<p> Vulnerability is the ability to risk emotional exposure, chance making a mistake, or disclose personal information because the outcome is viewed as favorable. Vulnerability is a highly effective way to build trust with others. Trust is a valued leadership trait within corporate business because it encourages employees to take risks, share information, and ultimately become more effective and productive (Robbins &amp; Judge, 2013). This paper explores the practicing of vulnerability in college-level business classrooms to appropriately prepare business students to become leaders who are able to build trust within the workplace.</p><p> To further understand vulnerability in the classroom and develop a preliminary operational definition of the complex construct of vulnerability, a mixed methods research study was conducted at Sierra Nevada College that included a two-stage factor analysis followed by short interviews with instructors to gain further insight into the data collected. First, students from four randomly selected business classrooms were asked to participate in a study by completing a survey with 18 variables that describe vulnerable, productive teaching techniques. Then, the same survey was distributed to the five classrooms of instructors who were nominated for the 2014 or 2015 Nazir and Mary Ansari Excellence in Teaching Gold Medal award or Teacher of the Year award. The four Nazir and Mary Ansari Excellence in Teaching Gold Metal award candidates and the Teacher of the Year were interviewed for 30-minutes to provide insight and commentary on the findings from the first round of surveys. The goal of this study is to create a preliminary operational definition of the construct of &ldquo;vulnerable teaching techniques&rdquo; and to have an assessment tool to further understand vulnerability in a classroom setting.</p>

<p> <b>Purpose.</b> The purpose of this qualitative phenomenological study was to understand the lived experiences of student leader employees in relation to retention through the lens of development via engagement at a small, non-profit private university in Southern California. </p><p> <b>Methodology.</b> This study used a phenomenological approach to understand the lived experiences of student employee leaders. The researcher interviewed ten full-time undergraduate student employees who had been working in their leadership role for at least one year. The students interviewed were juniors and seniors. </p><p> <b>Findings.</b> The student employee leaders reported building strong relationships with their supervisors and peers as a result of on-campus employment. Students reported that their place of employment was a safe place for them to be and that they enjoyed the convenience of flexible hours and financial stability. The student employee leaders in this study felt supported and connected due to the people they have encountered throughout their employment at the institution. The student employee leaders also faced challenges and growth through their experiences working on campus. Lastly, students learned skills through various training methods. </p><p> <b>Conclusion.</b> The student employee leaders in this study reported that their relationships with supervisors and students contributed to their decision to remain at the institution. The students interviewed in this study also felt that what they learned in their place of employment could have longer implications in applying what they are learning to their future careers. </p><p> <b>Recommendations.</b> It is essential for student employees on campus to gain valuable experiences while working during college to engage and develop students to prepare for the future. Universities should emphasize for students to work on campus to help them build transferable skills and engage students in meaningful work to make the best of their time while in college.</p><p>

<p> Contemporary research in veterinary medical education indicates alarming rates of depression and anxiety among veterinary students. Yet, the focus of this scholarship is primarily on mental illness as effects of a social and relational process, rather than interrogating the affectual nature of the process. Medical education has a long history of interrogating various facets of socialization as largely embedded in the hidden curricula&mdash;the tacit culture of a social entity, and repository for values and norms of conduct. Unfortunately, scant scholarship explores the hidden curricula of veterinary medicine. Recently, an anonymous letter signed Young Veterinarian was published on a public website, and opened an electronic dialogue regarding the nature of affects imbedded in professional socialization. Many themes of the letter referred to issues imbedded in the literature. This study followed this online dialogue, and initiated one in a College of Veterinary Medicine. Centering this letter, object-focused interviews were conducted to explore how members of this community are affected by the anonymous letter. Analytical insights suggest three broad areas of affects related to the hidden curricula: Onto-epistemic tensions; affective neutrality; and freedom, debt, and hopelessness. Implications for research and professional practice/curricula are discussed and deliberated. </p><p>

Thesis (Ed. D.)--Illinois State University, 1967. / Title from title page screen, viewed Aug. 6, 2004. Dissertation Committee: Ben C. Hubbard (chair), Helen M. Cavanagh, M.M. Chambers, Elwood F. Egelston, Keith L. Scott. Includes bibliographical references (leaves 212-219). Also available in print.

