You searched for +publisher:"Colorado State University" +contributor:("Doe, Sue").
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Colorado State University
1.
Loewen, Katherine A.
Rhetoric of disgust: considering public texts of disability, The.
Degree: MA, English, 2013, Colorado State University
URL: http://hdl.handle.net/10217/80330 
► While composition studies has paid heed to the topic of disability, it seldom explores the political and affective dimensions of disability studies, such as how…
(more)
▼ While composition studies has paid heed to the topic of disability, it seldom explores the political and affective dimensions of disability studies, such as how bodies write and are written by the world. The purpose of this thesis is to explore discourses of disability by employing critical emotion studies, particularly theories of disgust, to rhetorically analyze two popular texts, Freaks directed by Tod Browning and Fears of Your Life by Michael Bernard Loggins. These texts illustrate how disgust works to both reaffirm and transform the normal/abnormal binary that maintains public perceptions of disability as a stigmatized and marginal identity. Largely, this analysis emphasizes the role of non-academic, non-institutional, and non-standard discourses of disability to revitalize composition's foundational commitment to supporting human agency and social change.
Advisors/Committee Members: Langstraat, Lisa (advisor), Doe, Sue (committee member), Bone, Jennifer (committee member).
Subjects/Keywords: cultural studies; emotion theory; disability studies
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APA (6th Edition):
Loewen, K. A. (2013). Rhetoric of disgust: considering public texts of disability, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/80330
Chicago Manual of Style (16th Edition):
Loewen, Katherine A. “Rhetoric of disgust: considering public texts of disability, The.” 2013. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/80330.
MLA Handbook (7th Edition):
Loewen, Katherine A. “Rhetoric of disgust: considering public texts of disability, The.” 2013. Web. 20 Jan 2021.
Vancouver:
Loewen KA. Rhetoric of disgust: considering public texts of disability, The. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/80330.
Council of Science Editors:
Loewen KA. Rhetoric of disgust: considering public texts of disability, The. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80330
Colorado State University
2.
Kannan, Vani.
Rhetorics of song: critique, persuasion & education in Woody Guthrie & Martin Hoffman's "Deportees".
Degree: MA, English, 2014, Colorado State University
URL: http://hdl.handle.net/10217/83980
► This thesis investigates the lyrical and musical elements of the song "Deportees," and considers the song's reinterpretation in two contemporary songs. Through autoethnographic writing and…
(more)
▼ This thesis investigates the lyrical and musical elements of the song "Deportees," and considers the song's reinterpretation in two contemporary songs. Through autoethnographic writing and rhetorical analysis, I analyze the way all three texts respond to silences in popular media, and in doing so, shed light on the nationalistic ideologies embedded in that silence. I argue that the songs' preservation and circulation of marginalized histories and the performance practices through which they circulate suggest their rich rhetorical and pedagogical potential to inform scholarship in rhetoric and composition. I conclude that transnational feminist analysis and production of song texts and autoethnographic writing can support rhetoric and composition's commitment to social justice by offering guidelines for composing critical texts that respond to silences in the historical record, and allow students and scholars to "write themselves into" transnational events.
Advisors/Committee Members: Doe, Sue (advisor), Langstraat, Lisa (advisor), Mumme, Stephen (committee member).
Subjects/Keywords: immgration; citizenship; composition; music; rhetoric; transnational feminism
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APA (6th Edition):
Kannan, V. (2014). Rhetorics of song: critique, persuasion & education in Woody Guthrie & Martin Hoffman's "Deportees". (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/83980
Chicago Manual of Style (16th Edition):
Kannan, Vani. “Rhetorics of song: critique, persuasion & education in Woody Guthrie & Martin Hoffman's "Deportees".” 2014. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/83980.
MLA Handbook (7th Edition):
Kannan, Vani. “Rhetorics of song: critique, persuasion & education in Woody Guthrie & Martin Hoffman's "Deportees".” 2014. Web. 20 Jan 2021.
Vancouver:
Kannan V. Rhetorics of song: critique, persuasion & education in Woody Guthrie & Martin Hoffman's "Deportees". [Internet] [Masters thesis]. Colorado State University; 2014. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/83980.
Council of Science Editors:
Kannan V. Rhetorics of song: critique, persuasion & education in Woody Guthrie & Martin Hoffman's "Deportees". [Masters Thesis]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/83980
Colorado State University
3.
Hadlock, Erin D.
Role of genre, identity, and rhetorical agency in the military writing of post-9/11 student-veterans, The.
Degree: MA, English, 2012, Colorado State University
URL: http://hdl.handle.net/10217/67561
► Since the Post-9/11 GI Bill was signed into law in August 2009, hundreds of thousands of student-veterans and more than $3.6 billion have poured into…
(more)
▼ Since the Post-9/11 GI Bill was signed into law in August 2009, hundreds of thousands of student-veterans and more than $3.6 billion have poured into college campuses nationwide. Student-veterans have brought with them incredible life experiences, maturity, and self-discipline, as well as different learning styles and stressors that traditional students typically do not face. Recent qualitative research about this population has primarily been dedicated to their transitions and disabilities, but relatively few researchers have explored student-veterans' academic preparation acquired in those formative years in the military, especially skills in writing. Therefore, in this thesis, two colleagues and I survey and interview nine student-veterans, representing each branch of service, at
Colorado State University. I explore their past textual production in the military and use those experiences with writing to shape and inform my discussion about genre use and theory as put forth by Amy Devitt and Anis Bawarshi. Because almost all writing in the military is formed within a specific genre, genres are central to the writing histories of student-veterans. In the military, genres serve not only as formatting guides but also as sites of cultural capital and rhetorical action, and they have a profound effect on how student-veterans construct meaning from writing in first-year composition classrooms. Additionally, I look to Michele Foucault's theories of constituted identities to explain how student-veterans' beliefs about writing are influenced by the communities in which they participate. The societal stratum in the military of officers and enlisted soldiers greatly determines what student-veterans understand as writing and its relationship to class-bound identities. My findings suggest, however, that as active duty soldiers, student-veterans used many of the rhetorical skills taught in a composition classroom but often have difficulty recognizing what they did as writing. Because few composition instructors are familiar with military text production, this thesis provides information about the connections between military and academic writing, identifies ideas about strengthening curricula, and suggests directions for future research.
Advisors/Committee Members: Doe, Sue (advisor), Langstraat, Lisa (committee member), Grigg, Neil (committee member).
Subjects/Keywords: military; genre; rhetoric; student-veterans; veterans; writing
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APA (6th Edition):
Hadlock, E. D. (2012). Role of genre, identity, and rhetorical agency in the military writing of post-9/11 student-veterans, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/67561
Chicago Manual of Style (16th Edition):
Hadlock, Erin D. “Role of genre, identity, and rhetorical agency in the military writing of post-9/11 student-veterans, The.” 2012. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/67561.
MLA Handbook (7th Edition):
Hadlock, Erin D. “Role of genre, identity, and rhetorical agency in the military writing of post-9/11 student-veterans, The.” 2012. Web. 20 Jan 2021.
Vancouver:
Hadlock ED. Role of genre, identity, and rhetorical agency in the military writing of post-9/11 student-veterans, The. [Internet] [Masters thesis]. Colorado State University; 2012. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/67561.
Council of Science Editors:
Hadlock ED. Role of genre, identity, and rhetorical agency in the military writing of post-9/11 student-veterans, The. [Masters Thesis]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67561
Colorado State University
4.
Johnson, Stacey J.
Entirely different stories: autoethnography as women's literacy practice in southern Africa.
Degree: MA, English, 2011, Colorado State University
URL: http://hdl.handle.net/10217/51876
► This thesis suggests autoethnography as one methodology for more democratic adult literacy instruction in rural Southern Africa. Because of my experiences working as a Rural…
(more)
▼ This thesis suggests autoethnography as one methodology for more democratic adult literacy instruction in rural Southern Africa. Because of my experiences working as a Rural Education Development volunteer in Zambia, I am concerned with the postcolonial implications of many of the educational initiatives employed in the region. Using a postcolonial feminist framework, I seek to situate autoethnography as one way to both resist what Chimamanda calls the "one story of Africa" and to sponsor dual language literacy acquisition in rural Zambia. In this thesis, I work to analyze the mission statements of existing educational projects as representative of the limited narratives written for people in rural communities. I also propose a collaborative autoethnographic writing project based on existing community writing projects/theory that locate literacy as a site of resistance and hybridity, encouraging story-telling by and with others rather than about Others.
Advisors/Committee Members: Jacobi, Tobi (advisor), Doe, Sue (committee member), Pearson, Jonna (committee member).
Subjects/Keywords: autoethnography; community writing; feminism; Freire; postcolonial literatures; Zambia
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APA ·
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APA (6th Edition):
Johnson, S. J. (2011). Entirely different stories: autoethnography as women's literacy practice in southern Africa. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/51876
Chicago Manual of Style (16th Edition):
Johnson, Stacey J. “Entirely different stories: autoethnography as women's literacy practice in southern Africa.” 2011. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/51876.
MLA Handbook (7th Edition):
Johnson, Stacey J. “Entirely different stories: autoethnography as women's literacy practice in southern Africa.” 2011. Web. 20 Jan 2021.
