Mountain Scholar :: Browsing by Author "Kuk, Linda, committee member"

Browsing by Author "Kuk, Linda, committee member"

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Open Access
A mixed-methods investigation of the college-going experiences of first-generation college students
(Colorado State University. Libraries, 2020) Holliday, Chrissy, author; Anderson, Sharon K., advisor; DeMirjyn, Maricela, committee member; McKelfresh, David, committee member; Kuk, Linda, committee member
College-going culture represents the development of college aspiration within individuals, and also the provision of guidance and support to prepare students for college application, enrollment, and success (Achinstein, Curry, & Ogawa, 2015; Corwin & Tierney, 2007). First- generation students are of particular research interest because they have lower college-going rates than their peers whose parents have degrees (Langenkamp & Shifrer, 2018), a reality that ultimately contributes to disparate educational outcomes with both individual and societal impacts (Serna & Woulfe, 2017; Trostel & Chase Smith, 2015). This mixed-methods case study provides greater insight into the college-going experiences of first-generation college students by answering the research question, "How did first-generation students attending an Hispanic-serving institution (HSI) experience the phenomenon of college-going culture in their high schools and communities?" The study also answered four secondary research questions: (a) "What similarities and differences exist among students graduating from high schools with different college-going cultures?"; (b) "What factors related to the theoretical frameworks selected for this study inform college-going culture for those students?"; (c) "How do those differences and informative factors converge and diverge by case profile?"; and (d) "What do the combined quantitative and qualitative data reveal about college-going culture that is not provided by one or the other alone?" Detailed analysis of survey and interview data provided insight into the student experiences and resulted in six assertions with practical implications for practitioners and future researchers.
Open Access
A narrative study of ethnically diverse American public school female superintendents
(Colorado State University. Libraries, 2012) Isaacs, Nelda L., author; Anderson, Sharon K., advisor; Banning, James, committee member; Kuk, Linda, committee member; Zimmerman, Toni, committee member
Historically, women, especially minority women, have been underrepresented in the American public school superintendence. Using a narrative inquiry approach, five ethnically diverse American public school female superintendents were interviewed to determine what life experiences led them to the public school superintendence, how they described their day-to-day experiences at this position, and what can be inferred from their narratives about how they would encourage, inform, and support other women seeking this position. The data garnered through the narratives identify family, personal expectations, professional experience, concepts of power and influence, and advocacy for students as contributing factors that led each woman to the public school superintendence. While each of the women could only present her unique story, there were similarities and differences among the women's lived experiences, and with the research literature, that included their career paths, career patterns, barriers, leadership style, and reasons for exiting the superintendence. The women’s day-to-day experiences indicated they were change agents who actively contributed both to the schools and the communities in which they served. Potential support for other women seeking this position emerged, including mentorships, spirituality, family support, and superintendent and board relationships.
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
Campus climate for diversity and its impact on sense of belonging
(Colorado State University. Libraries, 2017) Marquez, Angela, author; Aragon, Antonette, advisor; Anderson, Myron, committee member; Anderson, Sharon, committee member; Chavez, Ernest, committee member; Kuk, Linda, committee member
Intentional efforts toward recruitment and retention of diverse populations of students, faculty, and staff are essential for the evolution and development of higher education institutions. Progress relies on a commitment to diversity in all facets of the institution in order to embrace a population that continues to diversify. Through assessment and evaluation of current student populations, understanding the impact of this effort is realized through an evaluation of the environment. This study utilizes data previously gathered through a campus climate survey at one university. Guided by a Critical Race Quantitative Intersectionality (CRQI) Framework, a quantitative methodology and an intersectional data mining approach is performed. Analysis begins with demographic data disaggregated by race, and then separated by gender identity and first-generation status to investigate for differences between and within groups on an established Campus Climate for Diversity dimension and a Sense of Belonging dimension. The data are analyzed through ANOVAs, split-file ANOVAs, and Factorial ANOVAs. The results indicate statistical, significant differences between races on all measures of the Sense of Belonging dimension and differences within racial groups when analyzed at the intersection of gender identity. Last, through simple linear regression analysis, campus climate for diversity serves as a predictive variable to sense of belonging for students attending this university.
