+publisher:"Colorado State University" +contributor:("Makela, Carole")

Colorado State University

1. Creech, Danielle. Fair chance legislation: a state-level socio-political analysis.

Degree: MA, Sociology, 2020, Colorado State University

URL: http://hdl.handle.net/10217/208463

► Laws vary greatly from state to state, with little clear understanding of what conditions make certain legislation politically viable. Although many studies have examined the… (more)

Subjects/Keywords: government; power distribution; state politics; political climate; fair chance legislation; social context

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APA (6^th Edition):

Creech, D. (2020). Fair chance legislation: a state-level socio-political analysis. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/208463

Chicago Manual of Style (16^th Edition):

Creech, Danielle. “Fair chance legislation: a state-level socio-political analysis.” 2020. Masters Thesis, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/208463.

MLA Handbook (7^th Edition):

Creech, Danielle. “Fair chance legislation: a state-level socio-political analysis.” 2020. Web. 02 Mar 2021.

Vancouver:

Creech D. Fair chance legislation: a state-level socio-political analysis. [Internet] [Masters thesis]. Colorado State University; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/208463.

Council of Science Editors:

Creech D. Fair chance legislation: a state-level socio-political analysis. [Masters Thesis]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/208463

Colorado State University

2. Atler, Karen E. Development and initial validation of the Daily Experiences of Pleasure, Productivity and Restoration Profile, The.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/67573

► Occupational scientists and occupational therapists believe that people experience time and occupation differently, and that understanding these unique subjective experiences is essential to enhance the… (more)

▼ Occupational scientists and occupational therapists believe that people experience time and occupation differently, and that understanding these unique subjective experiences is essential to enhance the understanding of occupational participation, health and well-being. Yet the efforts toward the identification and development of ways of understanding people's unique subjective experiences are limited. In this dissertation, the researcher provides the theoretical underpinning of a newly developing instrument designed to capture the objective and subjective experiences of occupational engagement titled the Daily Experiences of Pleasure, Productivity and Restoration Profile (PPR Profile) (Atler, 2008) and reports the validity evidence of the PPR Profile as examined in two studies. Cognitive interviewing was used in the first study to examine validity evidence based on test content, response processes, and the consequences of completing the instrument. The study provides beginning validity evidence of the PPR Profile's use as an instrument designed to capture the subjective experiences of daily activities. In addition, the study illustrates the benefits of using cognitive interviewing as a means of engaging clients who may potentially use the instrument in the development process. In the second study, validity evidence related to consequential and convergent validity was examined using a mixed method design. Adults living with the consequences of stroke completed three health surveys and the PPR Profile for three days. Use of the PPR Profile increased awareness of daily activities and related experiences. Although there was limited convergent validity evidence gathered in the study, consequential validity evidence indicated that participants' completion of the PPR Profile led to reflection and examination. However awareness was not always seen by participants as beneficial. Potential reasons for the limited convergent validity found are discussed. Advisors/Committee Members: Cobb, R. Brian (advisor), Wood, Wendy (advisor), Makela, Carole (committee member), Vaske, Jerry (committee member).

Subjects/Keywords: occupation; restoration; productivity; instrument development; pleasure; subjective experience

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APA (6^th Edition):

Atler, K. E. (2012). Development and initial validation of the Daily Experiences of Pleasure, Productivity and Restoration Profile, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/67573

Chicago Manual of Style (16^th Edition):

Atler, Karen E. “Development and initial validation of the Daily Experiences of Pleasure, Productivity and Restoration Profile, The.” 2012. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/67573.

MLA Handbook (7^th Edition):

Atler, Karen E. “Development and initial validation of the Daily Experiences of Pleasure, Productivity and Restoration Profile, The.” 2012. Web. 02 Mar 2021.

Vancouver:

Atler KE. Development and initial validation of the Daily Experiences of Pleasure, Productivity and Restoration Profile, The. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/67573.

Council of Science Editors:

Atler KE. Development and initial validation of the Daily Experiences of Pleasure, Productivity and Restoration Profile, The. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67573

Colorado State University

3. Hanson, Lea. Experiences of the younger supervisor: implications for organizations, The.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/71561

► With four generations in today's workforce, roles are being redefined to include a growing number of younger supervisor/older subordinate relationships, referred to as the intergenerational… (more)

▼ With four generations in today's workforce, roles are being redefined to include a growing number of younger supervisor/older subordinate relationships, referred to as the intergenerational dyad. What current and limited literature exists about the intergenerational dyad exclusively addresses the issues of generational workplace differences between the younger supervisor and the older subordinate from the perspective of the older subordinate rather than from the perspective of the younger supervisor. Through a qualitative study combining aspects of phenomenology and narrative inquiry, data were collected from 19 professionals in the field of student affairs in higher education who supervised at least one full-time, professional staff member who was ten or more years older than they. In April and May of 2012, one-hour telephone interviews were conducted with each participant. From transcriptions, narratives were developed to illustrate each participant's experiences. Based on the findings of this research, the following conclusions can be made about the younger supervisor and the intergenerational dyad: Age is more apparent to younger supervisors when they are younger than their professional peers than when they are younger than their subordinates; Age is more apparent to younger supervisors when they have a magnified title than when they are younger than their subordinates; Younger supervisors find mentorship in their older subordinates; and Younger supervisors who are women noted having more negative experiences supervising subordinates who are older than they are than younger supervisors who are men. Generational differences in the intergenerational dyad and the role of gender in the intergenerational dyad were also examined and analyzed. The findings of this study suggest implications for leaders in the field of higher education as well as any organization where the intergenerational dyad exists: training for supervisors, creating a culture of support for younger supervisors, and creating a culture of inclusion for younger supervisors. Additional research is recommended to explore: gender differences in the intergenerational dyad, industry differences in the intergenerational dyad, and work/life balance issues that affect the intergenerational dyad. Advisors/Committee Members: Venneberg, Donald (advisor), Kuk, Linda (committee member), Makela, Carole (committee member), Rademacher, Robert (committee member).

Subjects/Keywords: age; generations; older subordinate; student affairs; supervisor; younger supervisor

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APA (6^th Edition):

Hanson, L. (2012). Experiences of the younger supervisor: implications for organizations, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71561

Chicago Manual of Style (16^th Edition):

Hanson, Lea. “Experiences of the younger supervisor: implications for organizations, The.” 2012. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/71561.

MLA Handbook (7^th Edition):

Hanson, Lea. “Experiences of the younger supervisor: implications for organizations, The.” 2012. Web. 02 Mar 2021.

Vancouver:

Hanson L. Experiences of the younger supervisor: implications for organizations, The. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/71561.

Council of Science Editors:

Hanson L. Experiences of the younger supervisor: implications for organizations, The. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/71561

Colorado State University

4. Aguilar, Christine June. Transformation: the impacts of an intercultural exploration on preservice teachers.

Degree: PhD, Education, 2013, Colorado State University

URL: http://hdl.handle.net/10217/80132

► This action research study focuses on the impacts of an Intercultural Exploration project on 52 preservice teachers enrolled in sections of Schooling in the United… (more)

▼ This action research study focuses on the impacts of an Intercultural Exploration project on 52 preservice teachers enrolled in sections of Schooling in the United States course at Colorado State University in the School of Education. Goals of the course include the intention that students will exhibit increased multicultural awareness and cross-cultural competence as applied to school settings. To inform the study, a review of the literature on multicultural education, intercultural theory, and transformational learning was conducted. The Intercultural Exploration project provided students the opportunity to explore their biases and areas where they lacked understanding of cultural groups, beliefs, and practices. Students spent four hours in a formal or informal setting focusing on one of their biases or lack of understanding. Students wrote essays to describe why they choose their projects, their feelings before and after the experience, how they developed their beliefs and how the project may impact their future personal and professional behaviors. A five level Transformational Rating was developed to assess student transformation based on reported beliefs before and after the project and predicted future personal and professional behaviors. Using the Transformational Rating Students rated their experience and the instructor/researcher rated each experience based on essay responses. The average rating by the instructor/researcher was 3.71 and the average rating by the students was 3.16, indicating that there was a transformation in at least two areas: beliefs, predictions of personal behavior, and professional behavior. Projects were themed by the instructor/researcher as religion (16), behavior (10), mental/physical status (8), socioeconomic status (5), social groups/organizations (3), sexual orientation (3), careers (3), current issues (2), and ethnicity/culture (2). Reasons students chose their projects were because they wanted to explore their own bias (27) or saw opportunities to learn/understand other perspectives (24). Students reported that their beliefs prior to the project were developed due to upbringing (18), media (11), negative experiences (8) and other (6). As a final step, students presented their projects and were asked to discuss the impacts of presenting to and listening to their peers. Following presentations, students said they felt the impact of sharing the Intercultural Exploration though uncomfortable at times, helped them to further understand and articulate their beliefs, while others felt it was an opportunity for their peers to get to know them better. After listening to their peers present, students expressed they enjoyed listening to the variety of presentations. Students also said they learned from their peers and developed a greater awareness of intercultural issues. Students noted they felt a close connection to their peers and some were surprised at the number of religious focused projects. The majority of students was positively impacted by the Intercultural Exploration and… Advisors/Committee Members: Timpson, William (advisor), Cross, Jennifer (committee member), Kees, Nathalie (committee member), Makela, Carole (committee member).

