Mountain Scholar :: Browsing by Author "Gloeckner, Gene, committee member"

Browsing by Author "Gloeckner, Gene, committee member"

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Open Access
A study of the outcomes of an international baccalaureate diploma program education
(Colorado State University. Libraries, 2017) Hixon, Cori, author; Cooner, Donna, advisor; Frederiksen, Heidi, committee member; Coke, Pam, committee member; Gloeckner, Gene, committee member
The International Baccalaureate Diploma Program is noted by universities and researchers as one of high academic rigor and standards (Culross & Tarver, 2011; Taylor & Porath, 2006); however, students enrolled in IBDPs often cite high levels of perceived stress and lack of social interaction as a result of the rigor (Shaunessy & Suldo, 2010). Anecdotally, parents and educators question the value of an IB education if it puts the mental and social well-being of the child at risk, and yet, there is research supporting the claim that participation in an IBDP prepares students with the knowledge and academic and non-academic skills required to be successful in post-secondary pursuits including university or work force readiness (Bergeron, 2015; Conley, 2008, 2010). Thus, this study addresses the problem between the benefits and risks of an IB education by examining alumni perceptions of the role of the DP in preparing them for post-secondary pursuits. Surveying 20 alumni from the graduating classes of 2006-2014 at Poudre High School in Fort Collins, CO, provided data to examine the outcomes of participation in the IBDP and to measure the quality and effectiveness of the PHS program. The results of this study will provide information for the existing IBDP at PHS to refine, revise, and develop the program with the goal of increasing student enrollment by providing information on the outcomes of an IB education to incoming students and families. A phenomenological approach was taken with this qualitative study because it explored the reflections and lived experiences of participants. Participants' lived experiences in the PHS IBDP and their perceptions of how those experiences impacted their post-secondary pursuits helped to explain what the experience of IBDP was like. The descriptions of alumni experiences and the ways in which those experiences informed other aspects of their life, shed light on the essence of the program itself and the outcomes of participation in that program. Analysis of the data revealed a) participants felt well prepared for post-secondary pursuits, b) influence of the core components was significant but not direct, c) participants felt that overall the program was of value with long term benefits, and d) high levels of stress discussed in the literature were not a major concern for participants in this study. This study was limited by the fact that it was one site in a middle class school district with a consistently high diploma pass rate. Additionally, the DP is housed within the larger comprehensive high school creating a cohort of like-minded learners.
Open Access
A tale of two terms: exploring differences between spring and fall transfer students
(Colorado State University. Libraries, 2012) Orlick, Renée A., author; Kuk, Linda, advisor; Gloeckner, Gene, committee member; Siller, Tom, committee member; Thayer, Paul, committee member
This study sought to explore what factors contribute to transfer student success and attempted to create a model using logistic regression to help predict likeliness of transfer student success. Using a sample that included all students who transferred to Colorado State University from a regionally accredited US institution between fall 2007 and spring 2010, four main research questions were asked. The study included a focus on timing by comparing spring transfers with fall transfers and also by looking at the timing of the application process. In general, results show that there were very few significant differences between spring and fall transfer students regarding demographic makeup, academic background, and academic preparation. Any statistically significant differences had very small effect sizes. Statistically significant differences in timing factors, however, had effect sizes considered moderate to strong (between .59 and .70). The timing from application, to admission, to confirmation of enrollment was much shorter for spring transfers than for fall transfers. These timing differences had a statistically significant correlation with first, second, and third term GPA, but the effect size was rather weak. Also weak, but statistically significant, was the relationship between continuous enrollment and being "on time" throughout the application process. Of particular note is that timing seemed to impact spring transfer students differently than fall transfer students. Results from the logistic regression model created to help predict likeliness of transfer student success showed that even when a variety of factors were taken into account, prediction of transfer student success was inadequate. This suggests that there are additional factors at play than those which can be measured before a transfer student begins his or her study at the transfer institution. The discussion section teases apart some of the findings from this study and offers suggestion for further research.
Open Access
A theoretical model of organizational ambidexterity in hospitals
(Colorado State University. Libraries, 2011) Bodwell, Wendy, author; Makela, Carole J., advisor; Most, David, committee member; Gloeckner, Gene, committee member; Markman, Gideon, committee member
This study defined organizational ambidexterity (OA) and offered a theoretical framework for its application in hospitals and human resource development (HRD) theory and practice. Lynham's (2000) general method of theory building research for applied disciplines was used to construct the model. A survey instrument was developed and pretested on a small sample, then mailed nationally to 6,000 directors working in 2,000 randomly selected hospitals. Forty-nine of 50 states participated in the survey. Wyoming was the only state from which responses were not received. Data were collected from 1,490 hospital directors and 893 hospitals and analyzed using principal components factor analysis, confirmatory factor analysis, analysis of variance, and multilevel modeling (MLM). Findings showed exploration and exploitation are two latent factors of one second-order construct; OA specifically. Findings revealed high levels of OA in hospitals generally and higher levels of OA in large hospitals than small ones. Investor-owned and not-for-profit hospitals reported similar levels of OA. Statistical evidence supported the notion OA is positively related to perceived quality and financial performance in hospitals. In the era of healthcare reform, theories and methods with potential for improving perceived quality and financial performance are relevant to meeting customer demand and sustaining hospital operations and strategy.