<p> This study evaluated the impact of predictor variables on certificate, associate, or bachelor's degree completion for first-time community college students pursuing science, technology, engineering, and mathematics (STEM) degrees.</p><p> Using binary logistic regression, this study applied Crisp and Nora's theoretical model of persistence and transfer to first-time community college STEM students. The study used binary logistic regression to assess whether demographic variables, pre-collegiate variables, environmental pull factors, and academic experiences significantly predicted whether first-time STEM students completed a certificate, associate, or bachelor's degree within six-years of entering a community college. Four out of the 19 variables under this study, significantly predicted certificate, associate, or bachelor's degree completion for first-time community college STEM students.</p><p> The findings from this study indicated that gender, ethnicity, enrollment into high school calculus, and STEM GPA during college significantly predicted certificate, associate, or bachelor's degree completion for first-time community college STEM students. Further, the findings suggest that female STEM students were more likely than males to complete a certificate or degree; Hispanic students were as likely to complete a degree as White students, but their enrollment numbers in STEM fields of study were much lower. Conversely, Black/African American students were less likely to complete a certificate or degree than their White counterparts. Additionally, students with higher STEM GPAs and students who completed calculus during high school were more likely to complete a certificate, associate, or bachelor's degree. Finally, enrollment in basic skills courses was not statistically significant in predicting certificate or degree completion.</p><p> The findings associated with the present study indicate academic differences between the general community college student population and the community college STEM student population. As a result, the findings of this study have implications for policy and practice in STEM programs throughout community colleges nationwide.</p>

<p> Although it is assumed that students who study abroad will return with improved oral proficiency, a review of research findings revealed that oral gains are not guaranteed for all. The literature review addressed the need to investigate the quality of study abroad (SA) programs as it relates to fostering students&rsquo; oral proficiency. This study investigated the ways in which an SA program in Ecuador fostered undergraduate students&rsquo; oral proficiency through interviews and documentary research. Data analysis of interviews with the program&rsquo;s staff and documents revealed that the program facilitated oral proficiency through Spanish classes, the Oral Proficiency Interview (OPI)-preparation class, native speaker interaction, intentionality, and outings. A survey capturing students&rsquo; perceptions of the program indicated that students found the OPI-preparation class to be the most helpful and outings to be the least helpful in their oral proficiency development. Overall, students reported that they found the program to be quite effective in helping them improve orally and that they were satisfied with their progress. Finally, a comparison of pre- and post-OPIc results revealed that all students had gained one proficiency level at the conclusion of the program. The present study provides implications for SA programs and higher education institutions for assisting students with their oral proficiency development while abroad. It also gives recommendations for future research of proficiency-based SA programs.</p>

<p> High fidelity human simulation (HFHS) has become a common feature in nursing education in recent years. This case study explored the practices and perceptions of nursing directors, faculty, and students regarding the integration of HFHS in associate degree RN and LPN programs. The course of study in these particular programs is two years or less in length, presenting added challenges for faculty to introduce new pedagogies into an abundantly full curriculum. Multiple data sources were used and included 41 participants through interviews with nursing directors and instructors, observation of instructors and students during HFHS scenarios and debriefing sessions, and student focus group interviews at four nursing schools in two Midwestern states. Data analysis resulted in the emergence of four major themes: time limitation, limited resources, instructional disconnect, and student perspectives. These findings were consistent with much of the current literature. Findings also demonstrate the negative effects of limited time, resources, and faculty practices on the ability of nursing students to suspend disbelief and fully engage in the learning scenarios. Given the financial investments in HFHS, achieving best use through supporting student participation in active learning and facilitating the development of clinical judgment are goals which should be considered.</p>

<p> The purpose of this study was to identify whether a correlation exists between perceived online incivility experiences and RN-BSN student program satisfaction. This study used a cross-sectional, quantitative (correlational) survey method. There were 85 participants, 93% female and 7% male, with 89% of the respondents identifying as Caucasian, 6% Asian, 4% African American, and 1% as Pacific Islander. The age range was 20-64 years, with a mean age of 41.4 years. Of the participants in this study, 32% reported experiencing one or more occurrences of online incivility from faculty, primarily through emails. Online incivility and RN-BSN program satisfaction were found to produce a correlation coefficient of -0.32, which was significant and indicates a relationship of medium strength. Limitations of this study include a small sample size, the sensitivity of the topic, and survey responses based on memories of perceived experiences. Implications for practice include development of clear expectations with respect to faculty conduct, including a zero tolerance policy and an avenue through which students can freely report incivility. Further research should focus on identifying other variables that may contribute to online incivility and RN-BSN program satisfaction.</p>

