Browsing by Author "Timpson, William, advisor"
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Item Open Access A qualitative exploration of internal power and self-authorship for college students labeled high-risk(Colorado State University. Libraries, 2008) Roepnack, BethRené, author; Timpson, William, advisorCollege students labeled high-risk are often seen in terms of their deficiencies. This study explores the possibility that college students labeled high-risk are able to develop their internal power before college students who are labeled high-privilege. Internal power is defined as the ability to recognize one's power to define one's self and one's world, to create and alter the meaning of one's experiences, attitudes, and values without accepting limits from others or being defined by them. Because students labeled high-risk were found to develop self-authorship-a construct related to internal power-earlier than students considered more privileged (Pizzalato, 2003), it is thought that students labeled high-risk might also recognize their internal power sooner. Using narrative inquiry I explored the internal power, self-authorship development, and epistemological development in 10 college students labeled high-risk. I found that challenging situations pushed the students into making decisions based on their own attitudes, values, and meanings and most of the participants found that they enjoyed such challenging situations. Through such situations the students learned more about themselves and began finding and developing their voice. I also found that all the students were becoming the authors of their lives and seven of them had developed the internal foundations of self-authorship. However, only three of the 10 students had developed epistemologically to the contextual knowing stage that is thought to be required for the development of self-authorship (Baxter Magolda, 2001/2004). I propose that college students labeled high-risk are able to recognize their voice and act on it sooner then college students who are part of the dominant discourse because students labeled high-risk live outside the dominant discourse and already recognize the possibility of multiple discourses. The implications of this proposal for teaching and learning are then discussed.Item Open Access Adjunct faculty experiences in a comprehensive development program: a single-site case study(Colorado State University. Libraries, 2015) Wells, Christopher Alan, author; Timpson, William, advisor; Davies, Timothy, committee member; Kaminski, Karen, committee member; Doe, Sue, committee memberAdjunct faculty have come to represent an increasingly larger portion of the overall faculty population in American community colleges and according to recent studies now account for approximately 70% of the instructors in these institutions. Definitions of adjunct faculty vary considerably, but they are generally part-time instructors whose course load is less than the full-time faculty requirement. There has been limited attention paid in the literature to the training and development needs of this faculty group. In addition, we know even less about the needs of the individual types or categories of adjunct or part-time faculty and their experiences in training and development programs. This study examines the experiences of a sub-set of adjunct faculty who are practicing professionals outside of higher education and who teach on a part-time basis. I have labeled this group practitioner adjunct faculty. For this study, I chose to complete a single-site case study of a part-time faculty training and development program at community college in the southeastern United States. My primary data source came from interviews with 10 practitioner adjunct faculty who had completed either the 2010 or 2011 version of the college's centerpiece course in their efforts to support and develop their part-time faculty, the Summer Certification Program. In addition to interview data, I also collected data from internal college documents and the college web site, interviews with academic and professional development leaders, and my own direct observations of training and support programs for the college's part-time faculty. The data from this study have provided an overview of the practitioner adjunct faculty study participants' perspectives on their experiences with the college's training and support efforts. The results show that while these faculty are not fully aware of and are largely not taking advantage of many of the training and support programs offered by the college, the Summer Certification Program was seen as a valuable resource by most of the study participants and does appear to have had an impact on their classroom practice.Item Open Access An exploration of the use of problem-based learning at allopathic family medicine residency programs in the United States(Colorado State University. Libraries, 2013) Benè, Kristen Leigh, author; Most, David, advisor; Timpson, William, advisor; Anderson, Sharon, committee member; Bright, Alan, committee member; Marvel, M. Kim, committee memberBackground: Problem-based learning (PBL) is a learner-centered approach that allows learners to be self-directed and learn content in the context where it will be applied. Recent research on outcomes shows strong evidence for a positive impact on physician competency. PBL was designed by Barrows to teach students in the preclinical medical school years; however, it is an approach well suited for adult learners, like those at the graduate medical education level. It is not known whether and to what extent PBL is used in graduate medical education in any specialty. This study provides an original contribution to knowledge by describing the use of PBL in graduate medical education specifically focusing on family