Browsing by Author "Makela, Carole, advisor"

Now showing 1 - 20 of 23

Open Access
A case study: organizational culture of a division I intercollegiate athletic department
(Colorado State University. Libraries, 2015) Powers, Shannon, author; Makela, Carole, advisor; Enns, Kellie, committee member; Foley, Jeffrey, committee member; Shue, Carolyn, committee member
A major barrier to the reform of intercollegiate athletics is its cultural significance in higher education. Major culture change has not occurred and few studies have examined culture within Division I athletic departments (Schroeder, 2010). The specific aim of this study was to understand how the following elements of a collegiate athletic department interact with one another: institutional culture, leadership and power, internal and the external environments. Data collection included 42 interviews; an 8 day on-campus observation period by the researcher of the athletic department; events such as graduation and sporting events; archival data on alumni; the university website for media guides, financial and academic data; news and social media sites such as Twitter. Analysis of data entailed complete transcription of all interviews and notes, entry into the computer, followed by coding procedures outlined by Strauss and Corbin (1990) and LeCompte and Schensul (1999). A strong partnership between institutional and internal athletic department was based upon mutual objective of student academic achievement. An antiquated mentality toward women in head coaching and leadership roles, a deficit mentality, and economic woes were evident in the culture. These findings may be prevalent in many DI universities attempting to keep up with the few independently funded intercollegiate programs. A multiple case study using Schroeder’s (2010) framework across several DI institutions may support similar findings.
Open Access
Academic engagement: university student athletes meta-analysis
(Colorado State University. Libraries, 2020) Wightman, Lowell, author; Makela, Carole, advisor; Timpson, William, committee member; Wallner, Barbara, committee member; Engle, Terry, committee member
The purpose of this analysis was to understand the role of academic engagement for university student athletes' perceptions of how academic engagement influences their academic success. The meta-analytical process in this study focused on student athletes' awareness of the academic environment and opportunities for engagement and interpretation of how these factors influence their academic performance (e.g., comments like "Having an open study hall available every day, along my path to class and practice that includes study resources removes so many obstacles to staying focused on my class work."). From the analysis of the students' perceptions, the intent was to review academic engagement constructs and their relationships with National Collegiate Athletic Association Academic Progress Rating, U.S. Department of Education, and National Student Survey of Engagement standards for the purpose of identifying how these are similar and different. Similarities and differences inform advising/guiding students' understanding of the scholarship expectations, their interactions with faculty and staff, and their performance as students. In addition, it was important that this study inform coaches, administrators, and faculty about pedagogical strategies and environmental conditions supporting scholarship student athletes' academic engagement and academic performance. The analysis stage of this meta-analytical study systematically discovered data that answered this study's research questions in whole or part. Methodology provided guidance for discovering key findings focused on the impact of environmental settings influencing academic engagement. Examples of prosocial environment influences on academic engagement, defined by social emotional learning theory, provided findings linked to improving student athletes' academic performance. That being said, there were no concrete literature intersections, but there were literature references implying that student athletes may connect prosocial environments to academic engagement or academic performance. As the data crystallized themes and patterns emerged indicating that student athletes did not connect academic engagement or their academic performance to maintaining their scholarship or participation on their teams. In addition, this study found student athletes academically engaged in the presence of a socially and emotionally competent instructors. It was shown in the findings, pedagogical strategies used by instructors promoting social emotional constructs created an engaging and competent environment resulting in academic performance improvement.
