Browsing by Author "Knobloch, Katie, committee member"

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Open Access
Identifying values among stakeholders in Colorado school-based agricultural education
(Colorado State University. Libraries, 2025) Cable, Jonathan David, author; Enns, Kellie, advisor; Pritchett, James, committee member; Thilmany, Dawn, committee member; Baxter, Aryn, committee member; Knobloch, Katie, committee member
To better understand the relationships between shared community values and experiences in School-Based Agricultural Education (SBAE), a mixed-methods study was conducted on the core values of SBAE in Colorado identified by three stakeholder groups. To inform programmatic decisions from the state's Agriculture, Natural Resources and Energy Program and Colorado Team Ag Ed, this study highlights both the philosophical and practical applications of core values respective to SBAE stakeholder engagement in Colorado. Qualitative survey instruments were used across three sample groups to question community stakeholders, high school agriculture instructors, and state agricultural education leadership. Findings represent the values that stakeholders hold as most important in SBAE and the aligned activities that demonstrate these values. Arranged in three parts, this paper identifies values in relation to 1) stakeholder identification, 2) cooperative decision-making, and 3) educational motivation and autonomy. A pragmatic approach to implications throughout each part seeks to deliver an easily applicable strategy for stakeholder engagement—both for readers and the author. A discussion on the relationships between values, motivation, and other educational and organizational theories is included. While results and suggestions from this study are specific to Colorado's SBAE programs, they could serve as frameworks for informing further agricultural education research and SBAE methods in other states.
Open Access
Narrative listening to the narrative listeners
(Colorado State University. Libraries, 2025) Mitchell, Katherine Jane, author; Wolfgang, David, advisor; Jacobsen, Jaime, committee member; Knobloch, Katie, committee member
When we engage in narrative listening, the purposeful act of attending to another's story, we are ideally a part of an agreement that a co-construction of a person's understanding of their own narrative identity is underway (Bamberg & Georgakopoulou, 2008; McAdams, 2013). However, the act of narrative listening, as it is practiced in the world, is not simply to understand someone's story. From the doctor's office to a car share with a stranger, the possible aims might be to better serve, heal, align, and even debate, the teller. My research pursues how vocational listeners have infused this skill into their lives, why, and by what effect. In developing an understanding of narrative listening, I was part of a team that created a podcast series wherein the interviewer conducts a session with a person whose vocation depends on their narrative listening skills (healers, leaders, servers, etc.). For this thesis, I collected data from the seasons we recorded and conducted a reflexive textual analysis of the interview transcripts. This analysis focused on uncovering the patterns and nuances in how narrative listeners engage with stories across two vocations: healers and leaders. Key aspects of the analysis included identifying the different intentions behind listening—such as empathy, curiosity, and goal-oriented listening. By examining the methods and effects of narrative listening, this research enhances our understanding of how stories are received and co-constructed. Ultimately, the findings from this study support the grounded development of narrative listening theory, a framework that can be applied to improve communication practices across a wide range of fields.