medicine. Method: Surveys were sent to program directors at 444 allopathic family medicine residency programs in the United States. Results: One hundred seventy five programs (39.4%) responded to the survey. Of those responding, 82.9% used PBL as defined in this study; however only one-third of respondents used the term PBL at their programs. Use of PBL did not vary by program types or program location. Almost all (97.2%) programs used physician faculty to facilitate PBL and over half (56%) trained PBL facilitators with formal faculty development. Over 90% of programs relied on actual patient cases to provide case content for PBL. The majority of program directors felt their implementation of PBL was a success. Conclusions: PBL is widely used at family medicine residency programs and there is great consistency across programs for facilitator training, case creation, and perceptions of success with this method. It is a method that warrants further study based on its broad use.Item Open Access Critical narratives of multiethnic women focusing on their indigenous ethnicity: navigating the schooling system from early childhood through master's and beyond(Colorado State University. Libraries, 2015) Chacon, Phyllis, author; Timpson, William, advisor; Anderson, Sharon, committee member; Banning, James, committee member; Bubar, Roe, committee memberThis qualitative inquiry into the completion of a Masters and or Doctorate degree by Native American women is the result of 25 years as a student and professional in the field of education. Within a nation that claims to provide an equal and fair education for all its citizens, the stark underrepresentation of indigenous women in higher education is a topic that needs to be reconciled. This study examined the lives of four multiethnic Native women who obtained advanced degrees. The study examined the lives of Native women who have been scattered across the land. Today, many indigenous women are multiethnic living in two cultures. Many have held on to their birthright and cultures while adapting and persevering into the dominant culture. Nine themes emerged from interviewing the four women for this study: (1) self-determination, (2) cultural oppression, (3) racial/ethnic identity (4) social environment/economics, (5) marginalization, (6) violence, (7) love of learning, (8) family systems, and (9) educational systems. Recommendations for further graduate inquiry based on the schooling of Native women include: 1. Expand the study to Native women being educated on the reservation vs. Native women being educated in suburban and urban schools during their K though 12th grade education. 2. A qualitative and quantitative study on measurements of services; tools such as computers, support programs, gaps in test scores and graduation rates.Item Open Access Eating disorder behaviors, strength of faith, and values in late adolescents and emerging adults: an exploration of associations(Colorado State University. Libraries, 2012) King, Stephanie L., author; Timpson, William, advisor; Le, Thao, advisor; Gloeckner, Gene, committee member; Bundy-Fazioli, Kim, committee memberAdolescents entering college are often affected by eating disorders and during this transition to emerging adulthood, individuals begin to establish personal values and beliefs, which makes this population interesting when studying Eating Disorders, values, and faith. This research project seeks to examine the association among strength of religious faith, explicit and implicit value endorsements (openness, conservation, power, and benevolence), and eating disorder behaviors in adolescents and emerging adults. By exploring these factors, research may identify risk or protective factors relating to eating disorder behaviors, values, and faith. The 99 participants (76 female) were enrolled in PSY100 at Colorado State University; they completed a survey, which included the Schwartz Values Inventory (SVI) to measure explicit values, the Santa Clara Strength of Religious Faith Questionnaire (SCSORFQ), and the Eating Attitudes Test-26 (EAT-26). Implicit Association Tests (IATs) were also administered to measure implicit values. While no significant findings relating to the implicit data were found, a significant, negative correlation between the explicit endorsement of conformity (a sub-value of conservation) and eating disorder behaviors existed. Explicit endorsements of power or self-enhancement, as well as achievement, were positively associated with eating disorder behaviors. A qualitative question elicited participants' reflections on specific teachings and messages about food, body, and eating. Participants identified several sources of teaching and messages about food, body, and eating; these messages fell into four categories: parents, religion, culture, and religion. Overall, participants agreed with the messages presented from these sources, with the exception of media. Participants frequently disagreed with the messages presented by media, but their responses indicated that they continue to conform to the ideals of media.Item Open Access Lived experiences of nontraditional African-American female students in a community college(Colorado State University. Libraries, 2020) Mauney, Angela y., author; Timpson, William, advisor; Quick, Don, advisor; Austin, Miguelita, committee member; Tungate, Susan, committee memberThe purpose of this study was to describe the phenomenon of nontraditional African-American women's experiences in community college. This research study included the Interpretative Phenomenological Analysis (IPA) methodology, which attempts to make sense of participants' major life experiences. Ten African-American women participants had in-depth face-to-face interviews. The study examined how their experiences and educational goals were