Mountain Scholar :: Browsing by Author "Hall, Bruce, committee member"

Browsing by Author "Hall, Bruce, committee member"

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Open Access
An examiniation of the relationship between perceived level of synergistic supervision received and key job performance indicators within midlevel student affairs administrators
(Colorado State University. Libraries, 2015) Morgan, Derek, author; Anderson, Sharon, advisor; McKelfresh, David, committee member; Saunders, Sue, committee member; Hall, Bruce, committee member
Midlevel administrators working at colleges and universities in the United States and holding membership in NASPA rated the degree to which they perceived their supervisor to exhibit behaviors. They also responded to questions regarding their self-concept and commitment to their supervisors. The relationship between perceived Synergistic Supervision and key performance indicators were examined and indicated that a significant positive correlation existed. Several demographic characteristics were also examined to identify if differences existed related to the perceived level of synergistic supervision received.
Open Access
Assessing the impact of the Academic Quality Improvement Project on the organizational climate of a comprehensive community college: a case study approach
(Colorado State University. Libraries, 2012) Tranby, Pamela A., author; Gray-Davies, Timothy, advisor; Banning, James, committee member; Hall, Bruce, committee member; Kuk, Linda, committee member
This phenomenological case study assesses the Riverland Community College faculty and staff current perceptions of organizational climate. It also examines the impact of the Academic Quality Improvement Program (AQIP) effort from 2002-2012. Employee perceptions were studied in two ways: (a) a longitudinal analysis (2002-2012) of an Institutional Climate Survey that was offered to all employees, and (b) personal interviews with seventeen of the employees: ten faculty and seven staff. Consistent interview questions were related to perceptions of current climate, discussions of related survey items from previous climate surveys (2002-2012), and perceptions of AQIP during the same ten-year period. Results from the qualitative and quantitative data analysis indicated radically different staff and faculty subclimates, as well as concerns related to organizational structure, administration, decision-making, communication, planning, and budget. Internal restructuring and reorganizations were problematic. AQIP efforts were not as relevant as concerns about climate and organizational structure, as AQIP does not seem have been influential in altering climate. The essence of the phenomenon for this case study was the bifurcated sense of climate at Riverland Community College. Two distinct subclimates were defined in this study: a toxic, fearful, and demoralizing environment experienced by some staff, including workplace bullying, and a non-threatening, supportive, and positive environment experienced by most faculty. There were many distinctive differences noted between the staff and faculty subclimates regarding climate perceptions, perspectives on organizational structure and its players, and AQIP.
Open Access
Board member perceptions of board effectiveness in public community colleges: an interpretative phenomenological analysis
(Colorado State University. Libraries, 2015) Davis, Gwendelyn Finch, author; Anderson, Sharon K., advisor; Hall, Bruce, committee member; Hegeman, Diane, committee member; Quick, Don, committee member
Many organizations have a governing board in place to assist in monitoring high level policy decisions and establishing organizational direction and goals. Studies have examined board members of different types of higher education institutions; however, the perceptions of public community college board members related to board effectiveness has not been studied. The current qualitative study, drawing upon Interpretative Phenomenological Analysis (IPA), addresses this gap in the literature by researching the lived experiences of seven public community college board members with two or more years of service related to board effectiveness in one western state. The findings resulted in four superordinate themes: personal development and engagement, board engagement, college commitment and engagement, and community engagement. Board effectiveness is demonstrated when board members are personally committed to fostering an environment that promotes and values board member development through participation in orientation program and ongoing board education. Board member development also promotes an understanding of the board's role and works to alleviate unhealthy personal or political agendas an individual may bring with them to the board. Participants highlighted the importance of building relationships with other board members and the CEO. By working together as a team, the board and CEO can focus on the college's mission and establishing the future direction for the college. Board effectiveness is also demonstrated through being involved in college activities and events and by ensuring the college is establishing board policies that ensure consistency in the board's operations for planning and decision making purposes. Community colleges have more of a local focus as compared to other organizations where effectiveness studies have been conducted. The findings of the current study deviated from previous board effectiveness studies independent, private colleges in the importance of the CEO's relationship with the board. The findings also diverged from the studies on public university board effectiveness related to community connections, with community colleges having a need for more of a local focus versus public universities needing to build stronger connection with state government. Effective community college boards embrace their responsibility to represent the community's interests in the college and to strengthening relationships with the public they serve. A common term throughout the findings of the current study is "engagement" with an emphasis on being actively involved in all aspects of boardsmanship. Effective board members are engaged in being oriented, educated, and developed as a board member, in working together as a team and with the CEO, in establishing and maintaining the college's mission and future direction, and in connecting with the communities and citizens served.