Open Access
Adventure-based education: a quantitative evaluation of the impact of program participation in high school on youth development
(Colorado State University. Libraries, 2015) Palmer, Sally Owens, author; Anderson, Sharon, advisor; Gloeckner, Gene, committee member; MacPhee, David, committee member; Frederiksen, Heidi, committee member
Adventure-based physical-education (ABPE) classes have become a more prevalent class offering in many middle and high schools throughout the United States. Several studies have researched the outcomes and benefits of adventure-based programs (e.g., Cason & Gillis, 1994; Gillis & Speelman, 2008; Hans, 2000; Hattie, Marsh, Neill, & Richards, 1997), and links have been made between youth-development constructs and adventure programming (e.g., Henderson, Powell, & Scanlin, 2005; Sibthorp & Morgan, 2011). To date, limited research has focused on the progression of positive-youth development (PYD) constructs in high-school students participating in a semester-long ABPE course. This research study examined the progression of PYD of students throughout the course of a semester who were enrolled in an ABPE class compared to that progress for those who were not enrolled in any adventure classes at all. Results suggested that there were no significant differences in PYD throughout the semester for students who were enrolled in adventure classes compared to the PYD of those students who were not in any adventure classes at all. There were, however, significant differences in connection for students who were in the Adventure Leader class compared to connection for those who were not in any adventure classes at all. The findings of this research study highlight the need for more studies that examine different types of adventure classes or activities, as opposed to adventure classes or activities as a whole.
Open Access
An examination in the role culture plays in the acceptance of e-learning at a global organization
(Colorado State University. Libraries, 2020) Reed, Jaclyn, author; Kaiser, Leann, advisor; Gloeckner, Gene, committee member; Quick, Don, committee member; Switzer, Jamie, committee member
One of the biggest challenges a global company faces when implementing e-learning is overcoming the cultural differences of its employees. Hofstede's Power Index Scale is a means to study how culture can impact an organization. In high-power-distance cultures, employees look to leaders as authorities and expect an uneven distribution of power. In low-power-distance cultures, employees see themselves as equal to and as powerful as the leaders. The population for this study was members of the Sales and Marketing and Human Resources departments at a global technology company with offices representing different national cultures and power distance levels. The purpose of this study was to determine how national culture, as measured by power distance, affects e-learning acceptance using the technology acceptance model as a framework. This nonexperimental, associational, comparative research study was a way to examine how a global company with employees representing different national cultures and varying levels of power distance accept e-learning based on perceived ease of use, perceived usefulness, behavioral intention, and actual usage of the Technology Acceptance Model (TAM). Answering the two research questions entailed determining whether there were correlations and/or differences between power distance, perceived usefulness, perceived ease of use, behavioral intention, and actual usage. This study used a survey to test the original TAM across multiple geographic locations. A Spearman's rho statistic and a one-way analysis of variance (ANOVA) were used to answer the research questions. The findings of the study support TAM as a reliable model but did not find a significant correlation between PDI scale and perceived usefulness, perceived ease of use, or behavioral intention but was weakly correlated to actual usage. The researcher had access only to Sales and Marketing and key members of Human Resources within a technology company. The participants represented were from developed counties with relatively strong e-learning market shares. Future researchers may want to explore the study in developing countries and may want to explore links between technology companies, self-efficacy, and their impact on e-learning acceptance.
Open Access
An integrated mathematics/science activity for secondary students: development, implementation, and student feedback
(Colorado State University. Libraries, 2016) Gentry, Abigail Rose, author; Pilgrim, Mary, advisor; Shipman, Patrick, committee member; Gloeckner, Gene, committee member
Mathematics teachers are often challenged by their students to give reasoning for why learning mathematics is necessary. An approach to address this question is to show students the value in learning mathematics by enlightening them on the connections that mathematics has with other disciplines and the real-world applications of mathematics. Integration is a method of teaching that can be used to give students insight as to how mathematics is useful in a variety of different fields. In addition to engaging students with relevant curriculum, leading students to discover the connections between mathematics and science (among other fields) is helpful in showing students why learning mathematics is valuable. This thesis reports on my experiences in developing and implementing an integrated mathematics/science activity in a STEM Technology class at a local high school as well as discusses student feedback about the activity, about their interdisciplinary STEM Technology class, and about the integration of mathematics and science in the classroom.