affected by jobs, families, and educational barriers. Additionally, the study explored the participants perceptions of what community colleges were doing to address their concerns. Overall, the results showed that the nontraditional African-American women participants were determined and resilient in their educational pursuits. Primarily, many of the participants had been out of the educational environment for some time and this was one of the main obstacles they had to overcome. The participants were resigned to take non-credit remedial courses at the community college for several years, before taking credit hour courses. The findings suggest that although there were some educational support systems, several of the participants were not aware of the scope of benefits available at the community college. The study's findings show the importance for nontraditional African American females to understand the support of the community college, their own family support, and the support of their faith or belief system. This study fills a gap in the literature concerning grandparents' needs in classes, online mentors, and costs of remedial classes. Work Placement Program (WPP) for Community Colleges is one program that might foster a support system which would allow students a one-hour credit the first and second year at no cost. In addition, the WPP would allow community colleges to assist nontraditional students with additional financial resources.Item Open Access Sharing power in the classroom: community college professors who facilitate student character development(Colorado State University. Libraries, 2009) Humphreys, Connie Kay, author; Timpson, William, advisorCollege faculty can try to increase student character development by offering more choices and by sharing some of their power in the classroom. Power sharing is a participative gesture, and participative teachers can encourage students to be engaged in their own learning processes. This requires students to make decisions about how they will learn and to be responsible for their choices. Through the practice and habit of making decisions about power and assessment of learning, students may be able to promote their own character development. To facilitate this development, faculty members may focus on awareness, care, student engagement, academic integrity, and a sharing attitude. This phenomenological study examined the reflections, values, relationships, challenges, and successes of community college teachers who try to promote student character development. Using qualitative research methods, a complex picture with findings that were textural and meaningful was created. Seven community college faculty members who teach using a developmentalist focus in an attempt to facilitate student character development were chosen for the study. The essential theme of building up emerged from my reflections of the data gathered from the face-to-face interviews. The common themes were self-identity, diversity, commitment, sacrifice, and becoming.Item Open Access Teachers working with social emotional competence: students' perspectives on the positive effects(Colorado State University. Libraries, 2012) McCuin, Deborah, author; Timpson, William, advisor; Banning, Jim, committee member; Most, David, committee member; Doe, Sue, committee memberResearch has shown that social emotional learning (SEL) skills help reduce violence, enhance cooperation and problem solving, and foster academic achievement. Teachers with social emotional competence (SEC) develop supportive relationships with students, build on student strengths and abilities, establish behavioral guidelines, coach students through conflicts, encourage cooperation, and model respect and appropriate communication. This qualitative document analysis describes the perceived experience of students positively impacted by a teacher coded as using SEC. Analysis of the traits or qualities of the persons and classrooms they described may impact teacher training and hiring of qualified individuals in the educational setting. Using abductive coding processes, education autobiographies written by 28 undergraduate students at a university in the Midwest were coded for the presence of SEL constructs and traits and attributes of teachers they admired in order to give voice to the perceived experience of students regarding the people and practices that positively impacted them. All of the core constructs of SEL were found to be in evidence and 75% of students cited three or more of the constructs in their documents. Known SEC traits were confirmed by the students' perceived experiences as being impactful as well as opportunities to grapple with issues of social awareness and diversity and teacher investment in the daily activities. Implications on teacher training and hiring of individuals that are capable in creating environments inclusive of safety and belonging, as well as those who are adept at developing relationships both with and among students emerged.Item Open Access The impact of an educational intervention on college athletes' knowledge of sports related concussions(Colorado State University. Libraries, 2011) Miyashita, Theresa, author; Timpson, William, advisor; Frye, Melinda, advisor; Gloeckner, Gene, committee member; Banning, James, committee memberObjective: To determine if a lecture on sports-related concussions would improve college athletes' knowledge, and to determine common misnomers college athletes have regarding sports-related concussions. Design: Mixed Methods, Validating Quantitative Data Model. Setting: Metropolitan State College of Denver. Participants: Fifty collegiate men/women's soccer players and men/women's basketball players. Intervention: Participants were asked to listen to a twenty minute educational intervention on sports-related