Browsing by Author "Gloeckner, Gene W., advisor"
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Item Open Access Critical thinking skills in college students in Mexico: a mixed methods approach(Colorado State University. Libraries, 2019) Parra Pérez, Lizeth G., author; Gloeckner, Gene W., advisor; Valdés Cuervo, Angel A., committee member; Birmingham, Daniel, committee member; Buchan, Victoria, committee memberMexico recently adopted Critical Thinking Skills (CTS) as one of its primary goals in higher education. From now on, institutions are required by Mexican legislation to foster CTS in college students. This condition has brought concerns among scholars and practitioners, who still debate about the meaning of CTS, regarding to the way to bridge this legislation to actual CTS. Mainly, due to the lack of empirical research studying the factors leading Mexican college students to develop CTS. This Mixed Methods study analyzed student-related variables (gender, age, GPA, parental education, enrollment status, and degree aspirations) that may be influential factors predicting CTS in college students, according to the current body of literature conducted in other populations. It also studied the effect of academic engagement and the association with critical thinking skills due to its emerging relevance in higher education literature. Moreover, it explored student perception regarding the academic experiences they had in college to better understanding of how perceptions may have contributed to developing CTS over college experience. Statistical analyses indicated only GPA and parental education as effective predictors of CTS in college student in Mexico. These variables were able to explain only 9% of the variance of the CTS. The qualitative analysis suggests low academic rigor, teacher-centered teaching, and teaching absence in classes are constraining CTS gains in college students.Item Open Access Effects of writing to learn in pre-calculus mathematics on achievement and affective outcomes for students in a community college setting: a mixed methods approach(Colorado State University. Libraries, 2011) Ray Parsons, Michelle, author; Gloeckner, Gene W., advisor; Kennedy, Paul A., advisor; Banning, James H., committee member; Aragon, Antonette, committee memberThe intent of this study was to explore an intervention, Writing to Learn, within a college level mathematics course and examine how Writing to Learn Mathematics as an assessment tool in Trigonometry relates to overall achievement and self-reflection with respect to learning mathematics. The purpose of this study was to provide empirical evidence and determine the effect such an intervention had on undergraduate students' academic achievement as well as their mathematic conceptual growth and metacognitive growth. This study employed a mixed method approach using a qualitative study design element with emphasis on template analysis and was supported with inferential statistics from a cross-over study design implemented in a concurrent and parallel format. The quantitative portion of the study examined differences in students' exam scores for the portion of the course where students experienced Writing to Learn Mathematics versus the portion of the course where students did not experienced Writing to Learn Mathematics to determine if writing had an effect on students' performance on exams. While the results from the quantitative portion of the study were not statistically significant, effect sizes indicated a small effect. Paralleling the quantitative phase, the qualitative portion of the study utilized an approach referred to as Template Analysis to reveal the nature of students' individual metacognitive functioning and changes that occurred during the course of this study as students utilized various writing activities which engaged students in individual reflective writing as part of the course. The initial, a priori, codes were modify, expanded, and revised to reveal three themes focused on metacognitive transformations: changes as a learner, reflections and writing, and value of writing. While there were inconsistencies between results due to different methodological approaches in data collection, information that may otherwise have been overlooked was available. The integration of results revealed many students made significant changes in approaches to learning and also made deep and meaningful conceptual connections as a result of Writing to Learn Mathematics. It also was apparent writing in mathematics and about mathematics encouraged students to reflect on what they were learning and facilitated meaningful connections about content and themselves as learners.Item Open Access Employee commitment to the organization: a comparative quantitative exploration of employees based on role and primary work location at multi-campus community colleges(Colorado State University. Libraries, 2018) McKeever, Matthew Timothy, author; Gloeckner, Gene W., advisor; Anderson, Sharon K., committee member; Greene, David, committee member; Lynham, Susan A., committee memberThis comparative quantitative study explored differences in and predictors of adjunct instructors, administrators, and faculty's affective, continuance, and normative commitment to multi-campus community colleges. Extraneous independent factors included time worked at the college, highest level of