Open Access
Case study of performance management techniques: voices of managers and employees
(Colorado State University. Libraries, 2016) Colorosa, Sara R., author; Makela, Carole J., advisor; Gloeckner, Gene, committee member; Dixon, Pamela, committee member; Grandin, Temple, committee member
This study used a case study design to identify performance management techniques that are useful when managing a diverse workplace, specifically when working with adults on the Autism Spectrum (AS). The case study provided employees and managers the opportunity to share their experiences and the information gained was used to inform others who seek career options that align with their skills, abilities, and interests. A historical literature review about the Autism Spectrum was conducted to identify what additional information is needed about the implications for having those on the AS in the workplace. In the literature, authors state that managers should familiarize themselves with how employees on the AS think, as well as their behaviors, communication styles, and overall needs so that they can be supported. The literature review exhibited how the frequency of children being identified on the AS is changing. The AS styles of learning were explored and the primary preferred styles of learning were identified to help inform managers who may be working with employees on the Spectrum. In the field of Human Resource Development (HRD), performance management is used to address learning and overall employee performance. The literature review included three models to inform the purpose and foundation of this study. These models demonstrate how employees directly impact organizational performance and success. Managers should identify employee performance problems and solutions as related to job design, rewards, expectations, and links to organizational goals. This can be accomplished through a performance management technique known as feedback. Feedback can be provided through formal evaluations and appraisals and day-to-day interactions. Through the use of feedback, managers and employees can ensure that their expectations are in sync and identify training needs. It is critical that managers provide specific feedback about employee job expectations and performance outcomes so employees can learn and clearly understand what is being communicated. Additionally, as the literature states, managers should be aware of their employees’ diverse communication and learning styles to ensure information is shared appropriately. A case study analyzed Blue Star Recyclers (BSR), a company that recycles electronics while providing employment for individuals with disabilities (including Autism) while investigating performance management techniques useful when managing a diverse workplace. Interviews, observations, and documents were reviewed to gain insight into BSR management practices and how they affect BSR Management and Techs (employees). Structured and semi-structured interviews were conducted with Managers (n = 6) and Techs (n = 4). Interview responses were transcribed and participants were allowed the opportunity to review them and provide feedback. Observational data were collected about the interactions between the Techs and Management to determine how they communicated with each other, as well as behaviors of their employees, and workplace environment. Documents were reviewed to gain information about business practices related to the employee application process, job descriptions, business models, and historical information about BSR. Using a thematic analysis, interviews, observations, and documents were studied in Nvivo for recruiting, on-boarding (first day orientation), communication, feedback, nature of work, performance standards, and success as related to the research questions. The findings were derived from the Managers’ focus on goals and metrics established by the organization, not on behaviors of the Techs. These goals and metrics are established to ensure job creation, organizational success, employee retention, and management of employee performance. BSR uses nontraditional interviews, such as tours, to assess and match the skills of individuals to a job. When working with individuals with diverse styles of learning, BSR knows that they must train Techs over a longer period of time, up to thirty days. BSR monitors performance through daily goals that may indicate performance issues of individual Techs and the need for additional assistance. Managers and Techs both stated they have fun at BSR, while focusing on organizational and individual goals. BSR has created an environment that empowers individuals at all levels to be successful and perform to their strengths, thus meeting the mission of the organization.
Open Access
Characterizing medical and nursing student communication using verbal listening behaviors and closed loops in simulated health care delivery
(Colorado State University. Libraries, 2015) Rosser, Paul M., author; Makela, Carole, advisor; Barley, Gwyn, committee member; Gloeckner, Gene, committee member; Maynard, Travis, committee member
Few issues are more unsettling than the persistent threats to patient safety from medical errors; communication failure among providers is among the leading causes for medical errors (The Joint Commission, 2012). Significant reduction of medical errors is constrained by a lack of understanding for the causes of communication failure; the bulk of knowledge about communication failure is known after such failures result in medical errors. The problem addressed in this dissertation is the lack of tools to study provider-provider communication in progress. The study included here aims to demonstrate one means by which provider-provider communication can be successfully characterized. Few studies of provider-provider communication during care delivery have been conducted. Some understanding of information exchanges has been provided from studies by communication and listening scholars in health care and in other fields where precise communication is essential. However researchers lack the ability to recognize the specific components in an information exchange between two or more providers that indicate communication has succeeded or failed. These conditions leave new studies without testable theories and offer no reasonable basis for hypotheses about communication failure. This study employed an exploratory inquiry strategy and leveraged verbal listening behaviors in closed loop communication (CLC) to identify characteristics of communication. Observations were conducted of medical (MD) and nursing (RN) student teams managing Emergency Medicine (EM) simulations. Observers accessed the videotaped EM encounters at the Center for Advancing Professional Excellence (CAPE) at the University of Colorado Denver's Anschutz Medical Campus (UC/AMC). Students' verbal listening behaviors were used to characterize their exchanges of information; CLC provided a framework to identify and position the listening behaviors in exchanges of information. This study had three goals, which were revised based on learning gained from the study. 1. To identify specific steps in provider-provider exchanges of information where communication succeeds and fails--is revised to--To characterize the exchanges of information among the MD and RN student teams during simulated care delivery. 2. To describe the characteristics of communication sufficiently to assess outcomes of communication loops not being closed--is deleted as data gathered did not support this goal and the goal was determined to exceed the scope of the study. 3. To recommend hypotheses to study to inform providers' communication curriculum, professional development, and subsequent research--The exploration and data supported this goal and it was retained. Hypotheses for future studies are detailed. Competencies and decision-making: Hypothesis One. There is a negative correlation between students' demonstration of specific communication competencies and specific clinical decision-making competencies in the same simulation of care delivery. Researchers should consider study participants' level of communication education and/or practice experience when deciding the type and number of competencies to be evaluated in the study. Level of communication skill and competencies: Hypothesis Two. There is no relationship between IP teams whose members are closely matched with respect to their level of acquired communication skill and their ability to demonstrate communication competencies. The data suggests that researchers should minimize disparities among study participants' education and/or practice experience. Nonverbal behaviors: Hypothesis Three. There is no relationship between nonverbal behaviors and the ability to more thoroughly identify the contributing factors for successful and unsuccessful communication. This study and the literature make a case for nonverbal behaviors to supplement, expand, and give clues to underlying issues in the associated verbal behaviors. Hypothesis Four. There is no relationship between increasing acuity of the care delivery encounter and the number of information exchanges that end in closed loops. Provider-provider observational studies demonstrate as acuity of the condition being treated increases participants' listening behaviors increase and, in some cases, communication competency declines. Educators and providers need precise understandings of communication failure to confidently advise changes to curriculum and practice and produce the health professions work force to deliver that care.