Open Access
Campus security director perceptions concerning the influence of concealed carry firearms on safety at Wyoming public community colleges: a phenomenological study
(Colorado State University. Libraries, 2014) Hosking, Jeff, author; Foley, Jeffrey M., advisor; Kuk, Linda, committee member; Strathe, Marlene I., committee member; Schaeffer, Steven Lewis, committee member
Firearm violence is occurring on America's higher education campuses killing not only students but faculty and employees as well (International Association of Campus Law Enforcement Administrators, 2008). Even in light of this bloodshed, there is little accurate information available about the role that firearms play in preventing or exacerbating campus violence (Miller, Hemenway, & Weschsler, 2002). Wyoming community college campus security directors are specifically given the authority to allow, or not, concealed firearms on their campuses by state law (Wyoming Senate, 2011). The purpose of this qualitative phenomenological study is to explore the perceptions, attitudes, and understandings of campus security directors concerning concealed carry firearms on their campuses. Using qualitative research methods, the study was conducted utilizing semi - structured interviews with the seven campus security directors for each of the Wyoming community college districts. Smith's (2012) interpretative phenomenological analysis qualitative method of inquiry guided the data analysis. In accordance with an interpretative phenomenological approach, data analysis was undertaken to examine for patterns, trends, and themes that emerged from the campus security directors' responses. The analysis used personal and in - depth detail derived from individual interviews to describe the perceptions, attitudes, and understandings of participants. Analysis of the data presented four super ordinate themes supported by fifteen subthemes. This research yielded information concerning the possession of concealed carry firearms at Wyoming community college districts. Findings indicated that the unrestricted carry of concealed firearms would likely harm the overall safety of Wyoming community colleges. However, if proper vetting and training of persons carrying concealed firearms were to occur, campuses may be safer. Wyoming community college districts were considered safe places pursuant to participant responses, and no concealed firearms had been used in any Wyoming community college district to commit a violent crime. Campus security directors stated that possession of firearms by a victim would not have prevented any violent campus crime. Campus security directors indicated that concealed carry firearms may be irrelevant to the safety of Wyoming community college districts. Rather it was the proactive stance and involvement of campus security officers that was important to campus firearm safety. The interview data yielded information and considerations for campus security directors, college administrators and all persons interested in firearm safety at Wyoming community colleges. This information may be used to assist in the crafting of sensible firearm policies at community colleges.
Open Access
Community college students' experiences of mental-health stigma: a phenomenological study
(Colorado State University. Libraries, 2015) Andrade, Angela, author; Anderson, Sharon K., advisor; Kuk, Linda, committee member; Miller, Lisa, committee member; MacQuiddy, Susan, committee member
Campus acts of violence, student suicide, and the relative increase in mental-health incidents among college students are several reasons that mental health is a pressing issue for higher education. Unfortunately, negative stigma surrounding mental-health issues impacts college students and their choices about seeking help. The purpose of this study was to explore the lived experiences of stigma for college students enrolled at a medium-sized public community college who self-identified with a mental-health issue. Research questions included the following: * How do students who self-identify with some mental-health issue experience stigma? * What kind of influence does stigma have on these students' willingness to seek help? * How do these students view others who a have mental-health problem in relation to stigma? * How do these students view themselves in relation to stigma? Results from two interviews with and responses to online prompts of six students indicated that they experienced social distance through being seen as outside of the social norm, hearing negative talk about mental health, being treated as fragile, and experiencing frequent bullying in high school. For these students, making the decision to seek help entailed navigating external pressure and internal denial. Students found support through connecting with others with mental-health struggles. Despite being seen as dangerous and facing stereotypes based on gender and diagnosis, all students in the study held a positive view of themselves and expressed compassion for others with mental-health problems. Results from the study confirm previous research and reveal emergent findings related to students' changes in beliefs in self-stigma and a hierarchy of stigma based on diagnosis. The study concludes with a discussion of implications for practice and future research.
