The purpose of this study was to examine the relationships among Neuroticism, dysfunctional career thoughts, and coping in the context of career decision making and problem solving. While research had shown connections between Neuroticism and coping, as well as between Neuroticism and dysfunctional career thoughts, no research had yet examined Neuroticism, dysfunctional thinking and coping in the context of career decision making. Thus, the research question was, "In the context of career problem solving and decision making, what are the relationships among Neuroticism, dysfunctional career thoughts, and coping strategies?" Two hundred and thirty-two undergraduate students registered for introductory career development classes at a large research university participated in a one-time survey procedure. The NEO Five Factor Inventory (NEO: FFI; Costa & McCrae, 1992) was used to measure Neuroticism. Dysfunctional career thoughts (decision making confusion, commitment anxiety, and external conflict) were measured with the Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, & Saunders, 1996). Task-oriented, emotion-oriented, and avoidance-oriented coping strategies were measured with the Coping Inventory for Stressful Situations: Situation Specific Coping (CISS: SSC; Endler & Parker, 1999). Canonical correlation, hierarchical multiple regression, multiple regression, MANOVA, and ANOVA were used to explore the relationships among the variables. Canonical correlation results supported a multivariate relationship between Neuroticism and dysfunctional career thoughts as a set and coping strategies as a set. Hierarchical multiple regression results showed statistically significant R2 relationships between Neuroticism and all types of coping, and between Neuroticism and dysfunctional career thoughts as a set of independent variables and all types of coping. There was little unique variance contribution of dysfunctional career thoughts in the hierarchical multiple regression analysis. However, when coping styles were considered as a set in other statistical analyses, dysfunctional career thoughts contributed to the relationships among Neuroticism, dysfunctional career thoughts, and coping. Multiple regression analyses showed two slight mediating effects of dysfunctional career thoughts on the relationship between Neuroticism and coping. Limitations, implications, and recommendations for future research are presented. The results suggest that the relationships among the variables appear to be complex and could benefit from further investigation. / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2005. / June 10, 2005. / Coping, Career Thoughts, Thinking, Negative Thinking, Career Decision Making, Personality, Stress, Career Counseling / Includes bibliographical references. / Robert C. Reardon, Professor Directing Dissertation; Pamela L. Perrewé, Outside Committee Member; James P. Sampson, Jr., Committee Member; Gary W. Peterson, Committee Member.

According to Tiffin and Rajasingham (1995), classroom teaching uses techniques that have developed over a period of four thousand years. A new teaching paradigm, such as online teaching and learning, cannot continue to be evaluated in terms of the old paradigm from which it shifts. This study investigated the effectiveness of one criterion, positive role interdependence, within small groups on achievement, learner satisfaction with distance, web-based discussions, and delayed assessment of knowledge and skills. It is best described as investigation of the effects of positive role interdependence within small, online discussion groups comprised of participants enrolled in graduate-level courses with face-to-face and World Wide Web delivery using textbooks and/or course notes. This study examined the effects of positive role interdependence (PRI) between small groups on achievement, learner satisfaction with distance, web-based discussions, and delayed assessment of knowledge and skills. Its quasi-experimental study used a multi-level treatment design in a naturalistic setting. The 83 participants, (4 males and 79 females) were graduate students enrolled in an assessment course at a medium sized southeastern university. Twenty-eight participants were assigned to the positive role interdependence treatment group while 55 participants were assigned to the absence of positive role interdependence treatment group. Systematic sampling was used to further assign participants to even smaller groups of four or five learners to complete web-based discussion board activities. Participants belonging to the positive role interdependence treatment group received a positive interdependence treatment through assignment to roles. No differences between groups were found in academic achievement at the end of the instructional intervention, however significant differences, p / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Spring Semester, 2004. / April 9, 2004. / Positive Role Interdependence, Cooperative Learning Achievement, Learner Satisfaction, Assessment, Web-based Learning / Includes bibliographical references. / Walter Wager, Professor Directing Dissertation; Joseph C. Beckham, Outside Committee Member; Marcy P. Driscoll, Committee Member; Robert A. Reiser, Committee Member.