Open Access
Assessing college students' sustainability literacy: the development, use, and analysis of an assessment tool
(Colorado State University. Libraries, 2017) Harmon, Renée, author; Makela, Carole, advisor; Kaiser, Leann, committee member; Switzer, Jamie, committee member; Wallner, Barbara, committee member
This dissertation discusses the development, use, and analysis of a knowledge-based multiple-choice sustainability literacy assessment tool used in Spring 2016 at Colorado State University (CSU). CSU is a leading institution of sustainability education and research, and a participant of the Sustainability Tracking, Assessment, and Rating System (STARS). A component of STARS includes assessing college students' sustainability literacy. The study, and the sustainability literacy assessment tool described, were designed within the framework of the Triple Bottom Line (TBL). Data sets were collected and analyzed from a sustainability literacy assessment given in Spring 2016. Findings from the study show students performed highest in environmental sustainability literacy and lowest in social sustainability literacy, two of three dimensions of the TBL. Additionally, four focus groups of students were held at CSU in Spring 2017. The focus groups informed the study of how students' defined the concept of sustainability and the three dimensions of the TBL. Findings from the focus groups indicated the design of the assessment tool did not garner meaningful results. The assessment tool was designed with knowledge-based multiple-choice questions, which did not accurately assess sustainability literacy, according to its definition. Recommendations for redesigning the assessment tool include designing questions that assess students' ability to apply systems-thinking and conduct critical thinking and problem-solving. Sustainability educators should seek to encourage transformational learning when teaching sustainability education. With the recommendations for assessment redesign, the researcher also includes suggestions of unique ways institutions of higher education can assess students' sustainability literacy.
Open Access
Characterizing medical and nursing student communication using verbal listening behaviors and closed loops in simulated health care delivery
(Colorado State University. Libraries, 2015) Rosser, Paul M., author; Makela, Carole, advisor; Barley, Gwyn, committee member; Gloeckner, Gene, committee member; Maynard, Travis, committee member
Few issues are more unsettling than the persistent threats to patient safety from medical errors; communication failure among providers is among the leading causes for medical errors (The Joint Commission, 2012). Significant reduction of medical errors is constrained by a lack of understanding for the causes of communication failure; the bulk of knowledge about communication failure is known after such failures result in medical errors. The problem addressed in this dissertation is the lack of tools to study provider-provider communication in progress. The study included here aims to demonstrate one means by which provider-provider communication can be successfully characterized. Few studies of provider-provider communication during care delivery have been conducted. Some understanding of information exchanges has been provided from studies by communication and listening scholars in health care and in other fields where precise communication is essential. However researchers lack the ability to recognize the specific components in an information exchange between two or more providers that indicate communication has succeeded or failed. These conditions leave new studies without testable theories and offer no reasonable basis for hypotheses about communication failure. This study employed an exploratory inquiry strategy and leveraged verbal listening behaviors in closed loop communication (CLC) to identify characteristics of communication. Observations were conducted of medical (MD) and nursing (RN) student teams managing Emergency Medicine (EM) simulations. Observers accessed the videotaped EM encounters at the Center for Advancing Professional Excellence (CAPE) at the University of Colorado Denver's Anschutz Medical Campus (UC/AMC). Students' verbal listening behaviors were used to characterize their exchanges of information; CLC provided a framework to identify and position the listening behaviors in exchanges of information. This study had three goals, which were revised based on learning gained from the study. 1. To identify specific steps in provider-provider exchanges of information where communication succeeds and fails--is revised to--To characterize the exchanges of information among the MD and RN student teams during simulated care delivery. 2. To describe the characteristics of communication sufficiently to assess outcomes of communication loops not being closed--is deleted as data gathered did not support this goal and the goal was determined to exceed the scope of the study. 3. To recommend hypotheses to study to inform providers' communication curriculum, professional development, and subsequent research--The exploration and data supported this goal and it was retained. Hypotheses for future studies are detailed. Competencies and decision-making: Hypothesis One. There is a negative correlation between students' demonstration of specific communication competencies and specific clinical decision-making competencies in the same simulation of care delivery. Researchers should consider study participants' level of communication education and/or practice experience when deciding the type and number of competencies to be evaluated in the study. Level of communication skill and competencies: Hypothesis Two. There is no relationship between IP teams whose members are closely matched with respect to their level of acquired communication skill and their ability to demonstrate communication competencies. The data suggests that researchers should minimize disparities among study participants' education and/or practice experience. Nonverbal behaviors: Hypothesis Three. There is no relationship between nonverbal behaviors and the ability to more thoroughly identify the contributing factors for successful and unsuccessful communication. This study and the literature make a case for nonverbal behaviors to supplement, expand, and give clues to underlying issues in the associated verbal behaviors. Hypothesis Four. There is no relationship between increasing acuity of the care delivery encounter and the number of information exchanges that end in closed loops. Provider-provider observational studies demonstrate as acuity of the condition being treated increases participants' listening behaviors increase and, in some cases, communication competency declines. Educators and providers need precise understandings of communication failure to confidently advise changes to curriculum and practice and produce the health professions work force to deliver that care.
