<p> Some Christian churches approach the majority of their faith expression with a 'go to the community' dynamic, while other churches focus primarily on attracting the community to 'come to them.' The problem is that there is a growing population of religiously unaffiliated people in the United States for whom traditional forms of faith expression are not meaningful. A new way of thinking about communal faith expression is needed if the church seeks to reach people who are spiritually curious but not interested in the attractional church model. The journey towards organizational change, even for churches, often begins with a commitment to ongoing personal transformation. This study demonstrates how discipleship can serve as a catalyst for personal transformation in the Christian faith. The purpose of this study was to explore the perceptions of the leaders of Mission City in regard to how they foster personal transformation in the participants of the Faith in Action (FIA) program. In-depth interviews and collecting documents were the two primary research strategies for this qualitative case study. Faith in Action leaders foster personal transformation in the program`s participants in a dynamic fashion through a process that is built on spiritual formation and connected to a learning process that results in organic growth patterns. The FIA process involves a personal transformation journey rooted in spiritual formation that connects participants with God so that God can bring the transformation that leads to missional living. God`s presence coupled with transformed perspectives enables participants to become catalysts who mobilize other Christians to become the functioning body of Christ in their homes, neighborhoods, workplaces, and third spaces to serve the poor, the marginalized, and those in need. This study indicates that fostering transformational discipleship will require church leaders to engage in a comprehensive overhaul of their current discipleship practices. This process will also require them to challenge their teaching and leadership assumptions, inventory their worldview, examine their leadership approaches, and create systems and structures that enable collaborative leadership. </p>

<p> Transformative learning theory, an andragogical (adult) theory, is developed from the psychoanalytical theories of Sigmund Freud and Carl Jung and later formalized by sociologist, Jack Mezirow. Incorporating transformative learning into a multidisciplinary perspective, specifically through art making and critical reflection, can read therapeutic results of confronting trauma and illness. Using qualitative arts based research methodologies such as autoethnography and autophotography to address the question, how might the use of Combat-Related PTSD as the foundation of a photographic and written inquiry trigger a transformative learning experience in both the artist-researcher and the viewer can be explored through the use of visual imagery and written narrative. These components are integral in constructing a cohesive narrative that may assists those who may suffer from illness and/ or trauma. As a noted method in art therapy, patients who are diagnosed with Post Traumatic Stress Disorder (PTSD) utilize nonverbal communication, i.e. visual imagery, as an avenue to reconsolidate their memories and experiences. Using visual imagery, allows the internal narrative of the body to be reflected externally. The significance of the research is to explore art as a healing and therapeutic modality, individually and collectively, for those who suffer from Combat related Post Traumatic Stress Disorder.</p>

<p> The first year of college is a critical period of transition for incoming college students. Learning communities have been identified as an approach to link students together in courses that are intentionally integrated and designed with first-year students' needs in mind. Yet, learning community teaching teams are often not provided with data prior to the start of the semester about their students in order to target interventions. Also, it remains unclear as to which students are most benefitted by participating in learning communities. One question then becomes, what variables known on or before the first day of classes are predictive of first-year student success, in terms of retention and probation status, for first-year college students in learning communities? </p><p> The correlational study employed univariate and multivariate analyses on pre-college data about three consecutive cohorts of first-year students in learning communities at a regional public university in South Texas. Logistic regression models were developed to predict retention and probation status without respect to learning community membership, as well as for each learning community category. </p><p> Results indicated that group differences were not statistically significant based on either first-generation status or age for retention, while group differences were statistically significant for probation status on the basis of all of the pre-college variables except age. Although statistically significant differences were found among the learning community categories for each of the pre-college variables, there were no statistically significant group differences in their retention or probation rates. </p><p> The model to predict retention regardless of learning community membership included five variables, while the model to predict probation status included eight variables. The models for each learning community contained different sets of predictor variables; the most common predictors of retention or probation status were high school percentile and orientation date. </p><p> The study has practical implications for admissions officers, orientation planners, student support services, and learning community practitioners. It is recommended to replicate the study with more recent learning community cohorts and additional pre-college variables, as well as in programs across the nation, to contribute to the literature about the potential for learning communities to enhance first-year student success.</p>