education, and age. Attribute independent factors included employee type, and primary work location. Two main constructs that acted as the dependent factors in the research questions were Meyer and Allen's (1991) Three Component Model of Employees Commitment to the Organization and the employees' perception of college leaders' practices of collaboration, communication and empowerment. Research question one explored the relationship between college employment factors (employee type and primary work location) and the employees' commitment to the organization. Factorial ANOVA findings determined there were no significant interaction between the effects of employees' primary work location and employee type on the employees' affective, continuance or normative commitment to the organization. Main effects were found to be significant across adjunct instructors and administrator employee types with administrators' affective commitment to the organization being higher. Research question two explored the relationship between college employment factors (employee type and primary work location) and the employees' perception of college leader's practices of collaboration, communication, and empowerment. Factorial ANOVA findings determined there were no significant interactions or main effects between primary work location and employee type on the employees' perception of college leaders' collaboration, communication or empowerment. Research question three attempted to understand if college employment factors (employee type and primary work location) and employees' perception of college leaders' practices (collaboration, communication and empowerment) were predictors additive to demographic factors (age, time worked at the college, and highest level of education) of employees' commitment to the organization. Multiple linear regression was computed for each of the three components of commitment considering college employment factors and perception of college leaders' practices. (A) Employees' perception of college leaders' practices (β = .69), adjunct instructor employee type (β = -.19), and age (β = .13) contributed significantly to the employees' affective commitment to the organization; (B) The group of factors did not significantly contribute to the employees' continuance commitment to the organization (C) Employees' perception of college leaders' practices (β = .49), and time worked at college (β = .16) contributed significantly to the employees' normative commitment to the organization. Significant findings included differences in the employees' affective commitment to the organization between adjunct instructors and administrator employee types; and the employees' perception of leaders' practices of collaboration, communication, and empowerment were the strongest predictors of employees' affective and normative commitment to the organization.Item Open Access Examining the relationship between participation in youth leadership development and leadership styles of undergraduate college student leaders(Colorado State University. Libraries, 2019) Serjoie, Ara, author; Kuk, Linda, advisor; Gloeckner, Gene W., advisor; Wolgemuth, Jennifer, committee member; Albert, Lumina, committee memberTo view the abstract, please see the full text of the document.Item Open Access Field experience in science for fifth grade students--a mixed methods study of learning environments(Colorado State University. Libraries, 2009) Patterson, Barbara E., author; Gloeckner, Gene W., advisor; Kennedy, Paul A., advisorThe purpose of this research is to compare students' perceptions of the learning environment in a traditional science classroom and a field study classroom. This mixed methods study used a sequential explanatory design. Phase one was the quantitative phase using two survey tools. A modified version of the "What is happening in this Classroom Survey" (WIHIC) (Fraser et al., 1996) and the "Test of Science Related Attitudes" (TOSRA) (Fraser, 1982) was administered to 60 fifth grade students from one school. Data was then disaggregated by socioeconomic class and ethnicity. Results from Phase one showed that students prefer the classroom for investigation and prefer the field environment for enjoyment of science. Differences in ethnicity and class were small but Hispanic students prefer the field for investigation and equity. Students that are low socio-economic class rank cooperation in the field higher than the classroom and students that do not qualify for free or reduced lunch prefer the field environment for enjoyment of science. Finally, there are strong correlations for the variables of cooperation, investigation, equity and enjoyment of science in both the classroom and the field environment. Questions raised from the analysis of the survey data were further explored through qualitative data collection methods in phase two. Student responses to three questions were coded using template analysis to provide answers to the "how and why" field experience effects students' attitudes toward science. Three themes emerged from the coding of the results. These results showed that students are physically engaged, develop a sense of place and learn skills in the field that reinforce concepts learned in the classroom. This information will help teachers in developing quality and meaningful experiences for all students. "Closing the gaps among minority groups