Vancouver:
Johnson SJ. Entirely different stories: autoethnography as women's literacy practice in southern Africa. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/51876.
Council of Science Editors:
Johnson SJ. Entirely different stories: autoethnography as women's literacy practice in southern Africa. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/51876
Colorado State University
5.
O'Neill, Tifarah Hadassah.
Where we have been matters: offering non-traditional students greater opportunities for personal connections to "academic discourse".
Degree: MA, English, 2012, Colorado State University
URL: http://hdl.handle.net/10217/68158
► With 73 percent of students now being classified as non-traditional in some way according the U.S Department of Education, it is clear that the student…
(more)
▼ With 73 percent of students now being classified as non-traditional in some way according the U.S Department of Education, it is clear that the student populations at the two year colleges as well as universities are no longer as homogeneous as they were originally. This thesis examines the ways in which non-traditional students may differ in their learning styles and how we as educators can better provide better learning opportunities for these students based upon the works of Malcolm Knowles and other education theorists. This thesis explores the ways non-traditional students are placed within marginalized positions within current
university and classroom structures. However, I explore the benefits of creating more inclusive classrooms which value students' external experiences primarily through "hybrid" or personal form of writing. This thesis also explores some of the challenges that can arise when incorporating personal writing into the classroom as well as some pedagogical approaches to combat those challenges.
Advisors/Committee Members: Langstraat, Lisa (advisor), Doe, Sue (committee member), Jennings, Louise (committee member).
Subjects/Keywords: composition; adult learner; experiences; non-traditional; real world; English
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APA (6th Edition):
O'Neill, T. H. (2012). Where we have been matters: offering non-traditional students greater opportunities for personal connections to "academic discourse". (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/68158
Chicago Manual of Style (16th Edition):
O'Neill, Tifarah Hadassah. “Where we have been matters: offering non-traditional students greater opportunities for personal connections to "academic discourse".” 2012. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/68158.
MLA Handbook (7th Edition):
O'Neill, Tifarah Hadassah. “Where we have been matters: offering non-traditional students greater opportunities for personal connections to "academic discourse".” 2012. Web. 20 Jan 2021.
Vancouver:
O'Neill TH. Where we have been matters: offering non-traditional students greater opportunities for personal connections to "academic discourse". [Internet] [Masters thesis]. Colorado State University; 2012. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/68158.
Council of Science Editors:
O'Neill TH. Where we have been matters: offering non-traditional students greater opportunities for personal connections to "academic discourse". [Masters Thesis]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/68158
Colorado State University
6.
Gabriel, Darcy.
Romero's rhetoric: blurred audience identity as unifying tactic in war-torn El Salvador.
Degree: MA, English, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176621
► In this thesis I examine a homily given by Archbishop Oscar Romero of El Salvador in 1979, "The Church's Mission in a Crisis." In particular,…
(more)
▼ In this thesis I examine a homily given by Archbishop Oscar Romero of El Salvador in 1979, "The Church's Mission in a Crisis." In particular, I use critical discourse analysis in three main areas. First, I analyze the intertextuality and genre conventions associated with Archbishop Romero's homily. Second, I examine the ways that Archbishop Romero brought various audience groups into his homily in order to broaden the scope of audiences who could be receptive to his call for social justice. Finally, I examined how the homily interacted with and interrupted power relations. I found that Archbishop Romero followed the tradition of Catholic doctrine from Vatican II and Puebla in making direct connections between scripture and daily life in his homilies. In this way Archbishop Romero was able to incorporate into his homilies the call to action for social justice. "The Church's Mission in a Crisis" upheld the distance between the Church and the poor, but it also pushed back through the inclusion in the homily of results from a diocese survey. Through my examination of the influence of the homily, I used the framework of social movement rhetoric in order to examine the influence that Archbishop Romero had rather than attempt to trace the ideological impact of one homily. In this way, using critical discourse analysis to examine texts within social movements allows for in-depth case studies of texts in a way that encourages situating the case study within the larger social movement.
Advisors/Committee Members: Doe, Sue (advisor), Garcia, Antero (committee member), Mumme, Stephen (committee member).
Subjects/Keywords: El Salvador; rhetoric; Romero, Oscar; audience
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APA (6th Edition):
Gabriel, D. (2016). Romero's rhetoric: blurred audience identity as unifying tactic in war-torn El Salvador. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176621
Chicago Manual of Style (16th Edition):
Gabriel, Darcy. “Romero's rhetoric: blurred audience identity as unifying tactic in war-torn El Salvador.” 2016. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/176621.
MLA Handbook (7th Edition):
Gabriel, Darcy. “Romero's rhetoric: blurred audience identity as unifying tactic in war-torn El Salvador.” 2016. Web. 20 Jan 2021.
Vancouver:
Gabriel D. Romero's rhetoric: blurred audience identity as unifying tactic in war-torn El Salvador. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/176621.
Council of Science Editors:
Gabriel D. Romero's rhetoric: blurred audience identity as unifying tactic in war-torn El Salvador. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176621
Colorado State University
7.
Anderson, Sheri McQuiston.
Of buildings and belonging: re-storying the student veteran's historical impact on place and program.
Degree: MA, English, 2018, Colorado State University
URL: http://hdl.handle.net/10217/191429
► This research explores the student veteran's material effect upon the land grant university, particularly on the campus of Colorado State University, as seen in the…
(more)
▼ This research explores the student veteran's material effect upon the land grant
university, particularly on the campus of
Colorado State University, as seen in the development of both places and programs. The signing of the Morrill Act in 1862, while creating America's land grant universities, also established the connection of the land grant
university to military training, a thread which can be traced from CSU's founding in 1870 until today. Using a theory of the rhetorical meaning of physical place, as well as an acknowledgement of the power of collective memory surrounding these spaces, this study restories the narrative of the student veteran's physical impact upon
Colorado State University's campus during wartime and post-wartime, from World War I until today. Using rhetorical methodology for archival research, this study explores the physical and programmatic changes upon the CSU campus in order to demonstrate the generative power of the student veteran upon the
university, both historically and at present. By analyzing archived texts, the impact of student veterans, through both their agentive force and the government funding their GI Bills contribute to the
university budget, is shown to have produced a material impact that has gradually shifted over time. This material impact has shown increasing focus, as developments have evolved from places to programs, from groups to individuals. Re-storying the forgotten narrative of the history of the student veteran upon the land grant
university campus suggests the material agency of the student veteran, and provides a frame through which to view their effect on curricular programs/offerings and physical plant improvement.
Advisors/Committee Members: Doe, Sue (advisor), Amidon, Timothy (committee member), Greene, David (committee member).
Subjects/Keywords: land grant university; student veteran; place; Colorado State University; World War, 1914-1918; World War, 1939-1945
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APA (6th Edition):
Anderson, S. M. (2018). Of buildings and belonging: re-storying the student veteran's historical impact on place and program. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/191429
Chicago Manual of Style (16th Edition):
Anderson, Sheri McQuiston. “Of buildings and belonging: re-storying the student veteran's historical impact on place and program.” 2018. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/191429.
MLA Handbook (7th Edition):
Anderson, Sheri McQuiston. “Of buildings and belonging: re-storying the student veteran's historical impact on place and program.” 2018. Web. 20 Jan 2021.
Vancouver:
Anderson SM. Of buildings and belonging: re-storying the student veteran's historical impact on place and program. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/191429.
Council of Science Editors:
Anderson SM. Of buildings and belonging: re-storying the student veteran's historical impact on place and program. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191429
Colorado State University
8.
Austin, Sarah E.
Implications of the "new" majority of non-tenurable faculty for first year composition curricula and critical pedagogy, The.
Degree: MA, English, 2014, Colorado State University
URL: http://hdl.handle.net/10217/82487
► Of late, much discussion has arisen around university employers' treatment of the "new" majority of contingent faculty. However, little is being said regarding two important…
(more)
▼ Of late, much discussion has arisen around
university employers' treatment of the "new" majority of contingent faculty. However, little is being said regarding two important points: first, that in the field of rhetoric and composition and in first-year writing classrooms, especially, this majority of contingent faculty is not at all new. Secondly, that some attention should be paid to what effects this writ-large
university labor shift may be having on the pedagogical and curricular decisions within composition programs, particularly as they pertain to faculty's academic freedoms and the teaching of critical thinking skills. As such, this thesis sought to attend to both of the above issues by documenting the history of rhetoric and composition's labor force, aligning that history to activism and critical pedagogies and, through a local example, discussing the implications of the "new" majority of untenurable faculty on the pedagogies and curricula utilized in first-year composition. My findings indicate, as suspected, that the majority of contingent faculty is not a new phenomenon to the field of composition. Nevertheless, this contingent majority does impact the ways in which critical thinking and pedagogies may be used within the first-year composition classroom. Results seem to show that such a shift in
university faculty profiles will indeed affect professors' abilities to wield traditionally understood ideas of academic freedom but that, drawing on Foucault's notions of power and his term "specific intellectual," individuals within composition departments, and perhaps
university-wide, are able, through conscious action to uphold the democratic ideals of a postsecondary education: to create civic-minded, critical thinkers.
Advisors/Committee Members: Doe, Sue (advisor), Langstraat, Lisa (committee member), Dickinson, Greg (committee member).
