Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / This study explored the relationship between anesthesiology residents' In Training Examination (ITE) percentile ranks and learning styles and domains with the variables of gender, ethnicity, and postgraduate year (PGY). The ITE is a national examination given annually as a measure of cognitive achievement. The learning style instrument was the adapted Vermunt Inventory of Learning Styles (ILS), a diagnostic learning style instrument designed for use with university-level students. The study included 112 anesthesiology residents in anesthesiology graduate medical education (GME) at four universities (five sites) during the 2006-2007 PGY. Responses to the surveys were analyzed using descriptive statistics, the Pearson product-moment correlations, and stepwise and backward elimination regression analysis. The results indicated that the residents' ITE percentile ranks had a bimodal curve. The ILS has 20 scales representing four learning domains factored into four learning styles. The relationships of the learning styles with the ITE percentile ranks were significant for two learning styles: positive for the meaning directed learning style (MDLS) and negative for the undirected learning style (UDLS). Analysis of the scales comprising the MDLS (seven) and UDLS (five) revealed significant relationships for 6 of the 12 scales for the anesthesiology residents (five positive, one negative). An analysis of the domain scale relationships for the other eight scales identified an additional two scales positively related to ITE percentile ranks: vocation oriented and analyzing. The significant scales positively identified with ITE percentile ranks included relating and structuring, concrete processing, two self-regulation scales, construction of knowledge, analyzing and vocation oriented. The only scale significant with ITE percentile ranks was ambivalent, which was negative. The potential exists that the UDLS can identify, in part, residents at risk academically. The positive relationship of the meaning directed learning style and the two significant, positive scales (analyzing and vocation oriented) with ITE percentile ranks offered an indication of learning styles and strategies of residents with higher cognitive achievement outcomes. These learning strategies have the potential to help residents learn how to learn more effectively.

Master of Agribusiness / Department of Agricultural Economics / Andrew P. Barkley / For more than 10 years Agriculture Future of America (AFA) has been helping college students from around the country prepare for careers in the food and agriculture industry. Over time the organization has received a lot of positive feedback from both participating students and employers. The feedback has led the organization to believe there is an “AFA Advantage,” where participants have an advantage over their peers when entering the workforce due to their AFA involvement. The purpose of the thesis was to determine if there is an “AFA Advantage,” by measuring former participants’ workplace skill sets, as determined by agribusiness employers in a previous study. To accomplish this purpose, two sub-objectives were evaluated, measuring the skill competencies of former AFA participants participating in a (1) self assessment and (2) comparison with peers, who were not involved in AFA. The analysis is based on survey results from former AFA participants. The conceptual model established examined if there was a relationship between AFA, college and the skills desired by agribusiness employers. The skills measured include interpersonal communication skills, critical thinking skills, knowledge of general business practices, quantitative analysis skills, cultural/gender awareness, and oral presentation skills. Through this research, it was determined that there is an “AFA Advantage.” Data shows evidence that former participants do attribute AFA to helping them develop skills for the workplace. In fact, as the years of AFA participation increased, individuals tended to agree more that AFA contributed to their workplace skill competencies.

Master of Science / Department of Geology / Iris M. Totten / There have been numerous studies done during the past hundred years on ability grouping. The majority of research has focused on the elementary and secondary levels, with very little done at the post-secondary level of education. Research shows at the K-12 levels high achieving students have a greater level of learning when placed in groups together. Mid- level students also show higher achievement in homogeneous groupings. Both high and mid-level students benefit from heterogeneous grouping, but with smaller gains. Lower ability students placed in homogenous groups have shown significant gains, but still perform better when grouped heterogeneously compared with classes that are not grouped by ability. All students show increases in learning when placed in small groups of any kind. Mid-level and low achieving students have higher levels of learning when they are taught by someone determined to close the gap, who takes the students' abilities into consideration, and focuses on increasing those abilities. Unfortunately, this often does not happen, and when students are grouped by ability, the higher achieving students do well, and the rest fall further behind. This graduate research looks at the impact of skill grouping at the university level. Rather than separating students into different classes by ability, students were placed in purposeful groups within the class. Overall both homogeneous and heterogeneous groupings performed better than the control self-selected sections. One homogeneous quartile showed significant improvement in performance compared to the heterogeneously grouped students, but another homogeneous quartile showed a significant decline in scores. Gains in one subset of student should not come as a detriment to another subset of students, so homogeneous grouping is not recommended. Of the three grouping methods, only heterogeneous grouping showed significant increases in scores without harm to other students, and for this reason, this study recommends using a heterogeneous method of grouping students in future GEOL 103 classes.