Open Access
Continuing bonds in a virtual world: the use of Facebook in adolescent grief
(Colorado State University. Libraries, 2014) James, Libba, author; Kees, Nathalie, advisor; Banning, James, committee member; Kuk, Linda, committee member; McQuiddy, Susan, committee member
The purpose of this study was to gain a better understanding of the adolescent grief experience when it is being lived out through the online social media site, Facebook. The primary research question, "What is the grief experience like for adolescents who use Facebook for grief support by communicating with the deceased and with other grieving individuals?" guided the Interpretive Phenomenological Analysis. Eight high school students agreed to participate in this study. Each adolescent had experienced the death of a peer within the previous two years and acknowledged that they used Facebook as a means of support during their grief. Participants took part in two interview sessions with the researcher. The researcher used interpretive phenomenological analysis to interpret the data. After the final phase of analysis, five major themes emerged from the text: remembering the dead, not forgetting the dead, self-expression of grief, connecting with the living, and continuing bonds with the dead. These themes led to results that support the use of online social media in adolescent grief. Understanding the importance of this phenomenon is critical for any person who works as helping professional with adolescents. Because of the rapid developments occurring daily in technology and in online social media, future research possibilities could be endless.
Open Access
Dispelling domestic violence myths among graduate social work students
(Colorado State University. Libraries, 2014) Wootan Merkling, Ariel, author; Quijano, Louise, advisor; Orsi, Rebecca, committee member; Kuk, Linda, committee member
Numerous studies have found that graduate social work students are not adequately prepared to provide appropriate services and interventions for victims of domestic violence. Social Work graduate programs find themselves under intense pressure to provide quality education covering many topics in a relatively short amount of time. As a result, schools do not always offer semester length classes on domestic violence. This study seeks to fill a gap in the literature by studying the experiential learning activity In Her Shoes that is often used for community education in the context of graduate social work classes. Results suggest that providing time limited interventions on the topic of domestic violence has potential to reduce student acceptance of domestic violence myths. However, time limited interventions do not appear to be effective at increasing student sense of professional efficacy. Recommendations for additional research as well as increased curriculum content on the subject of domestic violence are also included.
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
Examining comprehensive internationalization at two state comprehensive universities (SCUs): a comparative case study of the internationalization process
(Colorado State University. Libraries, 2017) Griffin, Jermain, author; Jennings, Louise, advisor; Kuk, Linda, committee member; Wolgemuth, Jennifer, committee member; Mumme, Stephen, committee member
This study examines how state comprehensive universities (SCUs) made internationalization an institutional priority amidst competing interests. This study integrated the American Council on Education's Model for Comprehensive Internationalization (2012), organizational change theories including evolutionary and revolutionary change (Burke, 2014), and literature on SCUs (Fryar, 2015; Henderson, 2005, 2007) in a qualitative comparative case study design to understand how comprehensive internationalization can be achieved at an SCU. The research is presented in three manuscript chapters. The first manuscript chapter focuses on how campus advocates for internationalization understood the concept of comprehensive internationalization. Internationalization at both institutions was centered on the curriculum and co-curricular experiences, with less attention to other features of a comprehensive international model. This key finding corroborates past iterations of how internationalization is described in US higher education, raising questions about the ground support for broader efforts of internationalization at SCUs that encompasses other key features of comprehensive internationalization as outlined by leaders in the field, including the American Council on Education (ACE) Center for Internationalization and Global Engagement (CIGE) (2016). The second manuscript chapter explores how internationalization advocates characterized how internationalization occurred at their institutions and how it was working. Participants from both institutions attributed increased communication between colleagues, primarily among the faculty, but also with some staff divisions, as key to building momentum for internationalization at their institutions. Finally, the third chapter examines how SCUs managed comprehensive internationalization against other competing interests. Participants from both institutions shared different degrees of struggle with finances and public support for publicly-funded higher education among other competing interests.