Open Access
College students' transformative learning: an ethnographic case study of an alternative break program to Kenya
(Colorado State University. Libraries, 2014) Gardenier, Karen, author; Makela, Carole, advisor; Jennings, Louise, committee member; Bruyere, Brett, committee member; Aoki, Eric, committee member
This study describes the processes and forms of college students' learning resulting from a non-credit-bearing, two week alternative break program to Kenya that took place December 2012 - January 2013. It is necessary to understand students' learning on short-term education abroad programs because of three national trends: 1) growing study abroad offerings of eight weeks or less, 2) increased popularity of programs to non-traditional locations, and 3) desire among universities, employers, and legislators to create globally engaged graduates. This exploratory study uses interviews, focus groups, and participant observation in an ethnographic case study design. Fourteen students, two group leaders, eight host community members, and the researcher participated in the study. Mezirow's transformative learning theory provides the theoretical lens through which research questions, observations, and conclusions are formulated and drawn. Research is presented in three journal articles bracketed by an introduction and conclusion. The introductory chapter describes the research purpose, questions, significance, theoretical perspective, delimitations, and the researcher's perspective. Chapter two seeks to uncover how students learn. Findings discuss five processes of student transformative learning, namely 1) learning as a journey, 2) experiencing discomfort, 3) reflecting and relating to one another, 4) building relationships with the community, and 5) receiving support from group leaders. Chapter three examines the forms, or outcomes, of student learning. It demonstrates that affective, behavioral, and cognitive forms of learning are possible and offers guidelines for practitioners who lead and administer short-term education abroad programs. It also explores students' reentry challenges. Chapter four recounts in-depth stories of two students as they recall the multiple ways the 2011-2012 program to Kenya impacted their actions, thoughts, and emotions and how it prompted them to return one year later. It pays particular attention to the ways students engaged in reflection and reframing. The final chapter provides linkage among chapters and results for the study as a whole. This study concludes that dialog, reflection, individualization of experiences, and relationship-building are essential to students' learning during and after an international experience.
Embargo
Commercial construction ethical decision making: authentic case studies
(Colorado State University. Libraries, 2023) Weber, John R., author; Makela, Carole, advisor; Anderson, Sharon, committee member; Folkestad, James, committee member; Ozbek, Mehmet, committee member
This study was developed from 30 years of experiences in commercial construction. In addition to 20 case studies on ethical decision making, perspectives of instructors who taught at American Council of Construction Educators (ACCE) accredited Construction Management (CM) programs were included. These perspectives were considered to improve effectiveness. Literature found on the topic was minimal with most from government press releases. A Qualtrics survey was sent to 996 CM instructors with a potential sample size of 961 where 78 responded (8.12%). Case study effectiveness, the role and techniques used, as well as themes in literature were analyzed. Quantitative and qualitative data contributed to the development and refinement of 20 authentic case studies. Over 95% of instructors perceived it their role to teach ethical decision making; strongly agreed (45.59%), agreed (50.00%), neutral (2.94%), disagreed (1.47%), and none strongly disagreed. Instructors perceived construction as having unique pressures varied; Yes (67.65%), No (26.47%), with 5.88% did not know. When asked if ethical transgressions were systemic; Yes (38.24%), No (45.59%), and 14.71% did not know. Did instructors perceive an "everybody does it" attitude; Yes (42.65%), No (47.06%), and 10.29% did not know. When asked if authentic case studies were readily available; strongly agreed (4.48%), agreed (23.88%), neutral (28.36%), disagreed (35.82%), and strongly disagreed (7.45%).
Open Access
Consumer product preferences of cultural textile products: co-design with textile artisans from Guatemala and Peru
(Colorado State University. Libraries, 2016) Engel-Enright, Carol, author; Makela, Carole, advisor; Gloeckner, Gene, advisor; Miller, Nancy, committee member; Dean, Thomas, committee member
To view the abstract, please see the full text of the document.