Open Access
Clozapine and clubhouse treatment model and vocational outcomes of adults with schizophrenia
(Colorado State University. Libraries, 1998) Beckel, Dennis N., author; Banning, James H., advisor; Feller, Richard, committee member; Anderson, Sharon K., committee member; Hall, Bruce, committee member
This quasi-experimental study of the vocational outcomes of persons with schizophrenia who participated in both of two different psychosocial treatment models and one of two different psychopharmacological treatments. Vocational outcomes of clients requesting vocational rehabilitation services and participating in clubhouse model programs were compared with vocational outcomes of clients requesting vocational rehabilitation services and participating in traditional day treatment programs. Vocational outcomes of clients taking clozapine were compared with those taking other psychotropic medications. Combined effects of the psychosocial treatments and the psychopharmacological treatments was also examined. Included in this study were 150 clients with schizophrenia, all of whom participated in a cooperative vocational program of the Colorado Rehabilitation Services and the Colorado Division of Mental Health from 7/1/94 to 7/1/96. Successful employment outcomes for these clients were defined as sixty days of continuous employment, or "Status 26". Clients with schizophrenia who participated in a clubhouse model had significantly higher employment rates than those participating in a traditional day treatment model. Clients with schizophrenia taking clozapine had significantly higher employment rates than those taking other medications. Clients with schizophrenia participating in a clubhouse and taking clozapine did not have significantly higher employment rates than those only participating in clubhouse or those only taking clozapine. However, for those clients taking clozapine only, participating in a clubhouse only or both, had significantly higher employment rates than clients under neither condition. Four secondary results involving all participants with all diagnoses (n=439) were provided for future research: a) persons with major mental illness who participated in a clubhouse program had 16.9% better employment outcomes than participants in a day treatment program; b) males and females with major mental illness had equal employment outcomes, whether participating in a clubhouse or day treatment; c) no employment outcome differences occurred between the Denver metropolitan area's and other large cities' day treatment programs, but significantly better employment outcomes were observed in the metro Denver clubhouses than in the other large cities' clubhouses; d) employment data for 1994-1995 and 1995-1996 for all diagnoses showed that 11.4% more clients were successfully employed in the first year of the study than the second.
Open Access
Community college as a lifesong or swansong for the underrepresented population: a holistic critical theory perspective
(Colorado State University. Libraries, 2011) Wolfe, David Leland, author; Davies, Timothy Gray, 1942-, advisor; Banning, James H., advisor; Hall, Bruce, committee member; Awasu, Wilson, committee member
Holistic critical theory seeks to explicate class, ethnicity, and gender issues. This perspective will be used to explore justice and inequities that face the underrepresented population at All Peoples Community College, a fictitious college. The underrepresented population in this community college context included: the poor; first-generation; those who experienced the foster-care system; Asian-, African-, and Native American; and Hispanic students; and finally welfare-mother students with children and is referred to as the Other. Holistic critical theory not only includes the rational values of Critical Theory, but also a the values of spirituality, and interculturalism. Spirituality has a significant influence in the discourse in adult learning theories and higher education and is define secularly (non-religiously) with three components: To know oneself; To develop an ethic of care; and to know the Other. Interculturalism is defined by Deardorff's (2005) work using intercultural experts to define intercultural competence. She found 44 key elements concentrating primarily on communication and behaviors of a person functioning in an intercultural context. Nussbaum (1997) used the term interculturalism to extend the principals of diversity and multiculturalism. She defined interculturalism as a comparative searching that recognizes the common human needs across cultures and of dissonance and critical dialogue within cultures. I extend this a bit to allow the possibility to be transformed by culturally different Others. Interculturalism is transformative and is accomplished by having profound conversations, which imply deep listening, seeking profound understanding, and encouraging internal and potentially external changes based upon new knowledge.