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
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
Experiences of students with disabilities: factors that influence their withdrawal as baccalaureate degree seeking students
(Colorado State University. Libraries, 2012) Thompson-Ebanks, Valerie, author; Jennings, Louise, advisor; Valentine, Deborah, advisor; Bundy-Fazioli, Kim, committee member; Kuk, Linda, committee member
This study explored factors those students with invisible disabilities (SWIDs) associate with their voluntary withdrawal from a mid-western state land grant university (LGU) after completing 60 or more college credits. Social constuctivism, which assumes the existence of multiple realities shaped by individual experiences, is the philosophical framework that undergirds the methodology of the study, which is further framed from an ecological perspective. The ecological perspective provides a lens from which to understand the transactional context of the disability experience for SWIDs. In-depth, semi-structured interviews were used to gather data from the five participants, all former students with invisible disabilities. The data were coded and contrastive thematic analysis was conducted from an ecological perspective. The findings resulted in a dynamic model that captures the layered contexts of the ecological model and the dynamic interaction among the factors. For example, individual factors included: personal characteristics related to disability, feelings of adequacy, sense of belonging, and students' expectations and perceptions of the university and other environmental systems. Environmental factors included: family system expectations, university system expectations and requirements, and community systems expectations. The complex interconnectedness of a number of the factors is a central idea in many of the participant's experiences. The inter-related, dynamic nature of the factors is illustrated through descriptive case analyses of each participant's experiences. Implications of the research findings and recommendations for future studies are included.
Open Access
Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry
(Colorado State University. Libraries, 2019) Lorenzo, Lorisa, author; Anderson, Sharon K., advisor; Chesson, Craig, committee member; Haddock, Shelley, committee member; Kuk, Linda, committee member
Approximately 21% of female undergraduates and 7% of male undergraduates report being sexually assaulted while in college (Krebs et al., 2016). Student survivors of sexual violence experience negative impacts on their academic performance, which can result in a lower grade-point average (GPA) and a decision to leave the institution where the incident occurred (Baker et al., 2016). To gain a better understanding of the academic experience of college student survivors of sexual violence, the author conducted a qualitative phenomenological study using the descriptive phenomenological psychological method developed by Giorgi (Giorgi, 2009) to answer the following research question: "How do college student survivors of sexual violence describe their academic experiences following an incident of sexual violence?" Six currently enrolled undergraduate college students completed semistructured interviews to explore their lived academic experiences following an incident of sexual violence. In-depth analysis of the data revealed the following essential constituents of the academic experience of participants following the incident of sexual violence: negative emotional and mental health consequences, shame and self-blame, isolation from classmates and professors, impaired ability to focus on academic tasks, losing motivation and questioning academic goals, finding ways to cope, healing and reconnection, and academic identity as more than GPA. These essential constituents constitute the general structure of the academic experience of participants following an incident of sexual violence. Results of the study provide a deeper understanding the psychological mechanisms through which sexual violence negatively impacts the academic experience of college student survivors of sexual violence.
