successes. High self-efficacy and motivation are predictive of persistence in job search activities and on-the-job performance. Therefore, higher post-training CTSE and TMA are indicators of training program effectiveness. The utility of the CTAIS can be enhanced with refinements based on its application in a variety of construction training programs.
Open Access
Effects of interactive whiteboard technology on the achievement and engagement of elementary-aged students with high-functioning Autism Spectrum Disorder in the content of reading
(Colorado State University. Libraries, 2016) Stanley, Nicole, author; Gloeckner, Gene, advisor; Fidler, Deborah, committee member; Folkestad, James, committee member; Wallner, Barbara, committee member
This dissertation examined the effects of interactive whiteboards (IWB) during reading instruction on student engagement and achievement with three elementary-aged students with identified Autism Spectrum Disorder (ASD). To date, the majority of the literature references regular classroom instruction and not special populations. A quantitative-dominant mixed methods approach was implemented. It included experimental methods to collect achievement and engagement data, and a post-study interview to get a more in-depth understanding of the research. The same participants were used in both the quantitative and qualitative phases. The experimental phase consisted of two methods of delivery of the same reading intervention-traditional paper materials and on an IWB alternated in an A-B-A-B design. During the traditional delivery, students received books and corresponding worksheets in paper form. During the IWB condition, each student read the books and completed corresponding worksheets on the IWB. For the purpose of the study, data were collected on achievement and engagement of these three students. The percent of questions answered correctly answered on bi-weekly comprehension quizzes and word fluency was measured for student achievement. The frequency of joint attention (JA) behaviors was measured for student engagement. The second phase served a supporting qualitative component. At the conclusion of the experimental phase, structured interviews were conducted individually with each participant to examine the perceptions of the students on integration of the IWB into reading instruction. This study examined between and within-phase patterns of achievement and engagement for each student. It included descriptive statistics of the data, visual analysis with line graphs that displayed data phase-by-phase, and statistical analysis. In total, no noticeable differences or statistical significance was found in achievement or engagement between the two methods of intervention for the students with ASD. While a few correlations were found, they were only found in one variable in each category of achievement and engagement. All three participants did not have correlations for both of the two measurable variables for achievement. Also, all three participants did not have correlations for more than one of the four measured variables for engagement. Students expressed both positive and negative aspects of both conditions; however, a preference was given to the IWB. Suggestions for further research are incorporated as part of the study results. This dissertation may impact financial decisions related to purchasing technology for school administrators for their buildings. As demand for the use of technology in educational settings increase, along with the need for evidence-based interventions for students with ASD, administrators are faced with making decisions regarding the type of technology, the impact of technology, and the cost/benefits of particular technologies within school settings.
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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 member
In 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.
Open Access
Factors influencing nontraditional students' persistence in online programs for nontraditional students attending a Wisconsin technical college
(Colorado State University. Libraries, 2015) Hurtienne, Matthew W., author; Gloeckner, Gene, advisor; Hogler, Raymond, committee member; Kaminski, Karen, committee member; Lynham, Sue, committee member
The purpose of this study was to determine the factors that play a significant part in online students’ intent to persist at a Wisconsin Technical College. Specifically, this project focused on the relationships between intent to persist and the following variables: GPA, academic advising (concern), academic advising (appointment), education usefulness, student satisfaction, commitment, academic stress, outside encouragement from parents/spouse, outside encouragement from employer, outside encouragement from friends, and financial certainty. Data were collected through an online survey of FLEx students at Moraine Park Technical College in Wisconsin. The nontraditional student attrition questionnaire developed by Metzner (1983) and Bean (Metzner & Bean, 1987) was the instrument for the study. The instrument was used to examine the factors affecting intent to persist for both online and face-to-face students. Because the study included factors that the college may not have direct influence over, a separate analysis was conducted for factors that the college can directly affect. The results of this study showed that education usefulness, outside encouragement from employer, outside encouragement from friend, and financial certainty played important roles in online students’ intent to persist for both internal and external college-controllable variables. For face-to-face students, financial certainty, student satisfaction, academic stress, and outside encouragement by parents or spouse were the most important factors in intent to persist for both internal and external college-controllable variables.