Open Access
Educational experiences: voices of incarcerated male youth
(Colorado State University. Libraries, 2016) Singleton, Everett B., author; Davies, Timothy, advisor; Makela, Carole, committee member; Quick, Don, committee member; Hall, Bruce, committee member
Youth who experience academic failure are at a greater risk for evolvement in delinquency. Their perceptions regarding educational experiences could reveal some of their challenges or barriers to academic achievement. The purpose of this research project was to understand how incarcerated male youth perceive their educational experiences, and to understand the prevailing themes and commonalities in their stories. A phenomenological approach was used to describe the participants' educational and lived experiences. One all male juvenile correctional facility in a Southern state was selected for this case study research. The structure is designed to contain youth who have committed at least three or more felonies and remanded by the courts for treatment. Fifteen incarcerated youth, aged 18, were interviewed and provided knowledge and insight into the research questions. Each was assigned pseudonyms to preserve anonymity. Interviews were conducted face to face, recorded, and then transcribed. The themes that emerged from the interviews include: (1) conflicted interpersonal relationships; (2) educational disconnect; and (3) personal demons, all of which impacted their academic journey. Participants were also asked about their earliest educational outlook, as well as their future outlook, as it relates to short- and long-term goals. Their individual and collective responses painted a picture of the factors that led to their academic challenges, criminal behavior and incarceration. Results for this study indicated that some incarcerated youth make meaning of their educational experiences through a series of complex events, changes and circumstances occurring in their school and personal lives. Some of these relationships were positive iii connections that supported and propelled them forward, while conflicting relationships were damaging and often exposed them to unhealthy environments, substance abuse and criminal elements. Although their experiences varied, it was clear that failure was an ongoing occurrence throughout their academic journey. While for some, the educational disconnect was internal to the school environment; for others, disruptions in their home lives interfered with their ability to maintain regular attendance and remain focused on their studies. Issues with suspensions, expulsion, truancy, retention, academic failure, school violence, poverty and parental neglect seemed pervasive throughout their stories; and some shared feelings of inferiority due to their current academic shortcomings. Participants revealed personal demons that were defined as dark moments in their lives and had a direct or indirect impact on their academic journey. These were traumatic events, unforeseen and unexpected circumstances occurring in their family, school and community lives. They shared information regarding their earliest educational outlook, which for some seemed positive and provided an opportunity to grow academically and personally, while others experienced adversity and negative outcomes early on.
Open Access
Emotional leadership: a phenomenological examination of emotions for Leadership Academy alumni
(Colorado State University. Libraries, 2014) Longhurst, Terri, author; Davies, Timothy, advisor; Kuk, Linda, committee member; Anderson, Sharon, committee member; Hall, Bruce, committee member
The act of leadership impacts leaders. With the increased acceptance of emotion, specifically emotional intelligence, in the workplace leaders interact and encounter more emotions than ever before. The purpose of this phenomenological study was to better understand how leaders, who have completed a State Leadership Academy, describe and interpret their emotion as leaders in their professional role. The emotional experiences of ten (10) Academy alumni were explored. Data were collected through individual in-depth, open ended interviews. Data were analyzed by using the major phenomenological research processes of Epoche, transcendental-phenomenological reduction, and imaginative variation. Three themes emerged from the data (a) sacrifice, (b) service, and (c) state. For participants, sacrifice was part of their role; making decisions is challenging, nonetheless they saw the peace and joy in this aspect of leadership. Participants were committed to serving their clients through hard work, being humble, and practicing reflection. Last, the participants were passionate about their organizations, communities, the Academy and the state. This study provided a glimpse into the emotional experiences of the participants; showed that participants have emotional experiences; and it showed that they do not always have a method to process these emotions. For many of the participants, the Academy provided that method of processing. Continuing to study the emotional experiences for deeper understanding on the impact will help expand the emotional lexicon of leaders and of leadership.