Subjects/Keywords: action research; cross-cultural; diverse; intercultural competence; multicultural; transformational learning

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APA (6^th Edition):

Aguilar, C. J. (2013). Transformation: the impacts of an intercultural exploration on preservice teachers. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/80132

Chicago Manual of Style (16^th Edition):

Aguilar, Christine June. “Transformation: the impacts of an intercultural exploration on preservice teachers.” 2013. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/80132.

MLA Handbook (7^th Edition):

Aguilar, Christine June. “Transformation: the impacts of an intercultural exploration on preservice teachers.” 2013. Web. 02 Mar 2021.

Vancouver:

Aguilar CJ. Transformation: the impacts of an intercultural exploration on preservice teachers. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/80132.

Council of Science Editors:

Aguilar CJ. Transformation: the impacts of an intercultural exploration on preservice teachers. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80132

Colorado State University

5. Poynton, John. Organizational training and relationship building for increasing public participation in a public school district.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/68196

► From the early twentieth century to the present, citizen participation in U.S. public institutions – particularly schools – has continually decreased. The trend has been linked to… (more)

Subjects/Keywords: civic engagement; parent engagement; public deliberation; public education; public participation; social capital

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APA (6^th Edition):

Poynton, J. (2012). Organizational training and relationship building for increasing public participation in a public school district. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/68196

Chicago Manual of Style (16^th Edition):

Poynton, John. “Organizational training and relationship building for increasing public participation in a public school district.” 2012. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/68196.

MLA Handbook (7^th Edition):

Poynton, John. “Organizational training and relationship building for increasing public participation in a public school district.” 2012. Web. 02 Mar 2021.

Vancouver:

Poynton J. Organizational training and relationship building for increasing public participation in a public school district. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/68196.

Council of Science Editors:

Poynton J. Organizational training and relationship building for increasing public participation in a public school district. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/68196

Colorado State University

6. Bodwell, Wendy. Theoretical model of organizational ambidexterity in hospitals, A.

Degree: PhD, Education, 2011, Colorado State University

URL: http://hdl.handle.net/10217/47377

► This study defined organizational ambidexterity (OA) and offered a theoretical framework for its application in hospitals and human resource development (HRD) theory and practice. Lynham's… (more)

Subjects/Keywords: ambidextrous firms; ambidextrous hospitals; hospitals; organizational ambidexterity; organization theory; paradox

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APA (6^th Edition):

Bodwell, W. (2011). Theoretical model of organizational ambidexterity in hospitals, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/47377

Chicago Manual of Style (16^th Edition):

Bodwell, Wendy. “Theoretical model of organizational ambidexterity in hospitals, A.” 2011. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/47377.

MLA Handbook (7^th Edition):

Bodwell, Wendy. “Theoretical model of organizational ambidexterity in hospitals, A.” 2011. Web. 02 Mar 2021.

Vancouver:

Bodwell W. Theoretical model of organizational ambidexterity in hospitals, A. [Internet] [Doctoral dissertation]. Colorado State University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/47377.

Council of Science Editors:

Bodwell W. Theoretical model of organizational ambidexterity in hospitals, A. [Doctoral Dissertation]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/47377

Colorado State University

7. Hodgson, Margie Cisneros. Organ donation and the teenage perspective: factors to consider regarding consent.

Degree: PhD, Education, 2015, Colorado State University

URL: http://hdl.handle.net/10217/167222

► The purpose of this study was to understand the factors that teenagers consider when granting consent to become an organ donor for the first time.… (more)

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APA (6^th Edition):

Hodgson, M. C. (2015). Organ donation and the teenage perspective: factors to consider regarding consent. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167222

Chicago Manual of Style (16^th Edition):

Hodgson, Margie Cisneros. “Organ donation and the teenage perspective: factors to consider regarding consent.” 2015. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/167222.

MLA Handbook (7^th Edition):

Hodgson, Margie Cisneros. “Organ donation and the teenage perspective: factors to consider regarding consent.” 2015. Web. 02 Mar 2021.

Vancouver:

Hodgson MC. Organ donation and the teenage perspective: factors to consider regarding consent. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/167222.

Council of Science Editors:

Hodgson MC. Organ donation and the teenage perspective: factors to consider regarding consent. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167222

Colorado State University

8. Colorosa, Sara R. Case study of performance management techniques: voices of managers and employees.

Degree: PhD, Education, 2016, Colorado State University

URL: http://hdl.handle.net/10217/173393

► This study used a case study design to identify performance management techniques that are useful when managing a diverse workplace, specifically when working with adults… (more)

▼ This study used a case study design to identify performance management techniques that are useful when managing a diverse workplace, specifically when working with adults on the Autism Spectrum (AS). The case study provided employees and managers the opportunity to share their experiences and the information gained was used to inform others who seek career options that align with their skills, abilities, and interests. A historical literature review about the Autism Spectrum was conducted to identify what additional information is needed about the implications for having those on the AS in the workplace. In the literature, authors state that managers should familiarize themselves with how employees on the AS think, as well as their behaviors, communication styles, and overall needs so that they can be supported. The literature review exhibited how the frequency of children being identified on the AS is changing. The AS styles of learning were explored and the primary preferred styles of learning were identified to help inform managers who may be working with employees on the Spectrum. In the field of Human Resource Development (HRD), performance management is used to address learning and overall employee performance. The literature review included three models to inform the purpose and foundation of this study. These models demonstrate how employees directly impact organizational performance and success. Managers should identify employee performance problems and solutions as related to job design, rewards, expectations, and links to organizational goals. This can be accomplished through a performance management technique known as feedback. Feedback can be provided through formal evaluations and appraisals and day-to-day interactions. Through the use of feedback, managers and employees can ensure that their expectations are in sync and identify training needs. It is critical that managers provide specific feedback about employee job expectations and performance outcomes so employees can learn and clearly understand what is being communicated. Additionally, as the literature states, managers should be aware of their employees’ diverse communication and learning styles to ensure information is shared appropriately. A case study analyzed Blue Star Recyclers (BSR), a company that recycles electronics while providing employment for individuals with disabilities (including Autism) while investigating performance management techniques useful when managing a diverse workplace. Interviews, observations, and documents were reviewed to gain insight into BSR management practices and how they affect BSR Management and Techs (employees). Structured and semi-structured interviews were conducted with Managers (n = 6) and Techs (n = 4). Interview responses were transcribed and participants were allowed the opportunity to review them and provide feedback. Observational data were collected about the interactions between the Techs and Management to determine how they communicated with each other, as well as behaviors of their… Advisors/Committee Members: Makela, Carole J. (advisor), Gloeckner, Gene (committee member), Dixon, Pamela (committee member), Grandin, Temple (committee member).

Subjects/Keywords: case study; performance management; styles of learning; organizations; autism; retention

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APA (6^th Edition):

Colorosa, S. R. (2016). Case study of performance management techniques: voices of managers and employees. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/173393

Chicago Manual of Style (16^th Edition):

Colorosa, Sara R. “Case study of performance management techniques: voices of managers and employees.” 2016. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/173393.

MLA Handbook (7^th Edition):

Colorosa, Sara R. “Case study of performance management techniques: voices of managers and employees.” 2016. Web. 02 Mar 2021.

Vancouver:

Colorosa SR. Case study of performance management techniques: voices of managers and employees. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/173393.

Council of Science Editors:

Colorosa SR. Case study of performance management techniques: voices of managers and employees. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/173393

Colorado State University

9. Gauck, Brian Q. Friendships formed at the United States Air Force Academy: alumni perceptions of social capital and resilience.

Degree: PhD, Education, 2019, Colorado State University

URL: http://hdl.handle.net/10217/195337

► This study examined friendships among US Air Force Academy cadets from the perspective of Academy alumni. Alumni data reveal the value of cadet friendships where… (more)

Subjects/Keywords: military academy; resilience; social identity; military training; friendships; social cohesion

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APA (6^th Edition):

Gauck, B. Q. (2019). Friendships formed at the United States Air Force Academy: alumni perceptions of social capital and resilience. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195337

Chicago Manual of Style (16^th Edition):

Gauck, Brian Q. “Friendships formed at the United States Air Force Academy: alumni perceptions of social capital and resilience.” 2019. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/195337.

MLA Handbook (7^th Edition):

Gauck, Brian Q. “Friendships formed at the United States Air Force Academy: alumni perceptions of social capital and resilience.” 2019. Web. 02 Mar 2021.

Vancouver:

Gauck BQ. Friendships formed at the United States Air Force Academy: alumni perceptions of social capital and resilience. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/195337.

Council of Science Editors:

Gauck BQ. Friendships formed at the United States Air Force Academy: alumni perceptions of social capital and resilience. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195337

Colorado State University

10. Decker, Derek J. Acting as one: voices in the renewal of clinical partnerships in educator preparation and research.

Degree: PhD, Education, 2017, Colorado State University

URL: http://hdl.handle.net/10217/181403

► The accrediting body, the Council for the Accreditation of Educator Preparation (CAEP), has set forth a set of new standards in 2013 that demand excellence… (more)

Subjects/Keywords: clinical experiences; co-writing; accreditation; educator preparation; clinical partnerships

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APA (6^th Edition):

Decker, D. J. (2017). Acting as one: voices in the renewal of clinical partnerships in educator preparation and research. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/181403

Chicago Manual of Style (16^th Edition):

Decker, Derek J. “Acting as one: voices in the renewal of clinical partnerships in educator preparation and research.” 2017. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/181403.

