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- Creator:
- Altekruse, Michael K. and Brew, Leah
- Description:
- Brew, Leah and Michael K. Altekruse. (2019). Building the Relationship: Common Errors in Helping. OER Edition. Fullerton, CA: California State University, Fullerton. Copyright previously held by Cengage. Copyright reverted back to authors December 15, 2017. OER edition compilation and layout by Mark G. Bilby.
- Resource Type:
- Open Textbook
- Identifier:
- https://doi.org/10.6084/m9.figshare.9731540.v1
- Campus Tesim:
- Fullerton
- Department:
- Department of Counseling
- Creator:
- Bilby, Mark G.
- Description:
- “Textual and historical study of the origins and content of the New Testament in the context of first century Christianity” (CSUF Catalog). This is not an approved General Education course.
- Resource Type:
- Syllabus
- Campus Tesim:
- Fullerton
- Creator:
- Bilby, Mark G.
- Description:
- "Introduction to at least five religious worldviews from an historical and comparative perspective, with descriptive analysis of their belief system, moral code and symbolic rituals: Judaism, Christianity, Islam, Hinduism, Buddhism, and Sikhism" (CSUF Catalog). This is an approved General Education course.
- Resource Type:
- Syllabus
- Campus Tesim:
- Fullerton
- Department:
- Department of Religious Studies
- Creator:
- Stiles Hanlon, Anna
- Description:
- College athletics are the most popular extracurricular activity across American community colleges, with approximately 80,000 students participating each year. California has the highest rate of participation, with over 24,000 student-athletes annually. While California Community College student-athletes generally outperform their non-athlete peers academically, there is still a disproportionate impact for male student-athletes of color. However, there is little empirical evidence related to the educational experiences of student-athletes, making it difficult to know how institutions can best serve them. This quantitative study investigated and identified institutional factors that were significant to California Community College student-athletes’ academic success, highlighting differences related to sports participation, gender, and race/ethnicity. Using data collected with the Community College Success Measures (CCSM), this study explored student-athletes’ college experiences in terms of campus ethos––students’ sense of belonging, personal relationships with faculty, faculty/staff validation, student engagement, and welcomeness inside and outside of the classroom––and non-cognitive factors important to academic success. Analysis included independent t-tests, ANOVAs, and linear regressions. Results indicated that student-athletes’ experiences in college (campus ethos) were significant predictors of their non-cognitive factors, explaining 32.4% of the variance in non-cognitive composite for all student-athletes and 42.9% of variance for Black male student-athletes. Results also indicated that male student-athletes felt less welcomed by faculty inside and outside of the classroom than did male non-athletes, and that for male student-athletes of color, feeling welcome inside and outside of the class was the most significant predictor of their non-cognitive factors. Male student-athletes also reported significantly lower levels in their sense of belonging than did male non-athletes. While student-athlete reported greater frequency of student engagement, it was not clear if the motivation for student engagement was internal or external, or if the type of motivation changed the effect of the engagement. There were no significant findings for females. These findings indicate that male California Community College student-athletes of color are not receiving the college experiences that are meaningful to their development as scholars. This research also points to the importance of gender specific studies for community college student-athletes, as the findings for females were generally not significant.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Sims, Andrea Fejeran
- Description:
- The purpose of this research journey (qualitative narrative study) was to explore the cultural philosophies and beliefs of manmaga’håga (high-ranked Indigenous Pacific women in higher education), give voice to culturally competent leadership practices, and to understand the interests of career aspirations. This research journey used storytelling, an indigenous research methodology, to understand individual experiences and amplify the collective voices of the manmaga’håga. The indigenous leadership model (Minthorn & Chavez, 2015) grounded the storytelling (semi-structured interview protocol). The collective voices of eight Indigenous Pacific women resulted in six emergent themes. The first theme, cultural heritage cultivates the leader included the three subthemes of natibu (indigeneity), minagåhetna (authenticity), and fuestan famalao’an (female empowerment). The second theme, relationships are central to leadership, contained the three sub-themes of inadahi (care), na’i aturidåt (empower), and chenchule’ (reciprocity). The third theme, community inspires wisdom and strength, produced the two sub-themes of inafa’maolek (collective responsibility) and famai’che’cho’ (resilience). The fourth theme, lessons instill growth and purpose, revealed experiences in higher education that increased skillsets and intrinsic motivations. The