Open Access
Experiences of a merger: the perspective of mid-level administrators in merged Kansas community and technical colleges
(Colorado State University. Libraries, 2011) Ohman, Jessica, author; Anderson, Sharon, advisor; Banning, James, committee member; Kuk, Linda, committee member; Hall, Bruce, committee member
This study was conducted to better understand the phenomenology of mid-level administrators employed at Kansas community or technical colleges/schools who experienced the merger process. An interpretative phenomenological analysis was used to examine individual life experiences. Eight mid-level administrators were interviewed for this study. The findings from this research confirm merger literature stressing the importance of leadership, communication, culture, collaboration and integration and how these factors impact the mid-level administrators' throughout the merger.
Open Access
Independent validation of the Core Food Security Module with Asians and Pacific Islanders
(Colorado State University. Libraries, 1999) Derrickson, Joda P., author; Jennifer Anderson, advisor; Auld, Garry, committee member; Banning, Jim, committee member; Hall, Bruce, committee member
An independent validation of the national household food security measure-the Core Food Security Module (CFSM) and its categorical algorithm-was conducted with Asians and Pacific Islanders in Hawai’i. Research was conducted in three parts: 1) a qualitative study (n=61). 2) a pilot stability study (n=61), and 3) a study replicating methods used to develop the CFSM (n=1664). Caucasians, Hawaiians and part-Hawaiians, Filipinos and Samoans residing in Hawai’i comprised the ethnic groups of focus. Findings: • Confirmed the face validity of the CFSM with Asians and Pacific Islanders in Hawai’i. • Indicated "balanced meals" was most often perceived as a meal with "meat, starch and a vegetable"; • Indicated the CFSM yields valid and reliable scale measures among Asians and Pacific Islanders in Hawai'i, except possibly with American Samoans (n=23). • Suggest weak credibility, validity and stability of the CFSM categorical algorithm: 27% of 111 households identified as food secure with one or more affirmative reply responded affirmatively to "unable to eat balanced meals"; 50% of 64 households classified as experiencing moderate hunger responded affirmatively to "respondent hungry"; and only 62% were consistently classified in the same category over time. • A ''face valid" algorithm-in which one affirmative response is classified as "at risk of hunger" and those who responded affirmatively to Q10 or to the child hunger question (Q14) were classified as such, regardless of other responses, was a preferred algorithm. Compared to the national algorithm, this algorithm resulted in: a lower percentage classified as food secure (85% vs. 78%); a greater percentage who were classified consistently as food insecure without hunger over time (57% vs. 80%); improved face and concurrent validity. • In general, progressively deteriorating food security status as experienced in Hawai'i resulted in concurrent decreased vegetable intake, and increased reliance on Saimin and resource augmentation behaviors. Prudence must be utilized when extending findings to ethnic groups not studied. Findings warrant further investigation of a shorter household food security measure and reassessment of the CSFM categorical algorithm.
Open Access
Interpretative phenomenological analysis: exploring the formative experiences of community college students enrolled in remedial courses
(Colorado State University. Libraries, 2015) Lannan, Kathleen, author; Anderson, Sharon K., advisor; Cumming, John, committee member; Frederiksen, Heidi, committee member; Hall, Bruce, committee member
Remedial Education has been a polarizing topic in education for many years, as there is often debate about who is responsible for the large number of students that require remedial services as well as the best manner in which to support these students. Despite the continuing interest in the topic, few studies have focused specifically on the students and their experiences in these programs. In order to gain a better understanding of these experiences, a qualitative phenomenological study, using Interpretative Phenomenological Analysis, was conducted in order to answer the following research question and three sub-questions: What are the lived experiences of students enrolled in remedial education at community college? 1) How do students who are enrolled in remedial education at the community college describe their educational journey? 2) How were students prepared for post-secondary education prior to enrollment in remedial education? 3) How do students see themselves as succeeding in post-secondary education? Four participants took part in the study by partaking in semi-structured interviews to explore their lived experiences in remedial education at the community college. An in depth analysis of the data, utilizing IPA, revealed issues of marginalization through labeling, manipulation of the education system, and a desire to belong. The results of the study suggest that remedial education students often deal with issues that are far more complex than skill acquisition alone, and supports literature that highlights the importance of accountability measures for K-12 education, as well as the value of non-cognitive skills, and how labels can affect students. This study offers a unique student perspective into remedial education, presents the opportunity for future research that continues to explore remedial experiences, and supports research that includes student perspectives and validates student experiences.