<p> This study examined the phenomenon of doctoral student motherhood/mothering in academia in a unique way by utilizing (1) an interdisciplinary theoretical framework, (2) examining the experiences of doctoral students who have become mothers for the first time, and (3) by integrating visual data collection into a phenomenological study. Participants included four doctoral student mothers from across colleges at one university. Three interviews were conducted with each participant and included visual data collection during each interview (e.g., drawing created by the participant). Additional data sources included a demographic/background questionnaire and archival data.</p><p> Through phenomenological analysis of the data sources, three invariant themes (<i>Gendered Experience, Strategic Experience, Sense of Belonging </i>) and seven sub-themes (<i>Realizations, Pregnancy Relationships, Childcare, Multiple Identities, Flexibility, Pushing Through, Informal Policies, and Expectations</i>) were identified. For the doctoral student mothers in this study, doctoral student motherhood/mothering in academia was experienced in multiple ways. Distilled, the essence of doctoral student motherhood/mothering in academia is a gendered experience that is strategic and embedded with a varied sense of belonging. Implications of this study speak to the need to continue examining internal practices and policies to support female doctoral students and promoting recruitment, retention, and equity throughout academia. Recommendations for individuals and departments/institutions are provided, as well as, a suggested research agenda for future studies on motherhood in academia.</p>

<p> As the national agenda is calling for increased completion rates and degree attainments in community colleges, a <b>predominantly White college </b> in the southwestern United States offering a large number of <b> online courses</b>, seeks to gain knowledge of the <b>conditions and initiatives</b> needed to allow success to happen among <i>males of color.</i> Although there is an increased participation in online learning and pursuit of degrees by women and students of color, men of color are no more likely to succeed in the online environment than traditional classroom settings (Jackson, et al., 2008). </p><p> The purpose of this case study was to examine the self-reported narratives, beliefs, and experiences of <b>African American, American Indian, Asian American,</b> and <b>Latino males</b> in the online environment to gain an understanding of conditions needed within and beyond the online environment where academic success can happen. This study reports how nontraditional and traditional male students of color <i>use</i> technology to obtain their educational goals. Surveys and interviews were used to capture descriptive narratives and experiences of their encounters with web-based learning. The implications of this study provide information for institutional practice and future research about <b>conditions</b> and <b>initiatives </b> <u>for increasing the retention and completion rates</u> of <i>males of color</i> in the online environment.</p>

<p> This study investigated the role of the social media niche of micro blogs in workplace learning. Micro blogs consist of messages containing fewer than 140 characters that are sent to a broad audience. Using the #lrnchat group as a case study, a mixed method study was designed. Through a survey followed by in depth interviews, the researcher sought to understand how micro blogs are being used currently to support workplace learning and whether the micro blog group functioned as a community of practice. Once participants discovered #lrnchat, they had a high level of engagement with the group. The information shared in the group is of value in the workplace to participants and is used on a weekly basis. When compared to other sources of professional development, the #lrnchat group ranked high in terms of the timeliness of responses received and the quality of information provided by the group. During the interview, participants were asked about best practices in participating in a micro blog group for the purpose of learning. The responses included being selective on who they follow on the micro blog and avoiding trying to read everything that comes through on the feed. When determining whom to follow on a micro blog, a user is determining what kind and quality of information to add to their individual feed. For this reason it is important to be selective on what streams one chooses to follow. Also, when consuming information from the feed, it is important to take in what is possible and not try to read everything as it becomes overwhelming and loses value. The final finding was that measurements of open communication, shared vocabulary, recalling previous lessons, and learning from one another all indicated at some level that the #lrnchat group functions as a community of practice.</p>

<p> This study examined the perceived value of academic support service types for post-secondary students with learning disabilities in the Christian higher education milieu. Grounded in a model of service utilization (Pescosolido, 1992), the research methodology applied in this study addressed the following research question: What is the perceived value of academic service types to provide support for individuals with learning disabilities from the perspective of post-secondary student participants, specifically at accredited institutions of the Association for Biblical Higher Education (ABHE)? Results reported student perceptions of the value of academic service types&mdash;both personally utilized and theoretically rated. The results of online survey responses, representative of eligible individuals selected by a criterion sampling protocol (N = 116) from 17 colleges and universities, indicated that the categories of accommodations perceived most valuable by students who utilize intervention services were those that were relationally implemented. Student respondents as an aggregate reported personally utilizing all categories of the 16 academic service types set forth by the researcher. Assistive technology was the only category found not to be statistically significant when value rated by survey respondents. Conclusions related to the three qualitative thematic findings emergent from the open-ended survey questions are reported. These qualitative themes include a focus on relational connectedness, the importance of self-understanding, and an expressed concern with the attitudinal perceptions of academic service program offerings. The conclusions of this study are purposed to assist program directors, researchers, and other practitioners in implementing academic services for post-secondary students with learning disabilities.</p>