Open Access
Exploring the applicability and utility of a subject centered integrative learning model in fieldwork education
(Colorado State University. Libraries, 2016) Barth, Devin Celeste, author; Hooper, Barb, advisor; Wood, Wendy, committee member; Kuk, Linda, committee member
Fieldwork education is mandated by world’s standard for occupational therapy and comprises a significant portion of student education as they prepare to practice as occupational therapists. Currently fieldwork education is guided by professional reasoning and learning theories, but there are no occupational therapy-specific tools to support fieldwork educators in this endeavor. Due to the significance of fieldwork, it is vital that fieldwork educators have ample training and tools to ensure quality learning experiences. Currently, the materials that direct fieldwork education and the attention to occupation within fieldwork are both limited. Without materials that consistently relate educational experiences back to occupation, students may be ill prepared as occupation-based practitioners. This study introduced the Subject-Centered Integrative Learning Model for Occupational Therapy (SCIL-OT) as a tool to guide fieldwork educators on the centrality of occupation in education. The purpose of this study is to address how the concepts and principles of the SCIL-OT are reflected in teaching in fieldwork education; how occupational therapy fieldwork educators experience the concepts and transactions of the SCIL-OT; how the model leads fieldwork educators to design and employ occupation-centered learning experiences; the limits of SCIL-OT; and recommendations for its refinement. A theory building approach was coupled with basic qualitative research to evaluate the utility of the SCIL-OT in fieldwork education in hopes of developing occupation-centered educational practices. Purposive sampling was used to recruit six exemplar fieldwork educators who had supervised at least three Level II fieldwork students. Practice settings included hand therapy, inpatient psych, schools, acute care, home health, and outpatient pediatrics. Three 60-90 minute individual or group interviews were conducted to illuminate the applicability of the SCIL-OT in a variety of fieldwork education settings. Open-ended and follow-up questions were used to explore current fieldwork education and discuss how the SCIL-OT may be used to enhance this practice. In interview one, participants discussed current fieldwork education experiences. In interview two, researchers presented the SCIL-OT and collected the educators’ initial responses to the model. The final interview gave fieldwork educators the opportunity to discuss their experiences applying the SCIL-OT and offer suggestions for the model’s refinement. Data analysis occurred through coding and developing themes based on similarities of comments made within the text. Results of this study showed that the SCIL-OT prompted a change in language and served as a discussion tool to expand the understanding of topics, the knowledge community and the value of occupational therapy. When incorporating the SCIL-OT into fieldwork education, supervisors were more intentional about including occupation into learning experiences. After learning the SCIL-OT, there was a difference in the vernacular fieldwork educators used to describe practice and education. Additionally, there was a deliberate focus on occupation and how the connection back to occupation can enhance the learning experience for students. Application of the SCIL-OT in fieldwork education enhanced the fieldwork experience for both students and educators in three significant ways. First, the SCIL-OT broadened the conception of the knowledge community and reminded fieldwork educators to incorporate additional materials and individuals into the fieldwork education experience. Next, the SCIL-OT served as a reminder that occupation is the center of occupational therapy practice and should direct education. Finally, after fieldwork educators applied the SCIL-OT to their fieldwork education practices, personal values and pride in the practice of occupational therapy resurfaced, leading to enhanced practice and education that more closely represented the core values and mission of occupational therapy. This is the first model in occupational therapy education to support occupation-centered education in fieldwork education. It has power to convey the nature of occupational therapy’s distinctiveness and to strengthen the tie between curricula and practice for fieldwork students.
Open Access
Exploring the applicability and utility of the subect-centered integrative learning model in client and family education
(Colorado State University. Libraries, 2016) Zorn, Amanda Rachelle, author; Hooper, Barb, advisor; Wood, Wendy, committee member; Kuk, Linda, committee member
Client education is one of the primary intervention methods used by occupational therapists. However, existing models for client education within occupational therapy do not provide information on how practitioners can make the link between teaching interactions and occupation explicit for learners. The educational model proposed in this study, the Subject Centered Integrative Learning model for Occupational Therapy (SCIL-OT), can provide the connection between teaching interactions and client occupation by guiding the provision of information in an explicit and visual manner that represents occupation as the core of teaching. This study used a theory building design and basic qualitative research methods. Occupational therapists providing client education in everyday practice were taught the SCIL-OT and were asked to incorporate the model into client education. During a final interview, client educators reported on their experiences applying the model. All interviews were transcribed and coded based upon elements of the model and experience with the model in practice. Coded data were then analyzed for themes or common threads to provide further understanding of client educators’ experiences with applying the SCIL-OT in practice. After learning about the SCIL-OT, 1) language used by client educators shifted from implicit to explicit descriptions of the core subject of occupation in how teaching was described, and client educators became more intentional in making teaching links to connect the knowledge community and topics to client-centered occupations; 2) there was increased emphasis on building relationships within the knowledge community; and 3) client educators explained meaning was developed within teaching experiences when centering educational interactions on client-centered occupations. Despite these transitions, client educators expressed difficulty understanding the difference between the elements of topic and subject within the model which made it difficult to explain the dynamics of educational encounters in clear language. When reducing these findings down to the common threads, client educators expressed that the SCIL-OT incorporated meaning, stronger client-centered approaches, and increased engagement by clients and family members within teaching experiences. Although a client-centered approach is emphasized within the occupational therapy profession, participants explained the routines of day to day practice can overshadow the intention of connecting with clients and families during teaching interactions. The SCIL-OT acted as a visual aide, illustrating the components within educational experiences, thus reminding client educators to make intentional connections between the knowledge community, topics, and subject.