Open Access
Defining and assessing teaching effectiveness in higher education
(Colorado State University. Libraries, 2019) Marquitz, Michele S., author; Makela, Carole, advisor; Wallner, Barbara, committee member; Shelton, Paul, committee member; Vaske, Jerry, committee member
Teaching effectiveness in higher education is challenging. Given the number of stakeholders and the reasons for assessing teaching effectiveness creates additional challenges. Yet when tying teaching effectiveness to successful student learning outcomes and combining those interests to a case study project, the views of faculty, administrators, and students provided insights and contributed to the body of knowledge of faculty members' performance. Through three manuscripts, we explore defining and assessing a teaching effectiveness process in a case study, using Student Evaluations of Teaching instruments to provide feedback on teaching effectiveness, and the role students' written comments may play in course and instructor feedback. From analyzing student course surveys to creating qualitative and quantitative instruments with the input of faculty members, teaching effectiveness must ensure successful student learning outcomes. The journey to define and assess teaching effectiveness in higher education was an arduous one presented through three manuscripts. Each manuscript provides insights for new and established faculty members. The first abstract presents a case study at a Research I: Doctoral University. Through a research assistantship and partnering with a department challenged to define and assess teaching effectiveness for higher load faculty members, three instruments were developed to determine best practices of effective teachers. The second abstract used quantitative methods and research to assess students' feedback on faculty members' teaching. And the third abstract used qualitative methods to assess themes in written comments from students' evaluation of teaching surveys.
Open Access
Dissolving boundaries among applied disciplines: a narrative study of transdisciplinary collaboration during a charrette
(Colorado State University. Libraries, 2021) Domres, Debra, author; Makela, Carole, advisor; Quick, Don, committee member; Timpson, William, committee member; Leigh, Katharine, committee member
Charrettes have a long history of use in medical, architectural, and planning professions. An extensive literature search found little application of the charrette model implemented to advance, support, and identify transdisciplinarity (TD) research, transdisciplinary teaming models (TDM), transdisciplinary learning (TDL) supporting transformative learning (TL) among participants. This study highlighted differing approaches among teams as they navigated ideation and proposed solutions advancing comprehension among students of applied disciplines and how each approached, negotiated, and solved community-based problems. I implemented a TDM charrette to address TDL in educational settings. This two charrette case study implemented 1) an exploratory investigation joined a competition to create a high school of the future in underserved Montbello, Colorado, and 2) a proposal to renovate and develop a historic homestead on a working cattle ranch and wildlife reserve to support a multi-generational educational program, in Sedalia, Colorado. Charrettes included college students from architectural design, construction management, education, environmental sciences, and fish and wildlife. High school students were joined by POs from education, business and ranching professions, artists, and authors. Participants were challenged to create programs using site attributes. Charrette's culminated with team project proposals shared with invited stakeholders. Using Hall's four-phases of TD team based experiential learning and Kolb's Learning Style Models I used visual narrative and a sustainability lens to reflect and incorporate participant experiences and outcomes. Findings identified how students experienced charrettes, how they interacted with other disciplines, participant observers (PO)/facilitator observers (FO), and project stakeholders. TDM emphasized the importance of self-reflection revealed by mutual learning of transferable solutions, synthesis of results, and the visibility and relevance to problem solving. Outcomes showed how participants explored, described discipline knowledge; how shared skills shaped and influenced information sharing, leading to transformative learning (TL). Key findings identified knowledge derived from multiple modes of inquiry gained from TDL addressed problems, contributed to transferability. Challenges identified recruitment of participants from more than three disciplines. This study described and shared how participation advanced knowledge production and integration to solve unstructured problems. The TDM charrette supported TDL and knowledge production that bridged solution oriented approaches among participants leading to TL.