<p> A common plea in missions is the need to train pastors and church leaders for the rapidly multiplying churches in the Majority World, resulting in numerous formal and nonformal theological education training programs. In spite of these efforts, many rural churches remain without pastors. </p><p> Using appreciative inquiry and participatory action-reflection research methods, together with 49 participants consisting of church elders and representatives of women, youth, illiterate members, and church ministers from 6 churches in the Northwest Region of the Ethiopian Kale Heywet Church, this study examines the factors limiting rural churches from having their desired pastor, describes the ideal minister desired by rural churches, and initiates a training program to train the type of pastors the stakeholders desire. </p><p> The study reveals that rural churches struggle to have pastors because their most desired individuals migrate to urban centers, high numbers of non-wage-earning youth as members limit the economic capabilities of rural churches, and inflexible theological education programs do not take into account or seek to address economic constraints, community education standards, or the size of rural churches. </p><p> The study reveals that rural churches situated in communities that place a high value upon Western-styled education and high levels of certification desire an educated pastor trained through formal theological education using literate communication techniques. This emphasis upon certification frequently results in rural churches selecting individuals to become pastors who do not embody the rural churches' ideal personality or spirituality character traits, commitment to ministry, or age. After receiving theological training, these educated young ministers frequently seek salaries considered inappropriate or not available in rural communities, resulting in their migration out of the rural community to seek higher wages or better educational opportunities, leaving rural churches without trained pastors. </p><p> To fulfill their desire for pastors who embody the characteristics honored in rural communities and who will remain in the rural communities, rural churches must train bivocational semiliterate pastors using nonformal theological education training approaches that combine oral and literate communication techniques.</p>

<p> Desert backpacking, rock climbing, Civil War reenactments, ropes courses, portable initiatives, and rafting are just a few of the mediums that experience-based training and development (EBTD) facilitators utilize to deliver their programs. This transcendental qualitative phenomenological study describes a segment of the EBTD community from the perspectives of 17 training company (TC) professionals. This investigation aimed to discover a) how EBTD programs are conducted, b) where they take place, c) what types of activities they offer, and d) what commonalities programs have. Lack of previous research on the EBTD community created a void that this investigation aimed to fill. The researcher used telephone interviews to gain rich data from participants about the EBTD field, including current program designs, activities used and recent trends. A pattern was discovered, which revealed that over two-thirds of the TCs sampled were using portable initiatives. These EBTD providers used new and innovative activities, including gourmet cooking and programs influenced by eco-racing, to improve workplace performance for the clients partaking in the EBTD programs. The cost of EBTD programs does not seem to have changed over the last 20 years. Two emergent themes found in this research, which have not been mentioned by previous researchers, are the significance of repeat clientele to the businesses success and affiliation of the EBTD TC's to professional organizations. This research did not pose an argument for the validity or lack thereof in the EBTD industry; rather, the research updated and developed a deeper understanding of the EBTD field, including its evolution.</p><p> <i>Keywords:</i> Corporate adventure training (CAT), teambuilding, experience-based training and development (EBTD), portable initiatives, training company (TC).</p>

<p> Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for undergraduates. The purpose of this study is to compare the writing skills of students in freshman college composition classes who make journal entries at the beginning of each class, and those who do not. The theoretical base for the study was provided by Thorndike's laws of exercise and effect and Mezirow's transformational learning theory. This is a quantitative, quasi-experimental study, and data were gathered using a pretest-posttest design using a sample of 106 freshman students in a small two-year community college in the Midwest. A rubric was used to score a writing sample from each student at the beginning and end of the semester, and the samples were independently evaluated by three experienced college writing instructors. The significance for the study was measured by using an independent t-test. Results indicated no significant difference between the pretest and posttest writing scores of the students who wrote in journals and those who did not. The study can foster social change by helping teachers to understand the potential benefits of journaling in the development of critical thinking skills. Further study with a larger sample and an advanced writing class would be beneficial in examining whether extensive journaling would result in improved writing skills.</p>