Teams are valued and have been used in different sectors in the business setting because they are powerful in solving complex problems, and in promoting organizational effectiveness and goal achievement (Guzzo & Dickson, 1996). In the educational setting, team learning is consistent with several learning theories such as, situated cognition (Lave & Wenger, 1991) and constructivism (Vygotsky, 1986). The common element among these theories is that learning takes place in a social context where interaction and authentic experience are critical (Driscoll, 2000). One of the newly implemented team learning strategies in education is Team-Based Learning (TBL), which requires students to work together to solve complex problems (Michaelsen, Knight, & Fink, 2004). An example of an instructional method that includes problem solving is the case-study method, which engages students in solving case studies (i.e., real-world problems) (Savery, 2006). In order for teams to be successful in solving complex problems, team members should build shared knowledge that enables them to form accurate explanations and expectations for the team and task (Cannon-Bowers, Salas, & Converse, 1993). This team knowledge sharing is represented by shared knowledge structures known as Shared Mental Models (SMM). Evidence supports the effects of case studies on individual learning outcomes and attitudes toward instruction (e.g., Chaplin, 2009); however, evidence is lacking about the effects of case studies when implemented with TBL. Existing research shows the potential of TBL, but there is little empirical evidence about the effectiveness of this instructional strategy in educational settings (Michaelsen et al., 2004). Research also supports the link between SMM and team performance (Lee & Johnson, 2008). Researchers have found that certain interventions can improve team SMM, which leads to greater team performance (e.g., Lim & Klein, 2006). The team SMM framework can be applied across disciplines, such as in education, where team learning strategies are used (Mohammed & Dumville, 2001). Despite this potential, little empirical research has investigated team SMM in real-world settings specifically in education (Woods, Felder, Rugarcia, & Stice, 2000). These gaps in literature and the importance of understanding the effect of these strategies were the primary reasons behind this study. The purpose of this study is to examine the effects of case studies on individual learning outcomes, individual attitudes toward instruction, and team SMM in a TBL environment in an undergraduate educational psychology course. The study employed a Latin Square design whereby approximately 105 students were randomly assigned to one of two groups (i.e., case-study treatment or knowledge-representation treatment). Students in the case-study group received a case study after instruction, while students in the knowledge-representation group engaged in an activity that did not involve problem solving. Individual learning outcomes (i.e., knowledge and comprehension) were assessed through two paper-based exams. Learners' attitudes toward instruction were measured in terms of attention, relevance, confidence, and satisfaction using Keller's Course Interest Survey (2010). Team SMM (i.e., degree and similarity) were measured through the Team Assessment and Diagnostic Instrument (Johnson et al., 2007). This instrument included five factors related to team and general task SMM. Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA) were employed to analyze differences between the case-study group and the knowledge-representation group in terms of the specified variables. Repeated Measure (RM) ANOVA and RM MANOVA were then employed as post hoc analyses for individual students' attitudes and team SMM. The first supporting research question of the study examined the effects of the case studies on individual learning outcomes. Significant differences were found between the case-study group and the knowledge-representation group in part-2, but not in part-1 of the semester. The direction of these differences was consistent with the hypothesis. The second supporting research question was examined the effects of the case studies on individual student's attitudes. Findings revealed that the case-study group had more positive attitudes in terms of attention, relevance, confidence, and satisfaction than the knowledge-representation group in part-2 but not in part-1. Finally, the third supporting research question investigated the effect of case studies on team. There was no strong evidence of differences between groups on SMM degree score in either part-1 or part-2. However, groups significantly differed on SMM similarity score in part-2 of the semester. Post hoc analysis for team SMM scores revealed significant interactions. Overall, the case-study method was effective as indicated by generally higher learning outcomes, more positive attitudes, and better team SMM for the case-study treatment group as compared to the knowledge-representation group, specifically in part-2. The case-study method could be realistically adopted for use in the educational psychology course and similar academic settings to maximize the performance of individuals and teams in a TBL environment. Similar studies could be designed, empirically examined, and potentially employed to promote team success in handling complex problems encountered inside the classroom and/or other learning and performance contexts. / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Spring Semester, 2011. / March 18, 2011. / Attitudes, Team-Based Learning, Learning Outcomes, Case Studies, Shared Mental Models / Includes bibliographical references. / Tristan Johnson, Professor Directing Dissertation; Cathy Levenson, University Representative; Valerie Shute, Committee Member; David Eccles, Committee Member.