Open Access
Employee engagement: critique, theory, and model
(Colorado State University. Libraries, 2023) Stampka, Scott A., author; Makela, Carole, advisor; Folkestad, James, committee member; Troxell, Wade, committee member; Venneberg, Donald, committee member
Organizational behavior researchers fail to critically evaluate the congruence between their conceptualizations, definitions, and measures of employee engagement. Three manuscripts are presented to illuminate this unrecognized confusion in employee engagement research. The first manuscript explored the employee engagement, motivation, and performance literature, and presented a definition of employee engagement necessary for the three constructs to fall within the same nomological network. The definition was unique and counter to the most prevalent conceptualization of employee engagement. It was shown, for employee engagement to provide organizational value, it should be defined to include physical behaviors aligned with the goals of the organization. This positions employee engagement as a motivated state, contrary to the most prolific conceptualization, which describes employee engagement as a motivational state. The second manuscript explored the motivation and employee engagement literature to develop a Motivation Model of Engagement (MMOE). It was shown traditional motivation theories focus on 'why' someone is motivated. However, the MMOE elucidates 'how' someone becomes motivated. The MMOE described how employees become engaged and what influences the likelihood of engagement. The MMOE is unique and strengthens motivation theory by filling in common gaps in existing theories and showcases how existing motivation theories complement each other. The third manuscript illuminated the incongruence of current employee engagement research designs, and presented a heuristic model, which aligns conceptualization, definition, and measure. A measurement model was presented, which described influencers of employee engagement. A conceptual measurement instrument was presented, which captures the likelihood of employees engaging in behaviors beneficial to the organization and illuminates potential interventions to increase the likelihood of employees engaging. The manuscripts were presented such that each built on the one preceding. However, each was intended to be applicable to research and practice on its own. Implications for research and practice were discussed, as well as potential applications. Further, suggestions for future research were proposed to entice, strengthen, and grow organizational behavior research.
Open Access
Exploring the development and practices of culturally responsive teachers: observations of and teachers voices in K-8 public education
(Colorado State University. Libraries, 2016) Martin, Alex, author; Makela, Carole, advisor; Timpson, William, committee member; Coke, Pamela, committee member; Jennings, Louise, committee member
In response to increased diversity in the United States, educational system teachers must be equipped with the skills to teach diverse learners. Multicultural education has been proposed as a framework in which to prepare the educational system and teachers for diversity. A critical component of multicultural education is culturally responsive teaching. "Culturally responsive teaching is defined as using the cultural knowledge, prior experience, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them" (Gay, 2000, p. 29). The theoretical and conceptual base of the cultural responsive teaching construct has been clearly articulated in literature. However, the developmental process of individual teachers in attaining cultural responsive practices is an area of needed investigation. This research looks to contribute to knowledge of cultural responsive development by examining teachers’ perspectives about development and practice of cultural responsive teaching. I utilized a collective case study approach to explore the phenomena of culturally responsive teaching in an interpretive and constructive method across a group of nine teachers. The culturally responsive practices of nine elementary/middle school teachers were examined in classroom observations and participant interviews. As a collective group common codes, categories, and themes emerged from data analysis of the nine teachers' culturally responsive practices. The collective case analysis revealed common culturally responsive teaching characteristics in teacher pedagogy, development, and mental approaches. Findings indicate that for teachers in this study, (1) culturally responsive teaching development is independent in nature and accrued outside teaching education support networks, (2) there are specific pedagogic practices associated with culturally responsive teaching, and (3) mindsets and thinking patterns of teachers are identifiable. These findings provide implications for the continued understanding and development of culturally responsive practices. There is a continued need for established cultural responsive teacher training that includes the development of cultural awareness, culturally responsive pedagogy, and mental strategies to address the needs of all students. Explicit pedagogical practices are associated with culturally responsive practice and should be developed in teacher preparation programming and on-going professional development. The identified mindsets and thinking patterns of these culturally responsive teachers provide examples of characteristics to be cultivated in aspiring and practicing teachers.