Open Access
Exploring the applicability and utility of the subject-centered integrative learning model in academic education
(Colorado State University. Libraries, 2016) Brown, Adelaide, author; Hooper, Barb, advisor; Wood, Wendy, committee member; Kuk, Linda, committee member
The purpose of this study was to explore the utility of the Subject-Centered Integrative Learning model (SCIL-OT) for occupational therapy educators when crafting occupation-centered learning experiences. The need for centering education on occupation, the core concept of occupational therapy, has been promoted by multiple scholars (e.g. Whiteford and Wilcock, 2001; Yerxa, 1998). However, occupation-centered education has not yet been fully operationalized. The SCIL-OT is a model created to assist educators in centralizing occupation in their teaching, but development has been primarily conceptual (Hooper 2006a; Hooper 2006b). Therefore, there is a need for empirical study of the SCIL-OT. This basic qualitative study used a theory building approach to confirm or disconfirm elements of the SCIL-OT. Seven graduate level educators participated and were interviewed two times. Audio from the interviews was transcribed and coded through the use of qualitative software. Initial codes were developed from the SCIL-OT elements, and were expanded based upon the data. Themes were developed based on patterns in the codes. Educators in the study used the model to adapt written assignments, practicals, and class discussion in a way in which was interpreted as being occupation-centered. The model was interpreted to be compatible with student-centered values. Overall findings were confirming of the SCIL-OT. Occupation is the central concept of occupational therapy, and it is essential to emphasize it in education (Yerxa, 1999). Based on the findings from this study, the SCIL-OT has the potential to support educators in developing occupation-centered teaching practices.
Open Access
Factors influencing access to higher education in La Rinconada, Peru: an ethnographic case study
(Colorado State University. Libraries, 2020) Busch, AnneLiese M., author; Jennings, Louise, advisor; Lynham, Sue, committee member; Kuk, Linda, committee member; Sagas, Ernesto, committee member
Studies show that there is a large gap in participation in higher education between Peru's poorest members of society and their wealthier counterparts despite the existence of 51 public universities located across Peru that are free of cost. Quantitative studies addressing this topic rely on a culture of poverty paradigm and have argued that this discrepancy is due to a lack of culture that prioritizes higher education among Peru's poor. The purpose of this study was to investigate why it is that the poorest segments of the population in Peru overwhelmingly do not pursue higher education despite the existence of tuition-free public universities, to understand the extent to which culture and systemic factors outside their control explain this phenomenon, and to examine how mining families perceive the role of and access to higher education for their children. This study focused on the community of La Rinconada, Peru for three primary reasons: (a) La Rinconada is representative of many illegal mining communities in not just Peru, but Latin America in that it is perceived as a city where low-skilled workers have an opportunity to generate more income working in the mines than by relying on positions that pay minimum wage (now 930 soles per month, which is equivalent to approximately $284); (b) more than 98% of La Rinconada's population is comprised of individuals belonging to the lowest socioeconomic level of Peruvian society; and (c) the population of La Rinconada has nearly quadrupled within the past decade and continues to grow. This study employed an ethnographic case study approach including recording and documenting observations of La Rinconada and Juliaca, the two sites in which the interviews were conducted, and conducting interviews with three separate groups of study participants including 14 teachers, 17 parents employed in a mining-related industry and 10 students. Field notes of all observations were kept and recorded as well as all interviews and conversations with the interview participants following their consent. The interviews were transcribed in Spanish and were then translated into English. Codes and patterns for each of the three groups of interview participants (teachers, parents employed in a mining-related industry, and students) were identified and were used to identify the three resulting themes. The observations I recorded and documented in La Rinconada demonstrate the harsh conditions of day-to-day life for its residents and highlight the extent to which the parents I interviewed are willing to go in order to provide a better life for their children; a life which for most participants included the pursuit of higher education. In the interviews I conducted I identified three themes: acceptance of harsh conditions for more opportunity, importance of higher education and the obstacles to pursuing it and the perceived role of higher education in future success. My findings indicate that for the parents employed in mining-related industries higher education was a priority because of the perceived financial and personal stability it would enable their children to enjoy and the social status and prestige a bachelor's degree would signify for their children because they would now be considered professional as opposed to a laborer. In general, for residents of La Rinconada, financial constraints and distance from institutions of higher education were identified as being the biggest obstacles to accessing higher education. My findings show that despite the fact that half of the individuals I interviewed had not pursued higher education themselves, all of the participants stated that they valued higher education and viewed it as essential to achieving financial and personal stability and they emphasized their desire for their children to pursue higher education.