MLA Handbook (7^th Edition):

Decker, Derek J. “Acting as one: voices in the renewal of clinical partnerships in educator preparation and research.” 2017. Web. 02 Mar 2021.

Vancouver:

Decker DJ. Acting as one: voices in the renewal of clinical partnerships in educator preparation and research. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/181403.

Council of Science Editors:

Decker DJ. Acting as one: voices in the renewal of clinical partnerships in educator preparation and research. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/181403

Colorado State University

11. Harmon, Renée. Assessing college students' sustainability literacy: the development, use, and analysis of an assessment tool.

Degree: PhD, Education, 2017, Colorado State University

URL: http://hdl.handle.net/10217/185713

► This dissertation discusses the development, use, and analysis of a knowledge-based multiple-choice sustainability literacy assessment tool used in Spring 2016 at Colorado State University (CSU).… (more)

Subjects/Keywords: institutions of higher education; sustainability literacy; concept of sustainability; triple bottom line; sustainability education

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APA (6^th Edition):

Harmon, R. (2017). Assessing college students' sustainability literacy: the development, use, and analysis of an assessment tool. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/185713

Chicago Manual of Style (16^th Edition):

Harmon, Renée. “Assessing college students' sustainability literacy: the development, use, and analysis of an assessment tool.” 2017. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/185713.

MLA Handbook (7^th Edition):

Harmon, Renée. “Assessing college students' sustainability literacy: the development, use, and analysis of an assessment tool.” 2017. Web. 02 Mar 2021.

Vancouver:

Harmon R. Assessing college students' sustainability literacy: the development, use, and analysis of an assessment tool. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/185713.

Council of Science Editors:

Harmon R. Assessing college students' sustainability literacy: the development, use, and analysis of an assessment tool. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/185713

Colorado State University

12. Bishop, Pamela Suzanne. Factors influencing Master of Social Work students to choose to work with older adults.

Degree: PhD, Education, 2016, Colorado State University

URL: http://hdl.handle.net/10217/176796

► We are experiencing a population explosion of individuals ages 65 and older. Currently, more than 12% of the United States’ population is 65 or older,… (more)

▼ We are experiencing a population explosion of individuals ages 65 and older. Currently, more than 12% of the United States’ population is 65 or older, and as a benchmark, over three-quarters of the current population will reach 65 (in 1870 3% of the population reached 65). In the next 50 years, the older population will double to 80 million or 20% of the total population. It is clear that people are living longer than ever before; many of those in this age group are part of the ‘baby boom’ born in the years 1946 to 1963. Further, over the past century, there has been a demographic shift and by the year 2030, there will be more people over 65 than younger than 18 in the United States. These facts and numbers may lead to a shortage in the number of social workers and other care professionals to provide support and services to this population. Schools of social work nationwide are not graduating the number of social workers anticipated to meet the needs and the demands of the growing adult population. Thus, the purpose of this study was to determine what factors are influential for Master of Social Work (MSW) students to choose gerontology and/or work with older adults. Through the use of four focus groups, my goal was to ascertain the following: what influences and factors shape the decisions of MSW students to work with older adults, how “attitudes on aging,” “life experiences,” and education influence their professional focus, and what advice would they give to professionals and educators to encourage (or promote) an interest in aging among their peers. Findings from the study showed that the lack of information, little emphasis on skill development, and practice experience in the curriculum for the social work students prevent many from feeling confident or knowledgeable about this area of practice. The focus group participants shared many insights and suggestions as to how educators and social workers can respond to the demand for more professionals in the field of gerontology. By educating and informing social work students about the value and growing opportunities, more graduating MSW students may consider this a viable career option. With an emerging awareness of the need for more social work professionals in all types of agencies and settings that serve older adults, social work professionals must be knowledgeable about and learn what they can do to contribute to the needs of an aging society and develop the resources and settings for making this contribution happen. Advisors/Committee Members: Makela, Carole (advisor), Kuk, Linda (committee member), Quijano, Louise (committee member), Tungate, Susan (committee member).

Subjects/Keywords: master degree students; social work; older adults; gerontology

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APA (6^th Edition):

Bishop, P. S. (2016). Factors influencing Master of Social Work students to choose to work with older adults. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176796

Chicago Manual of Style (16^th Edition):

Bishop, Pamela Suzanne. “Factors influencing Master of Social Work students to choose to work with older adults.” 2016. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/176796.

MLA Handbook (7^th Edition):

Bishop, Pamela Suzanne. “Factors influencing Master of Social Work students to choose to work with older adults.” 2016. Web. 02 Mar 2021.

Vancouver:

Bishop PS. Factors influencing Master of Social Work students to choose to work with older adults. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/176796.

Council of Science Editors:

Bishop PS. Factors influencing Master of Social Work students to choose to work with older adults. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176796

Colorado State University

13. Elliott, Jonathan W. Development of the Construction Training Attitudes and Intentions Scale.

Degree: PhD, Education, 2013, Colorado State University

URL: http://hdl.handle.net/10217/80938

► The events of the Great Recession (2007-2009) have resulted in high unemployment and underemployment rates in the United States and abroad. The plight of domestic… (more)

▼ The events of the Great Recession (2007-2009) have resulted in high unemployment and underemployment rates in the United States and abroad. The plight of domestic young adults, particularly young men with few work-related skills, is evident. Failing to receive a first job has long-term negative consequences for these individuals and their families. In the United States, job opportunities exist for properly trained individuals in the construction industry, which is currently experiencing a shortage of skilled labor. Recognition of the unemployment situation and job opportunity in new construction, renovation, and maintenance of existing infrastructure has led to the creation of publicly funded construction skills training programs that target young adults (16-24 years). However, despite the great deal of effort and funding, participant retention is a significant problem and dropout rates ranging between 45-65% have been reported. Training practitioners posit that no model exists for predicting performance and attrition of individuals in training and express the desire for a metric that measures individual characteristics to better inform individual training successes. A review of literature revealed no instrument for predicting performance, completion, or attrition of the unemployed in training. Therefore, the purpose of this dissertation was to develop an internally consistent and valid instrument that measures the appropriate constructs to inform and predict human behavior within the domain of construction training for the unemployed. The resulting instrument, the Construction Training Attitudes and Intentions Scale (CTAIS), was developed through two phases. The CTAIS was complete by construction management undergraduate students (N = 247) during phase one. The purpose of phase one was to reduce the number of CTAIS items (N = 98) using inter-item correlations and exploratory factor analysis (EFA). An evaluation of the internal consistency and validity was conducted on the reduced pool of CTAIS items. Phase one resulted in a 44-items CTAIS, which contain four emergent factors: planned training behavior (PTB), construction training self-efficacy (CTSE), training motivation attitudes (TMA), and training locus of control (TLOC). The CTAIS and its factors PTB, CTSE, TMA, and TLOC were found to be internally consistent (α = 0.926, 0.943, 0.942, 0.941, and 0.829, respectively). Face and convergent construct validity were shown through significant (p < 0.01) correlations between the emergent factors that mirrored those found in previous construct validation research. The 44-item CTAIS was administered during phase two to a separate group of undergraduate construction management students (N = 174). The internal consistency of the 44-item CTAIS (α = 0.902) and PTB, CTSE, TMA, and TLOC factors (α = 0.909, 0.950, 0.925, and 0.832, respectively) were confirmed in phase two. Significant (p < 0.01) correlations between the emergent factors mirrored those found in phase one and previous construct validation research, providing… Advisors/Committee Members: Gloeckner, Gene (advisor), Lopez Del Puerto, Carla (advisor), Makela, Carole (committee member), Strong, Kelly (committee member).

Subjects/Keywords: construction training; instrument development; motivation; self-efficacy; theory of planned behavior; workforce development

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APA (6^th Edition):

Elliott, J. W. (2013). Development of the Construction Training Attitudes and Intentions Scale. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/80938

Chicago Manual of Style (16^th Edition):

Elliott, Jonathan W. “Development of the Construction Training Attitudes and Intentions Scale.” 2013. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/80938.

MLA Handbook (7^th Edition):

Elliott, Jonathan W. “Development of the Construction Training Attitudes and Intentions Scale.” 2013. Web. 02 Mar 2021.

Vancouver:

Elliott JW. Development of the Construction Training Attitudes and Intentions Scale. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/80938.

Council of Science Editors:

Elliott JW. Development of the Construction Training Attitudes and Intentions Scale. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80938

Colorado State University

14. Martin, Alex. Exploring the development and practices of culturally responsive teachers: observations of and teachers voices in K-8 public education.

