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The purpose of this historical study was to evaluate the consequences that the politically-determined conventions of academic freedom in Germany and in the United States had on the careers of four elite scientists before and after their emigration resulting from the threats of Nazism. This problem consisted of three distinct conceptual parts: (1) academic freedom, as a concept, (2) the political conventions of academic freedom within pre-World War II Germany and within pre- and World War II America, and (3) the effect that these definitions had on the careers of Albert Einstein, James Franck, Otto Meyerhof, and Otto Stern. The methodology that best suited this evaluation was the historical case study.;In Germany, I followed academic freedom's evolution beginning with Humboldt's work at the University of Berlin, continuing through to the Weimar Republic, and concluding with the National Socialists. In the United States, I traced academic freedom's development from its classically-based roots, moving through the entrance of the German model, and closing with the impact of the American Association of University Professors.;Incumbent in this discussion was the effects that German nationalism, National Socialism, the Great Depression, communism, and anti-semitism had upon the evolution of academic freedom. I concluded that the nature and development of academic freedom was formed and directed by the constructs of and the constraints upon intellectual liberty. its politically-determined conventions influenced, both positively and negatively, the careers of four particular scientists.;More in-depth study is necessary to further evaluate the relationship between various governing bodies and the academic freedom of the Jewish professoriate. Additionally, insight into the degree and manner of influence of university presidents upon the careers of faculty is also needed.

The purpose of this study was to determine the degree of change in corporate colleges between 1985 and 1989 and to examine the evolution of these institutions to structures and programs which more closely resemble traditional institutions of higher education. A random sample of three institutions was selected for analysis from the first of corporate colleges identified in the Carnegie Study, Corporate Classrooms: The Learning Business, conducted in 1985.;Data collection instruments were sent to 17 of the institutions identified in the Carnegie Study. of the institutions contacted, 11 responded which represented a return rate of 64.7 percent. All of the institutions, including non-respondents, were contacted by phone for the information or to clarify and refine data. A case study approach was applied as a methodology to analyze and compare the institutions. In order to determine if these institutions were becoming more like traditional institutions, a degree from one of the 18 institutions was compared with one offered in a traditional postsecondary institution.

The purpose of this study was to compare a traditional biography, Burke A. Hinsdale's Horace Mann and the Common School Revival in the United States (1900), and a revisionist biography, Jonathan Messerli's Horace Mann: a Biography (1972), within a "neutral" frame of reference to determine which author made the more logical use of evidence to support his argument.;David H. Fischer's Historians' Fallacies (1970) and Richard E. Neustadt & Ernest R. May's Thinking in Time (1986) were used to formulate a "neutral" frame of reference within which to analyze the two biographies.;Hinsdale's explanation was found to consist of a series of generalizations few of which were supported by credible relevant evidence. Thus, while Messerli's explanation in part relied on the assumption that such evidence as has survived is adequate to justify using psychological and sociological theory to explain the formation of Mann's personality, his explanation otherwise generally uses credible relevant evidence to support the generalizations he makes. Therefore, it was concluded that Messerli made the more logical use of evidence to support his argument.;Since making generalizations about the traditional and the revisionist genres based on a single sample of each is tenuous, additional studies are needed to justify extending the conclusions of this study to the genres.

The purposes of this qualitative study were to investigate the transformation of Madison College, a small Virginia women's state teachers college, into James Madison University, a nationally recognized coeducational, comprehensive university, and to examine the effect of President Ronald E. Carrier's charismatic leadership on the transformation. This metamorphosis took place in just twelve years.;The Strategic Planning Model developed by Kotler and Fox in Strategic Marketing for Educational Institutions (1985) was used as a framework to evaluate the strategic plans used by Madison's administrators to change the institution's image. Criteria for charismatic leadership espoused by Burton Clark in The Distinctive College (1970) were used to assess Dr. Carrier's leadership style.;One emphasis of this study was to determine if a formal marketing plan was used to change the college's image. Research confirmed that formal marketing efforts in higher education were virtually unknown in the early 1970s, the time of Madison College's transformation. Strategic plans were used, however, in relation to increasing both the total enrollment and the percentage of male students, creating a men's intercollegiate athletic program, improving and adding academic programs, and expanding the physical plant.;Findings confirm the importance of well-planned strategies for educational institutions attempting to change their images. Additionally, the impact of charismatic leadership as a catalyst for change cannot be overemphasized. A third finding is that a strong institutional saga is critical in helping the revised image to be validated among the institution's publics. "Synergy" is the most appropriate term to describe how the elements coalesced in the successful transformation of Madison College into James Madison University.;A study of this nature confirms the efficacy of the data-gathering techniques indiginous to qualitative research methods and adds to the growing body of qualitative research being conducted both in education and in marketing case studies. Further research efforts should be undertaken about individual institutions so that more broad-based conclusions can be drawn.