The current case study was designed to further the utility of Attention-Deficit/Hyperactivity Disorder (ADHD) coaching for college students. Seven college or graduate students underwent eight weeks of an ADHD coaching intervention, and resulting qualitative data was analyzed by the researcher. Results showed that all participants who completed the coaching process felt ADHD coaching was just as or more beneficial than traditional psychotherapy or medication. Researchers present several sources of data to give evidence toward their conclusions including qualitative assessment techniques and participant questionnaires. Participant characteristics, suggestions for coaching, and limitations of the current study are also discussed. The number of college students with ADHD continues to grow. However, due to a number of challenges they have never faced prior in their academic career, many of these students are unable to complete a post-secondary or graduate degree. Most current psychosocial interventions are not helping college students with ADHD succeed at a desirable rate. ADHD coaching, a fairly novel technique, continues to show promise but further research is needed. / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2008. / November 1, 2007. / ADHD Coaching, College, Students, Attention Deficit, ADHD / Includes bibliographical references. / Frances Prevatt, Professor Directing Dissertation; John Taylor, Outside Committee Member; Steven Pfeiffer, Committee Member; Huijun Li, Committee Member.

Previous published investigations into the relationship between the menstrual cycle and sport behavior have focused on physiological variables associated with incidence of injury, specifically ACL laxity. More recent research has begun to look at the psychological nature of injury in sport and psychological variables that may influence the likelihood of athletic injury. This thesis research examines the link between psychological constructs reported by others to be associated with hormonal fluctuations during the menstrual cycle and incidence of sport injury. It was hypothesized that there would be a greater incidence of athletic injury during the third and fourth phases of the menstrual cycle, that there would be no differences in incidence of injury across class standing (freshman, sophomore, junior, senior), and that there would be no differences in incidence of injury between athletes who took pain medication for suppression of menstrual pain with athletes who did not take pain medication. Results suggest that female athletes may have a propensity to injury during the third and fourth phases of the menstrual cycle, that there are no differences in incidence of injury related to class standing, and that there are no differences between pain medication and non-pain medication groups. / A Thesis Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Master of Science. / Spring Semester, 2004. / January 7, 2004. / Menstrual Cycle, Sport Injury, Psychology / Includes bibliographical references. / David Pargman, Professor Directing Thesis; Gershon Tenenbaum, Committee Member; David Quadagno, Committee Member.

The purpose of this study was to examine the effects of viewing a model-reinforced video on career information-seeking behavior (ISB). The treatment video was developed using historical principles of behaviorism and social learning theory with modern career development theories. The video portrayed an undergraduate student seeking career counseling services to assist in his career decision making. The counselor in the video used modeling, verbal and non-verbal reinforcement to encourage the student to use a variety of types of career information resources (e.g., books, websites, informational interviews) through six methods of information-gathering strategies (e.g., reading, writing, listening, speaking, visiting, and observing). Participants were undergraduate students enrolled in a career development course at a large, southeastern university. The researcher hypothesized that the general effort, including amount of time spent engaged in career information-seeking activities (planned and actual), resources used (amount and variety), and information-seeking strategies employed would be significantly higher for participants who viewed the treatment video than for those who did not. The researcher also hypothesized that participants who viewed the treatment video would have fewer negative career thoughts related to career information-deficit than participants who did not view the video. Data was analyzed using multivariate, univariate, and independent t-tests, an analysis of covariance (ANCOVA) and chi-square analyses. Participants who viewed the video did not report putting more planned or general effort into engaging in career information-seeking behaviors. However, they did report spending significantly more time in the specific activities reinforced in the video, and used a significantly wider variety of information-seeking strategies and career resources. There was no significant difference in the number of negative career thoughts between groups. This study extended and supported the findings from previous studies that employed similar treatments and variables. The combination of replication, historical theoretical basis, and implications for modern technology and practice were unique to this study. Implications for future for research and practice based on the results of this study are discussed. / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2010. / April 20, 2010. / Information-Seeking, Career, Decision-Making, Media, Reinforcement, Modeling, Video / Includes bibliographical references. / Robert Reardon, Professor Co-Directing Dissertation; Janet Lenz, Professor Co-Directing Dissertation; Irene Padavic, University Representative; Gary Peterson, Committee Member; James Sampson, Committee Member.