Subjects/Keywords: curriculum; critical pedagogy; new faculty majority; pedagogy; WPA; first-year composition
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APA ·
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Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Austin, S. E. (2014). Implications of the "new" majority of non-tenurable faculty for first year composition curricula and critical pedagogy, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/82487
Chicago Manual of Style (16th Edition):
Austin, Sarah E. “Implications of the "new" majority of non-tenurable faculty for first year composition curricula and critical pedagogy, The.” 2014. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/82487.
MLA Handbook (7th Edition):
Austin, Sarah E. “Implications of the "new" majority of non-tenurable faculty for first year composition curricula and critical pedagogy, The.” 2014. Web. 20 Jan 2021.
Vancouver:
Austin SE. Implications of the "new" majority of non-tenurable faculty for first year composition curricula and critical pedagogy, The. [Internet] [Masters thesis]. Colorado State University; 2014. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/82487.
Council of Science Editors:
Austin SE. Implications of the "new" majority of non-tenurable faculty for first year composition curricula and critical pedagogy, The. [Masters Thesis]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/82487
Colorado State University
9.
Schicke, Joseph Andrew.
Autoethnography of local music culture in northern Colorado, An.
Degree: MA, English, 2011, Colorado State University
URL: http://hdl.handle.net/10217/48207
► The following thesis investigates common ideologies as manifested in the rhetoric of local musicians, musician employers and musician advocates. I use an autoethnographic method in…
(more)
▼ The following thesis investigates common ideologies as manifested in the rhetoric of local musicians, musician employers and musician advocates. I use an autoethnographic method in which I use the interview data of local music culture participants along with my own accounts of my experience as a local musician in order to come closer to locating and describing the experience of local music culture. Through constant comparative analysis of interview data, I located six problematic themes related to the rhetorics of the music community, musician recognition, musician identity, music as a leisure activity, musicians as workers, and musicians as part of a wider industry. I put forth the argument that these areas are of great importance in an understanding of the ways that rhetoric and ideology disempower local musicians. In addition, I argue for a more complex awareness of music ideology by introducing affect theory. Finally, I suggest how community literacy may be used in order to advance the ideas brought forth in this thesis.
Advisors/Committee Members: Doe, Sue (advisor), Lamanna, Carrie (committee member), Banning, Jim (committee member).
Subjects/Keywords: rhetoric; ideology; musicians; music; autoethnography; composition
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APA (6th Edition):
Schicke, J. A. (2011). Autoethnography of local music culture in northern Colorado, An. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/48207
Chicago Manual of Style (16th Edition):
Schicke, Joseph Andrew. “Autoethnography of local music culture in northern Colorado, An.” 2011. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/48207.
MLA Handbook (7th Edition):
Schicke, Joseph Andrew. “Autoethnography of local music culture in northern Colorado, An.” 2011. Web. 20 Jan 2021.
Vancouver:
Schicke JA. Autoethnography of local music culture in northern Colorado, An. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/48207.
Council of Science Editors:
Schicke JA. Autoethnography of local music culture in northern Colorado, An. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/48207
Colorado State University
10.
Hatley, Kelsey.
"No class I took in senior year matters compared to what I'm taking now": the reading and writing transition from high school to college.
Degree: MA, English, 2016, Colorado State University
URL: http://hdl.handle.net/10217/173488
► The transition from high school to college signals a significant change in what students are expected to know and be able to do in an…
(more)
▼ The transition from high school to college signals a significant change in what students are expected to know and be able to do in an educational context, especially with reading and writing. Many researchers, teachers, and professors have sought to illuminate the complexities of the transition. This thesis sought to bring in students’ voices to this conversation as they are the ones most affected by educational practices and policies. The research questions investigated in this study included: From the perspective of first year college students enrolled in a composition course, how do they describe: 1) their experiences with reading and writing in high school? 2) their perceptions of what they’ll need to know and be able to do in college and their degree of preparation for college-level reading and writing? 3) what teachers could do to help make this transition smoother for students? The research revealed that not only are teachers and professors feeling the tension, but the students are as well. The types of reading and writing done in high school do not necessarily align with the types of reading and writing that students are expected to know and do in college. This disconnect makes it more difficult for students to navigate the transition between the two. The participant in this study offered insightful thoughts about the complexities involved in the shift as well as some ideas for addressing the misalignment between high school and college expectations and requirements for reading and writing.
Advisors/Committee Members: Coke, Pamela (advisor), Doe, Sue (committee member), Frederiksen, Heidi (committee member).
Subjects/Keywords: reading; teaching; writing; secondary education; higher education; transition
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APA (6th Edition):
Hatley, K. (2016). "No class I took in senior year matters compared to what I'm taking now": the reading and writing transition from high school to college. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/173488
Chicago Manual of Style (16th Edition):
Hatley, Kelsey. “"No class I took in senior year matters compared to what I'm taking now": the reading and writing transition from high school to college.” 2016. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/173488.
MLA Handbook (7th Edition):
Hatley, Kelsey. “"No class I took in senior year matters compared to what I'm taking now": the reading and writing transition from high school to college.” 2016. Web. 20 Jan 2021.
Vancouver:
Hatley K. "No class I took in senior year matters compared to what I'm taking now": the reading and writing transition from high school to college. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/173488.
Council of Science Editors:
Hatley K. "No class I took in senior year matters compared to what I'm taking now": the reading and writing transition from high school to college. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/173488
Colorado State University
11.
Loebel, Greg A.
Qualitative analysis of choosing and experiencing the Infantry as an occupation, A.
Degree: MS(M.S.), Psychology, 2017, Colorado State University
URL: http://hdl.handle.net/10217/185620
► The purpose of this study was to gain a better understanding of why men chose the Infantry as an occupation when enlisting in the U.S.…
(more)
▼ The purpose of this study was to gain a better understanding of why men chose the Infantry as an occupation when enlisting in the U.S. military in the post-9/11 era, as well as the potential meaning they experienced through their service as infantrymen. Interviews were conducted with 11 undergraduate students who had served in either the U.S. Army or U.S. Marine Corps as infantrymen, and had enlisted with the specific goal to serve in an Infantry occupational specialty. All of the participants had served at least one combat deployment as infantrymen to either Afghanistan or Iraq. Consensual Qualitative Research (CQR) was used to guide the study. Prominent themes that emerged relative to enlistment decision-making included strong desires to fulfill roles of being highly skilled combatants and experience combat; viewing the Infantry as the best means to fulfill those desires; and desires to serve a greater good. Prominent themes related to meaning experienced through Infantry service included fulfillment of desired roles of being warriors; having experienced growth through hardship; a sense of accomplishment and pride through being skilled at Infantry warfare and having done important things; and the incredibly strong sense of brotherhood and camaraderie shared with other infantrymen they served with. Lastly, prominent themes regarding how their prior service may influence their current civilian career trajectories included having enhanced discipline, motivation, leadership, and sense of purpose; feeling distinctly different and separate from civilians; continued sense of service; and a desire for peace and normalcy in civilian life. Results from this study offered an interesting perspective on post-9/11 era military enlistment motivations connected to one particular class of occupational specialties. The participants did not offer any economic reasons for their enlistment motivations. That is, they did not choose the Infantry because of college benefits or job skills developed in their Infantry occupations that may transfer to civilian occupations. Rather, they appeared primarily motivated in their enlistment choices by desires to seek intense, dangerous training and combat experiences and fulfill particular warrior identity roles not available in civilian life, all through a sense of discipline and service.
Advisors/Committee Members: Dik, Bryan (advisor), Kraiger, Kurt (committee member), Doe, Sue (committee member).
Subjects/Keywords: combat; meaningful work; career construction; vocational identity; infantry
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APA (6th Edition):
Loebel, G. A. (2017). Qualitative analysis of choosing and experiencing the Infantry as an occupation, A. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/185620
Chicago Manual of Style (16th Edition):
Loebel, Greg A. “Qualitative analysis of choosing and experiencing the Infantry as an occupation, A.” 2017. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/185620.
MLA Handbook (7th Edition):
Loebel, Greg A. “Qualitative analysis of choosing and experiencing the Infantry as an occupation, A.” 2017. Web. 20 Jan 2021.
Vancouver:
Loebel GA. Qualitative analysis of choosing and experiencing the Infantry as an occupation, A. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/185620.
Council of Science Editors:
Loebel GA. Qualitative analysis of choosing and experiencing the Infantry as an occupation, A. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/185620
Colorado State University
12.
Robinson, Christine (Christina) L.
Posthumanist (auto)ethnography: toward the ethical representation of other animals.
Degree: MA, English, 2011, Colorado State University
URL: http://hdl.handle.net/10217/46907
► This thesis project maps the theoretical reasoning for the extension of ethical considerations about representations of Others to Animal Others, and then offers ethical guidelines…
(more)
▼ This thesis project maps the theoretical reasoning for the extension of ethical considerations about representations of Others to Animal Others, and then offers ethical guidelines for the practical application of such considerations. More specifically, I point to autoethnography as a means of responsibly studying the animal Other in relation to and alliance with the human animal. As such, my project reflects a cross-disciplinary thread of interest seen in English studies, sociology, and anthropology. Notably, I use a selection of mainstream texts to illustrate each of the guidelines and, in the process, demonstrate how autoethnography might enable writers to confront ethical questions, inherently attest to the value of doing so, and thereby begin to actualize the ideological change envisioned by many postcolonial and animal studies scholars. I argue that this kind of change requires writers to fully embrace insights of certain scholars, such as Édouard Glissant's notion of Opacity. I reveal why and how this powerful notion combined with Cary Wolfe's tenets of posthumanist theory should guide the inquiries and written representations of animal Others. In totality, I demonstrate how posthumanist (auto)ethnography performed with opacity is a genre that potentially allows for the most ethical representation of alliances with other animals, why this matters, and to whom. Therefore, this project relates broadly to discussions in animal studies and uses research methodology drawn from the field of rhetoric and composition, as well as sociology and anthropology.