concussions, followed by a questions/answer session. Results: Athletes significantly improved their concussion knowledge from the pre-season survey assessment to the post-season survey assessment (p = .000). There was not a significant difference between the four teams (p = .815), gender (p = .788), or age (p = .922) on the survey assessments. Conclusion: An educational intervention given to athletes prior to the beginning of the athletic season significantly improved their knowledge, and they were able to retain that knowledge through the entire athletic season.Item Open Access The nature of the literacy coaching experience: exploring teacher-coach relationships in elementary education(Colorado State University. Libraries, 2011) Davis, Susan E., author; Timpson, William, advisor; Anderson, Sharon, committee member; Davies, Timothy Gray, committee member; Zimmerman, Toni, committee memberWhile much research indicates that instructional coaching is likely to be a critical component in the implementation of school reform efforts, little research has explored the actual coaching relationship. Using a phenomenological inquiry approach, the language of the personal perceptions of coaching relationships as revealed through in-depth interviews as well as the interactions between literacy coaches and teachers during coaching sessions were analyzed in order to better understand the nature of coaching relationships and the perceptions that coaches and teachers have concerning coaching's impact on student achievement. Phenomenological analysis using Moustakas' (1994) outline of the van Kaam method, was conducted on nine in-depth interviews with coaches and teachers, and six themes were identified and explored. Role analysis (Carspecken, 1996) using an overlay of Killion & Harrison's (2006) roles of coaches and Anderson et al.'s (2001) Revised Bloom's Taxonomy was conducted on the transcripts of six coaching sessions. The metaphors that coaches and teachers use to describe coaching and coaching relationships were also explored. A pilot study was conducted which included three in-depth interviews and video transcripts of two coaching sessions. The pilot data set was used to refine the data collection and analysis procedures that were initially outlined. The understandings gained through an exploration of the descriptions and interactions of coaches and teachers holds the potential to provide a common language to support role clarification for coaches, teachers, administrators, and other stakeholders. Educators and instructional leaders need the language that would empower them to effectively describe the coaching relationship in order to be able to articulate the rationale needed to provide coaching as a potentially powerful professional development context in the current era of accountability. Additionally, a rich description of the coaching relationship that facilitates role clarification, as well as a clearer understanding of the extent to which the work is grounded in student achievement data, serves to aid in the development of guidelines for coaching programs. Suggestions for future research are outlined based on the findings.Item Open Access Transformation: the impacts of an intercultural exploration on preservice teachers(Colorado State University. Libraries, 2013) Aguilar, Christine June, author; Timpson, William, advisor; Cross, Jennifer, committee member; Kees, Nathalie, committee member; Makela, Carole, committee memberThis action research study focuses on the impacts of an Intercultural Exploration project on 52 preservice teachers enrolled in sections of Schooling in the United States course at Colorado State University in the School of Education. Goals of the course include the intention that students will exhibit increased multicultural awareness and cross-cultural competence as applied to school settings. To inform the study, a review of the literature on multicultural education, intercultural theory, and transformational learning was conducted. The Intercultural Exploration project provided students the opportunity to explore their biases and areas where they lacked understanding of cultural groups, beliefs, and practices. Students spent four hours in a formal or informal setting focusing on one of their biases or lack of understanding. Students wrote essays to describe why they choose their projects, their feelings before and after the experience, how they developed their beliefs and how the project may impact their future personal and professional behaviors. A five level Transformational Rating was developed to assess student transformation based on reported beliefs before and after the project and predicted future personal and professional behaviors. Using the Transformational Rating Students rated their experience and the instructor/researcher rated each experience based on essay responses. The average rating by the instructor/researcher was 3.71 and the average rating by the students was 3.16, indicating that there was a transformation in at least two areas: beliefs, predictions of personal behavior, and professional behavior. Projects were themed by the instructor/researcher as religion (16), behavior (10), mental/physical status (8), socioeconomic status (5), social groups/organizations (3), sexual orientation (3), careers (3), current issues (2), and ethnicity/culture (2). Reasons students chose their projects were because they wanted to explore their own bias (27) or saw opportunities to learn/understand other perspectives (24). Students reported that their beliefs prior to the project were developed due to upbringing (18), media (11), negative experiences (8) and other (6). As a final step, students presented their projects and were asked to discuss the impacts of presenting to and listening to their peers. Following presentations, students