The purpose of the current study was to explore the relationship between different types of social support and negative career thoughts. The study obtained data on 118 NCAA Division I student athletes from a large public university in the southeastern United States. The participants completed a demographic information survey, the Social Support Inventory-Subjective Satisfaction, and the Career Thoughts Inventory. Although, no significant unique relationships were found between the five types of social support and career thoughts, social support was found to have a significant relationship with career thoughts. The findings can assist post-secondary institutions, especially coaches and athletic administrators, in identifying the types of social support most related to positive career thoughts. / A Thesis Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Master of Science. / Summer Semester, 2009. / April 14, 2009. / Athletes, Sport, Career Thoughts, Career, Social Support, College / Includes bibliographical references. / Robert Eklund, Professor Directing Thesis; Gershon Tenenbaum, Committee Member; David Eccles, Committee Member.

The purpose of the study was to examine the relationships among calling, religiousness, and dysfunctional career thoughts. Though the cognitive processes in the career decision-making process have been a focus of research in recent years, the relationship between career thoughts and calling has only been studied once and career thoughts' relationship with religiousness has never been studied. In addition, calling has only recently been studied as having religious and secular components. Study participants were students from a large, public university in the southeastern United States. Results showed that presence of a calling had a significant, negative relationship and search for a calling had a significant, positive relationship both with dysfunctional career thoughts (all CTI subscales and CTI total score). Also, religiousness (both RCI-10 subscales and RCI-10 total score) was found to have a significant, negative relationship with dysfunctional career thoughts (all CTI subscales and CTI total score). Religiousness (total of RCI-10 subscales) was found to mediate the relationship between search for a calling and dysfunctional career thoughts (total of CTI subscales, not CTI total score), but not between presence of a calling and dysfunctional career thoughts (total of CTI subscales, not CTI total score). In addition, religiousness (intrapersonal, interpersonal, and total) was found to have a significant positive relationship with calling (presence of and search for), except for the relationship between search for a calling and interpersonal religious commitment, which was found to be nonsignificant. Regarding the sample subpopulations, females were found to have higher levels of intrapersonal and total (RCI-10 total score) religious commitment and participants in social service majors had higher levels of presence of a calling. No significant differences were found between the majority and minority ethnic groups and underclassmen and upperclassmen. Regarding significant differences in variable relationships among the sample subpopulations, females who were searching for a calling had higher levels of intrapersonal and total (RCI-10 total score) religious commitment than males who were searching for a calling. In addition, males who were searching for a calling had higher levels of commitment anxiety and total dysfunctional career thoughts (CTI total score) than females who were searching for a calling. Underclassmen who scored higher on presence of a calling had higher levels of intrapersonal and total (RCI-10 total score) religious commitment than upperclassmen who had lower scores on presence of a calling. Lastly, upperclassmen who scored high on searching for a calling had higher levels of commitment anxiety than underclassmen who had lower scores on searching for a calling. No significant differences were found in the study's variable relationships between the social service and nonsocial service majors and the minority and majority ethnic groups. / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2011. / June 16, 2011. / College Students, Career Thoughts, Career, Religiousness, Calling / Includes bibliographical references. / James P. Sampson, Jr., Professor Co-Directing Dissertation; Janet G. Lenz, Professor Co-Directing Dissertation; Elizabeth B. Goldsmith, University Representative; Robert C. Reardon, Committee Member.