while improving achievement of all students constitutes the dual goals of education in the nation" (Lee et al., 2004, p. 827) and the incorporation of field experience for science education can meet this goal.Item Open Access Human resource development practitioners' perspectives on competencies: an application of american society for training and development (ASTD) workplace learning andpPerformance (WLP) competency model in Malaysia(Colorado State University. Libraries, 2012) Mohd Salleh, Kahirol, author; Gloeckner, Gene W., advisor; Timpson, William M., committee member; Venneberg, Donald L., committee member; Unnithan, N. Prabha, committee memberThe intent of this research was to identify Malaysian Human Resource Development (HRD) practitioners' perceptions of competencies needed by HRD practitioners in organizations. The research was based on the American Society for Training and Development (ASTD) models for Workplace Learning and Performance (WLP) (Rothwell, Sanders, & Soper, 1999). The purpose was to assess the perceptions of Malaysian HRD practitioners in organizations regarding the importance of competencies for human resource development in organizational contexts. This study employed quantitative, cross-sectional survey, and an existing ASTD competencies instrument. Organizations were chosen based on the Federation of Malaysian Manufacturer's (FMM) database. Data for this study were collected from 144 HRD practitioners from various organizations in Malaysia who successfully completed the web-based survey. Data were analyzed using descriptive statistics, Exploratory Factor Analysis, ANOVA, t-test, and Pearson correlation. The findings of the study indicated that the Malaysian HRD practitioners perceived certain competencies as currently important and others as important in the future for their organization. The results were supported by a number of statistical findings with medium to small effect sizes. By using exploratory factor analysis, this study revealed that the Malaysian HRD practitioners perceived only 25 of the 52 competency items to be important. The results from this study have implications for the ASTD competency model and provide evidence that the competencies needed by employees and in organizations are changing over time.Item Open Access Influence of the Expanded Food and Nutrition Education Program on the quality of life of its program participants and educators(Colorado State University. Libraries, 2018) Caylor, Natalia Infante, author; Gloeckner, Gene W., advisor; Basile, Vincent G., advisor; Baker, Susan S., committee member; Auld, Garry W., committee memberThe Expanded Food and Nutrition Education Program (EFNEP) funds are distributed to land grant universities in all states, US territories and the District of Columbia (USDA, 2013). It was established by the Smith-Lever Act of 1969 to help low income families, particularly those with children under 18, by teaching families how to stretch their dollars and plan healthy and inexpensive meals (Brink, 2000; Dollahite, Kenkel, & Thompson, 2008; Greer & Poling, 2001). EFNEP also provides ongoing empowerment through continuous training, staff development and improving job performance. Multiple studies have shown that EFNEP has a positive impact on the life of program participants. Some of the program impacts reported are related to physical activity, food safety practices and menu planning (Hibbs & Sandman, 2011; Rajgopal, Cox, Lambur, & Lewis, 2002). This multi-state research is the continuation of an exploratory quantitative study that assessed the use of the Quality of Life profile for adults from the Centre for Health Promotion of the University of Toronto. The methodology of the study conducted by Bauer (2009) consisted of pre, post and delayed questionnaire completed with EFNEP's paraprofessional educators and participants at three different times. The research was part of a Master's thesis (Bauer, 2009) and a manuscript was written by Auld, Baker, Bauer, Koszewski, Procter, & Steger (2013). Results helped in developing the themes and shaping the questions to be asked for the telephone interviews about the influence of EFNEP on the Quality of Life (QoL) of its educators (Phase I), and the focus groups with EFNEP participants (Phase II), discussed in detail in this dissertation. Phase I results were published in fall 2016 in the Journal of Nutrition Education and Behavior (Auld, Baker, Infante, Inglis-Widrick, Procter, Steger, and Yerxa, 2016). Phase II, a qualitative study, examined the influence EFNEP has on its program participants' Quality of Life (QoL) from four different populations: Blacks, Whites, Spanish-proficient Latin@ and English-proficient Latin@. The research into quality of life for Phase I consisted of multistate individual qualitative telephone interviews conducted with 28 EFNEP educators, 15 EFNEP supervisors and 15 agency representatives. Data collected from the telephone interviews were transcribed and analyzed using template analysis. Interviewees' transcripts were also analyzed inductively to determine the influence of EFNEP on the lives of its educators. Furthermore, the research into quality of life for Phase II consisted of focus groups, some in English and some in Spanish with EFNEP participants from different states and ethnic backgrounds. Data collected from the focus groups were transcribed, translated when