Open Access
Colorado's preschool to postsecondary education alignment act: a qualitative approach exploring the policymaking process
(Colorado State University. Libraries, 2019) Koers, Greg, author; Cooner, Donna, advisor; Coke, Pamela, committee member; Frederiksen, Heidi, committee member; Gloeckner, Gene, committee member
Within the last 30 years, state initiated education policy reform sharply rose throughout the United States. Among the myriad of reforms, establishing increased collaboration between traditionally separated P12 and higher education systems assumed a prominent stage. In 2009, Colorado established its own version of alignment through Senate Bill 08-212, the Preschool to Postsecondary Education Alignment Act of 2008, commonly referenced as the ColoradoAchievement Plan for Kids (CAP4K). The passage of the bill was swift and demonstrated remarkably high bipartisanship. While policy analysis often analyzes areas of high conflict, there is also a need to understand how policy developed successfully in a collaborative environment. Facilitating this opportunity, the researcher used a qualitative methodology emphasizing three components. First, guided by narrative inquiry, the researcher conducted thematic analysis of interviews from Governor, Bill Ritter, his chief policy advisor, Matt Gianneschi, and an anonymous individual involved with the Colorado Department of Education. Second, using the Advocacy Coalition Framework's (ACF) theory on belief's and advocacycoalitions, the researcher applied the predesignated construct of secondary beliefs to the thematic analysis of education committee hearings. The final component addressed themes identified from the Colorado Department of Education (2009) regarding teachers' concerns on the implementation phase of CAP4K. The findings suggest one dominant advocacy coalition grew within Colorado's education policy subsystem. Additionally, evidence of secondary beliefs did not weaken coalition alignment. Finally, teachers' voices iterated the importance to be included in the decision-making process of implementation.
Open Access
Conflicting health-related scientific evidence in news reports: effects of presentation format and hedging on perceived issue uncertainty and source credibility
(Colorado State University. Libraries, 2016) Zhang, Hui, author; Long, Marilee, advisor; Anderson, Ashley, committee member; Gloeckner, Gene, committee member; Martey, Rosa Mikeal, committee member; Stallones, Lorann, committee member
This study examined the effects of two journalistic practices in reporting conflicting health-related scientific evidence on journalists’ and scientists’ credibility and whether the effects were mediated by perceived issue uncertainty. The two practices examined were presentation format and hedging. When conflicting findings are reported, journalists can use either a one-article format, using one story to report the conflict, or a two-article format, using two stories with each story representing one side of the conflict. When conflicting findings are reported, journalists can use hedging (e.g., reporting the limitations of scientific studies) to present the conflicting information. An online experiment was conducted to examine the two journalistic practices’ effects. Results include the following: 1) the one-article format was beneficial to journalists’ competence, but detrimental to scientists’ competence, as compared with the two-article format; 2) journalists’ and scientists’ credibility in the hedged news conditions did not differ from those in the non-hedged news conditions; and 3) perceived issue uncertainty did not mediate presentation format’s or hedging’s effects on journalists’ or scientists’ credibility. An exploratory follow-up mediation analysis found that perceived message believability mediated presentation format’s effects on journalists’ and scientists’ credibility. Theoretical, practical, and methodological implications are discussed.
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.