Degree: PhD, Education, 2016, Colorado State University

URL: http://hdl.handle.net/10217/176746

► In response to increased diversity in the United States, educational system teachers must be equipped with the skills to teach diverse learners. Multicultural education has… (more)

▼ In response to increased diversity in the United States, educational system teachers must be equipped with the skills to teach diverse learners. Multicultural education has been proposed as a framework in which to prepare the educational system and teachers for diversity. A critical component of multicultural education is culturally responsive teaching. "Culturally responsive teaching is defined as using the cultural knowledge, prior experience, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them" (Gay, 2000, p. 29). The theoretical and conceptual base of the cultural responsive teaching construct has been clearly articulated in literature. However, the developmental process of individual teachers in attaining cultural responsive practices is an area of needed investigation. This research looks to contribute to knowledge of cultural responsive development by examining teachers’ perspectives about development and practice of cultural responsive teaching. I utilized a collective case study approach to explore the phenomena of culturally responsive teaching in an interpretive and constructive method across a group of nine teachers. The culturally responsive practices of nine elementary/middle school teachers were examined in classroom observations and participant interviews. As a collective group common codes, categories, and themes emerged from data analysis of the nine teachers' culturally responsive practices. The collective case analysis revealed common culturally responsive teaching characteristics in teacher pedagogy, development, and mental approaches. Findings indicate that for teachers in this study, (1) culturally responsive teaching development is independent in nature and accrued outside teaching education support networks, (2) there are specific pedagogic practices associated with culturally responsive teaching, and (3) mindsets and thinking patterns of teachers are identifiable. These findings provide implications for the continued understanding and development of culturally responsive practices. There is a continued need for established cultural responsive teacher training that includes the development of cultural awareness, culturally responsive pedagogy, and mental strategies to address the needs of all students. Explicit pedagogical practices are associated with culturally responsive practice and should be developed in teacher preparation programming and on-going professional development. The identified mindsets and thinking patterns of these culturally responsive teachers provide examples of characteristics to be cultivated in aspiring and practicing teachers. Advisors/Committee Members: Makela, Carole (advisor), Timpson, William (committee member), Coke, Pamela (committee member), Jennings, Louise (committee member).

Subjects/Keywords: culturally responsive teaching

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APA (6^th Edition):

Martin, A. (2016). Exploring the development and practices of culturally responsive teachers: observations of and teachers voices in K-8 public education. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176746

Chicago Manual of Style (16^th Edition):

Martin, Alex. “Exploring the development and practices of culturally responsive teachers: observations of and teachers voices in K-8 public education.” 2016. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/176746.

MLA Handbook (7^th Edition):

Martin, Alex. “Exploring the development and practices of culturally responsive teachers: observations of and teachers voices in K-8 public education.” 2016. Web. 02 Mar 2021.

Vancouver:

Martin A. Exploring the development and practices of culturally responsive teachers: observations of and teachers voices in K-8 public education. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/176746.

Council of Science Editors:

Martin A. Exploring the development and practices of culturally responsive teachers: observations of and teachers voices in K-8 public education. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176746

Colorado State University

15. Marquitz, Michele S. Defining and assessing teaching effectiveness in higher education.

Degree: PhD, Education, 2019, Colorado State University

URL: http://hdl.handle.net/10217/195351

► Teaching effectiveness in higher education is challenging. Given the number of stakeholders and the reasons for assessing teaching effectiveness creates additional challenges. Yet when tying… (more)

Subjects/Keywords: learning; student success; teaching excellence; student evaluation of teaching; faculty feedback; teaching effectiveness

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APA (6^th Edition):

Marquitz, M. S. (2019). Defining and assessing teaching effectiveness in higher education. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195351

Chicago Manual of Style (16^th Edition):

Marquitz, Michele S. “Defining and assessing teaching effectiveness in higher education.” 2019. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/195351.

MLA Handbook (7^th Edition):

Marquitz, Michele S. “Defining and assessing teaching effectiveness in higher education.” 2019. Web. 02 Mar 2021.

Vancouver:

Marquitz MS. Defining and assessing teaching effectiveness in higher education. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/195351.

Council of Science Editors:

Marquitz MS. Defining and assessing teaching effectiveness in higher education. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195351

Colorado State University

16. Gardenier, Karen. College students' transformative learning: an ethnographic case study of an alternative break program to Kenya.

Degree: PhD, Education, 2014, Colorado State University

URL: http://hdl.handle.net/10217/88431

► This study describes the processes and forms of college students' learning resulting from a non-credit-bearing, two week alternative break program to Kenya that took place… (more)

▼ This study describes the processes and forms of college students' learning resulting from a non-credit-bearing, two week alternative break program to Kenya that took place December 2012 - January 2013. It is necessary to understand students' learning on short-term education abroad programs because of three national trends: 1) growing study abroad offerings of eight weeks or less, 2) increased popularity of programs to non-traditional locations, and 3) desire among universities, employers, and legislators to create globally engaged graduates. This exploratory study uses interviews, focus groups, and participant observation in an ethnographic case study design. Fourteen students, two group leaders, eight host community members, and the researcher participated in the study. Mezirow's transformative learning theory provides the theoretical lens through which research questions, observations, and conclusions are formulated and drawn. Research is presented in three journal articles bracketed by an introduction and conclusion. The introductory chapter describes the research purpose, questions, significance, theoretical perspective, delimitations, and the researcher's perspective. Chapter two seeks to uncover how students learn. Findings discuss five processes of student transformative learning, namely 1) learning as a journey, 2) experiencing discomfort, 3) reflecting and relating to one another, 4) building relationships with the community, and 5) receiving support from group leaders. Chapter three examines the forms, or outcomes, of student learning. It demonstrates that affective, behavioral, and cognitive forms of learning are possible and offers guidelines for practitioners who lead and administer short-term education abroad programs. It also explores students' reentry challenges. Chapter four recounts in-depth stories of two students as they recall the multiple ways the 2011-2012 program to Kenya impacted their actions, thoughts, and emotions and how it prompted them to return one year later. It pays particular attention to the ways students engaged in reflection and reframing. The final chapter provides linkage among chapters and results for the study as a whole. This study concludes that dialog, reflection, individualization of experiences, and relationship-building are essential to students' learning during and after an international experience. Advisors/Committee Members: Makela, Carole (advisor), Jennings, Louise (committee member), Bruyere, Brett (committee member), Aoki, Eric (committee member).

Subjects/Keywords: education abroad; academic exchange; international exchange; multicultural education; study abroad; transformative learning

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APA (6^th Edition):

Gardenier, K. (2014). College students' transformative learning: an ethnographic case study of an alternative break program to Kenya. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88431

Chicago Manual of Style (16^th Edition):

Gardenier, Karen. “College students' transformative learning: an ethnographic case study of an alternative break program to Kenya.” 2014. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/88431.

MLA Handbook (7^th Edition):

Gardenier, Karen. “College students' transformative learning: an ethnographic case study of an alternative break program to Kenya.” 2014. Web. 02 Mar 2021.

Vancouver:

Gardenier K. College students' transformative learning: an ethnographic case study of an alternative break program to Kenya. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/88431.

Council of Science Editors:

Gardenier K. College students' transformative learning: an ethnographic case study of an alternative break program to Kenya. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88431

Colorado State University

17. Handran, Joni. Trauma-informed organizational culture: the prevention, reduction, and treatment of compassion fatigue.

Degree: PhD, Education, 2013, Colorado State University

URL: http://hdl.handle.net/10217/78825

► Caregivers who provide services to trauma survivors are at high risk of developing secondary traumatic stress and burnout. Researchers and practitioners in the field of… (more)

Subjects/Keywords: compassion fatigue; animal control officers; burnout; organizational culture; secondary traumatic stress; trauma-informed

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APA (6^th Edition):

Handran, J. (2013). Trauma-informed organizational culture: the prevention, reduction, and treatment of compassion fatigue. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/78825

Chicago Manual of Style (16^th Edition):

Handran, Joni. “Trauma-informed organizational culture: the prevention, reduction, and treatment of compassion fatigue.” 2013. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/78825.

MLA Handbook (7^th Edition):

Handran, Joni. “Trauma-informed organizational culture: the prevention, reduction, and treatment of compassion fatigue.” 2013. Web. 02 Mar 2021.

Vancouver:

Handran J. Trauma-informed organizational culture: the prevention, reduction, and treatment of compassion fatigue. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/78825.