needed and analyzed using template analysis. Transcripts from Phase II were also analyzed inductively to determine the influence of EFNEP on the quality of life of its program participants. A QoL construct from the University of Toronto (UoT) served as a priori starting point to review interviews about educators for Phase I, and focus groups with participants for Phase II. EFNEP influenced educators' QoL by helping them make positive changes in their lives, increasing their motivation or drive for improvement, increasing self-esteem, increasing self-confidence, positively impacting educators' families, and increasing educators' community status. In addition, EFNEP also influenced the QoL of its program participants by helping participants have healthier eating patterns, learn about food safety, be more physically active, be motivated to improve, be a good role model for their children and learn about and try new things. Results from this study support the view that EFNEP influences the QoL of its educators and program participants in many ways.Item Open Access Measuring teacher immediacy and communication competence on student achievement in calculus: a sequential explanatory mixed method design(Colorado State University. Libraries, 2012) Barclay, Allen C., author; Gloeckner, Gene W., advisor; Waite, Alina M., committee member; Timpson, William M., committee member; McGrew, John C., committee memberOn a national level, data indicate that about 40 percent of students in calculus courses finish with a grade of D or F, drop the course, or withdraw (Reinholz, 2009). This high failure rate has led to research studies investigating the teaching of calculus at the national level (House, 1995). Calculus courses have a history of high failure rates, low exam scores, and multiple course redesigns. This paper explored the relationship between teacher immediacy and communication competence from the student perspective on student achievement in calculus. Instead of focusing on course content, reform can come from revisions of the delivery method or instructor behaviors to improve student achievement. Previous studies focused on instructor behaviors and the motivation of teachers and efficacy (Gorrell, 1990; Schaller, 1993) from the instructor perspective. These studies lack student perspective. Calculus for Physical Scientists I at Colorado State University is currently in the process of reform (Klopfenstein, 2008). Past research (House, 1995; Reinholz, 2009; Pilgrim, 2010) has identified the need for reform. Research conducted to help students prepare, perform better, or understand concepts at a higher level, could be beneficial to the fields of Mathematics, Engineering, and Education. Overall, any research conducted to improve failure rates in calculus would be beneficial. Although, findings from this study did not show a statistically significant relationship between student achievement, teacher immediacy, and communication competence, the qualitative findings did show that students who were interviewed enjoyed learning tough concepts, such as calculus, from instructors who used these skills. By using a sequential explanatory design mixed methods study, student opinions expressed in the interviews and focus groups showed a desire for instructors to employ teacher immediacy and communication competence skills. Ruling out instructor behavior as a factor in explaining student achievement, including teacher immediacy and communication competence, may help direct future research to focus on competing theories.Item Open Access Perceived positive and negative effects of participation in student construction management competitions: a qualitative priority mixed methods study(Colorado State University. Libraries, 2012) Bigelow, Ben F., author; Gloeckner, Gene W., advisor; Glick, Scott A., advisor; Guggemos, Angela, committee member; Aragon, Antonette, committee memberIn the discipline of construction management (CM) student competitions are well thought of and have good construction industry support. Very little published research was found however addressing these competitions. This qualitative priority, mixed methods study collected qualitative data via interviews and quantitative data via surveys to learn what the perceived positive and negative effects of competition participation are, and what differences there might be between participants and non-participants in the competitions. The quantitative data from this study compared participants and non-participants in regard to starting salaries, GPA, and frequency of employment. However it did not produce statistically significant results in relation to any of these variables. Practical significance is however reported regarding the higher average starting salary of participants. Using a grounded theory research design, the study's qualitative data produced positive and negative effects of participation. The four negative effects that emerged in coding, are reported; expectations, resources, scoring methods, and time. Time was the most strongly supported of the negative effects and presents an interesting point in this study's findings because, time emerged as a negative effect and time management emerged as a positive effect of competition participation. This study was however, focused on the positive effects of competition participation. Eleven positive effects emerged; confidence, connecting