Open Access
Differences between male and female community college students in achievement and attitude on college remedial mathematics
(Colorado State University. Libraries, 2015) Hughes-Isley, Susan, author; Kuk, Linda, advisor; Gloeckner, Gene, committee member; Anderson, Sharon, committee member; Pilgrim, Mary, committee member
The purpose of this non-experimental quantitative research study is to explore sex differences between community college male and female students on mathematics achievement and attitudes toward remedial mathematics in a metropolitan community college setting in the Southeastern United States. Through comparative and associative statistics the results revealed the findings from four research questions. The research questions explored the relationship between sex differences in remedial mathematics achievement and students' attitudes towards mathematics. The study found there was a statistically significant difference between male and female students on remedial mathematic achievement. The research showed males were significantly different from females on Pre-college Algebra (p < .001). The means scores of the two groups indicated that the average male students scores were (M = 52.10) while the female students scores were significantly lower at (M = 41.11). The effect size was .6, which according to Cohen (1988) is medium or typical in this discipline. Therefore, community college male student participants performed higher than the females on mathematics achievement. Using Independent Samples t-test the results from this study supported previous studies regarding differences between male and female community college students' attitudes toward mathematics. The study showed males scored significantly higher on motivation and self-concept than females. Females scored significantly higher on anxiety than males (p < .001). Males scored higher than females on both enjoyment (p = .228) and value (p = .111) but the differences were not statistically significant. The means score on value for males was (M = 3.57) and (M = 3.32) for females. The effect size for both value .2 and enjoyment .3 was small or smaller than typical (Cohen, 1988). The results showed that the combination of sex and student’s attitudes (motivation, anxiety, value, enjoyment, and self-concept) can predict remedial mathematics achievement F(6, 147) = 8.80, p < .001. The effect size was large or larger than typical (Cohen, 1988). Using 2 x 2 Factorial ANOVA this study found that male and female students who passed/failed remedial mathematics did not interact differently in regards to their attitude toward mathematics (motivation, anxiety, value, enjoyment, self-concept). There was not a significant interaction between sex and mathematics achievement (pass/fail) on motivation (p = .429), anxiety (p = .165), value (p = .504), enjoyment (p = .177), and self-concept (p = .332). However, there was a statistically significant main effect between remedial mathematics (pass/fail) on all of the attitude variables motivation, anxiety, enjoyment, and self-concept (p < .001) except value (p = .411). So those who passed remedial mathematics had higher scores on motivation, enjoyment and self-concept, but lower scores than those who failed remedial mathematics on anxiety.
Open Access
E-service communications between organizations and customers: an analysis of the Schema Resonance Model
(Colorado State University. Libraries, 2015) Song, Xu, author; Christen, Cindy, advisor; Diffrient, Scott, committee member; Gloeckner, Gene, committee member; Hallahan, Kirk, committee member; Long, Marilee, committee member
To better understand how the one-to-one online communication between an organization representative and an individual customer is conducted and to improve the organization's e-service for customer's information inquiries, this dissertation research proposed a new organization-customer communication model—the Schema Resonance Model. Schema resonance is defined as the resonance between the schemas used by the customer in the sense-making process and the schemas used by the organization representative in the sense-producing process. Hypotheses and research questions were proposed to test whether schema resonance could benefit the organization-customer e-service and to examine whether there were differences based on gender or instant messaging experience when schema resonance took place. A post-test only 3 x 2 x 2 factorial between-subjects experimental/quasi-experimental design was used to test the proposed hypotheses and research questions. The three independent variables examined in the experiment were e-service condition (schema resonance, non-schema resonance, and failed schema resonance), gender (male and female), and instant messaging experience (low and high). A convenience sample of 423 college students participated in the experiment. Participants were randomly assigned to one of the three e-service conditions. A total of 409 participants completed the experimental session and took an online survey. A total of 389 survey entries were usable. Individuals in the schema-resonance e-service condition gained a similar amount of knowledge about the information provided in the communication and showed a similar intent to continue using the e-service as those in the non-schema-resonance e-service condition. Female participants in the schema-resonance e-service condition were more satisfied with the overall e-service, the communication approach used in the e-service, and the information provided in the e-service than were females in the non-schema-resonance e-service condition. Males in the schema-resonance and non-schema-resonance e-service conditions had similar levels of satisfaction with the overall e-service, communication approach, and information. In the schema-resonance e-service condition, compared to males, females were more satisfied with the overall e-service, communication approach, and information; and had greater intent to continue using the e-service. In the schema-resonance e-service condition, individuals who had high instant messaging experience showed more intent to continue using the e-service than individuals who had low instant messaging experience. For individuals who had low instant messaging experience, those in the schema-resonance e-service condition showed more satisfaction with the communication approach and more satisfaction with the information than those in non-schema-resonance e-service condition. Compared to individuals in the failed-schema-resonance e-service condition, individuals in the schema-resonance e-service condition showed more knowledge gain; were more satisfied with the overall e-service communication, communication approach, and information; and showed greater intent to continue using the e-service. The success of achieving schema resonance in the simulated organization-customer e-service communication indicated that it is possible to achieve schema resonance in the real-world e-service situation. It would be beneficial for an organization to achieve schema resonance in e-service communication to improve the efficiency of the communication and increase customer’s satisfaction with the e-service. To achieve schema resonance in e-service communication, the organization representative should use one reply to provide the requested information that the customer has requested and the additional information that the customer also plans to request. It is possible to apply the Schema Resonance Model to other types of organization-customer communication, such as face-to-face communication and telephone communication. The Schema Resonance Model proposes a theoretical framework which maps the representative's sense-making and sense-producing processes and the customer's sense-making process involved in the organization-customer communication, classifies two types of schemas (principle schema and adaptation schema) the representative may use in the sense-producing process to produce information for the customer, and suggests a new communication strategy—proactively providing additional information—that the organization representative can consider using in the organization-customer communication to respond to customer's information inquiries.