Open Access
Exploring the Lenses© Framework: regenerative design for the built environment
(Colorado State University. Libraries, 2020) Greenwell, Craig Russell, author; Makela, Carole, advisor; Bohren, Lenora, committee member; Kaminski, Karen, committee member; Timpson, William, committee member
The Living Environment Natural, Social, and Economic Systems (LENSES©) Framework is a process-based decision support tool promoting regenerative built environment design, surpassing current sustainability tools. Regenerative design is important because it restores ecosystems to pre-built environment levels. A constant comparative analysis reduced obscurity for regenerative criteria on eleven content specific Flow--Land Use, Transportation, Money, Energy, Water, Materials, Education, Ecosystems, Well-Being, Culture, and Beauty-- producing more concrete realities. A 2013 pilot study better informed the method of inquiry and coding scheme, after it was found that criteria were too broad, and findings could not be replicated using three-step coding without first delineating criteria into subjective or prescriptive topics. In this analysis, the first coding step delineated criteria into major topics, which were then refined into respective industry roles and tangible, usable design realities. Findings yielded two types of realities, subjective (i.e., Education, Money, Well-Being, Culture, and Beauty) and prescriptive (i.e., Land Use, Transportation, Energy, Water, Materials, and Ecosystems). Lessening obscurity of criteria reduced the need for facilitators to implement and use the tool, permitting stakeholders to self-guide regenerative design. Limitations of realities prevented the presentation of precision standards. Parameters for subjective realities should be established, as should standards for prescriptive realities. Designs can be regenerative following yielded realities presuming local building codes allow them and stakeholders desire to do so.
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
Friendships formed at the United States Air Force Academy: alumni perceptions of social capital and resilience
(Colorado State University. Libraries, 2019) Gauck, Brian Q., author; Makela, Carole, advisor; Chermack, Thomas J., committee member; Barbarick, Ken, committee member; Shelton, Paul, committee member
This study examined friendships among US Air Force Academy cadets from the perspective of Academy alumni. Alumni data reveal the value of cadet friendships where resultant social cohesion is tied to resilience throughout military training as well as to long-term professional relationships. Friendships are the locus of resilience within the Cadet Wing, and alumni experiences reveal that social capital development begins as early as Basic Cadet Training. The study's theoretical model, adapted from Weidman's (1989) study of college freshmen social interactivity, juxtaposes cadet attributes (demographic characteristics of entering first-year students) against normative pressures inherent in the military/academic training environment (related to social and task cohesion and gender hegemony). The profile of students entering the Academy is typified by exemplary academic, athletic and civic performance, and while the Academy offers social and academic support programs to address retention, the historically high attrition rate strongly suggests a relationally-mediated identity shift is necessary. This identity shift typically begins before or during Basic Cadet Training. Causal-comparative data analysis suggests formation of at least one trusted friendship is a strong determinant in cadets' ability to persist through social-normative pressures. Data reveal further that military-family ties, race, and gender are secondary considerations of friendship building concerning overall influence upon cadets' ability to endure military and academic stresses than were shared values, goals, and experiences.
Open Access
Gender, race, year in school and five co-occurring health related behaviors of Colorado State University students
(Colorado State University. Libraries, 2012) Wells, Katelyn, author; Makela, Carole, advisor; Kennedy, Catherine, advisor; Hutcheson, Katherine, committee member; Kaminski, Karen, committee member
The incidence of premature morbidity and mortality reduces when individuals practice protective health related behaviors (HRBs) such as not smoking cigarettes or marijuana, limiting alcohol consumption, participating in regular physical activity, and consuming five or more servings of fruits and vegetables daily. Research indicates that many college students do not practice multiple protective HRBs, yet most educational interventions are aimed at changing only one HRB. Therefore, the purpose of this study was to investigate college student's co-occurring risk and protective health behaviors in order to provide insight to health educators regarding what HRBs to include in multiple health behavior change (MHBC) interventions and how to tailor and target the interventions based on race, gender, and year in school. This study assessed Colorado State University (CSU) students' pairs and clustering HRBs by gender, race, and year in school via an analysis of a pre-collected National College Health Assessment (NCHA). The final sample consisted of 928 undergraduate students aged 18-23 years old who were enrolled in one of eight class sections of an elective Health and Wellness class in the spring 2009 semester, who attended class the day the NCHA was administered, and who volunteered to participate. The sample was not representative of the total CSU population when considering major of study, year in school and age, but was representative by gender and race. A quantitative, non-experimental, cross-sectional design was used to explore the relationship between co-occurring HRBs and gender, race, and year in school of students at one point in time. Descriptive statistics revealed that 39% of the students practiced at least three of five risk HRBs. Cluster analysis showed 27 patterns of risk and protective HRBs with 63% of students in five clusters. Regression demonstrated that more females than males were likely to be in three of the five HRB clusters, and upperclassman were less likely to be in two of the five clusters. Phi statistical test showed a significant association between five of the ten HRB pair combinations, and regression demonstrated that more females than males practiced one risk pair and males more than females practiced three risk pairs. The study helps improve the understanding of how health behaviors co-occur in college students and provides college administrators and health educators insights into the behaviors to include in MHBC interventions, how to prioritize interventions, which students to target and how to tailor the interventions. Findings from the study will help plan interventions aimed at preventing clusters and pairs of risk HRBs in college students, which may potentially be more effective, more economical and less demanding for health educators than interventions targeted to single HRBs.