all the dots, industry involvement leadership, motivation, presentation skills, problem solving, real world experience, teamwork, and time management. Following identification of these effects in open coding, construction industry involvement was identified as the central phenomenon connecting them in axial coding. The selective coding process then identified a cyclical pattern showing a connection between the positive effects, leadership and graduate key competencies, and construction industry involvement. The cycle tells the story of the phenomenon of student construction management competitions.Item Open Access Perception of African American male college students' satisfaction with academic advising services and their intent to remain enrolled in school(Colorado State University. Libraries, 2008) Thompson, Allen A., author; Gloeckner, Gene W., advisorThe purpose of this study was to examine how academic advising services impact African American male undergraduate college students' rate of retention and the students' level of satisfaction. The sample included 48 undergraduate African American male college students attending one of two public universities in Norfolk, VA: Norfolk State University or Old Dominion University. Participants in the research study completed the Academic Advising Inventory (AAI). Pearson correlation statistics determined relationships of students' satisfaction with academic advising and both the number of advising sessions attended and amount of time in sessions. Nonsignificant negative relationships were found. Independent t-tests found no difference in students' satisfaction with academic advising based on individual or group academic advising, class standing, or type of academic advising (prescriptive versus developmental) received. An additional Independent t-test found no difference in students' grade point average based on type of academic advising received. Two by two factorial ANOVAs examined relationships between students' satisfaction with academic advising with their experienced academic advising type, first generation designation, class standing, and whether or not they were advised alone or in a group. Results indicated students' satisfaction is unrelated to experienced academic advising type, first generation designation, class standing, and whether or not they were advised alone or in a group. Additional 2x2 factorial ANOVAs examined relationships between students' grade point average with experienced academic advising type, first generation designation, class standing, and whether or not they were advised alone or in a group. Results indicated students' grade point average was unrelated to experienced academic advising type, first generation designation, class standing, and whether or not they were advised alone or in a group. Multiple regression statistics examined students' satisfaction with academic advising. Results indicated no combination of variables studied: grade point average, academic advising type, class standing, first generation designation, and amount of time in sessions predicted students' satisfaction.Item Open Access Predictive factors associated with ethnic minorities' selection of college academic major: emphasis on mathematics and science selection(Colorado State University. Libraries, 2010) Mellion, Willie, author; Gloeckner, Gene W., advisor; Davies, Timothy G., advisor; Wilke, W. Lee, committee member; Morgan, George A., committee memberThe percentages of African American undergraduate students entering college continues to rise or remain consistent but, the number of African American students who choose to major in STEM related fields remains below that of Asian or White students. The review of literature reports that African American students displayed an initial interest in STEM fields but more often than not chooses college academic majors in non-STEM fields. This research study examined the factors that affect African American undergraduate students’ choice of college academic major (STEM versus Non-STEM). Multiple factors were examined to see if there were differences between students who choose to switch academic majors and those who do not. This study also examined if there are any predictive factors that lead students to choose STEM academic majors. The participants were Southern University Agricultural and Mechanical College, undergraduate students (N = 238) classified as juniors or seniors, enrolled in the spring semester 2008. An independent sample f-test did not reveal any statistically significant differences between students who switched majors versus students who did not switch majors on 13 factors that might influence a student’s choice of major. Two by two factorial ANOVAs revealed statistically significant results between gender on the variables desire to help others through research or practice, desire to teach, mathematics grades, science grades, and advance placement/gifted talented classes took in high school. Statistically significant results were found between major on desire to attend graduate school, desire to attend professional school, desire for a high salary, desire to help others through research or practice, job stability, opportunity for more scholarships, science perception, mathematics grades, and advanced placement/gifted talented classes took in high school. The interaction between gender and major