Career theorists have assumed that career choice and personality are inexorably intertwined (Holland, 1985; Krumboltz, 1986; Roe, 1957; Super, 1969), and have built a substantial body of research that directly investigates the relationships among career interests and personality characteristics. Historically, most researchers investigating career development focused on white male populations. It is only in the last twenty years that questions regarding ethnicity and gender differences and their relevance to career development have been addressed. To date, there have been no studies that have addressed the relationship between career interests and personality characteristics in African American women. Although some studies have examined the impact of socioeconomic status (SES) on career development (Clark, 1986; McLaughlin, 1976; Poole, Langan-Fox & Omodei, 1990; Ryan, Tracey & Rounds, 1996; Slaney & Brown, 1983), there are no studies that have investigated the career development of women on welfare. Temporary Assistance to Needy Families, the latest edition of the traditional welfare system, has increased recipient work requirements, capped lifetime benefits and increased state accountability. Many of these recipients are African American women who, although forced to move off of the welfare rolls, have entered the workforce through low paid, unskilled jobs. John Holland's theory (1966, 1973, 1985, 1997), that career choice is a function of personality, has been one of the most widely researched theories in the history of career psychology. It has also generated the most research on African Americans with regard to career issues. Research of Holland's theory (1985) on populations of African American women in particular, has been more extensive than any other career theory (Brown, in Brown & Brooks, 1990). This paper is a review of the various theories of Career Development with an emphasis on Holland's (1985) RIASEC theory. The author will review its strengths and weaknesses when applied to women, minorities, and finally the specific population of unemployed African American females on welfare. It will then review the literature on assessed occupational interests, personality factors and assessment instruments as well as discuss their possible mutual relevance to the chosen population. This archival study was designed to explore the relationships between assessed occupational interests and personality factors for African American women who receive Welfare benefits. The specific objective of this study is to obtain an understanding of these relationships with this previously overlooked population. This study utilized pre-existing data from The Florida State University's Career Quest Project. Career Quest, a career development and life skills training workshop using a cognitive behavioral paradigm for welfare recipients, was funded by the State of Florida Department of Labor. The objectives of Career Quest were to aid and encourage participants to develop short and long term career goals and to recognize their abilities to change their current economic status. Participants were referred to the workshop by the local state welfare office and attended a three-week program that consisted of sixty hours of psychological assessment, psychoeducational groups and individual counseling. Workshop content included career and self-exploration, career development, job seeking skills, communication skills, and assertiveness training. In addition, participants conducted independent research that pertained to increasing knowledge about vocational interests, opportunities, and self-efficacy. All Career Quest participants completed self-report and objective measures during the course of the workshop. The SDS (Holland, 1990) was given to participants on the first day of the workshop, and given instructions to take the assessment home to be completed. The 16PF (Cattell et al., 1970) was administered during workshop hours on the fifth day of the workshop. Staff members explained the purpose and directions for each measure and were available to answer questions that arose. This archival study utilized data from 185 participant records collected during the Career Quest project from 1992-1996. In order to assess the relationship between career interests and personality factors, the following variables were examined. The independent variables of career interests to be used in this study were the scales from the Self Directed Search (SDS): Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The dependent variables that were used in this study are personality factors from the Sixteen Personality Factor (16PF): Warmth, Intelligence, Emotional Stability, Dominance, Impulsivity, Group Conformity, Social Boldness, Tender-mindedness, Suspiciousness, Imagination, Shrewdness, Guilt proneness, Experimentiveness, Self-sufficiency, Compulsivity, and Tension. A multiple analysis of variance (MANOVA) was used to examine the differences in personality characteristics based on the career interest types using the primary Holland code. The dependent variables were analyzed using their derived sten scores in accordance with the stipulations of the 16PF test authors. Follow-up analyses of variance were used to discover which of the