As online learning enrollments rapidly increase, it is vital to explore effective course designs that deepen students' learning experiences. This multiple-case study explores four online courses at Brigham Young University–Idaho that include learning activities where students learned through Teach One Another activities. Teach One Another is similar to Reciprocal Peer Learning where students simultaneously learn and contribute to their peers' learning. Findings across the cases of this study show that Teach One Another activities in online courses encourage students to be accountable and motivated to complete individual course work as well as group assignments. As students learn to build trusting learning relationships, group activities may deepen students' learning experiences. This study discusses implications for online course designers, developers, and administrators who are interested in giving students opportunities to deepen their learning of the content and develop life skills such as accountability, responsibility, and trust.

This thesis explores the stories which revolve around folk legend Hugh Winder Nibley and what those stories mean to the people of Brigham Young University. Folklore reveals who we are and what is important to us. But, interestingly, folklore tends to reveal more about the person telling the story than about the subject of the story itself. People can't remember every story they hear. The ones they do remember are important to them. The stories are important because they fulfill basic needs of the teller. Such needs are a desire to look up to a hero, a need to fit in and belong to a group, a need to feel superior, a need to reinforce paradigms, a wish to instill others with values one believes in, a wish fulfillment, or a desire for entertainment. Nibley plays many roles for the people of BYU including hero, iconoclast, eccentric, spiritual guide, and defender of the faith. Whether remembering our group past or individual past, stories fill the functions of codifying what is acceptable behavior, releasing tension, illustrating an important point, mitigating the harshness of life, and providing a unifying link between people in a community. Stories are important. The Nibley stories I have collected demonstrate what BYU as a community feels deeply about.

The purpose of the study was to write a history of the student newspaper at Brigham Young University, and its early predecessors, from 1878 to 1965. Primary emphasis was placed on the physical changes, finances, editorial policies, and content of each publication included in the study.The study includes brief histories of a manuscript paper, the Academic Monthly, and four non-newspaper publications: the Academic Review, The Normal, The Business Journal, and the Journal of Pedagogy, all of which influenced and stimulated publication of the first short-lived student newspaper, The B.Y.A. Student, and the White and Blue (a semi magazine-newspaper student publication until 1920-21 when it adopted the newspaper form). Prom 1921 to 1965 the study deals only with Brigham Young University newspapers, The Y News, the Brigham Young Universe, and the Daily Universe.The study was organized and conducted through the historical method. The publications and newspapers of eight chronological periods (each represented in a separate chapter) are physically described and content characteristics and editorial policies noted. The major sources of data were the bound volumes of student newspapers and other publications and documents of a historical nature located in the University archives.

The name of Karl G. Maeser will long be remembered among the people of the Church of Jesus Christ of Latter-day Saints because of his influence on the present system of education within the church. His ability as a teacher of all ages and his gift for organization were the two characteristics which contributed to his success as an educator. He was a humble man, he devoted his life to this calling.

Many historians have suggested in their writings that much of the social behavior that made the decade of the twenties unique had their origins in the urban centers, leaving the small towns taking no active participation in the Jazz Age.The purpose of this paper is to show that Provo, Utah, a small, isolated community took a very active part in the Jazz Age, contrary to what has been suggested. There was a considerable quantity of drunkenness, bootlegging, wild dancing and partying in Provo during the decade, much more than historians suggest there should have been in a community the size and location of Provo.In addition, there was a strong progressive spirit in Provo during an age that is best remembered for its political conservatism.The prevalent historical thesis that small towns were bone dry and very moral and conservative and backward does not appear to hold true for one small town during the decade, suggesting that other small towns across the nation may not fit the traditional historical stereotype.

The purpose of this study is to design a model for a proposed statue of Joseph Smith which would be appropriate for placement near the main entrance of the Joseph Smith Building, Brigham Young University, Provo, Utah. This statue should depict the great historical and spiritual significance of Joseph Smith, be harmonious with the architecture and landscaping, and conform to the principles of good design.

The study of personality and its many facets is one of several significant areas in the field of psychology, which is being studied in detail. Personality, as a construct, is not often well defined and less often well understood, since it is a composite of such varied factors as perception, motivation, learning, culture and so on. Because of this present lack of clarity it must and will be discussed, written about, and experimented with until a clear, operant definition, acceptable to psychology, has been devised.

The purpose of the study is to record the history of Adult Education programs of the Brigham Young University. Such a history has not been written although two master's theses and one doctor's thesis have treated some phases of the study. George S. Haslam, Chairman of the B.Y.U. Ogden Center for Continuing Education, explored in his master's thesis the History of the Policy Making Groups of the Brigham Young University particularly as they have reference to adult education. A thesis on the establishment of the Audio Visual Department of B.Y.U. was completed in 1959 by Paul S. Smith and Dr. D. Garron Brian did his study on Adult Education in the Church of Jesus Christ of Latter-day Saints. The work will be valuable to present and future administrators of the Division of Continuing Education and will serve as reference material for adult educators in other institutions.

Since becoming a student at brigham young university in September, 1965, the writer has been interested in the area of persuasion as it relates to public speaking, and especially as it relates to stake missionary activities. The purpose in this thesis is to determine selected characteristics of converts as listeners from Brigham Young University to The Church of Jesus Christ of Latter-day Saints, and compare them with characteristics determined by Audience Analysis by Wayne C. Minnick in his book "The Art of Persuasion".

This thesis is a qualitative research study examining views of faculty at Brigham Young University regarding professional development at the university level. Subjects who participated in the study were selected based on being full-time, part-time, adjunct, tenured, and non-tenured professors at Brigham Young University. Instructors who work solely with online students were not included. The contacts also did not include student teachers, support staff, non-teaching faculty or graduate students.The key findings from the qualitative research study report that faculty differentiate between two categories of professional development, one concerned with teaching and other aspects of working at a university, and the other is the development and continuing training in their original field or specialty. Additionally, the research shows that while time is the most commonly cited reason for not attending professional development, it is possible to potentially offer incentives to overcome that barrier to attendance. Professional development activities that are created in an informal manner and are more localized to smaller units within the university-a college, a department, even a subset of a department-seem to be more meaningful to faculty than traditional formally organized professional development by the university. The overall conclusion from this qualitative research study is that professional development activities should be more flexible and adaptive to the maturation of needs of the intended participants. The current initial professional development at Brigham Young University is viewed positively as being very helpful; however, the longer faculty stay at the university the more they seek out informal professional development focused on specific issues for which they are not finding assistance. The implication of this study is when universities focus on initial professional development for new faculty often professional development opportunities for mid-career faculty are not emphasized or arranged. Ways to address this gap may include specifically labeling activities like seminars as professional development and then increasing resources devoted to them or giving faculty an allowance per person per year and allowing them to choose how to invest that allowance-either in more training within the teaching profession or within their specific discipline.