Advisors/Committee Members: Doe, Sue, 1957- (advisor), Sloane, Sarah J. (committee member), Shaw, Jane (committee member).
Subjects/Keywords: posthumanism; life writing; opacity; methodology; animal studies; intersubjectivity
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APA (6th Edition):
Robinson, C. (. L. (2011). Posthumanist (auto)ethnography: toward the ethical representation of other animals. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/46907
Chicago Manual of Style (16th Edition):
Robinson, Christine (Christina) L. “Posthumanist (auto)ethnography: toward the ethical representation of other animals.” 2011. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/46907.
MLA Handbook (7th Edition):
Robinson, Christine (Christina) L. “Posthumanist (auto)ethnography: toward the ethical representation of other animals.” 2011. Web. 20 Jan 2021.
Vancouver:
Robinson C(L. Posthumanist (auto)ethnography: toward the ethical representation of other animals. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/46907.
Council of Science Editors:
Robinson C(L. Posthumanist (auto)ethnography: toward the ethical representation of other animals. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/46907
Colorado State University
13.
McCuin, Deborah.
Teachers working with social emotional competence: students' perspectives on the positive effects.
Degree: PhD, Education, 2012, Colorado State University
URL: http://hdl.handle.net/10217/67568
► Research has shown that social emotional learning (SEL) skills help reduce violence, enhance cooperation and problem solving, and foster academic achievement. Teachers with social emotional…
(more)
▼ Research 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.
Advisors/Committee Members: Timpson, William (advisor), Banning, Jim (committee member), Most, David (committee member), Doe, Sue (committee member).
Subjects/Keywords: social emotional learning; social emotional competence; template protocol; document analysis; emotional intelligence
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APA (6th Edition):
McCuin, D. (2012). Teachers working with social emotional competence: students' perspectives on the positive effects. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/67568
Chicago Manual of Style (16th Edition):
McCuin, Deborah. “Teachers working with social emotional competence: students' perspectives on the positive effects.” 2012. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/67568.
MLA Handbook (7th Edition):
McCuin, Deborah. “Teachers working with social emotional competence: students' perspectives on the positive effects.” 2012. Web. 20 Jan 2021.
Vancouver:
McCuin D. Teachers working with social emotional competence: students' perspectives on the positive effects. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/67568.
Council of Science Editors:
McCuin D. Teachers working with social emotional competence: students' perspectives on the positive effects. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67568
Colorado State University
14.
Jusoh, Ruzina binti.
Job satisfaction of new teachers in Malaysia: understanding challenges and experiences of leaving the profession.
Degree: PhD, Education, 2012, Colorado State University
URL: http://hdl.handle.net/10217/71568
► This study focuses on new teachers' job satisfaction and their challenges and experiences during their probationary period. This research concentrated on how their challenges and…
(more)
▼ This study focuses on new teachers' job satisfaction and their challenges and experiences during their probationary period. This research concentrated on how their challenges and experiences affected their choice to leave the profession. Basic Interpretive Qualitative method was utilized to explore and understand new teachers' challenges and experiences during their probationary period. The sample for this study consisted of ten new teachers, eight females and two males who teach in the
state of Selangor. The primary themes from the data were organizational, personal, and system. The organizational category was associated with school administrators' leadership style, expectation, support, workload and professional development courses, which was the main reason for leaving the profession. Personal related to financial problems was one of the reasons new teachers were leaving the profession. Finally, system, related to teacher placement, was also mentioned as one of the reasons for leaving the profession. The results of this study have application for the school organization seeking to retain new teachers in the profession. The major contributions of this study are related to new teachers' job satisfaction associated with leaving the profession and greater insight into practical applications and consideration necessary for the retention in the profession. It is important for individual new teachers to have an understanding of how to overcome challenges to enhance their job satisfaction.
Advisors/Committee Members: Kaminski, Karen (advisor), Banning, James (committee member), Wallner, Barbara (committee member), Doe, Sue (committee member).
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APA (6th Edition):
Jusoh, R. b. (2012). Job satisfaction of new teachers in Malaysia: understanding challenges and experiences of leaving the profession. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71568
Chicago Manual of Style (16th Edition):
Jusoh, Ruzina binti. “Job satisfaction of new teachers in Malaysia: understanding challenges and experiences of leaving the profession.” 2012. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/71568.
MLA Handbook (7th Edition):
Jusoh, Ruzina binti. “Job satisfaction of new teachers in Malaysia: understanding challenges and experiences of leaving the profession.” 2012. Web. 20 Jan 2021.
Vancouver:
Jusoh Rb. Job satisfaction of new teachers in Malaysia: understanding challenges and experiences of leaving the profession. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/71568.
Council of Science Editors:
Jusoh Rb. Job satisfaction of new teachers in Malaysia: understanding challenges and experiences of leaving the profession. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/71568
Colorado State University
15.
Steele, Kayla.
"Learning what to eat": gender, environment, and the rise of nutritional science in twentieth century America.
Degree: MA, History, 2012, Colorado State University
URL: http://hdl.handle.net/10217/68136
► This thesis examines the development of nutritional science from the 1910s to 1940s in the United States. Scientists, home economists, dieticians, nurses, advertisers, and magazine…
(more)
▼ This thesis examines the development of nutritional science from the 1910s to 1940s in the United States. Scientists, home economists, dieticians, nurses, advertisers, and magazine columnists in this period taught Americans to value food primarily for its nutritional components – primarily the quantity of calories, protein, vitamins, and minerals in every item of food – instead of other qualities such as taste or personal preference. I argue that most food experts believed nutritional science could help them modernize society by teaching Americans to choose the most economically efficient foods that could optimize the human body for perfect health and labor; this goal formed the ideology of nutrition, or nutritionism, which dominated education campaigns in the early twentieth century. Nutrition advocates believed that food preserved a vital connection between Americans and the natural world, and their simplified version of nutritional science could modernize the connection by making it more rational and efficient. However, advocates' efforts also instilled a number of problematic tensions in the ways Americans came to view their food, as the relentless focus on invisible nutrients encouraged Americans to look for artificial sources of nutrients such as vitamin pills and stripped Americans of the ability to evaluate food themselves and forced them to rely on scientific expertise for guidance. Advocates' educational methods also unintentionally limited the appeal of nutritionism to middle class women because they leveraged middle class concerns about gender – especially questions of household management and childrearing – to demonstrate the importance of nutrition to a modern society, leading them to ignore the poorer segments of society that could have benefited the most from their knowledge. World War II created an opportunity for advocates to ally with home front defense campaigns to allow the government to extend its control over the natural world by managing the metabolic processes of the human body to create the best soldiers and workers possible, and to help advocates enhance their prestige and expertise as they created the first national nutritional standards and mandated vitamin enrichment programs. I argue that food is a valuable framework for inquiry for environmental and social historians because it reflects how society understands gender and their experiences with the natural world.
Advisors/Committee Members: Fiege, Mark (advisor), Alexander, Ruth (advisor), Howkins, Adrian (committee member), Doe, Sue (committee member).
Subjects/Keywords: food; gender; Great Depression; home economics; nutrition; reform
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Export
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APA (6th Edition):
Steele, K. (2012). "Learning what to eat": gender, environment, and the rise of nutritional science in twentieth century America. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/68136
Chicago Manual of Style (16th Edition):
Steele, Kayla. “"Learning what to eat": gender, environment, and the rise of nutritional science in twentieth century America.” 2012. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/68136.
MLA Handbook (7th Edition):
Steele, Kayla. “"Learning what to eat": gender, environment, and the rise of nutritional science in twentieth century America.” 2012. Web. 20 Jan 2021.
Vancouver:
Steele K. "Learning what to eat": gender, environment, and the rise of nutritional science in twentieth century America. [Internet] [Masters thesis]. Colorado State University; 2012. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/68136.
Council of Science Editors:
Steele K. "Learning what to eat": gender, environment, and the rise of nutritional science in twentieth century America. [Masters Thesis]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/68136
Colorado State University
16.
LaPadura, Emily.
Reconstructing social futures: digital voices in first-year writing.
Degree: MA, English, 2015, Colorado State University
URL: http://hdl.handle.net/10217/167253
► This thesis explores the benefits of bringing students' out-of-school digital literacies into the first-year composition (FYC) classroom, and investigates whether or not this can provide…
(more)
▼ This thesis explores the benefits of bringing students' out-of-school digital literacies into the first-year composition (FYC) classroom, and investigates whether or not this can provide students access to critically analyze their actions on these platforms. I taught a self-designed FYC course focusing on critically producing, and consuming, self-representations on the social networking sites Facebook and Instagram. Through a grounded theory approach, I completed an analysis of 17 students' assigned blog posts and surveys, and selected six students to construct richly descriptive portraits (RDPs). The RDPs are chronological narratives that invite students to act as discussion partners by integrating their voices, and shed light on their differing levels of critical digital literacy skills. I explore how students' use of social networking sites does not always necessitate a critical use, and investigate how students construct and perform digital identities on these platforms. I conclude by explaining why preparing the future citizens of our global economy must entail providing students with the critical digital literacy skills needed to actively participate in modern communicative modes. As composition instructors are also teachers of communication, this is our responsibility.