Open Access
Factors influencing Master of Social Work students to choose to work with older adults
(Colorado State University. Libraries, 2016) Bishop, Pamela Suzanne, author; Makela, Carole, advisor; Kuk, Linda, committee member; Quijano, Louise, committee member; Tungate, Susan, committee member
We are experiencing a population explosion of individuals ages 65 and older. Currently, more than 12% of the United States’ population is 65 or older, and as a benchmark, over three-quarters of the current population will reach 65 (in 1870 3% of the population reached 65). In the next 50 years, the older population will double to 80 million or 20% of the total population. It is clear that people are living longer than ever before; many of those in this age group are part of the ‘baby boom’ born in the years 1946 to 1963. Further, over the past century, there has been a demographic shift and by the year 2030, there will be more people over 65 than younger than 18 in the United States. These facts and numbers may lead to a shortage in the number of social workers and other care professionals to provide support and services to this population. Schools of social work nationwide are not graduating the number of social workers anticipated to meet the needs and the demands of the growing adult population. Thus, the purpose of this study was to determine what factors are influential for Master of Social Work (MSW) students to choose gerontology and/or work with older adults. Through the use of four focus groups, my goal was to ascertain the following: what influences and factors shape the decisions of MSW students to work with older adults, how “attitudes on aging,” “life experiences,” and education influence their professional focus, and what advice would they give to professionals and educators to encourage (or promote) an interest in aging among their peers. Findings from the study showed that the lack of information, little emphasis on skill development, and practice experience in the curriculum for the social work students prevent many from feeling confident or knowledgeable about this area of practice. The focus group participants shared many insights and suggestions as to how educators and social workers can respond to the demand for more professionals in the field of gerontology. By educating and informing social work students about the value and growing opportunities, more graduating MSW students may consider this a viable career option. With an emerging awareness of the need for more social work professionals in all types of agencies and settings that serve older adults, social work professionals must be knowledgeable about and learn what they can do to contribute to the needs of an aging society and develop the resources and settings for making this contribution happen.
Open Access
Gratitude and health: a brief intervention to reduce undergraduate stress
(Colorado State University. Libraries, 2015) Fitch-Martin, Arissa, author; Steger, Michael, advisor; Dik, Bryan, advisor; Kuk, Linda, committee member; Harman, Jennifer, committee member
Undergraduate students experience a significant amount of stress that negatively impacts their physical and mental health as well as their academic performance. Attempts to reduce stress and its detrimental effects on the lives of college students have either fallen short, require considerable effort, are not utilized, or have not been sufficiently evaluated. Instead, undergraduate students often turn to unhealthy ways of dealing with their stress such as excessive alcohol use. This study aimed to address the lack of efficient and efficacious stress management resources available to undergraduate students. Three-hundred and sixteen undergraduate students were assigned to a gratitude-list, objects-list, or no-treatment control condition. The gratitude intervention did not have a significant impact on perceived stress. However, results provided further evidence that there is a relationship between gratitude and perceived stress. The impact of gender-role identity and trait gratitude was also explored. Implications for future research on gratitude and stress as well as gratitude in general are discussed and suggestions for clinical practice are offered.