yielded statistically significant results for interest in discipline or field, father’s education, and science grades. Discriminate analysis revealed that high school preparation contributed most in predicting choosing a STEM college major. A t-test revealed a statistically significant difference between students who took calculus, physics, and trigonometry and participated in a STEM club in high school with selection of a STEM major.Item Open Access "Riding high, riding low, no easy ride": a case study on students exploiting students in cooperative learning(Colorado State University. Libraries, 2010) Saunders, Sondra, author; Gloeckner, Gene W., advisor; Banning, James H., committee member; Quick, Don G., committee member; Coke, Pamela K., committee memberThis study analyzes the perspectives of post-secondary students’ exploitation in cooperative learning structured classes. The theoretical framework guiding this study examines student talk in and provides insight into how peer groups function and take advantage of others in cooperative learning situations. The purpose of this study addresses concerns about performance of group members’ use of free riding, kite-tailing, or piggybacking in cooperative learning. Effective strategies were introduced and presented from individual interviews that were tape recorded, transcribed, and content analyzed along with survey instruments, progress reports, student assessments and evaluations with 16 individuals beginning the study and 12 individuals completing the study. The results suggest that there is an increase in student accomplishment and student learning at a faster pace when cooperative learning is an integral part of group goals and individual accountability. Positive interdependence, face-to-face promotive interaction, individual and group accountability, interpersonal and small group skills, and group processing were evident in this case study. Dialoguing among members, learning the experiences and views of team members, developing friendships, respecting others’ ideas, sharing ideas, and implementing leadership skills were identified as essential elements in the success of a cooperative learning environment. Opportunities for allowing free riding, kite-tailing, or piggybacking were due to poor work management, poor monitoring, and poor evaluation of students’ performance in group work.Item Open Access Student participation and grade performance in an undergraduate online learning environment(Colorado State University. Libraries, 2012) V. KunhiMohamed, Balkeese Binti, author; Gloeckner, Gene W., advisor; Makela, Carole J., committee member; Timpson, William M., committee member; Cranston, Catherine L., committee memberThis study explored learning and teaching of online classes. Examining the relationship between undergraduate students' participation and their final grades in five selected courses in an online learning environment and exploring differences between the demographics characteristics of age, race, and gender to students' participation (total number of messages posted and total access) and grade performance were the important focus of the study. The population of this study was undergraduate students enrolled at Colorado State University-Global Campus (CSU-GC) in the years 2010 and 2011. Specifically, it was determined that the appropriate population for this study included all undergraduate students enrolled in one or more of the five core courses. This study took a quantitative, non-experimental approach to the collection and analysis of data. The study employed an associational research design (association questions) and between-groups or within subjects design (difference questions). Statistical analyses used were Spearman Rho correlation, Kruskal-Wallis tests and Mann-Whitney Utests. Students who posted more messages on the discussion forums tended to have higher course grades, rs(1,027) = .32, p = .001; there was a positive correlation between the variables, with a medium or typical effect size or correlation. The more a student accessed the discussion board over the eight weeks of the course the higher the final grade, rs (1,027) = .35, p = .001; thus r = .35 and the effect size was medium or typical. Age was positively correlated with total number of messages posted, rs(1,011) = .27, p = .001 and total access rs (1,011) = .27, p = .001; these are small effect sizes. The positive correlation between age and grade was rs (1,011) = .15, p = .001; this is a small effect size. As students' ages increased, they had a correlation with earning higher grades compared to younger students. Older students more frequently posted comments on discussion boards. There were no significant differences among the three race groups, White, Black or African American, and Asian on total number of messages posted, X2 (2, 842) = 2.09, p = .351; on total access, X2 (2, 842) = 1.57, p = .455; and on grade performance, X2 (2, 842) = 3.50, p = .174. There was a significant difference in the mean ranks of males (437.84) and females (505.85) on total number of messages posted, U = 95,552, p = .001, r = .12, a small effect size. Also, the 496 female students had a little higher mean ranks (493.37) than the 450 males (451.59) on Total Access, U = 101,742.5, p = .019, r = -.076, with a very small or smaller than typical effect size. There were no statistically differences in mean of