Advisors/Committee Members: Sloane, Sarah (advisor), Doe, Sue (committee member), Coke, Pamela (committee member), Steele, Catherine (committee member).
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APA (6th Edition):
LaPadura, E. (2015). Reconstructing social futures: digital voices in first-year writing. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/167253
Chicago Manual of Style (16th Edition):
LaPadura, Emily. “Reconstructing social futures: digital voices in first-year writing.” 2015. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/167253.
MLA Handbook (7th Edition):
LaPadura, Emily. “Reconstructing social futures: digital voices in first-year writing.” 2015. Web. 20 Jan 2021.
Vancouver:
LaPadura E. Reconstructing social futures: digital voices in first-year writing. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/167253.
Council of Science Editors:
LaPadura E. Reconstructing social futures: digital voices in first-year writing. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167253
Colorado State University
17.
Hanson, Jenna.
Relationship between metalinguistic knowledge/learning contexts and language proficiency, The.
Degree: MA, Foreign Languages and Literatures, 2013, Colorado State University
URL: http://hdl.handle.net/10217/79057
► This study explores the relationship between learning context on learners' oral proficiency, metalinguistic knowledge of Spanish (MKS) and metalinguistic knowledge of English (MKE). The study…
(more)
▼ This study explores the relationship between learning context on learners' oral proficiency, metalinguistic knowledge of Spanish (MKS) and metalinguistic knowledge of English (MKE). The study also explores the relationship between MKE and MKS, and MKS on oral proficiency between the two learning contexts. The two contexts in question were a traditional semester (TS) that met five days a week, fifty minutes a day for fifteen weeks and a four-week summer intensive program that met five days a week, four hours a day for four weeks. A COPI (computerized oral proficiency interview) was administered to measure oral proficiency and two different measures of metalinguistic knowledge were employed to test MKE and MKS. The MKE test was administered as a pre and posttest, whereas the MKS test was given at the end of the semester. The study found that, a) students in the TS group have significantly higher levels of MKS, b) student in the TS group significantly improve their MKE more so than the IS group, c) there is a significant relationship between MKS and oral proficiency regardless of group, d) there is a significant relationship between MKE pretest and MKS at the end of the semester, and e) there is no significant difference between oral proficiency between the two contexts.
Advisors/Committee Members: Correa, Maite (advisor), Ehlers-Zavala, Fabiola (advisor), Velazquez-Castillo, Maura (committee member), Doe, Sue (committee member).
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APA (6th Edition):
Hanson, J. (2013). Relationship between metalinguistic knowledge/learning contexts and language proficiency, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/79057
Chicago Manual of Style (16th Edition):
Hanson, Jenna. “Relationship between metalinguistic knowledge/learning contexts and language proficiency, The.” 2013. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/79057.
MLA Handbook (7th Edition):
Hanson, Jenna. “Relationship between metalinguistic knowledge/learning contexts and language proficiency, The.” 2013. Web. 20 Jan 2021.
Vancouver:
Hanson J. Relationship between metalinguistic knowledge/learning contexts and language proficiency, The. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/79057.
Council of Science Editors:
Hanson J. Relationship between metalinguistic knowledge/learning contexts and language proficiency, The. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/79057
Colorado State University
18.
Leipzig, Peter.
What's the story? The effects of narratives in science classrooms.
Degree: MS(M.S.), Biology, 2018, Colorado State University
URL: http://hdl.handle.net/10217/191437
► While effective science communication is crucial, it also presents multiple obstacles for natural science researchers and specialized communicators. This includes a language divide between scientists…
(more)
▼ While effective science communication is crucial, it also presents multiple obstacles for natural science researchers and specialized communicators. This includes a language divide between scientists and the general public, making science less approachable to novices. The use of narratives within science represents a powerful strategy for overcoming these issues. We examined the reported effects of narratives as a communication strategy and reviewed the varying definitions of narratives in the literature. We propose a set of essential elements that differentiate narrative communication from other forms, all of which are useful for researchers seeking to understand the impacts of stories. These elements include events, characters, causality/agency, and conflict/resolution. We also studied the effects of training graduate teaching assistants (GTAs) using narrative communication. We examined i) what narrative elements GTAs incorporated into their own lessons, ii) why they chose to include stories in their classes, and iii) how training affected content knowledge and self-perceptions for GTAs and their undergraduate students. We found that GTAs who were trained using stories were more likely to integrate the narrative elements into their lessons. Additionally, when employing narratives, GTAs focused on the process of science rather than the results. However, the GTAs did not demonstrate or perceive any concrete knowledge gains. Finally, we argue that narratives can and should be incorporated into more introductory courses across multiple disciplines.
Advisors/Committee Members: Balgopal, Meena (advisor), Ode, Paul (advisor), Doe, Sue (committee member), Knapp, Alan (committee member).
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APA (6th Edition):
Leipzig, P. (2018). What's the story? The effects of narratives in science classrooms. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/191437
Chicago Manual of Style (16th Edition):
Leipzig, Peter. “What's the story? The effects of narratives in science classrooms.” 2018. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/191437.
MLA Handbook (7th Edition):
Leipzig, Peter. “What's the story? The effects of narratives in science classrooms.” 2018. Web. 20 Jan 2021.
Vancouver:
Leipzig P. What's the story? The effects of narratives in science classrooms. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/191437.
Council of Science Editors:
Leipzig P. What's the story? The effects of narratives in science classrooms. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191437
Colorado State University
19.
Lin, Hsiao-Ching.
From raw-barbarian to Miss Beauty Queen: indigeneity, identity and the perception of beauty in Taiwan.
Degree: MA, Ethnic Studies, 2017, Colorado State University
URL: http://hdl.handle.net/10217/181387
► Using an auto-ethnographical method and sharing my own experience growing up in Taipei, Taiwan, this thesis discusses the association between Taiwanese indigeneity and the perception…
(more)
▼ Using an auto-ethnographical method and sharing my own experience growing up in Taipei, Taiwan, this thesis discusses the association between Taiwanese indigeneity and the perception of beauty in contemporary Taiwan. For the purpose of this study, this thesis references the theory of beauty and indigenous studies to explore the affectability regarding the colonial history of Taiwan, body images, international influence, the eliminatory elements of colonial structures, and the modern pastiche of Taiwanese aesthetic. Furthermore, this thesis analyzes Chinese-settler colonial influence in Taiwan by discussing the media's impact and the artistic innovations in the biggest city, Taipei. Two major conclusions are drawn: first, Taiwanese indigeneity, infused in contemporary art, counteracts the forces of Chinese orthodoxy, international influence, and Taiwanese modern aesthetic. Second, Taiwanese indigenous characteristics often contain pastiche of Taiwanese aesthetics, a fixed beauty standard, which consists of various elements such as Chinese elegance/nostalgia, modern comfort/convenience, and the indigenous acceptance/sublimation.
Advisors/Committee Members: Kim, Joon K. (advisor), Doe, Sue (committee member), Swensen, Thomas Michael (committee member).
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APA (6th Edition):
Lin, H. (2017). From raw-barbarian to Miss Beauty Queen: indigeneity, identity and the perception of beauty in Taiwan. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/181387
Chicago Manual of Style (16th Edition):
Lin, Hsiao-Ching. “From raw-barbarian to Miss Beauty Queen: indigeneity, identity and the perception of beauty in Taiwan.” 2017. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/181387.
MLA Handbook (7th Edition):
Lin, Hsiao-Ching. “From raw-barbarian to Miss Beauty Queen: indigeneity, identity and the perception of beauty in Taiwan.” 2017. Web. 20 Jan 2021.
Vancouver:
Lin H. From raw-barbarian to Miss Beauty Queen: indigeneity, identity and the perception of beauty in Taiwan. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/181387.
Council of Science Editors:
Lin H. From raw-barbarian to Miss Beauty Queen: indigeneity, identity and the perception of beauty in Taiwan. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/181387
Colorado State University
20.
Austin, Beth Darlene Ridenoure.
"God makes use of feeble means sometimes, to bring about His most exalted purposes": faith and social action in the lives of evangelical women in antebellum America.