Open Access
Eating disorder behaviors, strength of faith, and values in late adolescents and emerging adults: an exploration of associations
(Colorado State University. Libraries, 2012) King, Stephanie L., author; Timpson, William, advisor; Le, Thao, advisor; Gloeckner, Gene, committee member; Bundy-Fazioli, Kim, committee member
Adolescents entering college are often affected by eating disorders and during this transition to emerging adulthood, individuals begin to establish personal values and beliefs, which makes this population interesting when studying Eating Disorders, values, and faith. This research project seeks to examine the association among strength of religious faith, explicit and implicit value endorsements (openness, conservation, power, and benevolence), and eating disorder behaviors in adolescents and emerging adults. By exploring these factors, research may identify risk or protective factors relating to eating disorder behaviors, values, and faith. The 99 participants (76 female) were enrolled in PSY100 at Colorado State University; they completed a survey, which included the Schwartz Values Inventory (SVI) to measure explicit values, the Santa Clara Strength of Religious Faith Questionnaire (SCSORFQ), and the Eating Attitudes Test-26 (EAT-26). Implicit Association Tests (IATs) were also administered to measure implicit values. While no significant findings relating to the implicit data were found, a significant, negative correlation between the explicit endorsement of conformity (a sub-value of conservation) and eating disorder behaviors existed. Explicit endorsements of power or self-enhancement, as well as achievement, were positively associated with eating disorder behaviors. A qualitative question elicited participants' reflections on specific teachings and messages about food, body, and eating. Participants identified several sources of teaching and messages about food, body, and eating; these messages fell into four categories: parents, religion, culture, and religion. Overall, participants agreed with the messages presented from these sources, with the exception of media. Participants frequently disagreed with the messages presented by media, but their responses indicated that they continue to conform to the ideals of media.
Open Access
Effects of social networks on the wellbeing of formerly homeless adults in supportive housing: a mixed-method case study
(Colorado State University. Libraries, 2018) Addo, Reuben, author; Buchan, Victoria, advisor; Gloeckner, Gene, committee member; Unnithan, Prabha, committee member; Yuma, Paula, committee member
Although a number of studies have investigated the social networks of homeless individuals, very few studies have investigated social networks of formerly homeless individuals in supportive housing programs. How social networks influence the wellbeing of adults in supportive housing programs is limited in the literature. This study explored the nature of social networks and the effects of social networks on psychological wellbeing of formerly homeless adults in a supportive housing program. A mixed-method embedded-design case study was utilized for this study, combining both quantitative and qualitative methods. Quantitative methods were predominant, with qualitative data used to compliment the quantitative strand. Data from (N = 80) formerly homeless adults were collected to examine the effects of social networks on psychological wellbeing. A subset of (n = 20) participants were selected to explore the nature of social networks prior to entering a supportive housing program. Analyses included descriptive statistics, exploratory factor analysis, multiple regressions, and conditional process modeling. Results indicate social network variables differed by demographic and situational characteristics. Network size and emotional closeness, for example, varied by gender. Participants with lower perceived social support also tended to have lower psychological wellbeing. Perceived social support mediated the relationship between social network structure and psychological wellbeing. Qualitative results suggest participants restricted their social interactions while they were homeless. Their experiences prior to entering homelessness and during homelessness shaped the structure of their social interactions. Based on the results of this study, I recommend that supportive housing programs include initial assessments of social networks, especially supportive networks, in order for social support interventions to be incorporated in case management plans for participants with low perceived social support. Qualitative results suggest homeless interventions may include assisting homeless individuals to develop positive social support networks.
Open Access
Enacted responsiveness and responsiveness as a disposition: leveraging and valuing student thinking
(Colorado State University. Libraries, 2019) Gehrtz, Jessica R., author; Hagman, Jess E., advisor; Byerley, Cameron, committee member; Mueller, Jennifer, committee member; Gloeckner, Gene, committee member; Speer, Natasha, committee member
Over the past few decades there has been increased attention on instructional practices that incorporate and build on student thinking. To effectively implement these practices, it is essential for an instructor to demonstrate responsiveness to student thinking. Although important, responsiveness is not well-understood at the post-secondary level. In this three-paper dissertation, I first use a thematic analysis to analyze twenty-nine articles that discuss constructs related to responsiveness to student thinking from within the K-16 science and mathematics education literature. Results from this analysis shed light on a distinction between responsiveness as a disposition and enacted responsiveness, which is articulated in the definition for responsiveness to student thinking that I propose. To better understand instructional practices that interact with and impact instructor responsiveness, in the second paper I analyze results from an instructional practices survey that was distributed to college calculus instructors at twelve institutions. Results from quantitative analyses highlight categorizations of instructional practice that relate to responsive practices, indicating that responsiveness can occur in both student-oriented and instructor-oriented classes. In the third paper, I investigate instructor responsiveness to student thinking as a disposition (that guides action) and responsiveness to student thinking as an action (the enacted evidence of the underlying disposition), drawing on interview data from eight college calculus instructors. A thematic analysis of the task-based interviews indicated that instructors who exhibited a responsive disposition to their students' thinking enact this through eliciting student thinking, reflecting on student thinking, and responding to student thinking. Further, these instructors view themselves as decision-makers, and thus feel empowered to act on their responsive disposition. The results from this dissertation have implications for researchers interested in teacher growth and professional development providers.