Doctor of Philosophy / Curriculum and Instruction Programs / Charles E. Heerman / As the world has changed over the last century, so has the world of work. Today’s knowledge workers have fewer individual repetitive tasks, more autonomy, and more need to work with and through people at every level of an organization (Overtoom, 2000). As a result of the ‘flattening’ of the organizational hierarchy, it is critical that employees at all levels are proficient in soft skills. Recent studies indicate that employers consistently rate these skills as deficient in their incoming hires. Skills such as communication, teamwork, leadership and adaptability are commonly ranked as deficient. Academic leadership education strongly emphasizes this valuable skill set often referred to as soft skills. This study examined the relationship of the soft skills gained to the amount of leadership education completed by Fort Hays State University graduates using the Teamwork Skills Questionnaire (O’Neil, Lee, Wang & Mulkey, 1999). Those who received no leadership education from the FHSU Department of Leadership Studies were compared with those who received a leadership certificate and those who received a bachelor’s degree in Organizational Leadership. The study provided insight into whether academic leadership education enhances graduate’s soft skill development and to assess the impact this has on their perception of teamwork proficiency in the workplace. Results indicate that the leadership certificate does not significantly change soft skill development in graduates’ self-reported perceptions, as compared to students with no leadership coursework. It was found that the bachelor’s degree does make limited significant changes in graduates’ soft skill proficiency as compared with graduates who received the leadership certificate. Multiple significant changes were found in graduates with bachelor’s degrees as compared with graduates who received no leadership coursework. Recommendations to be considered when conducting further research include the use of qualitative methodology, the inclusion of more universities that offer a degree in Organizational Leadership, and the measurement of other skills the leadership coursework may produce but was not reflected in this instrument.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Doris J. Carroll / This study investigated the differences in own behavior and perception of peer behavior among undergraduates among gender, age, race/ethnicity and major. The participants were part of a census of undergraduate students at a Midwestern land grant university. There were 2,759 useable responses to a survey using McCabe’s Academic Integrity Scale. The findings found significant differences between age and gender comparisons. Younger women reported the most behavior in academic dishonesty, and older women reported the lowest behavior in academic dishonesty. The race/ethnicity and major comparisons yielded no differences. Finally, the findings suggest the need for further systematic research on academic dishonesty.

Master of Science / Counseling and Student Development / Christy D. Craft / Since residence hall roommates can have a significant effect on the stress level of an individual, it was predicted that living with a roommate experiencing emotional distress could cause added stress due to the support needs of that roommate. For this study, emotional distress is defined as experiencing any of the following symptoms of common mental illness: excessive use of alcohol/drugs; working hard but getting poor grades; test anxiety; excessive tearfulness or crying; feeling misunderstood or mistreated; lost hope that life will improve; unresolved conflicts with others; feeling agitated or restless; having trouble memorizing; difficulty concentrating, focusing, or paying attention; bored or unhappy with life; loss of energy/fatigued; feeling shy or timid; excessive worry; change in nutrition or exercise habits; low self-esteem; difficulty trusting other people; lost interest in activities; changes in sleep patterns; no close personal friends (lonely); poor time management; mood swings; difficulty controlling angry thoughts or actions; anxiety attacks; depressed mood; and/or addiction concerns (Robertson, 2006). A qualitative research study was done where five individuals were interviewed about their experience living with someone who was experiencing emotional distress. The participants’ answers were evaluated and synthesized with prior research material. Further research could be done on this subject by utilizing quantitative research methods at multiple institutions and comparing the results with the institutions’ policies and procedures for staff members. This research could result in a new manner in which to respond to students who are experiencing emotional distress and to their roommates in the residence halls.

Master of Science / Department of Counseling and Educational Psychology / Doris J. Carroll / Diversity in higher education plays an important role in students’ perspectives on their college experiences. For students looking for an institution that has a diverse living and learning environment, it is important that students can find information related to diversity. This report highlighted dimensions of diversity as communicated through mission and diversity statements from institutions in the Big 12 Conference. The Big 12 Conference institutions include Baylor University, Iowa State University, Kansas State University, Oklahoma State University, Texas A&M University, Texas Tech University, University of Colorado – Boulder, University of Kansas – Lawrence, University of Missouri, University of Nebraska, University of Oklahoma, and the University of Texas. The institutions’ mission and/or diversity statements were evaluated using the four dimension of diversity: access and success, climate and intergroup relations, education and scholarship, and institutional viability and vitality. The results of this report alert students, faculty, and staff, as well as the institution, about the aspects of diversity being developed at their institution and in which dimensions they need further development.