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Assessing Virtual Versus In-Person Experiential Learning in Medical Student Pediatric Clerkship Training Andrew Berry, Andrew Wigger, Karilynn Craig, Dr. Brock Blankenship, Dr. Jennifer Gibson, Center for Experiential Learning, Quillen College of Medicine, East Tennessee State University, Johnson City, TN. Simulation and experiential training have been incorporated into medical school training for decades. While there are many ways to accomplish experiential-based learning, many faculty and students feel Socratic learning styles provide the best learning experience. As medical students had just finished a predominantly virtual preclinical year due to the COVID-19 pandemic, our research team was interested in understanding students’ perceptions of virtual and in-person experiential learning activities. The primary goal of this study is to compare medical students’ perceptions of the quality and value of in-person versus virtual experiential learning during their pediatric clerkship. Secondary measures of this study examine the differences regarding the retention of case information presented, the clinical relevance of the pediatric cases discussed, and the likelihood that students will attend similar future sessions. Our team hypothesized that students would perceive in-person sessions as more valuable and meaningful to their medical education. One academic year of medical students who participated in two experiential learning encounters during their pediatric clerkship was assessed. Each encounter involved a series of approximately ten patient cases over two hours; one encounter was done in person, and the other was done virtually. Each case was then discussed using a Socratic format; faculty would ask questions and engage students individually, assessing their decision-making capability (including differential diagnosis, treatment plans, and dispositions). Data was collected by a survey administered after both encounters, each with the same questions. Students generally felt the virtual format for this type of training was as well received as the in-person format (56% vs. 52.2% for excellent value ratings, respectively). Similarly, 43.5% of students reported that the in-person cases greatly improved their retention, while 40% said the virtual cases improved their retention of educational material to the same degree. The in-person experiences were reported as being extremely clinically relevant by 56.5% of students, while the virtual cases were perceived as extremely relevant by 48% of respondents. Lastly, survey data showed that 47.8% of respondents said they would very likely attend similar future in-person sessions (compared to 44% for similar virtual events). Our team feels that the results of this study demonstrate that utilizing a Socratic Model of teaching in experiential learning has excellent value, and high-quality training can be accomplished virtually, even during times of potential virtual fatigue. These findings are important as our results show that experiential learning can be adapted, yet still beneficial, when in-person activities cannot take place, such as what we encountered during the COVID-19 pandemic.

Capture the Flag (CTF) is a common and popular type of event in the cyber security space with audiences ranging from large security conference participants to even those in middle or high school. Event participants bring their favorite set of tools and any level of knowledge they have to compete against other teams in solving cyber security related challenges. These types of challenges can range anywhere from reverse engineering programs and hacking WiFi to utilizing interesting command line commands and messing with browser developer consoles. There are plenty of general CTF events that happen throughout every month, as well as plenty of resources for those. However, CTFs focused on wireless technologies are not as prevalent. Just this last year a Wireless themed CTF, named Wireless CTF (WCTF), became publicly available to participate in. With this CTF as the target, a tool set will be put together in this thesis to help introduce some of WCTF's topics: WiFi penetration testing, POCSAG radio signal decoding, and Morse Code Signal Decoding. Tools will be chosen based on the BEAR scoring rubric, created in this thesis, to assess a given tools usability, and chosen tools will be used against challenge topics found in WCTF to test the validity of the scoring rubric and evaluate changes in a participants knowledge of each topic.