<p> This applied mixed method research study was undertaken to identify the college choice factors influential in the college choice decision-making processes of high school seniors, and retrospectively, college freshmen, in one rural NC public school system. Current high school seniors were surveyed; Randolph Community College freshmen, who were graduates of the same high school system, were interviewed. Quantitative data analysis was performed using chi square testing. Standard protocol for qualitative data collection and analysis was observed. </p><p> The most important finding of the study was the need for the college to understand the decision processes of millennials in college choice, while applying that generational information to the marketing and outreach strategies to which millennials resonate. In addition to targeted marketing to millennial high school seniors, results indicated program of study expansion was needed to increase the college&rsquo;s market penetration of high school graduates. Findings will be used to increase the market penetration of the local community college with its service area&rsquo;s high school graduates.</p>

<p> <b>Purpose:</b> The purpose of this study was to explore the effectiveness of notecards, a study aid, on students&rsquo; learning in three sections of a non-majors undergraduate Human Biology course. Moreover, the effectiveness of illustrations as study aids was compared with the effectiveness of descriptions as study aids. Presently, there is not much research on this particular topic, but notecards are a quite common method of studying. </p><p> <b>Hypothesis:</b> It was expected that the use of notecards would be more beneficial to student learning than no use at all. Furthermore, it was expected that drawing illustrations would be more effective than writing definitions or descriptions. </p><p> <b>Method:</b> Three Human Biology courses taught by the same instructor took part in the study. One class acted as the control in which they did not complete notecards, while the other two courses completed three notecards per unit. Of the two classes, one class completed notecards by drawing illustrations while the other course completed notecards in which students were to write definitions or descriptions. Pre-tests and post-tests were given at the beginning of the semester and the end of the semester, respectively, to identify students&rsquo; overall knowledge retention and learning during the semester. </p><p> <b>Results:</b> The Paired t-test and Wilcoxon Signed-Rank test showed that there was a statistically significant difference of change scores between the pre-tests and post-tests within each group meaning all sections of the course learned. The Shapiro-Wilk&rsquo;s test showed that data was normally distributed to continue the One-Way ANOVA tests. The results of the One-Way ANOVA showed that there was a statistically significant difference between all groups, and the Tukey post-hoc test pinpointed the statistical significance of the One-Way ANOVA between the illustration group and the control group. There was neither a statistically significant difference between the illustration group and the description group nor between the description group and the control group. The Effect Size was small-to-medium, &omega; = 0.044. The Kruskal-Wallis H test performed on the weekly assignment scores showed there was a statistically significant difference between groups. Dunn&rsquo;s (1964) procedure with a Bonferroni correction for multiple comparisons showed that, generally, there was a statistically significant difference from the control group to the illustration group as well as from the control group to the description group, meaning students in the illustration group and the description group performed better on weekly assignments than the control group. The illustration group performed as well as the description group on weekly assignments. The weekly assignment and exam analysis compared average exam percentages and final exam percentages of each group to average assignment percentages to assess whether there were any certain notecard assignments, descriptive or illustrative, that led to different exam percentages between groups. Exam scores between all groups were similar and there was no specific trend between certain assignments and respective exam scores. Largely, in all groups, there was a positive correlation amongst exam scores and their respective assignments as well as a general positive correlation amongst the assignments and the final exam according to the results of Spearman&rsquo;s Correlation test. The Kruskal-Wallis H test performed on all five exam scores of each group showed there was not a statistically significant difference between exam scores of each group. By assessing the change in number of correct answers per question between pre-tests and post-tests, it was determined that learning in some specific content areas may have been improved by utilizing notecards (descriptive in some cases and illustrative in other cases) as a study aid whereas learning in other content areas were nearly equivalent across all groups. Student reflection on course evaluations showed a mixed reaction to the notecard assignments with some students regarding them as their least favorite part of the course and still others commenting on how helpful they were to their study. </p><p> <b>Conclusions:</b> All groups learned throughout the semester, and learning gains for the illustration group and the description group doubled compared to the control group. Short-term learning based on weekly assignments was increased for both the illustration and description groups, but exam scores were not really affected by the different learning interventions. Exam scores were similar among the three groups, so notecards were neither superior nor inferior to the standard curriculum when it came to academic performance. The student divide concerning using notecards illuminated the idea that all students have different learning styles, and in the case of the present study, some students in one group may have preferred to complete the type of assignment of another group. (Abstract shortened by UMI.) </p>