Open Access
Hispanic male students: changing majors and predictors of graduation at St. Petersburg College
(Colorado State University. Libraries, 2020) Davis, Rodrigo M., author; Makela, Carole, advisor; Quick, Don, committee member; Timpson, William, committee member; Miller, Jeffrey, committee member
The purpose of this study was to collect, examine, and analyze retrospective data from a cohort of Hispanic male students at St. Petersburg College (SPC) Florida, to understand how specific variables relate to the number of times Hispanic males change majors and the correlation between changing majors and graduation. The research primarily focused on the relationships among contributing variables (Crisp & Nora, 2010; Taggart & Crisp, 2011), which may influence the length of time Hispanic males take to graduate from SPC. This study was designed to answer the following two questions: whether there are factors associated with how students change majors, and how to identify patterns around changing of majors that may hinder graduation among Hispanic male students (N = 706) who had changed their majors one, two, or three times. Descriptive statistics, logistic regression, and survival analysis were used to examine and evaluate graduation as outcomes. The data collected yielded conclusions mirrored in other studies while taking into account that Hispanic students who enroll in college may be unprepared for it. Educators and researchers need to adopt the concept of acculturation for Hispanic males to focus on academic conscientiousness and ethnic identity (Ojeda et al., 2012). These appear to be factors for Hispanic males when selecting a college and/or the frequency with which they change majors, thus it may affect their likelihood of graduation.
Open Access
Humor styles and leadership styles: community college presidents
(Colorado State University. Libraries, 2009) Carrica, Jennifer L., author; Makela, Carole, advisor
The purpose of this study was to explore the relationship between leadership styles (transformational, transactional, laissez-faire) and humor styles (affiliative, self-enhancing, aggressive, self-defeating) of community college presidents. Research has shown that humor and leadership styles are related and that humor may enhance interpersonal relationships between leaders and followers. Participants of this study included 166 community college presidents from 600 randomly sampled institutions belonging to the American Association of Community Colleges. The presidents completed an online survey including a relatively new humor questionnaire, the Humor Style Questionnaire, as well as a leadership questionnaire, the Multifactor Leadership Questionnaire. This study proposed that affiliative and self-enhancing humor would be positively related to transformational and transactional leadership styles; while aggressive and self-defeating humor would be negatively related to transformational and transactional leadership styles. Additionally, it was hypothesized that the four humor styles would be negatively related to the laissez-faire leadership style.
Open Access
Measuring early literacy behaviors: preschool-age children and first-generation Mexican immigrant parents
(Colorado State University. Libraries, 2007) DeLay, Jan Marie, author; Makela, Carole, advisor
The purpose of this dissertation was to contribute a theoretically and empirically sound quantitative measurement of parent early literacy behaviors, designed for Spanish speaking families. This study describes the need for and the development of a questionnaire completed by parents. A pilot test of the Emergent Literacy Behavior Questionnaire (ELBQ) provided preliminary exploration of an instrument designed specifically for first generation Mexican immigrants in Colorado. The long-term objectives included establishing reliability and validity of the ELBQ for informing parent education program practices. Suggestions for further research include field tests with the ELBQ in programs providing services to families including early childhood, family literacy and adult education. Testing and outcome accountability measures often tied to funding for parent education with early intervention programs rely primarily on measures of early childhood development. These assessments often miss the purpose of family literacy and adult education programs to break the cycle of low literacy, not to raise test scores of very young children. Capturing valid data on parent strengths could assist in comparing information from child development measures for deeper diagnostic and program improvement purposes. Parent behaviors influence children's later school success. Often the home literacy behaviors of parents studied in the context of cultural factors overlook strengths as a point of reference for constructing knowledge. The myth that Latino and other parents of diverse backgrounds do not value education is one of the primary reasons cited in this dissertation as a need to develop an instrument designed to measure diverse cultural values and behaviors related to early literacy parent behaviors with young children. Immigrant parents from Mexico assisted with the design and creation of the ELBQ to include respect of family cultures that better examines changes that may lead to increased understanding of the importance of cultural variances. The pilot test analyses were limited to exploratory factor analysis and preliminary reliability and validity assessment. Results offer possibilities for refining the questionnaire and suggest a field test design. Recommendations conclude by proposing uses of the questionnaire as a supportive addition to the strengths-based framework of research in school improvement and parent involvement.