Open Access
Hearts and minds in the operating room: co-constructing a shared mental model with surgery teams for more predictable and more highly reliable collaborative voice and response
(Colorado State University. Libraries, 2024) Grieser, Skip, author; Gloeckner, Gene, advisor; Lynham, Susan, committee member; Gibbons, Alyssa, committee member; Martelli, Peter, committee member
Overview: This qualitative case study explored nontechnical human factors—values, beliefs, attitudes, and behaviors—that make it easier or more difficult for surgeons, as team leaders, to encourage team members to voice safety concerns, clinical opinions, and learning questions; for team members to actually speak up; and for surgeons to respond collaboratively. Research site and participants: The research site was a major academic hospital in the western United States. Five surgeons and five anesthesiologists volunteered to participate. Perioperative nurses and surgical technologists were recruited but did not participate. Purpose, methodology, and methods: The purpose of the study was to co-construct, with participants, a shared mental model for collaborative voice and response. The study followed the constructivist inquiry paradigm and methodology, which posits that individuals and groups construct, co-construct, and can reconstruct their social realities. Using adaptive work theory and methods, semi-structured interviews were used to gather data on what values, beliefs, attitudes, and behaviors participants perceived to be essential versus expendable for more collaborative, predictable, and highly reliable voice and response. Thematic content analysis identified six themes, from which a proposed shared mental model was constructed by the researcher. Member checking with participants confirmed that the themes were accurate and comprehensive; that the proposed shared mental model comprehensively reflected the themes; and that, used in practice, the shared mental model could help collaborative voice and response be more predictable and more highly reliable. Results: Themes were let's be best-in-class; respect and be kind to all; value patient safety and well-being of all team members; explicitly encourage and appreciate voice; do speak up; and am I really that approachable? The proposed shared mental model constructed from the themes was represented by the mnemonic REVAT, the first letters of each component: Respect and be kind to all, Encourage voice, Voice (do speak up), Appreciate voice, and Thrive (all of us). The study also identified two subthemes, hierarchical abuses of power and production pressures or time pressures that hinder collaborative voice and response; and should also be understood and well-managed, so that patient safety and clinician well-being are less at risk. Conclusion: Well-being is essential for clinicians' own sakes, for patient safety, and for clinical performance and outcomes. REVAT, the proposed shared mental model for collaborative voice and response, is simply stated as "respect, encourage, voice, appreciate, and thrive." As such, it is a "simple rule" much like "first do no harm," that could help caregivers better succeed in their goals and thrive.
Open Access
How managers perceive coaching their direct reports for performance improvement: a phenomenological study
(Colorado State University. Libraries, 2020) Barry, Karla, author; Gloeckner, Gene, advisor; Kaiser, Leann, advisor; Gupta, Kalpana, committee member; Buchan, Victoria, committee member
This study was conducted to discover if coaching direct reports for performance improvement was currently happening in organizations. Using the qualitative interpretative phenomenology analysis methodology, eight participants were interviewed. The participants represented four organizations and had managerial experience ranging from four to 44 years. Participants were interviewed and presented the ten most frequently cited competencies from managerial coaching literature on cards for them to organize into a representation of their coaching process. The data analysis process encompassed data reduction and analysis of each interview that then produced emergent themes. The findings included the emergence of three superordinate themes: coaching categories for successful coaching, use of coaching competencies in performance coaching, and performance coaching and management style. Other findings included all participants using a progressive type of performance coaching. They each had unique uses of the coaching competencies and they identified some as overarching, foundational, or most important. Lastly, the participants all maintained that coaching for performance improvement was a large and integral part of their management style. Some of the implications of the study include: (a) progressive coaching is a process that can be adapted, taught, and implemented in organizations today; (b) less formal coaching conversations are happening regularly and should be encouraged; (c) consistency of coaching is important to the success of the direct reports (d) and metrics are important when coaching for performance improvement and they should be clearly established. This study demonstrates that managers coaching their direct reports for performance improvement is happening and successful.
Open Access
Influences on science education: the use of Supplemental Instruction on academic success in introductory sciences courses at a two year community college
(Colorado State University. Libraries, 2014) Williams, T. S., author; Gloeckner, Gene, advisor; Anderson, Sharon, committee member; Balgopal, Meena, committee member; Klopfenstein, Ken, committee member
This dissertation uses a mixed method design model to investigate the influences of Supplemental Instruction (SI) on student final grade outcomes in introductory science courses at the community college level. The literature states that student comprehension in the field of science is critical; however, educators are discovering that certain student demographics are falling behind in science comprehension. The research focuses on the issue of disparity among different demographics and analyzes whether the introduction of the academic intervention technique, Supplemental Instruction (SI), increases the academic success of students in introductory community college biology and chemistry courses. A series of Two Way ANOVA analyses revealed that the use of SI had a positive effect (i.e., increased final grade outcomes) on community college student demographics; however, in some sections, a negative final grade outcome was found. In this study, data indicate that SI supported biology classes had a greater effect (or positive direction) on Black Non-Hispanic overall final grades. However, White Non-Hispanic students enrolled in SI supported introductory biology courses showed a slight decrease (or negative direction) in marginal means (d = -0.180). Hispanic students enrolled in SI supported courses showed a very slight increase (or positive direction) in final grade outcomes (d = 0.11). Another analysis outlined in this study showed the impact of SI on student grades in introductory science courses and first-generation student status. The analysis indicates a positive direction between the use of SI in an introductory science course on overall student final grades and student first-generation status. The data indicate that with the use of SI in an introductory science course, student final grades in the first generation student population showed an effect size of d = 0.1897. These data indicate that SI supported science courses had a positive effect on First Generation student overall final grades. The research examined the impact of SI on the principle SI Student Leaders (SISL) and found that student participation in the program had positive influences on SISL discipline comprehension, engagement, overall course satisfaction.