Open Access
Equine-assisted activities and therapies for children with autism spectrum disorders
(Colorado State University. Libraries, 2018) Peters, B. Caitlin, author; Wood, Wendy, advisor; Bundy, Anita, committee member; Hepburn, Susan, committee member; Gloeckner, Gene, committee member
Objective: The purpose of this dissertation is to systematically map, and then advance, the state of scientific and theoretical development of equine-assisted activities and therapies (EAATs) for children with autism spectrum disorders (ASD). Method: This dissertation is composed of two studies. The first study was a systematic mapping review of peer-reviewed literature relevant to EAATs for children with ASD. In conjunction with my research team, I gathered peer-reviewed literature pertaining to EAATs for children with ASD, and extracted information from each paper about scientific methods, participants, interventions, theory, and outcomes. Guided by the results of the first study, the second study was a mixed-method investigation of occupational therapy in an equine environment (OTee). The quantitative strand consisted of a multiple-baseline single-case experimental design, investigating the efficacy of OTee on occupational performance, behavior, and social functioning of eight children with ASD. The qualitative strand adopted a generic qualitative research approach; I conducted interviews with two occupational therapists, aimed at elucidating the theoretical rationale guiding OTee for children with ASD. Results: In the systematic mapping review, five types of equine-assisted activities were identified across 25 studies, with reported improvements in behavior, social interaction, and communication. Four types of equine-assisted therapies were identified across eight studies, with reported improvements in motor control and self-care. Different approaches to therapeutic riding and hippotherapy, the most studied interventions, were evident. Theoretical linkages among change mechanisms, intervention designs incorporating horses, and outcomes were rare. Explanatory formal theories and possible change mechanisms were more prevalent. Guided by findings, we propose that a) equine movement, manipulated by a therapist, challenges and improves postural control, and that an equine-assisted activity or therapy can, b) promote engagement, a platform for social development, and c) provide structured support for social interaction and positively reinforce communication. While promising, these three nascent theoretical frameworks merit further critique, testing and refinement. In study 2, children with ASD who received 10 weeks of OTee demonstrated improvements in individualized occupational performance goals, social communication, and social motivation. Some, but not all, participants also demonstrated a decrease in hyperactive and irritable behaviors. Children did not demonstrate significant changes in social cognition, social awareness, or restricted and repetitive behaviors. Occupational therapists portrayed OTee as a holistic intervention that provides children with opportunities to learn and practice a variety of skills within a motivating context where children are purposefully engaged in equine-related occupations. Derived from interview data, a concept map of therapists' clinical reasoning delineates hypothesized mechanisms of change, including the role of the horse, that lead to improvements in the following outcomes: a) cognitive skills, b) motor skills, c) attention and engagement during therapy, d) social interaction, e) communication, f) behavior, and g) safety. Qualitative results elucidated specific mechanisms and intervention components that may have led to improved occupational performance, behavior, and social functioning in the quantitative strand. Conclusion: Peer-reviewed literature pertaining to EAATs for children with ASD is in early stages of scientific and theoretical development. Promising outcomes support continued investigation focused on conceptual development and testing of theoretical frameworks, standardization, appropriateness, and efficacy. One type of EAAT, OTee, is a highly individualized intervention that requires clinical reasoning to incorporate the unique affordances of the equine environment into individualized occupational therapy; when tailored to the individual needs of children with ASD, OTee may improve occupational performance, hyperactivity, irritability, social communication, and social motivation.
Open Access
Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities
(Colorado State University. Libraries, 2015) Waller, Brent, author; Strathe, Marlene, advisor; Gloeckner, Gene, committee member; Kuk, Linda, committee member; Tungate, Susan, committee member
The purpose of this mixed-methods, sequential, explanatory study was to investigate the differences regarding the status of mature-interpersonal-relationship (MIR) development in first-year engineering students who elected to live within residential learning communities (RLCs) when compared to the status of MIR development in those first-year engineering students who lived within a traditional residential environment at a science, technology, engineering, and math (STEM) institution. A survey of 582 first-year engineering students at a STEM institution yielded quantitative results. Then, to explore the initial results in more depth, a follow-up study using two separate focus groups was completed with purposefully selected respondents. The follow-up qualitative phase attempted to provide logical connections to the findings from the original quantitative phase, which showed that students who live within RLCs have experiences that provide those students with opportunities for MIRs. In the quantitative phase, statistically significant results were limited to a difference by gender. The quantitative and qualitative findings from the two phases of the study are discussed, with reference to prior research. Implications and recommendations are provided.
