This experimental study examines an online module designed to increase student competence in oral citation behavior using a mastery training strategy. Students in the experimental condition provided complete citations at a higher rate and provided more citation information for traditional and web-based sources compared with a control group without required training. Although subjective norms set by instructors also influence citation behavior, the general trend depicted was that students completing the required module training performed more complete citations. Implications for student learning, mastery instruction, and course assessment were considered to be generally beneficial and at minimal cost.

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Excerpt: In 2010, the state of Tennessee embraced the call to overhaul teacher education and required programs to adopt a residency model within K‐12 schools.

This presentation will review technology used in programs that have successfully supervised students at a distance. Additionally, one university will outline their path to provide distant supervision. Participants will learn of technologies available along with struggles and successes of supervising students in rural placements.

This research encompasses many aspects of chemical education research including curriculum and pedagogical changes to the freshman and sophomore courses. Curriculum changes included the addition of recitations to the general chemistry and organic chemistry lectures and the creation of four new classes, CHEM 1001, 1002, 3091, and 3092. The addition of recitations was not limited to but was focused on improving DFW rates for these courses. CHEM 3091 and 3092 are chemistry internship and undergraduate teaching assistant classes. These courses were necessary to offer outside internship opportunities and training for undergraduate teaching assistants, respectively. CHEM 1001 and 1002 are chemistry classes for nonscience majors. These courses were created to attempt to increase the number of nonscience major students choosing chemistry to complete their science requirement. CHEM 1001 and 1002 were courses not offered at any other university and required that the course materials and textbooks for these classes to be created from scratch without any foundation from other courses. An unforeseen consequence of the creation of these courses was the need to improve scientific communication between scientists and non-scientists and even scientist and scientist. Pedagogical work included a video intensive lecture style (VILS) for disseminating the material in the newly created CHEM 1001 and 1002 courses. For general chemistry and organic chemistry lecture, the major change was the addition of required recitation sessions for these courses. Further pedagogical changes to the organic lecture included introduction of video lectures, implementation of active learning in the lecture and graded, online homework.

Music performance anxiety (MPA) is reported in musicians of all experience, levels, and genre. However, solo classical musicians report MPA more often and at higher levels than performers in other genres because of its formal culture and traditional structure. Within solo classical musicians, collegiate training greatly differs between conservatories that award a Bachelor of Music (B.M.) and liberal arts institutions that award a Bachelor of Arts (B.A.). In 2 studies, the proposed research examines the differences in general anxiety, MPA, and private lesson content between these two groups. Participants will be from the two groups of types of collegiate music students. In Study 1, participants will take the Beck Anxiety Inventory (BAI), Kenny Music Performance Anxiety Inventory (K-MPAI), and a Personal and Musical Background Questionnaire (PMBQ) at 3 times intervals before a public, solo performance in order to assess general connections between anxiety and MPA. In Study 2, participants will partake in weekly session of 1 of 3 interventions (meditation, journal entry, and biofeedback training) in order to determine an effective method for preventing and coping with MPA. Proposed results suggest higher levels of general anxiety and MPA in conservatory music students and lower levels of MPA in participants who undergo biofeedback training. Individuals who report learning about MPA strategies in their lessons will have lower levels of MPA, suggesting the need to consistently address MPA in classical music pedagogy.

This study employs the Theory of Planned Behavior (TPB) to understand the role of attitudes, subjective norms, and perceived behavioral control on students’ intent to orally cite sources using complete, rather than partial, citations. Undergraduates (N = 326) enrolled in general education oral communication courses completed a self-report survey testing the TPB variables and students’ citation intentions. Findings demonstrate that subjective norms and perceived behavioral control predict student intention to cite sources and do so completely. Tensions between credibility gains and time constraints are also evident. Implications for teaching students in basic courses about oral citations are discussed.

Video modeling was used to establish descriptive norms for proper oral citation performance in a general education public speaking class (N = 191). Three conditions—a control, a peer model video, and a nonpeer model video—were compared for influence on proper citation usage and completeness. Results indicated that students viewing any video performed more complete citations than students not viewing a video. Results were mixed when comparing the effects of the peer model video against the nonpeer model video. Findings suggest norms for proper oral citation behavior can be established through modeling videos.