Council of Science Editors:

Handran J. Trauma-informed organizational culture: the prevention, reduction, and treatment of compassion fatigue. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/78825

Colorado State University

18. Wells, Katelyn. Gender, race, year in school and five co-occurring health related behaviors of Colorado State University students.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/71602

► The incidence of premature morbidity and mortality reduces when individuals practice protective health related behaviors (HRBs) such as not smoking cigarettes or marijuana, limiting alcohol… (more)

▼ The incidence of premature morbidity and mortality reduces when individuals practice protective health related behaviors (HRBs) such as not smoking cigarettes or marijuana, limiting alcohol consumption, participating in regular physical activity, and consuming five or more servings of fruits and vegetables daily. Research indicates that many college students do not practice multiple protective HRBs, yet most educational interventions are aimed at changing only one HRB. Therefore, the purpose of this study was to investigate college student's co-occurring risk and protective health behaviors in order to provide insight to health educators regarding what HRBs to include in multiple health behavior change (MHBC) interventions and how to tailor and target the interventions based on race, gender, and year in school. This study assessed Colorado State University (CSU) students' pairs and clustering HRBs by gender, race, and year in school via an analysis of a pre-collected National College Health Assessment (NCHA). The final sample consisted of 928 undergraduate students aged 18-23 years old who were enrolled in one of eight class sections of an elective Health and Wellness class in the spring 2009 semester, who attended class the day the NCHA was administered, and who volunteered to participate. The sample was not representative of the total CSU population when considering major of study, year in school and age, but was representative by gender and race. A quantitative, non-experimental, cross-sectional design was used to explore the relationship between co-occurring HRBs and gender, race, and year in school of students at one point in time. Descriptive statistics revealed that 39% of the students practiced at least three of five risk HRBs. Cluster analysis showed 27 patterns of risk and protective HRBs with 63% of students in five clusters. Regression demonstrated that more females than males were likely to be in three of the five HRB clusters, and upperclassman were less likely to be in two of the five clusters. Phi statistical test showed a significant association between five of the ten HRB pair combinations, and regression demonstrated that more females than males practiced one risk pair and males more than females practiced three risk pairs. The study helps improve the understanding of how health behaviors co-occur in college students and provides college administrators and health educators insights into the behaviors to include in MHBC interventions, how to prioritize interventions, which students to target and how to tailor the interventions. Findings from the study will help plan interventions aimed at preventing clusters and pairs of risk HRBs in college students, which may potentially be more effective, more economical and less demanding for health educators than interventions targeted to single HRBs. Advisors/Committee Members: Makela, Carole (advisor), Kennedy, Catherine (advisor), Hutcheson, Katherine (committee member), Kaminski, Karen (committee member).

Subjects/Keywords: 2010 Healthy Campus; clusters; co-occurring; health interventions; multiple health behaviors

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APA (6^th Edition):

Wells, K. (2012). Gender, race, year in school and five co-occurring health related behaviors of Colorado State University students. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71602

Chicago Manual of Style (16^th Edition):

Wells, Katelyn. “Gender, race, year in school and five co-occurring health related behaviors of Colorado State University students.” 2012. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/71602.

MLA Handbook (7^th Edition):

Wells, Katelyn. “Gender, race, year in school and five co-occurring health related behaviors of Colorado State University students.” 2012. Web. 02 Mar 2021.

Vancouver:

Wells K. Gender, race, year in school and five co-occurring health related behaviors of Colorado State University students. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/71602.

Council of Science Editors:

Wells K. Gender, race, year in school and five co-occurring health related behaviors of Colorado State University students. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/71602

Colorado State University

19. Badding, Sarah. Creative synthesis inventory: constructing quantitative measures capturing attributes of design thinking, The.

Degree: PhD, Education, 2017, Colorado State University

URL: http://hdl.handle.net/10217/184013

► Stimulated by Lockwood's discussion of design thinking, creativity, and innovation and their impact on new business growth (2009), this research project sought to develop quantitative… (more)

Subjects/Keywords: design thinking; mixed methods; creativity; quantitative measures; instrument development

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APA (6^th Edition):

Badding, S. (2017). Creative synthesis inventory: constructing quantitative measures capturing attributes of design thinking, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/184013

Chicago Manual of Style (16^th Edition):

Badding, Sarah. “Creative synthesis inventory: constructing quantitative measures capturing attributes of design thinking, The.” 2017. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/184013.

MLA Handbook (7^th Edition):

Badding, Sarah. “Creative synthesis inventory: constructing quantitative measures capturing attributes of design thinking, The.” 2017. Web. 02 Mar 2021.

Vancouver:

Badding S. Creative synthesis inventory: constructing quantitative measures capturing attributes of design thinking, The. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/184013.

Council of Science Editors:

Badding S. Creative synthesis inventory: constructing quantitative measures capturing attributes of design thinking, The. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/184013

Colorado State University

20. Porter, Dale Scott. Spatial abilities of construction and related professionals.

Degree: PhD, Education, 2018, Colorado State University

URL: http://hdl.handle.net/10217/191364

► Researchers have established that spatial ability is a predictor of success in science, technology, engineering, and mathematics (STEM). Unknown are the differences of spatial abilities… (more)

▼ Researchers have established that spatial ability is a predictor of success in science, technology, engineering, and mathematics (STEM). Unknown are the differences of spatial abilities among Construction Professionals comparative to other STEM and Non-STEM Professionals. The purpose of this study is to discover if there are specific activities, experiences, or education that are perceived to improve mental rotation abilities among practicing professionals in construction and related fields. Participants for this study were coded into four groups of professionals consisting of Construction Professionals, Construction Related Professionals, STEM Professionals and Non-STEM Professionals (N = 238). The population from which the sample was drawn came from a purchased national email list organized by Standard Industry Classification (SIC) codes. Utilizing a survey instrument and the Purdue Spatial Visualization Test: Rotations (PSVT:R), differences in spatial ability were measured among these groups of professionals. A statistically significant difference was found between the mean scores of Construction Professionals and Non-STEM Professionals (p = .016), and an effect size of .031 was reported. No other statistically significant differences in mean scores exist among the four groups. Test results facilitated comparisons of ability with self-attributed activities that enhanced spatial ability. Analysis showed that drawing was attributed more frequently among high scoring individuals (52%) than low scoring individuals (15%) as a useful activity enhancing spatial ability. PSVT:R scores were also compared with the amount of time per day participants made use of their spatial abilities. No statistically significant difference was found. Findings from this study suggest that higher spatial abilities are present among Construction Professionals and add an important dimension to industry recruitment with the potential implementation of spatial ability testing. Construction education curriculum likewise benefits from these findings that suggest drawing as an important activity increasing one's spatial ability. Advisors/Committee Members: Makela, Carole (advisor), Glick, Scott (advisor), Quick, Don (committee member), Orsi, Jared (committee member).

Subjects/Keywords: construction management; spatial ability; PSVT:R; construction education

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APA (6^th Edition):

Porter, D. S. (2018). Spatial abilities of construction and related professionals. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/191364

Chicago Manual of Style (16^th Edition):

Porter, Dale Scott. “Spatial abilities of construction and related professionals.” 2018. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/191364.

MLA Handbook (7^th Edition):

Porter, Dale Scott. “Spatial abilities of construction and related professionals.” 2018. Web. 02 Mar 2021.

Vancouver:

Porter DS. Spatial abilities of construction and related professionals. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/191364.

Council of Science Editors:

Porter DS. Spatial abilities of construction and related professionals. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191364

Colorado State University

21. Davis, Rodrigo M. Hispanic male students: changing majors and predictors of graduation at St. Petersburg College.

Degree: PhD, Education, 2020, Colorado State University

URL: http://hdl.handle.net/10217/208551

► The purpose of this study was to collect, examine, and analyze retrospective data from a cohort of Hispanic male students at St. Petersburg College (SPC)… (more)

Subjects/Keywords: graduation; male students; Hispanic; changing majors

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APA (6^th Edition):

Davis, R. M. (2020). Hispanic male students: changing majors and predictors of graduation at St. Petersburg College. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/208551

Chicago Manual of Style (16^th Edition):

Davis, Rodrigo M. “Hispanic male students: changing majors and predictors of graduation at St. Petersburg College.” 2020. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/208551.

MLA Handbook (7^th Edition):

Davis, Rodrigo M. “Hispanic male students: changing majors and predictors of graduation at St. Petersburg College.” 2020. Web. 02 Mar 2021.

Vancouver:

Davis RM. Hispanic male students: changing majors and predictors of graduation at St. Petersburg College. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/208551.

Council of Science Editors:

Davis RM. Hispanic male students: changing majors and predictors of graduation at St. Petersburg College. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/208551

Colorado State University

22. Santistevan, Aysun. Awareness of e-cigarettes and correlation of use among high school students.

Degree: PhD, Education, 2016, Colorado State University

URL: http://hdl.handle.net/10217/176636

► The purpose of this study was to assess awareness of e-cigarettes, to identify the factors associated with initial and continuing use of e-cigarettes, and to… (more)