fifth theme, mentors are significant along the journey, was derived from the examples of fafa’nå’gue (teachers), family members, and mentors who served as teachers and navigators in their lives and careers. Theme six, advancement is about legacy, not title, revealed that the aspirations along the journey focused on creating pathways to leave a legacy for others. This study offers higher educational leaders, institutions, and professional associations, insights into the innate leadership capacities of Indigenous Pacific women, their ability to be culturally competent leaders and their commitment to advancing the success of their communities. Implications for policy suggest examination of employment and retention policies and an emphasis on data disaggregation. Implications for theory suggest transforming leadership paradigms, praxis, and pedagogies to include more Indigenous ways of knowing, being, and learning in curriculum and professional development spaces. Finally, implications for practice include development of an Indigenous Pacific in higher education genealogy project, the sisters of Oceania network, and a leadership pipeline that uses storytelling as a method of cultivating leaders.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Hoover, Karelyn
- Description:
- The purpose of this phenomenological study was to understand the leadership strategies and processes that California community college presidents employed as they made the decision to participate in the pilot baccalaureate degree program and the subsequent implementation of the pilot program at their institutions. Presidents were selected because of their unique position in the organization to lead change initiatives. In this study, eight presidents in the California Community College Baccalaureate (CCB) pilot programs, who were in their positions when the decision was made to apply for the CCB and remained in their positions through their implementation of the program, were interviewed. Their responses were analyzed using the framework of Kotter’s (1995, 2012) change model. Responses were also analyzed in the context of Fullan’s (2001) model for leading in a culture of change. Implications for community college leadership were identified: 1. Lead with a moral purpose. Presidents should lead change with the intent to make a positive impact on the lives of students, staff, and members of the community. 2. Rather than try to change the culture with a change initiative, cultivate an environment where change can occur. 3. Establish a team and empower the team to act on the president’s behalf is critical. 4. Be prepared to do whatever it takes to make it work. 5. Effective communication is critical. 6. Leading change initiatives can be hampered by the politics of the change. This study was unique in that all the presidents in the study were leading the change, becoming a baccalaureate-granting institution, at the same time, and for the first time in California. Based on the data and analysis from this study three recommendations were made for leading change: (a) create an institutional culture that supports change, (b) lead with a moral purpose, and (c) be prepared to do whatever it takes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Kirkwood, Alisia Monique
- Description:
- The purpose of this study was to explore the experiences of Black community college administrators who have transitioned to upper-level management, while maintaining their own race consciousness. A race conscious mindset is defined as: (a) acknowledgement of racialized self as Black; (b) normative emphasis on racial group membership as part of overall self-concept; (c) a comprehensive understanding of racialized self within racial and social context; (d) an in-depth understanding of the complexities of racism and systemic oppression; and (e) proactive engagement in work aiming to disrupt institutional marginalization. This study also examined how Black administrators, who serve or have served as chancellor, vice-chancellor, president, or vice-president navigate leadership expectations of the California Community College system, while maintaining the saliency of their own consciousness. The following questions guided this exploratory study: 1. How do racially conscious Black community college administrators describe their preparation for upper-level institutional leadership? 2. What perceptions do upper-level Black administrators have of critical consciousness and its impact on their ability to effectively persist in higher education leadership? 3. What impact, if any, does racial consciousness have on the ability to persist in higher education leadership for Black community college administrators? Critical race Theory and an existential lens, along with an historical foundation focused of racism and education, provided the conceptual framework that allowed race and the effects of racism to remain central throughout the various phases of data collection and analysis. Using a qualitative, constructivist grounded theory design undergirded by semi-structured interviews, data exploring upbringing, academic and professional preparation, approach to leadership, perceptions of race and racism, and advantages and disadvantages to being a Black administrator were collected. Based on analysis of findings the following themes emerged: (a) race continues to be a factor with deep roots and far reaching implications for Black educational leaders and learners; (b) preparation beyond traditional and universal requirements is essential to career advancement; (c) there are clear generational variances in regards to understanding of and approach to critically conscious leadership; and (d) the necessary characteristics and dispositions for upper-level administration.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Malhas, Dana