Open Access
Kansas community and technical colleges safety and security directors preparation for campus active shooters: a thematic analysis study
(Colorado State University. Libraries, 2018) Gillum, Danny, author; Gloeckner, Gene, advisor; Kuk, Linda, committee member; Quick, Don, committee member; Hall, Bruce, committee member
The concern over firearms violence and active shooters on campus is unfortunately not a new concept. The violence with firearms on higher education campuses continues killing and injuring student's faculty and staff (International Association of Campus Law Enforcement Administrators, 2008). Even with the continuation and at times escalation of these active shooter events on campuses the focus of enhancing the campus security and training falls on the shoulders of the campus safety and security directors and the administration of the institutions. The Kansas Legislature passed a law in 2013 allowing conceal carry on college campuses. In 2006, the Kansas Legislature passed a law requiring conceal carry training for all Kansas citizens; however, in 2013, the Kansas Legislature passed the constitutional carry law where no one aged 21 or older needs training, they can simply carry a concealed weapon (Kansas Legislature, 2013). The purpose of this qualitative thematic analysis study was to explore the experiences, attitudes, and understandings of campus safety and security directors concerning their preparedness for active shooters at Kansas community and technical colleges. Qualitative thematic analysis approach was selected for this study from Gibson and Brown (2009). In accordance with the analysis of interpretative phenomenological approach patterns, trends and themes that emerged from safety and security directors' responses. These responses were drawn from in-depth detailed interviews from individual safety and security director's experiences, attitudes and understandings of the participants. The analysis of the data presented four super ordinate themes and thirteen subthemes. The themes ranged from training officers and personnel in general to state mandated training so that all campuses would have the same training. The four themes are as follows: Extensive Concerns Raised Regarding Kansas Conceal Carry and Constitutional Carry, The Need to Improve Essential Training for All Campus Personnel, The Training Challenge: Dealing with Limitations, and Best Practices for Campus Security and Active Shooter Prevention, Access to training through the Kansas Law Enforcement Training Center is the most common request. Safety and Security Directors have concerns over allowing conceal carry on college campuses and preparing for the ripple effect across campus with classrooms and interaction with personnel on the campus. Campuses must adopt a proactive stance by creating student organizations to address concerns or create a sounding board for students. Enhanced capabilities to protect students, faculty, staff or community anonymity to enhance the information flow throughout campus. Campus safety and security departments must be visible as a deterrent to an active shooter and an integral part of any campus. Campus safety and security directors must take initiative, but more importantly, they must be allowed to enhance their officers' training opportunities. Rather than simply answering questions of "why and how something like this could happen," campus safety and security directors must educate their campuses as to active shooter situations: who to speak to, what to do if it happens, and where to go for assistance or give information.