▼ The purpose of this study was to assess awareness of e-cigarettes, to identify the factors associated with initial and continuing use of e-cigarettes, and to explore the reasons to use e-cigarettes among high school students. Three high schools in Colorado participated in the study. High school students (n = 251) who were enrolled in health classes were surveyed in the fall semester of 2015. The majority of students were sophomores (59%), followed by freshmen (28%), juniors (8%), and seniors (3%). A majority of students reported never using e-cigarettes (81%) and a few students reported using them in the past (14%), using them occasionally (4%), and a very few (.4%) using them everyday. Pearson's chi-squared tests were performed to examine correlations among variables since most of the variables were nominal and assumptions of the parametric data were violated. The awareness of e-cigarettes included seeing, hearing, or watching e-cigarette advertising, receiving information through social media, and sharing information about e-cigarettes with close friends. Findings revealed no significant correlations between seeing, hearing, or watching e-cigarette advertising and current use of e-cigarettes. Findings indicated a significant correlation between variables of receiving or sharing information about e-cigarettes and using e-cigarettes. Seventy-one percent of non-users, 21% of past users, and 7% of current users of e-cigarettes reported receiving information about e-cigarettes through social media. Sixty-percent of non-users, 29% of past users, and 11% of current users of e-cigarettes reported sharing information about e-cigarettes with close friends. The implication of findings showed that there has been exposure to e-cigarette advertising among high schoolers. The factors associated with initial and continuing use of e-cigarettes included teens' tobacco history, close friends', parents', and family members' e-cigarette and traditional cigarette use. Findings showed statistical significance between past, current, and future use of tobacco products and e-cigarette use in high schoolers. Fifty-one percent of students, who used tobacco in the past, reported past use of e-cigarettes, where 21% of students, who used tobacco in the past, reported current use of e-cigarettes. Findings suggested being a former or current smoker was correlated with having ever used e-cigarettes and past e-cigarette use. E-cigarettes may be used as a smoking cessation tool or alternative to other tobacco products. Further research is needed on the use of e-cigarettes among tobacco users. A few students (2%) considered e-cigarettes as a future use of tobacco products alone or with waterpipe tobacco and traditional cigarettes because of being seen as "fun", "cool", "harmless", and because "friends used them. " The associations between parents', family members', and close friends' use of cigarettes and e-cigarettes, and teens' current use of e-cigarettes were explored. Findings showed family members', and close friends' e-cigarette use was related… Advisors/Committee Members: Makela, Carole J. (advisor), Kennedy, Catherine (advisor), Nelson, Tracy (committee member), Timpson, William (committee member).

Subjects/Keywords: e-cigarette advertising; gender differences in use of e-cigarettes; teens' e-cigarette use; e-cigarette awareness; dual use of e-cigarettes; reasons to use e-cigarettes

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APA (6^th Edition):

Santistevan, A. (2016). Awareness of e-cigarettes and correlation of use among high school students. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176636

Chicago Manual of Style (16^th Edition):

Santistevan, Aysun. “Awareness of e-cigarettes and correlation of use among high school students.” 2016. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/176636.

MLA Handbook (7^th Edition):

Santistevan, Aysun. “Awareness of e-cigarettes and correlation of use among high school students.” 2016. Web. 02 Mar 2021.

Vancouver:

Santistevan A. Awareness of e-cigarettes and correlation of use among high school students. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/176636.

Council of Science Editors:

Santistevan A. Awareness of e-cigarettes and correlation of use among high school students. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176636

Colorado State University

23. Ramey, Melanie B. Middle school student motivational experiences in mathematics: a narrative inquiry.

Degree: PhD, Education, 2013, Colorado State University

URL: http://hdl.handle.net/10217/78866

► Among middle school students there is thought to be a lack of motivation toward academic achievement in math. Ames expressed this thought in 1990 when… (more)

▼ Among middle school students there is thought to be a lack of motivation toward academic achievement in math. Ames expressed this thought in 1990 when mentioning this as one of the biggest problems in education. Motivation to learn and grow through mathematic understanding gives students' purpose. Due to this thought, the focus of the study was to use a narrative inquiry experience-centered approach to gain insight into five middle school students' motivational experiences in mathematics at the end of eighth grade. Each student was interviewed over the course of three different sessions, taking place over a three week span of time. These interviews were conducted during their normal school day at a time deemed by the school as not academically hindering (i.e., a study hall or open block). To help with analysis, interview sessions were audio recorded and transcribed into a basic word processor. Nvivo software was then used to create common themes (or nodes) and connect them to common reference points within each student's interview dialogue. Some themes like intrinsic and extrinsic motivation were created prior to analysis and looked for specifically, while other themes were created after being mentioned by multiple students or in multiple interviews. These added themes were noticeably of value to the participants when speaking of their motivational experiences. Data collection and analysis concluded that personal motivators, both intrinsic and extrinsic, were mentioned by all students over the course of their three interview sessions. Student's desire for accomplishment, esteem, and support were all revealed as common motivators. Interview responses reinforced the view that motivation is supported through small, challenging but achievable goals. Students expressed not wanting simple math problems, they wanted to feel challenged. Therefore, benefits for students may be found if teachers are able to balance mathematics challenges with supporting student's current abilities and academic competence. What was also concluded is a definite relationship between the various levels of Maslow's Hierarchy of Needs being satisfied and an increase in student motivation. Recommendations for research include looking further into whether students are motivated to satisfy their needs, as Maslow suggests, or rather if the act of feeling calm over a need being met creates further motivation toward academic achievement. Future research into this concept would help formulate true connections between satisfied needs and motivational desire. Advisors/Committee Members: Makela, Carole J. (advisor), O'Donnell-Allen, Cindy (committee member), Wallner, Barbara K. (committee member), Wolgemuth, Jennifer R. (committee member).

Subjects/Keywords: education; mathematics; middle school; motivation; narrative inquiry; students

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APA (6^th Edition):

Ramey, M. B. (2013). Middle school student motivational experiences in mathematics: a narrative inquiry. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/78866

Chicago Manual of Style (16^th Edition):

Ramey, Melanie B. “Middle school student motivational experiences in mathematics: a narrative inquiry.” 2013. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/78866.

MLA Handbook (7^th Edition):

Ramey, Melanie B. “Middle school student motivational experiences in mathematics: a narrative inquiry.” 2013. Web. 02 Mar 2021.

Vancouver:

Ramey MB. Middle school student motivational experiences in mathematics: a narrative inquiry. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/78866.

Council of Science Editors:

Ramey MB. Middle school student motivational experiences in mathematics: a narrative inquiry. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/78866

Colorado State University

24. Robinson, Stephen Cory. Consumer intent to disclose personal information in ecommerce: a comparison of Estonia and the United States.

Degree: PhD, Journalism and Technical Communication, 2014, Colorado State University

URL: http://hdl.handle.net/10217/88534

► An online survey conducted among participants in the US (n=248) and Estonia (n=225) examined willingness to disclose and perceived risks pertaining to disclosing personally identifying… (more)

▼ An online survey conducted among participants in the US (n=248) and Estonia (n=225) examined willingness to disclose and perceived risks pertaining to disclosing personally identifying information (PII, also referred to as personal data in Europe) in ecommerce, as well as attitude toward disclosure in general, and anxiety disclosing personal data. Additionally, the study investigated how willingness to disclose and perceived risk of disclosing personal data were affected by demographic variables, trust in the Internet and trust in institutions, the Big Five personality dimensions found in the psychology literature (neuroticism, openness, agreeableness, conscientiousness, and extraversion), and four sets of perceived shopping benefits (opportunity benefits, bargain benefits, purchase benefits, and expected privacy benefits). Despite Estonia's advanced adoption and progressive policies and practices toward the Internet, Americans were more willing to disclose, exhibited more positive attitudes, demonstrated less anxiety, and were less concerned about perceived risks. For Estonians, ecommerce experience, perceived purchase benefits, and trust in the Internet and institutions were significant predictors of willingness to disclose personal data. Americans who perceived purchase benefits were found to be the most likely to disclose PII, while Americans with lower levels of education were also more willing to disclose. The study utilized a 17-item list of potential disclosure items (name, email address, etc.) and showed these can be categorized reliably into six sub-indices: contact information, payment information, life history information, financial/medical information, work-related information, and online account information. Further, a reliable efficient, 20-item scale was developed that can be deployed in future studies investigating the Big Five personality traits. Online disclosure consciousness (ODC) was introduced as a framework to conceptualize and empirically measure the gap between one's willingness to disclose and perceived risk pertaining to the overall 17-item index used in the study, the sub-indices, and particular items. Using 7-point Likert-type measures, the results showed significant gaps among participants both within and across nations. A 5-scenario online disclosure consciousness model is presented to explain the tradeoffs involved in making a disclosure decision, with absolute willingness to disclose and absolute perceived risk on the two extremes and theoretical midpoint where the two competing motivations cancel themselves out. Changes in a person's position along the continuum are posited to be influenced by marketers' initiatives, personal experiences, and external factors. Implications for theory, consumers, marketing practice, and public policy are discussed. The findings suggest that willingness to disclose and risk aversion can and should be analyzed empirically together. Thus, the ODC model provides an alternative conceptualization to the ideas of the privacy paradox, privacy calculus,… Advisors/Committee Members: Hallahan, Kirk (advisor), Rouner, Donna (committee member), Plaisance, Patrick (committee member), Walrave, Michel (committee member), Makela, Carole (committee member), Hyllegard, Karen (committee member).

Subjects/Keywords: ecommerce; privacy; personally identifying information (PII); personal data; Estonia; disclosure

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APA (6^th Edition):

Robinson, S. C. (2014). Consumer intent to disclose personal information in ecommerce: a comparison of Estonia and the United States. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88534

Chicago Manual of Style (16^th Edition):

Robinson, Stephen Cory. “Consumer intent to disclose personal information in ecommerce: a comparison of Estonia and the United States.” 2014. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/88534.

MLA Handbook (7^th Edition):

Robinson, Stephen Cory. “Consumer intent to disclose personal information in ecommerce: a comparison of Estonia and the United States.” 2014. Web. 02 Mar 2021.

Vancouver:

Robinson SC. Consumer intent to disclose personal information in ecommerce: a comparison of Estonia and the United States. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/88534.