Degree: MA, History, 2014, Colorado State University
URL: http://hdl.handle.net/10217/88499
► Historians of women's history and of African American religious history interpret Evangelical Christian theology in widely differing ways. Women's historians often have emphasized its complicity…
(more)
▼ Historians of women's history and of African American religious history interpret Evangelical Christian theology in widely differing ways. Women's historians often have emphasized its complicity with the socially conservative, repressive forces with which women's rights proponents had to contend as they sought the betterment of American society. Historians of African American women and religion tend to highlight Christianity's liberating role and potential in the African American experience. These different historiographical emphases prompt reconsideration of religious conservatism and its effect on social activism, particularly as refracted through the lens of race and gender. Considering the ubiquity of Christian religiosity in the rhetoric, the epistemology and the moral culture that informed social discourse in nineteenth-century America, individual religious belief and its effect on women's social activism as they sought to define and expand their role in American society is an important element of historical analysis and deserves much greater attention by the scholarly community. This thesis is an attempt to draw together themes from various bodies of historiography in order to clarify the interconnectedness of religious belief, gender roles, and race relations in the history of the United States. It examines the lives and beliefs of ten American women, white and black, who adhered to the commonplace, conventional theology of Protestant Evangelicalism and who engaged in the reformist tendencies of the nineteenth century. During the nineteenth century, Protestant Evangelical Christianity became a socially useful and politically relevant means of integrating faith and daily life in the context of an evolving ideology of human rights, and served as a path through which Americans, both white and black, were able to appropriate and make effective use of the individual authority that had been idealized in the rhetoric of the American Revolution. Although the actions of nineteenth-century Evangelical women were not always intended to bring about political change, their collective embodiment of an outwardly-focused, socially-active Evangelical faith contributed momentum to the creation of a pattern of discourse within which marginalized Americans of later generations operated as they pressed for legal and political equality as American citizens. This thesis, by examining the ways in which the faith of conservative, Evangelical women empowered them to effect positive change in their own and others' lives, revisits the issue of religious conservatism and its effect on social activism, probing the question from the angle of empowerment rather than from limitation.
Advisors/Committee Members: Alexander, Ruth M. (advisor), Margolf, Diane C. (committee member), Doe, Sue R. (committee member).
Subjects/Keywords: secularization; African-American; conservatism; evangelicalism; literacy; nineteenth century
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APA (6th Edition):
Austin, B. D. R. (2014). "God makes use of feeble means sometimes, to bring about His most exalted purposes": faith and social action in the lives of evangelical women in antebellum America. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/88499
Chicago Manual of Style (16th Edition):
Austin, Beth Darlene Ridenoure. “"God makes use of feeble means sometimes, to bring about His most exalted purposes": faith and social action in the lives of evangelical women in antebellum America.” 2014. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/88499.
MLA Handbook (7th Edition):
Austin, Beth Darlene Ridenoure. “"God makes use of feeble means sometimes, to bring about His most exalted purposes": faith and social action in the lives of evangelical women in antebellum America.” 2014. Web. 20 Jan 2021.
Vancouver:
Austin BDR. "God makes use of feeble means sometimes, to bring about His most exalted purposes": faith and social action in the lives of evangelical women in antebellum America. [Internet] [Masters thesis]. Colorado State University; 2014. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/88499.
Council of Science Editors:
Austin BDR. "God makes use of feeble means sometimes, to bring about His most exalted purposes": faith and social action in the lives of evangelical women in antebellum America. [Masters Thesis]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88499
Colorado State University
21.
Wells, Christopher Alan.
Adjunct faculty experiences in a comprehensive development program: a single-site case study.
Degree: PhD, Education, 2015, Colorado State University
URL: http://hdl.handle.net/10217/166893
► Adjunct faculty have come to represent an increasingly larger portion of the overall faculty population in American community colleges and according to recent studies now…
(more)
▼ Adjunct 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.
Advisors/Committee Members: Timpson, William (advisor), Davies, Timothy (committee member), Kaminski, Karen (committee member), Doe, Sue (committee member).
Subjects/Keywords: professional development; adjunct faculty
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APA (6th Edition):
Wells, C. A. (2015). Adjunct faculty experiences in a comprehensive development program: a single-site case study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/166893
Chicago Manual of Style (16th Edition):
Wells, Christopher Alan. “Adjunct faculty experiences in a comprehensive development program: a single-site case study.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/166893.
MLA Handbook (7th Edition):
Wells, Christopher Alan. “Adjunct faculty experiences in a comprehensive development program: a single-site case study.” 2015. Web. 20 Jan 2021.
Vancouver:
Wells CA. Adjunct faculty experiences in a comprehensive development program: a single-site case study. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/166893.
Council of Science Editors:
Wells CA. Adjunct faculty experiences in a comprehensive development program: a single-site case study. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166893
Colorado State University
22.
Norwood-Klingstedt, Matthew.
Tension of writing across the curriculum, a subservient and subversive curricular movement, The.
Degree: MA, English, 2020, Colorado State University
URL: http://hdl.handle.net/10217/211990
► A Writing Across the Curriculum Program (or proponent or article) that does not seek to transform the classroom into a locus of consciousness-raising and liberating…
(more)
▼ A Writing Across the Curriculum Program (or proponent or article) that does not seek to transform the classroom into a locus of consciousness-raising and liberating education is not one that is in keeping with the original intentions of WAC because it, along with Writing Studies and Rhetoric and Composition, has traditionally worked towards a more socially just academy. Antiracism is of paramount importance to the field of Rhetoric and Composition and, specifically, WAC because engaging in discussions of racial and language diversity is central to the objectives of writing instruction and consistent with the social justice aims of the field of Rhetoric and Composition. The question of whose language is valued and accepted—and, therefore, who is promoted and valued—is at the heart of all these curricular movements. To fail to make strides towards the integration of antiracist pedagogy and theory with WAC is a failure to listen to students and to anticipate their needs. I found that two of the most well-known and regarded WAC-focused journals, The WAC Journal and Across the Disciplines, show a lack of focus on antiracist pedagogy and theory. It appears as though, at least when looking at articles written for these publications from 2015-2019, current scholarship does not create space for antiracist educational pedagogy and theory. Based on the silence surrounding the topic within WAC-focused publications, there seems to be a sort of willful naivety within WAC with regards to social justice. WAC is not considering how it might integrate antiracism within its main publications. To provide an example of a journal that does create space for antiracist educational pedagogy and theory and to ensure my methodological tool could be applied, I selected four articles from Research in the Teaching of English that lent themselves to comparative analysis. Because antiracism is a fundamental shift in how to teach, who to value, what to value, and the way to present ourselves, I make three recommendations for WAC scholars that immediately move to integrate antiracism.
Advisors/Committee Members: Doe, Sue R. (advisor), Carter, Genesea M. (committee member), Aragon, Antonette (committee member).
Subjects/Keywords: composition; social change; writing across the curriculum; rhetoric; antiracism; WAC
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APA (6th Edition):
Norwood-Klingstedt, M. (2020). Tension of writing across the curriculum, a subservient and subversive curricular movement, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/211990
Chicago Manual of Style (16th Edition):
Norwood-Klingstedt, Matthew. “Tension of writing across the curriculum, a subservient and subversive curricular movement, The.” 2020. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/211990.
MLA Handbook (7th Edition):
Norwood-Klingstedt, Matthew. “Tension of writing across the curriculum, a subservient and subversive curricular movement, The.” 2020. Web. 20 Jan 2021.
Vancouver:
Norwood-Klingstedt M. Tension of writing across the curriculum, a subservient and subversive curricular movement, The. [Internet] [Masters thesis]. Colorado State University; 2020. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/211990.
Council of Science Editors:
Norwood-Klingstedt M. Tension of writing across the curriculum, a subservient and subversive curricular movement, The. [Masters Thesis]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/211990
Colorado State University
23.
Chadwick, Heather L.
Undergraduate experiences of military spouses.
Degree: PhD, Education, 2018, Colorado State University
URL: http://hdl.handle.net/10217/193147
► The purpose of this interpretive phenomenological analysis was to understand the lived educational experiences of active duty military spouses pursuing an undergraduate degree, with a…
(more)
▼ The purpose of this interpretive phenomenological analysis was to understand the lived educational experiences of active duty military spouses pursuing an undergraduate degree, with a focus on the perceived opportunities and challenges related to degree completion. Data were collected from nine participants who identified as an active duty military spouse enrolled in an undergraduate program. Three research questions guided this study: What are the educational experiences of active duty military spouses pursuing an undergraduate degree? How do military spouses, as nontraditional students, manage the educational opportunities, benefits, and challenges presented to them while pursuing an undergraduate degree and what success strategies do they use to persevere? How do military spouses view the value and utility of obtaining an undergraduate degree? Data were analyzed and five themes emerged: previous educational experiences before the military, challenges of military life, opportunities of military life, success strategies, and career goals. These students demonstrated a diverse array of expressed motivations and characteristics. The essence of these military spouses was characterized by a form of altruistic resilience. The altruistic or selfless nature of their expressed motives extended beyond their own immediate educational or professional needs and ambitions. Numerous spouses noted the impetus to pursue their education was to inspire their children. Likewise, they often placed the demands of their spouse's military career, and the associated volunteer responsibilities, ahead of their own needs and desires. Yet, they persevered.
Advisors/Committee Members: Kuk, Linda (advisor), Doe, Sue (committee member), Mallette, Dawn (committee member), Peila-Shuster, Jackie (committee member).
Subjects/Keywords: military spouse; higher education; nontraditional students
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APA (6th Edition):
Chadwick, H. L. (2018). Undergraduate experiences of military spouses. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/193147
Chicago Manual of Style (16th Edition):
Chadwick, Heather L. “Undergraduate experiences of military spouses.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/193147.
MLA Handbook (7th Edition):
Chadwick, Heather L. “Undergraduate experiences of military spouses.” 2018. Web. 20 Jan 2021.