Open Access
Knocking on the doors of opportunity: phenomenological study of how African American males have experienced their journey to the community college presidency
(Colorado State University. Libraries, 2010) Bugg, Elmer A., Jr., author; Davies, Timothy Gray, advisor; Banning, James, committee member; Lewis, Chance, committee member; Hall, Bruce, committee member
This qualitative study elicited key themes in an attempt to understand the nature and essence of the career advancement experiences of a select group of African American male community college presidents. Research was conducted through a “culturally sensitive” research design (Tillman, 2002) that contained four elements: culturally congruent research approach; culturally specific knowledge; culturally sensitive data interpretation; and culturally informed theory and practice. A criterion-based sampling was employed to select the five African American male participants to this study (Patton, 1990). These participants were either sitting or recently retired executives with titles consistent with the definition of “president” utilized for this study. Semistructured interviews were used to gather data and a holistic-content approach to data analysis (Lieblich, Tuval-Mashiach, and Zilher, 1998) was conducted. Research revealed culturally informed career advancement strategies used to by these participants to achieve the position of community college president and suggests strategies for overcoming career advancement obstacles facing future African American male administrators seeking a presidency in American community colleges. The researcher is hopeful that the findings presented here will encourage future researchers to take up scholarly dialogue and/or a discussion of best practices that might serve to address the career advancement challenges facing African American male administrators aspiring for a community college presidency. In particular, comparative research needs to be conducted to provide a more in-depth understanding of how the reported barriers faced by African American males in this study differ from those experienced by their majority counterparts and other underrepresented groups. This research will need to be undertaken soon before a substantial history of lived experiences of African American community college presidents is lost due to pending retirements.
Open Access
Lived experiences of students in the online learning environment as it relates to acts of academic dishonesty: a Western United States community college study
(Colorado State University. Libraries, 2014) Heiser, Eric A., author; Anderson, Sharon, advisor; Hall, Bruce, committee member; Kaiser, Leann, committee member; McKelfresh, David, committee member
Academic dishonesty has been an issue in education for many years (McCabe, 2001). As online education becomes more prevalent, the belief among faculty is that more acts of academic dishonesty are occurring in online courses rather than in face to face or on campus courses (Burke, 1997). However, little is known about how students understand and discuss acts of academic dishonesty in the online learning environment.
Open Access
Operationalizing successful strategic planning processes in a high performing community college
(Colorado State University. Libraries, 2019) Garstecki, Marcus, author; Jennings, Louise, advisor; Quick, Don, advisor; Walters, Jack, committee member; Hall, Bruce, committee member
This study assessed the effectiveness of the strategic planning processes in a high performing community college. Lake Area Technical Institute (LATI) in Watertown, South Dakota was identified as a high performing institution based on earning the 2017 Aspen Prize for Community College Excellence. The study utilized a qualitative, single site, case study to provide insight into the elements that led to a successful strategic planning process. The data collection included interviews with twenty-three employees including faculty, staff, and administration. A document analysis of relevant planning documents was conducted, as well as an observation of the college's strategic planning session, and observation of the institution's strategic planning and Aspen Prize related artifacts. The results of this study provide strategic planners insight into how a high performing institution created and successfully implemented a strategic plan. Four a priori codes, or main themes, were developed prior to the study to guide my research. These four themes included: employee perceptions of strategic planning, employee participation in the strategic planning process, implementing the strategic plan, and linking budgets and resources to support the strategic plan. Within these themes, findings suggest that the following factors contributed to successful planning efforts at LATI. Theme One indicated that an inclusive planning process that values employee engagement and a positive culture throughout the institution generated extensive support for the planning process. Theme Two indicated support for a cross-represented group of employees and external stakeholders in the process and most importantly, valuing the input received from those participants. The results from Theme Three indicated several steps that led to successful implementation: conducting an annual planning process, assigning responsibility to the initiatives that comprise the plan, utilizing committees or teams implement the initiatives, communicating the details of the strategic plan to the campus community through multiple methods, and regularly assessing the plan. Theme Four discusses the ongoing resource allocation process that occurs throughout the fiscal year that supports the strategic plan. The research also explored the impact of winning the Aspen Prize for Community College Excellence on the institution and how the Aspen process impacted the strategic planning process.
Open Access
Paul Mills Ireland III: portrait of a soldier
(Colorado State University. Libraries, 2013) Dolan, John P., author; Anderson, Sharon, advisor; Davies, Timothy, advisor; Hall, Bruce, committee member; Quick, Don, committee member
This dissertation explores the life and identity of Paul Mills Ireland, III. The qualitative study was conducted using the portraiture approach and was further developed by incorporating the holistic content approach of analysis in narrative research. This fifth generation soldier was the product of a strong military lineage, most of whom were senior military officers serving as career professionals. Despite early road blocks and personal struggles, Paul established his own military career and defined success on his own terms. A decorated Green Beret and Vietnam Veteran, Paul explored life, returned to his roots, and experienced struggles with his personal health, moral choices, and tragic loss. Regardless of his problems or the mistakes he made, Paul was almost universally loved and admired. He continued to serve his country, reaching the rank of Sergeant Major in the Army. With his health failing him, Paul refused to retire. In November, 2006, he died while on active duty.