Council of Science Editors:

Robinson SC. Consumer intent to disclose personal information in ecommerce: a comparison of Estonia and the United States. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88534

Colorado State University

25. Sulaiman, Nor Lisa. Incorporating critical thinking: teaching strategies in Malaysian technical and vocational education (TVE) programs.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/71592

► Teachers should be critical thinking agents who guide students to become better critical thinkers through teaching strategies (Halpern, 1999). The purpose of this study was… (more)

▼ Teachers should be critical thinking agents who guide students to become better critical thinkers through teaching strategies (Halpern, 1999). The purpose of this study was to investigate the extent to which polytechnic lecturers in Malaysia incorporate critical thinking into their teaching strategies. The web-based survey, Qualtrics, was used to disseminate the teaching strategies questionnaire to 4,529 lecturers at 27 Malaysian polytechnics. A non-experimental design was employed to explore: the most frequently used and effective strategies; and the relationships and differences among frequency of use, perception of effectiveness, and knowledge of critical thinking teaching strategies relative to the highest level of education, years of teaching experience, attendance at critical thinking workshops, and teaching major. The data were analyzed using frequencies, percentages, means, standard deviations, exploratory factor analysis (EFA), independent sample t-test, one-way ANOVA, and thematic content analysis. The response rate for this study was 7.9 percent, which included 358 lecturers. The findings from rank-ordering indicated that among the 58 critical thinking strategies, open-ended questioning was rated as the most frequently used strategy and small group discussions were perceived as most effective by lecturers. From 58 strategies, EFA determined four factors within, reduced to 25 strategies. The findings from open-ended questions revealed cognitive and affective domains were used for student learning outcomes and rubrics, examinations, presentations, and lab experiments were incorporated to assess students' critical thinking. The findings of this study provide useful information to promote intellectual growth in enhancing critical thinking strategies among lecturers in Malaysia. Critical thinking training for lecturers at Malaysian polytechnics is recommended to improve the usage, perceptions, and knowledge of critical thinking teaching strategies. Advisors/Committee Members: Timpson, William M. (advisor), Makela, Carole J. (committee member), Wallner, Barbara (committee member), Nobe, Mary (committee member).

Subjects/Keywords: critical thinking; technical and vocational education (TVE); teaching strategies; Malaysian polytechnics

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APA (6^th Edition):

Sulaiman, N. L. (2012). Incorporating critical thinking: teaching strategies in Malaysian technical and vocational education (TVE) programs. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71592

Chicago Manual of Style (16^th Edition):

Sulaiman, Nor Lisa. “Incorporating critical thinking: teaching strategies in Malaysian technical and vocational education (TVE) programs.” 2012. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/71592.

MLA Handbook (7^th Edition):

Sulaiman, Nor Lisa. “Incorporating critical thinking: teaching strategies in Malaysian technical and vocational education (TVE) programs.” 2012. Web. 02 Mar 2021.

Vancouver:

Sulaiman NL. Incorporating critical thinking: teaching strategies in Malaysian technical and vocational education (TVE) programs. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/71592.

Council of Science Editors:

Sulaiman NL. Incorporating critical thinking: teaching strategies in Malaysian technical and vocational education (TVE) programs. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/71592

Colorado State University

26. Oakley, Claude Roy. Instruction in ethics: influences on undergraduate business students' academic dishonesty.

Degree: PhD, Education, 2011, Colorado State University

URL: http://hdl.handle.net/10217/46381

► The primary purposes of the study were to assess the relationships between ethics instruction and academic conduct among undergraduate business students, to determine the reasons… (more)

▼ The primary purposes of the study were to assess the relationships between ethics instruction and academic conduct among undergraduate business students, to determine the reasons why they cheat, the extent to which students' conduct may be influenced by their parents' background (i.e., education, career, religious belief, and support), and the impact of self-esteem on students' conduct. Responses were solicited from students attending nine institutions of higher learning; five were located in the state of Georgia in the United States, while four were from the Caribbean (i.e., Jamaica and Grand Cayman). The regional profile (i.e., where the students were enrolled) included 41% (n = 418) from the United States and 59% (n = 599) from the Caribbean locations. The responses were collected from a questionnaire completed at each selected college/university. Of the 1,029 questionnaires administered, 12 were disqualified. There were 1,017 qualified respondents; approximately 37% (n = 377) were male, and 62% (n = 627) were female. The remaining 1% (n = 13) did not identify their gender. In every case, only items with valid responses were included in the various statistical computations. The findings indicated that (a) there was no statistical significance on academic misconduct between students who did complete a course of instruction in ethics and those who did not complete a course; (b) about 40% (n = 400) of the students surveyed showed positive responses to awareness of academic conduct; (c) several students admitted having engaged in academic dishonesty for various reasons (e.g., to get a better grade); (d) for perception of academic conduct, character traits and honor code appeared to have some impact on academic dishonesty; (e) parents' background (e.g., education, careers/occupation) did play a role on students' academic conduct; (f) self-esteem appeared to have some influence on academic dishonesty; (g) having an honor code did not significantly improve academic honesty within the AACSB accredited and non-AACSB institutions; (h) for the most part, it seems more female students were involved in academic dishonesty than male students for given practices; and (i) younger students particularly in the 18-22 age group seems to be more involved in academic dishonesty than older students. The overall implications of this study raise some concerns because this, like other studies, has confirmed that academic dishonesty is a menace to the education system. Therefore, academic dishonesty is not confined to one university/college but appears to be omnipresent in the aggregate grouping of the nine institutions studied. The findings suggest colleges/universities need to do more, perhaps, by being more vigilant to address students' awareness of academic misconduct, and how such actions could influence both creativity and the value of scholarship. Advisors/Committee Members: Makela, Carole J. (advisor), Timpson, William M. (committee member), Palmquist, Mike (committee member), Lucero, Rodrick S. (committee member).

Subjects/Keywords: academic dishonesty; academic misconduct; cheating; ethics instruction; parents' background; plagiarism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Oakley, C. R. (2011). Instruction in ethics: influences on undergraduate business students' academic dishonesty. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/46381

Chicago Manual of Style (16^th Edition):

Oakley, Claude Roy. “Instruction in ethics: influences on undergraduate business students' academic dishonesty.” 2011. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/46381.

MLA Handbook (7^th Edition):

Oakley, Claude Roy. “Instruction in ethics: influences on undergraduate business students' academic dishonesty.” 2011. Web. 02 Mar 2021.

Vancouver:

Oakley CR. Instruction in ethics: influences on undergraduate business students' academic dishonesty. [Internet] [Doctoral dissertation]. Colorado State University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/46381.

Council of Science Editors:

Oakley CR. Instruction in ethics: influences on undergraduate business students' academic dishonesty. [Doctoral Dissertation]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/46381

Colorado State University

27. Barclay, Barbara. Undergraduate social work students: learning interviewing skills in a hybrid practice class.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/68033

► This action research case study explored undergraduate social work students' perceived learning of interviewing skills in a hybrid environment course delivery. The single case study… (more)

▼ This action research case study explored undergraduate social work students' perceived learning of interviewing skills in a hybrid environment course delivery. The single case study consisted of 19 students enrolled in a practice course blending web-based and face-to-face (f2f) meetings (4 of 15 f2f) within a large urban college. As part of the 15-week course, interviewing skills training constituted a 4-week learning module, with pre and post interviewing skills data collected at the beginning and end of this period. The intentional instructional design for learning interviewing skills used a theoretical perspective of person-in-environment grounded in theories of social constructivism, brain-based learning, and metacognition. Metacognitive activities provided students an understanding of their natural human learning process and included use of reflection to promote self-assessment of skills improvement and competency development. A six-step teaching-learning system (i.e., reading, thinking and writing, watching and discussing, working with cases, practicing, and evaluating) was utilized. In this mixed methods study, quantitative data were collected to identify changes in students' confidence and competency for performing interviewing skills after learning in a hybrid environment, using the Interview Skills Confidence Scale and the Interview Evaluation Rater Scale. Students' guided reflections constituted the qualitative measure (pre, during, and post skills training). Merging the findings of the quantitative and qualitative measures indicated students' increased confidence and competency in their performance of interviewing skills, learned in a hybrid environment. Skill categories of beginning and closing, which reflected the lowest pre confidence and competency scores, showed the most change, post training. Perceived benefits of hybrid delivery included online discussions (learner-centered, reflective dialoguing, active ongoing interaction, and collaboration) and f2f skills practice (personalization) for learning interviewing skills. Use of the web-conferencing tool (Wimba) to practice, record, and evaluate interviewing skills, presented technical difficulties for nearly half of the students. Action research indicated that revisions regarding how students practiced and evaluated skills were needed, such as facilitating more f2f time, alternative ways for skills practice and evaluation online, and/or giving students' choices. Findings suggest the study's measures (confidence, competency, and student reflections) be repeated in the subsequent semester as students' field instruction commences to assess transfer of learned interviewing skills to field (internships). Advisors/Committee Members: Makela, Carole J. (advisor), Valentine, Deborah P. (advisor), Bundy-Fazioli, Kim (committee member), Richburg, Robert W. (committee member).

