Browsing by Author "Quick, Donald Gene, advisor"
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Item Open Access Accommodation of haptic learning style in traditional learning environments(Colorado State University. Libraries, 2011) Swetnam, Sunshine, author; Quick, Donald Gene, advisor; Carlson, Laurie A., committee member; Bright, Alan D., committee memberThis case study intended to help teachers reach their audiences more inclusively. It determined if and how haptic learners, who preferred learning through touch, feeling, doing, and/or sensing; were being accommodated in college classrooms. Three professors were observed for in-class accommodations of haptic learners. Observations accounted teaching methods that were used to accommodate haptic learners. Data included determining learning styles of the students and professors via the Learning and Interpreting Modality Instrument (LIMI) to ascertain haptic volume. Also each professor's teaching preferences and philosophy was determined by the Principles of Adult Learning Scale (PALS) and the Philosophy of Adult Education Inventory (PAEI). The results of the instruments were analyzed to see if their preferences and philosophies affected their choice to accommodate haptic learners in their classrooms. Student Course Surveys were analyzed to see if students felt positive or negative towards their professor. The results lead to the discovery of if and how haptic learners were accommodated in these case studies. At minimum, 42% of each class's students were dominantly haptic learners. All professors effectively accommodated haptic learners as was determined by in-class observations and their Student Course Surveys. The professors used group work, repetition and active review, holding classes in non-traditional classroom settings, and collected student feedback as methods to accommodate the haptic learners. Each professor resided in the PALS learner-centered paradigm. Each showed strength in the secondary PALS categories of climate building and flexibility for personal development. The professors scored two dominant philosophies in their PAEI, and all registering Progressive Adult Education as a dominant teaching philosophy. Two of the three professors were dominantly haptic according to the LIMI, with the third professor as a dominantly visual learner; however he scored as a strong haptic learner. In all cases, the students were pleased with the professors and their courses, which insinuated they felt accommodated within the courses. Practitioner recommendations were made such as using the professor's examples to set a tone for those who wish to accommodate all learning styles by accommodating haptic learners, which in turn accommodate all learning styles inclusively.Item Open Access College and university administrators with disabilities: experiences in the workplace(Colorado State University. Libraries, 2010) Williams, Joie B., author; Quick, Donald Gene, advisor; Banning, James H., committee member; Valentine, Deborah, committee member; Dickmann, Ellyn M., committee memberIn recent years, Disability has been argued as a minority group, no longer the exclusive realm of individuals born with disabilities. Disability is defined as a permanent state or chronic condition. Disability can enter into a person's life at any time. As a minority status, disability shares similar experiences with other minority populations, including assumptions and stereotypes about those minority groups. Research on the experiences of women and people of color who work in higher education has echoed similar experiences and perceptions common to those of college students and college graduates with disabilities. Research on college administrators with disabilities has not been readily or widely researched. The purpose of this study was to address the research question: How do College and University Administrators describe their "lived experience with disabilities" in their workplace? Using a qualitative interpretive research approach, interviews were conducted with senior and mid-level college administrators with disabilities, from two and four year institutions, private and public. They were asked to discuss their experience of disability in the realm of their work. Three major themes were uncovered; living with disability, working with disability, and legacies. The findings suggested that many professionals with disabilities in higher education administration believe they are challenged by their non-disabled colleagues and peers based on their perceived limitations towards others with disabilities. While not all the participants of this study believed this, the majority of them acknowledged that at one time or another that they have all questioned the degree to which their colleagues have judged them based on their disabilities or their work performance. Several participants suggested that attitudinal behaviors on the part of nondisabled persons need to be challenged so that all people will be better informed before assumptions are made about limitations surrounding professionals with disabilities.Item Open Access Kuwaiti engineers' perspectives of the engineering senior design (capstone) course as related to their professional experiences(Colorado State University. Libraries, 2010) AlSagheer, Abdullah, author; Quick, Donald Gene, advisor; Anderson, Sharon K., committee member; Banning, James H., committee member; Malaiya, Yashwant K., committee memberThis study looks into transfer of learning and its application in the actual employment of engineering students after graduation. At Kuwait University, a capstone course is being offered that aims to ensure that students amalgamate all kinds of engineering skills to apply to their work. Within a basic interpretive, qualitative study-design methodology, I interviewed 12 engineers who have recently experienced the senior design course at Kuwait University and are presently working in industry. From the analysis, four basic themes emerged that further delineate the focus of the entire study. The themes are 1) need for the capstone course, 2) applicability of and problems with the capstone course, 3) industry problems with training, and 4) students' attitudes toward the capstone course. The study concludes that participants are not transferring engineering skills; rather, they are transferring all types of instructions they have been given during their course of study at the university. A frequent statement is that the capstone course should be improved and specifically that it is necessary to improve upon the timing, schedule, teachers' behavior, contents, and format. The study concludes that Kuwaiti engineers on the whole face problems with time management and management support. The study includes some implications for Kuwait University and recommendations that can provide significant support for the development of the Senior Design (Capstone) Course. For examples: the project must be divided into phases to ensure timely completion of deliverables. In order to motivate students for hard work and to achieve true transfer of learning, Kuwait University is required to communicate with certain organizations to place its students at their research centers for capstone projects. All universities, including Kuwait University, should hire faculty specifically to run the capstone course. In conclusion, the study includes some suggestions for further research studies focused on issues related to the Senior Design (Capstone) Course. Future researchers should focus on developing the project-based course in earlier stages of students' educational program by investigating more about the relationship between student achievement and the market demand.Item Open Access Understanding the nature of medication adherence issues with the HIV infected patient in the family practice setting(Colorado State University. Libraries, 2005) Prutch, Peter Thomas, author; Banning, James H., advisor; Quick, Donald Gene, advisor; Buchan, Victoria V., committee member; Kaminski, Karen, committee memberOne of the greatest challenges in managing the medication therapy in any chronic disease is how to influence human behavior, such as adherence to antiretroviral therapy in the Human Immune Virus (HIV) positive patient. Although data demonstrate significant viral suppression and immunologic benefits of therapy when taking antiretroviral medication at a 95% adherence, non-adherence remains a problem in the HIV or Acquired Immune Deficiency Syndrome (AIDS) population. Past literature indicates it may relate to the quality of information given, the impact of the regimen on daily life, the physical or the incapacity of patients, or their social isolation. This is a basic qualitative research study. The purpose of this study is to have a basic interpretive qualitative understanding of the nature of non-adherence to mediation in the HIV infected patient in a family practice setting. During interviewing, each participant had their own personal story about being HIV positive and why they adhere or do not adhere to their medication regimen. It appears that adherence to any highly active antiretroviral therapy (HAART) revolves around the well being and the understanding of lifelong commitment of the HIV patient. A hypothetical model has been constructed relating the Health Belief Model to HIV medication adherence as found in this study. The educational opportunities for the HIV infected person have improved over the past 10 years. Many private and government organizations provide training and learning materials and the healthcare providers are more aware of the needs of the HIV positive person. The lifestyles of HIV positive people are no different then the non-infected person. However, the side effects of the HAART have been shown to affect the adherence. Seeing HIV in a more positive light contributes to the well being of the infected person. Patients find it easier to cope with their disease if they see it as an opportunity for personal growth or can attach some other positive meaning to it. The outlook on HIV disease has gone from a death sentence to one of guarded optimism. It is viewed as a life long commitment.