Vancouver:
Chadwick HL. Undergraduate experiences of military spouses. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/193147.
Council of Science Editors:
Chadwick HL. Undergraduate experiences of military spouses. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/193147
Colorado State University
24.
Welker, Alyson.
Online writing research in the upper-division composition classroom: constructions of social engagement and critical dialogue.
Degree: PhD, Education, 2020, Colorado State University
URL: http://hdl.handle.net/10217/208581
► This dissertation is comprised of three related articles examining social engagement and critical dialogue practices in the upper-division online writing classroom. The three manuscripts are presented with…
(more)
▼ This dissertation is comprised of three related articles examining social engagement and critical dialogue practices in the upper-division online writing classroom. The three manuscripts are presented with bookend chapters to introduce and discuss the larger research project. The over-arching questions this research asks are: How are teaching and learning supported and constrained in online writing instructional environments? How can constructions of social engagement in the online Writing Arguments classroom support critical learning and critical dialogue? The three articles examine the teaching of writing in an upper-division online writing course, Writing Arguments, which is a rhetorical theory course in composition. This compilation of continually evolving research captures the dual importance of enhancing online education as well as the need to construct social engagement in the online classroom. Additionally, as the Writing Arguments course lends itself naturally to areas of opposition and difference, the final two studies focus specifically on critical dialogue and learning in the online classroom.
Advisors/Committee Members: Jennings, Louise (advisor), Gloeckner, Gene (committee member), Lynham, Sue (committee member), Doe, Sue (committee member).
Subjects/Keywords: critical pedagogy online; online education; online writing instruction; online composition research; critical dialogue in online education; online education research
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APA (6th Edition):
Welker, A. (2020). Online writing research in the upper-division composition classroom: constructions of social engagement and critical dialogue. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/208581
Chicago Manual of Style (16th Edition):
Welker, Alyson. “Online writing research in the upper-division composition classroom: constructions of social engagement and critical dialogue.” 2020. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/208581.
MLA Handbook (7th Edition):
Welker, Alyson. “Online writing research in the upper-division composition classroom: constructions of social engagement and critical dialogue.” 2020. Web. 20 Jan 2021.
Vancouver:
Welker A. Online writing research in the upper-division composition classroom: constructions of social engagement and critical dialogue. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/208581.
Council of Science Editors:
Welker A. Online writing research in the upper-division composition classroom: constructions of social engagement and critical dialogue. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/208581
Colorado State University
25.
Coons, Laura Marie.
Crafting the "myths of the future": the art and science of writing scenarios in scenario planning.
Degree: PhD, Education, 2019, Colorado State University
URL: http://hdl.handle.net/10217/195336
► The purpose of this research was to investigate scenario writing as a discrete component of the scenario planning process. While ongoing scholarship on scenario planning…
(more)
▼ The purpose of this research was to investigate scenario writing as a discrete component of the scenario planning process. While ongoing scholarship on scenario planning has added data to support many of the outcomes of the process, the specific guidance to writers of scenarios has remained largely absent from the literature. For those who would write scenarios either as practitioners or as organizational members who tackle the process, more information would be useful to inform the writing. This research had two aims. First, to distill the available literature on scenario writing into a practical model for writers. In addition to reviewing scenario planning literature, this work also considered the impact of specific genres of writing: science fiction, with its future-oriented frame; theater, with its performance and lived-experience approach to content; and short stories, with their high-impact, short-format structure. Beyond types of writing, best practices for writing were also considered. Second, this work sought to test writing quality in scenarios by measuring participant experiences with the stories. To accomplish this second objective, the researcher facilitated a series of scenario planning workshops, wrote scenarios of high and low quality, and leveraged the ITC-Sense of Presence Inventory (SOPI) to measure participant experiences of sense of presence. Sense of presence is a useful and previously unexplored construct to measure participant experiences with scenarios. The ITC-SOPI has primarily been used to measure sense of presence for participants experiencing non-written media, like movies, video games, or virtual reality. The tool showed promise, however, to asses a scenario reader's experience as well. The instrument measures four constructs of sense of presence: spatial presence, engagement, ecological validity, and negative effects. Spatial presence is a person's sense of being drawn into the medium. Engagement describes a participant's sense of enjoyment. Ecological validity is the sense of naturalness or realistic qualities of the medium. And negative effects are the person's discomfort experienced after interacting with the medium. All of these constructs are of interest to scenario writers, since the existing literature does consistently explain that participants should experience all four – feeling drawn into the story, enjoying at least parts of the experience, feeling that the scenarios are realistic, and potentially undergoing difficult or challenging changes in thinking as a consequence of the experience. The results of the inquiry were promising. Three hypotheses were tested to understand how scenario quality affected participant sense of presence and whether or not participating in the workshops had any effect on sense of presence. Results indicated that both workshop participation and scenario quality had statistically significant effects on sense of presence scores. Such results indicate additional inquiry would be beneficial.
Advisors/Committee Members: Chermack, Thomas (advisor), Chai, Dae Seok (committee member), Doe, Sue (committee member), Gloeckner, Gene (committee member).
Subjects/Keywords: scenarios; writing; strategic planning; scenario planning
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APA (6th Edition):
Coons, L. M. (2019). Crafting the "myths of the future": the art and science of writing scenarios in scenario planning. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195336
Chicago Manual of Style (16th Edition):
Coons, Laura Marie. “Crafting the "myths of the future": the art and science of writing scenarios in scenario planning.” 2019. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/195336.
MLA Handbook (7th Edition):
Coons, Laura Marie. “Crafting the "myths of the future": the art and science of writing scenarios in scenario planning.” 2019. Web. 20 Jan 2021.
Vancouver:
Coons LM. Crafting the "myths of the future": the art and science of writing scenarios in scenario planning. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/195336.
Council of Science Editors:
Coons LM. Crafting the "myths of the future": the art and science of writing scenarios in scenario planning. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195336
Colorado State University
26.
Hernandez, Gabriela Maria.
First year graduate teaching assistants: fostering successful teaching.
Degree: MS(M.S.), Mathematics, 2017, Colorado State University
URL: http://hdl.handle.net/10217/183975
► The importance of effective graduate teaching assistant (GTA) training is often greatly under appreciated. However, it is imperative that GTAs receive optimal professional development because…
(more)
▼ The importance of effective graduate teaching assistant (GTA) training is often greatly under appreciated. However, it is imperative that GTAs receive optimal professional development because they are often responsible for teaching undergraduate courses. Furthermore, as many GTAs move on to be faculty, inadequate GTA professional development will lead to an inadequate generation of faculty. With incentive to optimize the professional development of the next generation of faculty, as well as to help retention rates of undergraduate students, the quality of GTA training should be a top priority for many universities. This study was conducted for the purpose of making recommendations for the GTA training program in the mathematics department at a research
university.
Advisors/Committee Members: Pilgrim, Mary (advisor), Ellis, Jessica (committee member), Doe, Sue (committee member), Gingerich, Karla (committee member).
Subjects/Keywords: GTA; training; mathematics education; culture
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APA (6th Edition):
Hernandez, G. M. (2017). First year graduate teaching assistants: fostering successful teaching. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/183975
Chicago Manual of Style (16th Edition):
Hernandez, Gabriela Maria. “First year graduate teaching assistants: fostering successful teaching.” 2017. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/183975.
MLA Handbook (7th Edition):
Hernandez, Gabriela Maria. “First year graduate teaching assistants: fostering successful teaching.” 2017. Web. 20 Jan 2021.
Vancouver:
Hernandez GM. First year graduate teaching assistants: fostering successful teaching. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/183975.
Council of Science Editors:
Hernandez GM. First year graduate teaching assistants: fostering successful teaching. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183975
Colorado State University
27.
Shim, Yerin.
Is meaningful work a luxury? An interpretative phenomenological analysis on lower socioeconomic status workers' experience of meaningful work.
Degree: PhD, Psychology, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176776
► The growing empirical literature on meaningful work suggests that experiencing meaningful work is associated with many psychological benefits to the individual. However, very little is…
(more)
▼ The growing empirical literature on meaningful work suggests that experiencing meaningful work is associated with many psychological benefits to the individual. However, very little is known about how lower socioeconomic status (LSES) workers experience meaningful work due to the lack of research with this population and assumption that pursuing meaningful work is a luxury. The present study sought to explore the experience of meaningful work among LSES workers through an interpretative phenomenological analysis (IPA) approach. Semi-structured interviews were conducted with eight LSES workers. Seven domains were constructed as a result of the data analysis: definitions of meaningful work, perception and psychological experience of meaningful work, internal conditions of meaningful work, external conditions of meaningful work, personal impact of meaningful work, strategies to enhance meaningfulness in work, and perspective on the relationship between meaningful work and SES. Participants defined meaningful work as similar to previous conceptualizations, perceived and experienced their current work as meaningful in diverse ways, and appeared to be generally positively impacted through meaningful work. Participants also identified direct and indirect conditions that support or hinder meaningfulness in their work and suggested strategies to enhance meaningfulness in their work. Finally, participants viewed meaningful work as an attainable psychological resource for LSES workers despite barriers.
Advisors/Committee Members: Dik, Bryan (advisor), Steger, Michael (committee member), Stallones, Lorann (committee member), Doe, Sue (committee member).