Subjects/Keywords: competency assessment; confidence assessment; hybrid class; interviewing skills; social work practice; web-based learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Barclay, B. (2012). Undergraduate social work students: learning interviewing skills in a hybrid practice class. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/68033

Chicago Manual of Style (16^th Edition):

Barclay, Barbara. “Undergraduate social work students: learning interviewing skills in a hybrid practice class.” 2012. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/68033.

MLA Handbook (7^th Edition):

Barclay, Barbara. “Undergraduate social work students: learning interviewing skills in a hybrid practice class.” 2012. Web. 02 Mar 2021.

Vancouver:

Barclay B. Undergraduate social work students: learning interviewing skills in a hybrid practice class. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/68033.

Council of Science Editors:

Barclay B. Undergraduate social work students: learning interviewing skills in a hybrid practice class. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/68033

Colorado State University

28. Leigh, Katharine E. Organizational creativity: the relationship between creativity, values, and performance in architectural practice.

Degree: PhD, Education, 2011, Colorado State University

URL: http://hdl.handle.net/10217/51801

► Demand for creativity has moved from individual to organizational levels encompassing work environments in which organizations, competing for customers and clients, have reached a global… (more)

▼ Demand for creativity has moved from individual to organizational levels encompassing work environments in which organizations, competing for customers and clients, have reached a global imperative to innovate as the pace of change has escalated. Organizations must meet demands of talent shortages at a time when clients are demanding more for less. Creativity, as a means to produce innovative outcomes, allows organizations to embrace new ideas; organizational creativity integrates the creativity of individuals with needs at the organizational level inviting an environment of change; change requires organizational learning impacting the organizational context (Dennison, 1996) of climate and culture. Architectural practice encompassing the design disciplines of architecture, interior design, and planning, represents a creative domain, and appropriate context in which to explore organizational creativity. Focusing the disciplinary lens of human resource development (HRD) on organizational creativity contextualizes the foundations of HRD – learning, performance, and change – in sustaining and nourishing the needs of organizational creativity, and at the same time defines a strategic role for HRD. By examining responses of participants from five firms (N = 90), foundational knowledge was constructed about organizational creativity and its relationship to the constructs of creativity, values, and performance within the context of large architectural practices. Participant firms were drawn from a stratified random sample of Architectural Record's 2009 Top 250 Firms reporting annual revenues from architectural services only and were invited to respond to an e-survey. Correlation and regression analysis examined the relationship of creativity, values, and performance shaping organizational creativity. The study also tested indices for three value disciplines to achieve market leadership proposed by Treacy and Wiersema (1995). A strong association was revealed with the discipline choice of product leadership and creativity. Findings suggest creativity has a fragile relationship to performance contradicting the study by Eskildsen, Dahlgaard, and Nørgaard (1999). In addition, six of ten measures confirmed in earlier climate studies of creative work environments were found to have poor reliabilities, contradicting findings of earlier studies (Amabile, Conti, Coon, Lazenby, & Herron, 1996; Amabile & Gryskiewicz, 1989; Damanpour, 1991; Haynes, Wall, Bolden, Stride, & Rick, 1999; Hunter, Bedell, & Mumford, 2007); there may be differences in creative versus non-creative work venues (Ensor, Pirrie, & Band, 2006). Intellectual stimulation, the value discipline of product leadership, and workplace values appeared to have strong influences on a firm's creativity and to a lesser degree, challenging work. Advisors/Committee Members: Venneberg, Donald L. (advisor), Makela, Carole J. (committee member), Anderson, Sharon (committee member), Tremblay, Kenneth L. (committee member).

Subjects/Keywords: creativity; value disciplines; performance; organizational creativity

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APA (6^th Edition):

Leigh, K. E. (2011). Organizational creativity: the relationship between creativity, values, and performance in architectural practice. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/51801

Chicago Manual of Style (16^th Edition):

Leigh, Katharine E. “Organizational creativity: the relationship between creativity, values, and performance in architectural practice.” 2011. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/51801.

MLA Handbook (7^th Edition):

Leigh, Katharine E. “Organizational creativity: the relationship between creativity, values, and performance in architectural practice.” 2011. Web. 02 Mar 2021.

Vancouver:

Leigh KE. Organizational creativity: the relationship between creativity, values, and performance in architectural practice. [Internet] [Doctoral dissertation]. Colorado State University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/51801.

Council of Science Editors:

Leigh KE. Organizational creativity: the relationship between creativity, values, and performance in architectural practice. [Doctoral Dissertation]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/51801

Colorado State University

29. Hussin, Ahamad. Experiences of students with visual impairments in adoption of digital talking textbooks: an interpretative phenomenological analysis.

Degree: PhD, Education, 2013, Colorado State University

URL: http://hdl.handle.net/10217/80153

► Assistive technology devices have become essential tools for students with visual impairments. In 2009, the Malaysian Ministry of Education introduced Digital Talking Textbooks (DTTs) for… (more)

Subjects/Keywords: digital talking textbook; students with visual impairments; special education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hussin, A. (2013). Experiences of students with visual impairments in adoption of digital talking textbooks: an interpretative phenomenological analysis. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/80153

Chicago Manual of Style (16^th Edition):

Hussin, Ahamad. “Experiences of students with visual impairments in adoption of digital talking textbooks: an interpretative phenomenological analysis.” 2013. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/80153.

MLA Handbook (7^th Edition):

Hussin, Ahamad. “Experiences of students with visual impairments in adoption of digital talking textbooks: an interpretative phenomenological analysis.” 2013. Web. 02 Mar 2021.

Vancouver:

Hussin A. Experiences of students with visual impairments in adoption of digital talking textbooks: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/80153.

Council of Science Editors:

Hussin A. Experiences of students with visual impairments in adoption of digital talking textbooks: an interpretative phenomenological analysis. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80153

Colorado State University

30. Nelson, Dean R. Emotional availability: foster caregiving experiencies.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/71572

► The purpose of the study was to investigate if the emotional availability of caregivers is explanatory for successful adolescent foster care placement – from initial placement… (more)

▼ The purpose of the study was to investigate if the emotional availability of caregivers is explanatory for successful adolescent foster care placement – from initial placement of an adolescent to age eighteen or emancipation from foster care, as mandated by the state of Colorado. Emotional availability of foster caregivers and the phenomenon's impact are critical when anticipating placement of an adolescent in a foster caregiving environment. An adolescent anticipates, desires, and needs a safe and enduring foster placement. The emotional impact affects the adolescent as well as the caregiver from the initial introduction to the foster home to emancipation from the foster care system. When an adolescent is placed in a foster home, two areas must be addressed by the caregiver. First, the adolescent arrives without any history with the foster family. Secondly the adolescent does not know the expectations of the foster caregivers, and the reciprocal is true for the caregivers. Initially, a foster adolescent needs a safe environment and the foster caregiver desires an adolescent who will express those desires. These two areas are difficult in the beginning of a foster placement and require positive parenting skills by the foster caregiver to facilitate each and nurture a quality relationship between the adolescent and the foster caregiver. Participants in the study included 6 adults who previously fostered adolescents within their homes. Four of the participants were adult females and two of the participants were adult males. All participants were from northeast Colorado and when formally fostering adolescents were licensed foster caregivers by the state of Colorado. The participants engaged in an extensive journaling exercise which answered 22 questions in a narrative format, which corresponded to the structure of the Emotional Availability (EA) Scales®, developed by Biringen and colleagues (Biringen, Robinson, & Emde, 2008). These areas are the components of emotional availability – sensitivity, structuring, nonintrusiveness, nonhostility, and child responsiveness/child involvement. Based on a constructivist paradigm the study focused on the experience within the caregiver-adolescent dyad as described by the caregiver's lived experience, both as an adult and a youth. There are always many interpretations and no foundational process by which ultimate truth can be determined. However, the trustworthy criteria of credibility, transferability, and dependability are the hallmarks of the paradigm and of this study. The research methodology was based on an inductive analysis and interpretation of the journal entries, which lead to an intent to develop a reality and thus, explain the caregiver-adolescent phenomenon and how emotional availability is an essential tenet of foster caregiving. The study found that if caregivers described engagement with their own caregivers while being raised, then they would be more fully engaged with their foster adolescent during placement. The research question, "does emotional… Advisors/Committee Members: Waite, Alina M. (advisor), Makela, Carole J. (committee member), Timpson, William M. (committee member), Biringen, Zeynep (committee member).

Subjects/Keywords: emotional; caregiving; foster; adolescent; availability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nelson, D. R. (2012). Emotional availability: foster caregiving experiencies. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71572

Chicago Manual of Style (16^th Edition):

Nelson, Dean R. “Emotional availability: foster caregiving experiencies.” 2012. Doctoral Dissertation, Colorado State University. Accessed March 02, 2021. http://hdl.handle.net/10217/71572.

MLA Handbook (7^th Edition):

Nelson, Dean R. “Emotional availability: foster caregiving experiencies.” 2012. Web. 02 Mar 2021.

Vancouver:

Nelson DR. Emotional availability: foster caregiving experiencies. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10217/71572.

Council of Science Editors:

Nelson DR. Emotional availability: foster caregiving experiencies. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/71572

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Open Access Theses and Dissertations