- Description:
- The purpose of this study is to identify the relationship between caffeine ingestion and its effect on blood pressure and heart rate. This study uses 15 female college students between the ages of 21 and 30 that were submitted to = two protocols for two cycling sessions one week apart: 400 mg of Caffeine and Placebo, consisting of blood pressure and heart rate readings at Baseline (pre-capsule time), Pre-exercise time before cycle ergometer session, Mid-exercise time during cycle ergometer session, Post-exercise (immediate) time at the end of cycle ergometer session, Post-exercise (15 min) time, Post-exercise (30 min) time, Post-exercise (60 min) time, Post-exercise (90 min) time, and Post-exercise (120 min) time. a power level of 70% of HRmax was recorded for the first session and duplicated for the second exercise session a week later. the second exercise session was identical to the first except the other capsules were taken for the second session. Caffeine was found to have no effect on blood pressure or heart rate before, during, or after exercise. a 2 x 9 repeated measures ANOVA was used to analyze heart rate, systolic blood pressure, and diastolic blood pressure. the results of this analysis can be used to further investigate if a possible safe increase in caffeine dosage will increase blood pressure and heart rate before, during, or after exercise which then can indicate possible negative cardiovascular responses due to caffeine.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fullerton
- Department:
- Department of Kinesiology
- Creator:
- Kato, Brittany
- Description:
- Physical activity (PA) may be a strategy to improve the quality of life of individuals with autism; however, few studies have examined interventions to promote PA in this population. This study explored the feasibility of a parent-led physical activity intervention, and investigated the intervention’s effect on PA levels, motor proficiency, and observed behavior and symptomatology. Participants included four children with a primary diagnosis of ASD, and their parent. Assessments of PA, motor proficiency, and observed behavior and symptomatology were obtained both at baseline and after completing the 12 week curriculum. Parents completed detailed checklists and a semi-structured interview to provide feasibility information. Results showed an increase in PA for participants who adhered to the intervention (n = 2). Participants (n = 3) showed no changes in motor proficiency or most behavior and symptomatology measures but improvements in repetitive behavior (n = 2). There were mixed ratings of acceptability of the curriculum across all participants, but the two participants who completed the intervention rated most of the activities at a difficulty level as “somewhat difficult” and rated enjoyment level as “liked it”. Those two families also reported positive observed changes in their child such as throwing ability, attending, and confidence. the perceived changes and acceptability for the families that adhered suggest this type of intervention may show promise for the future PA promotion among the youth with ASD.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fullerton
- Department:
- Department of Kinesiology
- Creator:
- Rowley, Christina A.
- Description:
- Although early preventive interventions that curtail the negative effects of chronic stress in childhood are needed, few preventive interventions exist for young children. the current study aimed to address this gap by testing the feasibility of a preventive intervention that teaches diaphragmatic breathing, a relaxation technique that counteracts the effects of physiological stress, to four to six-year-old children and their parents in a one-time group session. It was hypothesized that (1) diaphragmatic breathing would be successfully taught to young children and (2) multiple families in one single session, and that (3) parents would react positively regarding the intervention’s feasibility and acceptability. Three parent-child dyads participated, and data were collected at pre-intervention, post-intervention, and two-week follow-up. Parents reported on perceived understanding, acceptability, and feasibility of the intervention, interventionists rated the families’ ability to replicate diaphragmatic breathing, and parents and children rated the children’s social, emotional, and physical functioning. Overall, parents indicated that the intervention is understandable, acceptable for stress management, and feasible to implement, and successfully replicated the diaphragmatic breathing technique. All participants reported improvement in the children’s overall functioning. the present study contributed to existing literature by piloting a novel preventive intervention for young children and uncovering some unique challenges, primarily associated with recruitment, of leading an early childhood preventive intervention in a group format.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fullerton
- Department:
- Department of Psychology