Subjects/Keywords: meaningful work; interpretative phenomenological analysis; socioeconomic status
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APA (6th Edition):
Shim, Y. (2016). Is meaningful work a luxury? An interpretative phenomenological analysis on lower socioeconomic status workers' experience of meaningful work. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176776
Chicago Manual of Style (16th Edition):
Shim, Yerin. “Is meaningful work a luxury? An interpretative phenomenological analysis on lower socioeconomic status workers' experience of meaningful work.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/176776.
MLA Handbook (7th Edition):
Shim, Yerin. “Is meaningful work a luxury? An interpretative phenomenological analysis on lower socioeconomic status workers' experience of meaningful work.” 2016. Web. 20 Jan 2021.
Vancouver:
Shim Y. Is meaningful work a luxury? An interpretative phenomenological analysis on lower socioeconomic status workers' experience of meaningful work. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/176776.
Council of Science Editors:
Shim Y. Is meaningful work a luxury? An interpretative phenomenological analysis on lower socioeconomic status workers' experience of meaningful work. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176776
Colorado State University
28.
Wagner, Lindsay.
Aletheia project: an autoethnographic study of sexual harassment in higher education facilities management, The.
Degree: PhD, Education, 2020, Colorado State University
URL: http://hdl.handle.net/10217/211779
► I am a female, queer, White, working class, androgynous person working in the higher education facilities management industry. After spending fifteen years at one institution,…
(more)
▼ I am a female, queer, White, working class, androgynous person working in the higher education facilities management industry. After spending fifteen years at one institution, holding positions ranging from plumber to director of operations, I had lost myself in my work. This study is an autoethnographic exploration of my experiences with sexual harassment and microaggressions in the higher education facilities management industry. In an effort to make sense of my experience I explore the literature to gain an understanding of what constitutes sexual harassment, theories of why it occurs, and training methods that are being used. I was unsatisfied with what I found. Theories were largely based on the gender binary and associated with heterosexual attraction. Existing research was heavily quantitative leaving little opportunity for exploration of individual experiences. This work aims to fill those gaps in the literature. Using memory recall exercises, I wrote a personal narrative highlighting experiences throughout my life that are associated with my identity and sexual harassment. Upon completion, I read and reread the narrative. When I came to a spot with which I was uncomfortable, I stopped and wrote letters to either you—the reader—or the person involved in the memory. Pseudonyms were used in all the letters. People are only described by their relationship to my employment role. These letters allowed me to explore my actions and reactions and gain a better understanding of my experience. Using intersectionality and affect theory I analyzed these data and discovered that work becomes property much like education and Whiteness. The sexual harassment that I endured and at times participated in was not related to the gender binary or heterosexual attraction. It was a means of protecting the work as property.
Advisors/Committee Members: Stewart, D-L (advisor), Muñoz, Susana (committee member), Doe, Sue (committee member), Nicolazzo, Z. (committee member).
Subjects/Keywords: facilities management; sexual harassment; working class; property; autoethnography; sexual harassment theory
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APA (6th Edition):
Wagner, L. (2020). Aletheia project: an autoethnographic study of sexual harassment in higher education facilities management, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/211779
Chicago Manual of Style (16th Edition):
Wagner, Lindsay. “Aletheia project: an autoethnographic study of sexual harassment in higher education facilities management, The.” 2020. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/211779.
MLA Handbook (7th Edition):
Wagner, Lindsay. “Aletheia project: an autoethnographic study of sexual harassment in higher education facilities management, The.” 2020. Web. 20 Jan 2021.
Vancouver:
Wagner L. Aletheia project: an autoethnographic study of sexual harassment in higher education facilities management, The. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/211779.
Council of Science Editors:
Wagner L. Aletheia project: an autoethnographic study of sexual harassment in higher education facilities management, The. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/211779
29.
Calvert, Chandra.
Service-learning in first-year composition: using critical reflection to ensure student learning and benefit to the community partner.
Degree: MA, English, 2015, Colorado State University
URL: http://hdl.handle.net/10217/170360
► Over the past few decades, service-learning has taken hold in English departments at colleges and universities across the U.S, as service-learning offers real-world rhetorical situations…
(more)
▼ Over the past few decades, service-learning has taken hold in English departments at colleges and universities across the U.S, as service-learning offers real-world rhetorical situations for composition students. Further, some composition instructors have created first-year composition courses that include service-learning and it helps to connect incoming students with their communities, which has been found to be a means to improving retention from the first year of college to the second. This thesis sets forth the claim that service-learning is a viable option for first-year composition courses, but must follow certain parameters if the course is to be of benefit to both students taking the course and the community partner. A focus on reciprocity is key, including involving the community partner early in the planning of the course so they have a say in the structure of the service-learning portion of the course. Secondly, while reflection has long been seen as a vital component of any service-learning course, composition courses should go a step further to require critical reflection so students can confront their own struggles early on, increasing the likelihood of a successful, positive outcome for both the student and the community partner. What follows is a brief history of service-learning in first-year composition courses as well as a review of literature the sub-topics included in the claim (needs of first year students, the importance of reciprocity, and critical reflection to name a few) as well as suggestions on how to incorporate critical reflection into a first-year service-learning composition course that is of mutual benefit to both the student and the community partner.
Advisors/Committee Members: Langstraat, Lisa (advisor), Doe, Sue (committee member), Greene, David (committee member).
Subjects/Keywords: critical reflection; first-year composition; reciprocity; service-learning
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APA (6th Edition):
Calvert, C. (2015). Service-learning in first-year composition: using critical reflection to ensure student learning and benefit to the community partner. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/170360
Chicago Manual of Style (16th Edition):
Calvert, Chandra. “Service-learning in first-year composition: using critical reflection to ensure student learning and benefit to the community partner.” 2015. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/170360.
MLA Handbook (7th Edition):
Calvert, Chandra. “Service-learning in first-year composition: using critical reflection to ensure student learning and benefit to the community partner.” 2015. Web. 20 Jan 2021.
Vancouver:
Calvert C. Service-learning in first-year composition: using critical reflection to ensure student learning and benefit to the community partner. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/170360.
Council of Science Editors:
Calvert C. Service-learning in first-year composition: using critical reflection to ensure student learning and benefit to the community partner. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/170360
30.
Newton, Bryan D.
Exploration of the lived experiences of senior-level community college followers in the co-creation of the leadership process, An.
Degree: PhD, Education, 2019, Colorado State University
URL: http://hdl.handle.net/10217/197363
► Community colleges are in the midst of an unprecedented leadership crisis precipitated by large numbers of its presidents retiring, new political, financial and regulatory demands…
(more)
▼ Community colleges are in the midst of an unprecedented leadership crisis precipitated by large numbers of its presidents retiring, new political, financial and regulatory demands for presidents to oversee and the lack of robust succession planning to fill leadership vacancies. At the same time followership has become of interest in higher education and leadership studies as failures in followership at colleges and universities have brought negative attention, and emerging theories of followership have evolved. As new leaders take the helm at community colleges, more research is needed on how leaders and followers work together to lead these institutions of higher education that educate almost half of the undergraduates in the United States. This study's purpose was to explore how senior-level followers co-create leadership with their community college presidents. The sole research question asked was what were the lived experiences and followership behaviors of community college senior-level followers in the co-creation of the leadership process with their supervisor presidents. Senior-level followers at community colleges in the
state of Maryland with at least three years' experience participated in this qualitative study. Interpretative phenomenological analysis was utilized as the methodology for this research. The findings resulted in four superordinate themes comprising deference to the president, informed and interactive decision-making, vision and mission and respectful relationships. The superordinate themes were developed from eight emergent themes including role of the president, final decisions, planning and information gathering, conversation and collaboration, supporting the president's vision, common belief in mission, trust and honesty and integrity. The study provided recommendations on ingraining followership in community college presidential selection processes, adjusting the competencies of community college presidents to include followership, changing leadership development programs to incorporate the development of leaders and followers in the leadership co-creation process and strengthening employee performance evaluations to measure leader and follower effectiveness in leadership co-creation. Suggestions for future research were identified including using different sample populations, reversing the research to account for the lived experiences and followership behaviors of presidents, strengthening homogeneity among participants to better understand the lived experiences and behaviors of community college vice presidents and utilizing quantitative approaches to further explore the leadership process in community colleges.
Advisors/Committee Members: Kaiser, Leann (advisor), Doe, Sue (committee member), Hegeman, Diane (committee member), Quick, Don (committee member).
Subjects/Keywords: community college presidents; followership; leadership process; community colleges; community college leadership; leadership
Record Details
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Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Newton, B. D. (2019). Exploration of the lived experiences of senior-level community college followers in the co-creation of the leadership process, An. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/197363
Chicago Manual of Style (16th Edition):
Newton, Bryan D. “Exploration of the lived experiences of senior-level community college followers in the co-creation of the leadership process, An.” 2019. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/197363.
MLA Handbook (7th Edition):
Newton, Bryan D. “Exploration of the lived experiences of senior-level community college followers in the co-creation of the leadership process, An.” 2019. Web. 20 Jan 2021.
Vancouver:
Newton BD. Exploration of the lived experiences of senior-level community college followers in the co-creation of the leadership process, An. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/197363.
Council of Science Editors:
Newton BD. Exploration of the lived experiences of senior-level community college followers in the co-creation of the leadership process, An. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/197363
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