Doctor of Philosophy / Department of Curriculum and Instruction / Jennifer M. Bay-Williams / The purpose of this study was to assess the impact of student attitudes in a college algebra mathematics classroom when lessons are primarily composed of standards-based pedagogy. National reports advocate for a change in teaching K-12. Nowhere is this more needed than in community colleges where students are taught in traditional formats and rarely challenged to make connections between mathematics and their personal experiences. A thorough review of the literature shows the need for mathematics reform at every level, including the college mathematics classroom. There are several national reports, Principles and Standards for School Mathematics, Adding it Up, How People Learn, and Undergraduate Programs and Courses in the Mathematical Sciences, that have been published to address the need to change mathematics teaching and learning. They are advocates for the implementation of standards-based instruction into the mathematics classroom. This study focused on students’ perceptions about the nature of mathematics and learning mathematics, specifically, does such a learning environment impact students’ perceptions of being a student of mathematics in the areas of confidence, anxiety, enjoyment, and motivation, and relevance of mathematics in personal and professional experiences. Over the course of one semester, two sections of college algebra students participated in the study. By using both qualitative and quantitative data collection methods, the study was able to see if there was an impact in student attitudes toward mathematics. The standards-based pedagogy used in this study was cooperative learning, problem solving, discourse, and the graphing calculator. Changes in attitude were determined by attitudinal surveys, student questionnaires, observations, and focus groups. College algebra students had a statistically significant change in their enjoyment of mathematics. Although the other attitudes, confidence, motivation, and value did not have a statistically significant change, the qualitative data indicates a change in these attitudes did occur. This study identified that cooperative learning, problem-solving, discourse, and graphing calculators increased student confidence in doing mathematics because they felt more competent in working problems on exams. Students also found the class enjoyable, anxiety was reduced as students became more familiar with the instructional strategies, and students recognized the value of mathematics for job skills and personal business.

Master of Science / Department of Counseling and Educational Psychology / S A. Leslie-Toogood / With the creation of Facebook in 2004, colleges and universities across the United States have been playing catch-up with students. This new technology carries much weight as a new medium for students to build social connections and grow as members of their institutions. However, this new technology also brings negative implications such as lowered GPAs with greater use. Research was conducted at four major institutions across the country exploring how residence hall students use online communities and the impact it has on their physical world experience on campus. Most students use Facebook as a tool for staying connected to friends from high school, but there is a small population of students who are using it as a tool to make social connections they could not find in person. This study explores the impacts Facebook has had on a college campus. University administrators are urged to use this data to take a proactive approach to using these technologies to enhance the overall campus experience.

Doctor of Philosophy / Department of Curriculum and Instruction / Paul R. Burden / Growth in the percentage of students of color and English Language Learners in the nation's public schools has significant implications for teacher preparation institutions and professional development programs. Teachers and students alike gain immeasurable benefits from the process that requires them to get in touch with their own cultural, racial, and ethnic heritage. However, little is known about the racial identity of student teachers and the relationship of their dispositions to meet the needs of diverse learners. This study examines that issue at a large Midwestern University in a survey of 128 elementary and secondary student teachers. They completed "A Survey of Racial Identity and Dispositions of Student Teachers." The survey had three sections: "Demographics," "Racial Identity Status Self Assessment (RISSA)," and "Dispositions" self-rate their racial identity and dispositions regarding educational practices for diverse learners. Descriptive statistics were organized and reported for all data sets. T-test, multivariate analysis of variance (MANOVA), analysis of variance (ANOVA), regression analysis, and correlations were conducted. Results indicate that the student teachers had low levels of racial identity and that they are unaware of themselves as racial beings. Moreover, students reporting a low racial identity status tend to lack the knowledge of meeting the needs of diverse learners. As student teachers continued to increase in the number of multicultural college credit hours, their racial identity status increased. Thus, the number of enrolled multicultural hours uniquely predicted racial identity status level of the student teachers. Some other main findings included a higher rating by females than males on the RISSA and on meeting the needs of diverse learners. Non-Whites scored higher than Whites on the RISSA, and elementary student teachers tended to score higher than secondary on the RISSA. Recommendations for practice include assessing student teachers racial identity before entering the teacher preparation program, requiring more multicultural college credit hours, and utilizing simulations during preservice preparation. Recommendations for further study include duplicating the study at a historical Black university, replicating the study nationwide, and adding qualitative components to add depth to the data.