Open Access
Perceptions of community college presidents: total quality management performance measures at their colleges
(Colorado State University. Libraries, 2009) Riccardi, Mark Timothy, author; Makela, Carole J., advisor; Venneberg, Donald L., advisor; Folkestad, James E., committee member; Hall, Bruce, committee member
Continuous Quality Improvement (CQI) measures such as Total Quality Management (TQM), Strategic Planning, Six Sigma, and the Balanced Scorecard are often met with skepticism among leaders of higher education. This study attempts to fill a gap in the literature regarding the study of relationships among specific variables, or building blocks, associated with TQM and their use within community colleges. Presidents at public, private, and tribal community colleges from every state and U.S. territory were surveyed to determine their perceptions regarding the presence of TQM performance measures at their college. These performance measures were building blocks of the variables under study. These independent variables were: (a) leadership, (b) continuous improvement, (c) employee fulfillment, (d) learning, (e) process management, (f) cooperation, and (g) customer focus. The dependent variables were: (a) product/service quality, (b) financial effectiveness, (c) operational efficiency, (d) public responsibility, (e) customer satisfaction, and (f) employee satisfaction. A total of 179 responses were received from the pilot and main studies and statistical analysis evaluated six hypotheses under study. The findings indicated that the presidents perceived at their colleges relationships existed between product/service quality and customer focus (H1), financial effectiveness and the other variables (H2), operational efficiency and continuous improvement (H3), public responsibility and the other variables (H4), customer satisfaction and employee fulfillment, cooperation, customer focus, and public responsibility (H5), and between employee satisfaction and the other variables (H6). This study adds to the field of research by allowing CQI practitioners to focus on those TQM variables that support each other. Implications for future study include the evaluation of leadership during a CQI process, how accepting or resistant individuals are to change, and an exploration of how integral TQM may be within institutions, whether identified or labeled as such.
Open Access
Select Illinois community college elected trustees' perspectives on how prepared they are to serve their term of office
(Colorado State University. Libraries, 2012) Winfree, Terri L., author; Kuk, Linda, advisor; Davies, Timothy, committee member; Banning, James, committee member; Hall, Bruce, committee member
Community college trustees are officials entrusted by the public to oversee the resources and property of community colleges; the board of trustees is seen as the link between the institution and the community they serve. Trustees make decisions that affect every aspect of an institution; therefore the accountability of these individuals at the local and state level is a high priority. The purpose of this study was to explore how prepared Illinois community college trustees are for their role as an elected official. The study explored trustees' understanding of their college's mission and culture, and the principles that shape higher education. An emphasis was placed on their responsibilities related to public trust and the interests of their constituencies. And finally, the study explored whether trustees feel their past experiences have prepared them, and if professional development will assist them, in their role as a trustee. Findings indicated that when a person decides to run for the office of a community college trustee many do not realize the magnitude of the commitment they are making. Stewardship was important and engagement, at the appropriate level, was also very important. Trustees should make strong ethical commitments to their organizations, their constituents, their values, and to the work of leadership. While doing so they should also understand the difference between the role of a trustee and the role of college administrators. There is the need for internal orientations so trustees have an understanding of how different departments of a college operate and are funded. Trustees agreed that organized professional development activities are a true value and trustees would benefit with participation. Many licensed professionals are required to participate in continuing education, and while trustees are not licensed professionals, they are entrusted to make decisions that affect stakeholders financially, personally, and professionally.