Open Access
Organ donation and the teenage perspective: factors to consider regarding consent
(Colorado State University. Libraries, 2015) Hodgson, Margie Cisneros, author; Makela, Carole, advisor; Buchan, Victoria, advisor; Kees, Nathalie, committee member; Quijano, Louise, committee member
The purpose of this study was to understand the factors that teenagers consider when granting consent to become an organ donor for the first time. Ninety-seven participants completed a 31-item survey that included areas of knowledge, source of information, personal experience, willingness, and consent. Least square means and Chi-square were used to compare groups (e.g., experimental/control, pre-survey/post-survey) regarding consent. Other variables that were explored included; gender, ethnicity, religion, grade point average, and parent level of education. The intervention consisted of basic information regarding organ donation, a video entitled No Greater Love, and small group discussion regarding various donor/recipient scenarios. Findings indicated that increased knowledge does not always lead to consent, nor does knowing a donor (living or deceased) or someone on the waitlist influence consent among adolescents. The results suggested that teenagers do not have a good understanding of the topic of organ donation nor do they see themselves as living donors. Teens may not fully understand the implications and ramifications of their decision to be a donor when receiving a driver’s permit or license for the first time. This study brought to light factors that teens take into consideration when deciding to become an organ donor.
Open Access
Predictability of inpatient satisfaction scores based on hospital characteristics: quantitative analysis of HCAHPS survey data, 7/1/2013 through 6/30/2014
(Colorado State University. Libraries, 2017) O'Barr, Gregory W., author; Makela, Carole, advisor; Holmquist-Johnson, Helen, committee member; Mallette, Dawn, committee member; Venneberg, Donald, committee member
In the early 21st century, the U.S. healthcare industry is undergoing a myriad of changes that include a focus on reimbursements to hospitals from the Centers for Medicare and Medicaid Services (CMS) based on the perceptions of patients' satisfaction of their care. This study utilizes the survey results as administered through the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS©) survey along with nine hospital characteristics to determine predictive analysis of the scores based on the independent variables. The quantitative analysis utilized multiple regression to determine statistical significance of the variables and determine if the variables can predict the satisfaction scores. The hospital characteristics chosen include Academic, Baldrige Award, Faith Based, For Profit, MAGNETTM, Most WiredTM, Safety Net, Sole Provider, and System. The survey data were obtained through CMS's public domain and then filtered for acute care, non-specialty hospitals. With a total list of 3,100 hospitals, each hospital was coded to the unique characteristics. Once coding was completed, the full dataset was divided into combinations of the variables and data consisting of "All Variables", "Application Variables", "Non-Application Variables", "Low Response Rate on Survey", "Medium Response Rate on Survey", "High Response Rate on Survey", and grouping of hospitals defined by CMS's ten geographical regions. Through these multiple analysis of the data, the researcher was able to search for themes on the highest Adjusted R2 to show the predictive power with the intent of identifying a common culture through a high-level characteristic that would be the driver of patient satisfaction. The findings showed significance in the data, but lower than expected predictability based on the hospital characteristics. The highest predictive variables were from three CMS geographic regions with only one specific survey question, Willingness to Recommend Hospital (all variables). This was an unexpected finding and outside the literature reviewed. It focuses the question on the drivers of patient satisfaction as not associated with the hospital characteristics utilized in this study, but possibly with cultural and demographic issues that could contribute to future work.