dependent variables were significant. Alpha was set at .05. In this study, 170 of the 185 women (91.9%) scored Social as one of their three summary codes. The Social type was either the high-point code or secondary code for 153 women (82.7%). Ninety-eight women (52.9%) had Social as their high-point code. These results are consistent with the literature in that African Americans have a higher frequency of social codes than Caucasian groups. In review of the other career types in the three point summary code, the Conventional code appeared in 130 women (70.3%), Enterprising appeared in 119 women (64.3%), Artistic appeared in 64 women (34.6%), Investigative appeared in 46 women (24.9%), and Realistic appeared in 35 women (18.9%). Because the frequencies of the high point codes for the Realistic, Investigative, Artistic, and Enterprising types were too small to analyze statistically, only data from women who scored a high-point code on the Social and Conventional groups could be used to investigate the differences in personality characteristics based on career interests. The Social group scored significantly higher on Warmth (A) and Social Boldness (H) than the Conventional group. The Conventional group scored significantly higher on Insecurity (O), Self-Sufficiency (Q2), and Tension (Q4) than the Social group. This finding supported the applicability of Holland's theory with African American women on welfare. In order to develop effective counseling interventions, the author offered the use of other theory, such as the Social Cognitive theories, that offer an explanation for the contextual moderator variables such as race, gender and sociopolitical influences. The researcher concluded that further investigation of the relationship of career interests and personality characteristics of this population is warranted. / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy.. / Summer Semester, 2005. / July 1, 2005. / Women, Career Interests, Personality Characteristics Welfare, Socioeconomic, Status African American, Black, RIASEC, SDS, 16PF / Includes bibliographical references. / E. Jane Burkhead, Professor Directing Dissertation; Barbara A. Mann, Outside Committee Member; Deborah J. Ebener, Committee Member; R. William English, Committee Member.

The study investigated the effect writing prompts designed to elicit reflection on short-term, academic goals have on participants' self-regulated learning strategies and on their academic performance, and it investigated the effect writing prompts designed to elicit reflexive thinking about future-oriented, career goals have on participants' self-regulated learning strategies and on their academic performance. Academic performance was measured using two skills test and the overall final grade for the course. Seventy-nine undergraduate students, all pre-service teachers, in four sections of an educational technology course participated in the study. All four sections of the course were hybrid and were taught from a common syllabus. They participated in the Journal Project, which asked them to respond to a series of four prompts over a period of eight weeks, then complete an exit survey and the Motivated Strategies for Learning Questionnaire (MSLQ). Each of the four sections was assigned, in tact, to one of four sets of journaling prompts: reflexive prompts only, reflective prompts only, both prompts, and no prompts. The results of the pre-planned data analysis revealed that the group receiving only the reflective prompts performed significantly better on the final grade score than the group receiving only the reflexive prompts. This finding did not support any of the hypothesis, but it does confirm that reflective prompts can have a positive effect on student performance. A posteriori analysis revealed four more findings of significance, specifically on the Excel test, the extrinsic goal orientation, rehearsal, and organization subscales of the MSLQ. Again the reflection prompt only group was significantly higher on the Excel test, the rehearsal subscale, and the organization subscale as compared to the both prompt group, the no prompt group, and the no-prompt and reflexive groups, respectively. On the extrinsic goal orientation subscale, however, the significant difference was between the no prompt group and the reflexive group with the reflexive group being significantly less extrinsically motivated than the no prompt group. The findings of the study support the literature on the positive effect reflection, especially reflective journaling, can have on outcomes. In contrast, however, the role of reflexivity was not shown to have an effect in this study. It is recommended that future research should consider changes to the Journal Project architecture and course selection to better map the possible effect and role of reflexive thinking in learning and instruction. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2007. / March 2, 2007. / ISD, Journaling, Hybrid Learning, Reflection, Self-Regulation, Metacognition, Reflexivity, Preservice Teacher Preparation / Includes bibliographical references. / Marcy Driscoll, Professor Directing Dissertation; Sharilyn Steadman, Outside Committee Member; Vannessa Dennen, Committee Member; Amy Baylor, Committee Member.