Open Access
Service learning as civic pedagogy: a narrative inquiry exploring the community college student experience
(Colorado State University. Libraries, 2012) Robinder, Keith E., author; Davies, Timothy, advisor; Hall, Bruce, committee member; Kuk, Linda, committee member; Santos Laanan, Frankie, committee member
In Democracy and Education, Dewey (1916) proposed that a primary role of higher education should be to renew and strengthen students' commitment to active civic life. More recently Campus Compact, a consortium of college and university presidents committed to community service, challenged higher education to "re-examine its public purposes and its commitments to the democratic ideal... to become engaged, through actions and teaching, with its communities" (National Campus Compact, 2007, p. 2). Many authors have called for higher education to renew the democratic mission of higher education (Colby, Ehrlich, Beaumont & Stephens, 2003; Franco, 2005; Hodge, Lewis, Kramer & Hughes, 2001). Community colleges were founded to bring the ideals associated with democratic purposes of higher education to a more inclusive, locally defined community (Cohen & Brawer, 2008). Service learning has been identified as an effective teaching strategy to achieve the goal of civic engagement for community college students (Prentice & Robinson, 2007; Prentice, 2011). The purpose of this narrative inquiry was to explore the stories of how community college students experience academic service learning. Seven students who completed academic service learning assignments at a comprehensive community college shared their personal stories, service learning experiences, and reflections on their experiences. The content and context of the students' narratives were analyzed to explore the connections between participating in service learning and developing a commitment to active citizenship and leadership for the common good. Holistic content analysis of the narrative data created rich and compelling stories. The students' stories demonstrated that service learning is a transformational educational practice that engages students fully in the educational process and validates their lived experiences. Service learning involves students in meaningful, empowering experiences that build their capacity to lead productive and purposeful lives. By providing educational opportunities that empower and transform students, community colleges build cultural capital, increase human potential in local communities and promote the civic habits of an inclusive, democratic society that Dewey envisioned. My findings and analyses reveal that service learning is an effective civic pedagogy, particularly when instructors utilize rigorous reflection assignments that challenge students to consider their roles beyond the classroom as citizens and leaders. The student's stories also illuminate the impact of the open access mission on both students and communities, and exemplify the power that community colleges have to transform the lives of students.
Open Access
Someone who looks like me
(Colorado State University. Libraries, 2005) Toppin, Ayn K., author; Yust, Dave, 1939-, advisor; Coronel, Patricia D., committee member; Hall, Bruce, committee member; Lehene, Marius, committee member
Thematically, my paintings reflect the life long struggle of coming to terms with self-identity. The process of creating art enables me to navigate the complexities of identity while examining the connection this has to our emotional behavior. I use the figure as a tool to explore the space between self-actualization and self-presentation. Dualities, their balance and imbalance, make up the majority of the questions I address in my work. The primary examples are self/other, emotional/corporeal, private/public, sameness/difference, and reality/performance. I'm interested in challenging societal conditioning which teaches to disguise homosexuality and emotional expression, and question how this conflict constructs our self-identity and self-worth. My emotive response to these issues is the driving force behind my work. This thesis is a visual journey through the obscurity of existence, a search for a sense of recognition within oneself.
Open Access
Sustained partnerships: the establishment and development of meaningful student-faculty relationships
(Colorado State University. Libraries, 2012) Urso, David J., author; Davies, Timothy Gray, advisor; Banning, James, committee member; Hall, Bruce, committee member; Kuk, Linda, committee member
This phenomenological study was designed to explore the one-on-one connections between successful students and the faculty members with whom a meaningful relationship was fostered. The specific focus was on the establishment, development, and reciprocity within the context of the relationships. By comparing the students' experiences to their expectations coming into college, the study pinpointed specific ways that faculty member interventions encouraged relationship development. The defining themes from the student stories were commits time, connects to college, creates culture, challenges performance, and consistently cares. Collectively, these five themes intertwined to provide a framework for the experience. Further synthesis showed student expectations for the relationship ranged from utilizing the faculty member as a guide, an expert, a friend, or an educator. Analysis of the themes and textural-structural synthesis led to the emergence of the essence of the phenomenon, sustained partnership. The concept of a sustained partnership encompasses the goals that the student and the faculty member were investing in change and driving towards success together. The essence continues with the idea that the relationship was based on a symbiotic component in which both parties are looking out for one another.