Open Access
Factors that influence leader identity development in college students
(Colorado State University. Libraries, 2016) Thompson, Sara E., author; Kuk, Linda, advisor; Berry, Joyce, committee member; Gloeckner, Gene, committee member; Riggio, Ron, committee member
In the present study, I explore the extent to which college students who take a leadership theory course experience a change in their leader identity. As a secondary area of focus, I also explore if students taking a leadership theory course experience changes in their self-perceptions on constructs such as motivation to lead, leadership self-efficacy, leader developmental efficacy, and attitudes and beliefs about leadership. Research has shown that one's self-concept as a leader or one's "leader identity" influences the leadership opportunities in which he or she chooses to participate (Day & Harrison, 2007). Studies have also shown that leader self-efficacy can influence a student's desire to engage in leadership activities (Dugan, Garland, Jacoby, & Gasiorski, 2008; McCormick & Tanguma, 2007). Leadership self-efficacy and systemic attitudes and beliefs increased over the course of semester-long leadership theory course; while data did not show changes in one's leader identity, motivation to lead, or leader developmental efficacy over the same period of time. Leadership self-efficacy and developmental self-efficacy combined predicted leader identity to the .08 significance level; however, these results should be interpreted with caution in that they only explained 4% of the variance. There were no differences by gender for pretest and posttest scores of students taking a leadership theory class. In addition, there was not a difference between the experimental and comparison group in part due to a small sample size.
Open Access
Faculty and student perspectives on the development of community college baccalaureate degrees in career, technical, and professional programs in rural Texas
(Colorado State University. Libraries, 2015) Fry, Ann Marshall, author; Kuk, Linda, advisor; Gloeckner, Gene, committee member; Anderson, Sharon, committee member; Clemons, Stephanie, committee member
Cohen and Brawer (2003) identified community colleges as critical to the process of educational democracy in the United States. Community colleges have been a model for change, facing numerous challenges over time. Both societal and institutional perspectives contribute to the rationale for the community college baccalaureate. However, perceptions about the Community College Baccalaureate vary across the college campus. This study explored the perspectives of faculty, administrators, and student respondents from three community colleges in a rural area of Texas toward the development of baccalaureate programs at the community college level. The intent was to establish an initial framework for community colleges to follow in order to determine if the pursuit of community college baccalaureate degrees within their CTE and professional programs might be warranted. Few studies have explored the lack of higher degree opportunities for Career and Technical Education (CTE) and professional programs as a reason for failure to transfer or complete a degree. Many career and technical professions are requiring education beyond associate degrees for entry-level positions, and many are looking for bachelor degree graduates with technical skills. It could be that the time has come for the development of baccalaureate programs at the community college level, especially for CTE and professional programs. This study was approached from a pragmatic perspective and utilized primarily quantitative methods, but incorporated open-ended questions at the end of each survey and a focus group to support the findings of the quantitative data. Factor analysis of two surveys (one for faculty/administrators, and one for students) determined three constructs: Student Access (to baccalaureate degrees), Workforce Needs, and Mission Expansion, also identified in other studies by Townsend and Bragg (2009), and Walker (2005), leading researchers in this area. Cronbach’s alphas were computed for the each of the three groups for both surveys. In the Faculty/administrator survey Student Access had a strong alpha score of α = .89, Workforce Needs α = .75 (moderate), and Mission Expansion α =.68 (marginally acceptable level). Reliability results for the Student Survey showed Cronbach’s Alpha was at an acceptable level of α = .825, but the next two factors had low reliability ratings (α = .41, α = .39) probably due to a low number of items as well as lower loading numbers. Results indicated that faculty were concerned with the logistics of developing baccalaureate programs at their institutions and that there would need to be a concerted effort across disciplines and throughout administrative levels in order to develop and provide for the sustainability of those programs. Several expressed concerns over existing and needed resources, as well as assurances of administrative support. Students were concerned with the availability of baccalaureate programs for their fields of study within a reasonable distance, and that the possibility of lower costs associated with ready access would affect their pursuit of education past an Associate’s degree. Both results were in agreement with existing literature (Bragg, 2001; Hoffman, 1998; Floyd, 2006; Floyd and Walker, 2009). Findings from this research study were significant in that they establish an interest by students and some faculty and administrators for baccalaureate development at the institutions participating in the study for selected Career and Technical and professional programs and an initial framework for program development. However, as supported by this study and existing literature, extensive conversations with local, area, and regional industry should be held to help determine which programs should be considered for development into 4-year programs. The structure of the degree itself should be explored and defined according to institutional and workforce needs. Faculty should be evaluated for not only their educational qualifications, but for their industry connections as well. Institutions should consider innovative delivery methods to help meet the needs for programs quality and flexibility for the non-traditional student. How the community college would address non-technical skills (critical thinking, workplace etiquette, job-seeking skills, etc.) should also be considered. Conversations should take place with nearby universities with graduate programs to ensure the ability of students who wish to go further would be accepted into those graduate programs (Grothe, 2009). Community colleges are a model for change, facing numerous challenges over time. Perhaps it is time to look more seriously at the opportunities offered through development of baccalaureate degrees at the community college level in selected CTE and professional programs.