males (485.37) and females (462.73) with respect to final grades, U = 106,257, p = .180, r = .044. Significant differences were found among the five core courses on total number of messages posted, X2 (2, 1029) = 96.76, p = .001; and on total access, X2 (2, 1029) = 104.23, p = .001. Yet, there was no significant difference between the five core courses on grade performance, X2 (2, 1029) = 4.05, p = .399. This study would benefit online institutions, online/distance instructors, decision makers at all levels of higher education, and online students. The implications for practices, barriers to e-learning, on-going support by government, limitations of the study, and recommendations for research were discussed.Item Open Access The role of frequency and cross-ability peer tutoring on student performance in a collegiate, developmental mathematics classroom(Colorado State University. Libraries, 2012) Dame, Nadine Filosi, author; Gloeckner, Gene W., advisor; Kennedy, Paul A., advisor; Kaminski, Karen, committee member; Chappell, Kelly, committee memberThis study examines the differences between spacing of instruction and the classroom involvement of a cross-ability peer tutor on mathematical achievement in a developmental mathematics course. Grounded in spacing effect theory, this study examines how variations in the frequency of instruction affect student learning. The study consists of two segments conducted sequentially, specifically a quantitative analysis that was further supported by a qualitative inquiry. Results of the strong quasi-experimental study show that the mathematical achievement of students whose class met once per week for two hours was significantly lower than those students whose class met for one hour, twice per week. Through the use of student panel interviews, an interview with the cross-ability peer tutor and another with the faculty member, the qualitative findings suggest that many students may prefer the convenience of condensed class schedules that minimize their time spent on campus. For students enrolled in a developmental mathematics program at the collegiate level, these condensed scheduling options, however, may sacrifice learning for convenience.Item Open Access Undergraduate college student's attitudes toward Native Americans and their Native studies course experiences: a critical mixed methods study(Colorado State University. Libraries, 2012) Brantmeier, Noorjehan Kelsey, author; Jennings, Louise B., advisor; Gloeckner, Gene W., advisor; Lynham, Susan A., committee member; Vernon, Irene, committee memberThis mixed method study seeks to understand the attitudes of predominately White or Euro-American students enrolled in a Native studies course as measured by the Political and Racial Attitudes Toward Native Americans (PRATNA) Scale and the Color-blind Racial Attitudes Scale (COBRAS). Quantitatively, the study seeks to understand attitudes toward Native Americans as measured by a newly adapted attitudinal scale and qualitatively the study seeks to understand student's experiences of taking a Native studies course and what they learn or unlearn through the process. The use of mixed research methods provides a more complex and nuanced understanding of student's attitudes and experiences in the course. Epistemologically, the study is grounded in a complementary fusion of critical/transformative/Indigenous paradigms which seeks to "express and illuminate some of the vexing issues" of our times, "transform systems of oppression" and serve the needs of Indigenous communities (Merriam, 1991; Mertens, 2010; Hart 2010). The study is also informed by Tribal Critical Race Theory (an offshoot of Critical Race Theory) and provides a valuable framework for understanding the role Native studies courses play in deconstructing dominant narratives regarding the lives, histories, and experiences of Native people. Currently, there is not an available measure that accounts for Native American's liminal status as both political and racial beings. Additionally, there are few studies that research predominately White student's attitudes toward Native Americans and their perceptions from an Indigenous perspective based on a review of the literature. The findings from the mixed method study suggest that quantitatively, there were statistically significant differences between undergraduate college student's pre and post-PRATNA scores (p =.001), between students who have taken Native studies courses in the past and those who have not (p =.028), and between students who have taken past cultural diversity courses and those who have not (p =0.47). The qualitative findings suggest that three overarching themes can be constructed around the experience and process of taking Native American studies courses: 1) Learning and Unlearning: Past, Present, and Future; 2) Awareness, Emotion, and Moving Toward Action; and 3) Locus of Change. Students seem to move through the themes as a continuum, or do not, based on personal and educational factors. The appropriateness of mixed methods was discussed to explicate the ways both quantitative and qualitative data strengthened this study, and allowed for nuances to be seen that would be neglected by the use of one method alone. Lastly, the emergent finding of students' experiences participating in distance focus groups was explored to understand the benefits and drawbacks of the method.