said they felt the impact of sharing the Intercultural Exploration though uncomfortable at times, helped them to further understand and articulate their beliefs, while others felt it was an opportunity for their peers to get to know them better. After listening to their peers present, students expressed they enjoyed listening to the variety of presentations. Students also said they learned from their peers and developed a greater awareness of intercultural issues. Students noted they felt a close connection to their peers and some were surprised at the number of religious focused projects. The majority of students was positively impacted by the Intercultural Exploration and experienced a transformation as measured by pre and post beliefs and predicted future personal and professional behaviors. Students were impacted positively by sharing and listening to the Intercultural Exploration. Additional research could focus on replication of the study in other locations to compare results, variations on the project, and a more detailed Transformational Rating. Observing students in their first teaching assignments and examining long-term impacts might provide information for future training of preservice teachers in multicultural competence.Item Open Access Using computer mediation, peer review, and a writing process in a Japanese second language writing class(Colorado State University. Libraries, 2015) Kibler, Ronald L., author; Timpson, William, advisor; Quick, Don, advisor; Flahive, Douglas, committee member; Carlson, Laurie, committee memberThe writing process approach has become an increasingly popular method of writing instruction in "English as a Foreign Language" (EFL) classrooms. However, in traditional, teacher fronted classrooms it is difficult to provide students with maximum opportunities and support to fully engage in the writing process approach. This quantitative study analyzed archival data collected from a Japanese university EFL composition course that used a combination of computer mediation and peer response and evaluation to maximize the amount of time the participants spent being engaged in the writing process approach. It was possible to examine four outcomes related to the course: writing improvement, engagement, motivation, and writing achievement. The analysis first addressed whether the methods of the course lead to writing improvement by looking at the differences between pre and post-tests to measure writing improvement in terms of the complexity, accuracy, and fluency (CAF) of students’ short essay writing. The results of paired t-tests showed that there was a statistically significant increase in complexity and fluency, but not accuracy. Then the analysis then looked at the association between writing improvement (CAF), engagement, motivation, and writing achievement, using correlations and a hierarchical multiple regression. The results showed that there was a statistically significant, positive correlation between accuracy and writing achievement, a statistically significant negative correlation between linguistic self-confidence motivation and writing achievement, and that accuracy was a statistically significant predictor of writing achievement. This study has practical implications for second language (L2) writing classrooms. Primary among these are the potential for using computer mediation to facilitate peer learning. It allowed for high levels of writing intensity and seamless, transparent movement through the various stages of the writing process approach. In this study the combination of computer mediation, peer work, and writing process made it possible for the teacher to step aside, allowing the students to engage in social constructivist learning that supported positive learning outcomes.Item Open Access Voices of Hispanic and Latina/o secondary students in northern Colorado: poetic counterstories(Colorado State University. Libraries, 2011) Gabriel, Maria L., author; Timpson, William, advisor; Aragon, Antonette, advisor; Jennings, Louise, committee member; Aoki, Eric, committee memberThis study examines the experiences of Hispanic and Latina/o middle and high school students in a public school district in Northern Colorado over four years (2006 to 2009) as described by the students themselves and analyzed and interpreted by a member of the same cultural group. Informed by a pilot study, the dissertation includes a document analysis of the transcriptions of 105 open-ended responses of Hispanic and Latina/o 8th to 12th grade students to the question, "Describe a time when you or someone you know confronted an issue because of their race or ethnicity." In February and March of 2011, two purposefully selected focus groups with eight Hispanic and Latina/o students were asked four specific questions, including if they had similar or different experiences than those in open-ended responses. All eight students described racialized experiences in their schools and shared additional insights from their experiences, including their feelings and suggested changes for schools. The archival data and focus group transcripts were analyzed using Critical Thematic Analysis (CTA), a blended approach of analysis methods supported by a Critical Race Theory (CRT) research lens. Poetic analysis was used as a final step of analysis, and nine research poems are presented as a form of counterstory. The five main implications of the research included the suggested inclusion of students' voices in educational debates, the need for understanding the sociopolitical context of schooling for Hispanic and Latina/o students, school-based policy, the role of schools and educational leaders in intervening when racism abounds, and the potential use of arts-based research to address critical issues such as race in qualitative research.