Facilitating a Whole-Life Approach to Career Development: The Role of Organizational Leadership

This article focuses on the whole-life approach to career development. A review of the ways in which career paths have been conceptualized over time demonstrates that increasing consideration has been given to nonwork factors (i.e., personal life and family life) in defining careers. The whole-life perspective on career development acknowledges that employees are striving for opportunities for professional development as well as individualized work-life balance, which changes over the life course. Although the careers literature has emphasized interorganizational mobility as the primary mechanism for achieving these goals, whole-life career development can also be achieved within a single organization when organizational leadership is willing to address employees\u27 work-family needs. This article addresses how leaders across organizational levels, including executive-level leaders and first-line supervisors, can foster whole-life career development. In addition to beneficial outcomes for employees, potential competitive advantages for organizations implementing the whole-life approach to career development are discussed

Fragile States: Beyond International Borders and into U.S. Communities

“Fragile States Indicators”, used worldwide, were applied to U.S. communities with high poverty. Theories, literature and data gave rise to a model that could be applied to families and institutions with implications for adult education

Reflections on Creating and Maintaining Supportive Graduate Program Culture Online: Lessons Learned from a Top-Ranked Doctoral Program

We agree with Kraiger et al. (2022) that creating and maintaining a strong and positive culture (p. X) is a primary challenge for developing and maintaining high-quality online industrial-organizational (I-O) graduate programs, especially doctoral programs. To elaborate on this topic and provide initial insights into best practices, we offer an analysis of our experience in translating our program culture, which ranked at the top for culture in a recent survey of I-O graduate programs (Roman et al., 2018), to an online setting in response to the global pandemic. The coauthor reflections represent multiple perspectives, including that of the doctoral program coordinator who has a 30-year span of experience and knowledge regarding the evolution of the program’s culture, a senior doctoral student who experienced the program entirely in-person for 4 years prior to online conditions, and a graduate student who entered the program under strictly online conditions. Our analysis is also informed by discussions with I-O faculty members and interviews with students who joined the program online in 2020 and 2021

Fielding Vaccines-Challenges and Opportunities in Outbreaks, Complex Emergencies, and Mass Gatherings

With the recent COVID-19 pandemic, the importance of vaccine development, distribution, and uptake has come to the forefront of the public eye. Effectively fielding vaccines during an emergency-whether that emergency is a result of an infectious disease or not-requires an understanding of usual vaccine-related processes; the impact of outbreak, complex emergencies, mass gatherings, and other events on patients, communities, and health systems; and ways in which diverse resources can be applied to successfully achieve needed vaccine uptake. In this review, both the emergency setting and briefly vaccine product design are discussed in these contexts in order to provide a concise source of general knowledge from experts in fielding vaccines that can aid in future vaccine ventures and increase general awareness of the process and barriers in various settings

Board 141: Engineering Identity as a Predictor of Undergraduate Students\u27 Persistence in Engineering

Improving graduation rates of students who have selected and been admitted to engineering majors is a pivotal strategy in supporting national initiatives to increase the number of engineering graduates. Research suggests that the degree to which a student is attached to or belongs to engineering as a discipline better explains persistence-related outcomes than lack of interest and ability. As a result, identity frameworks have proven useful for furthering the understanding of engineering persistence. In this paper, we examine the relationship between undergraduate students’ engineering identity and persistence as an engineering major. As part of an ongoing NSF IUSE project, a concise five-item measure of engineering identity was developed and validated. That measure was administered to a large sample of engineering freshmen at a southwestern engineering school. Engineering identity was assessed twice, once prior to the beginning of fall semester when students had not yet taken an engineering course (Time 1) and once at the end of fall semester after completing introductory engineering courses (Time 2). Persistence as an engineering major was assessed prior to the beginning of the sophomore year (Time 3). Results showed that engineering identity measured at both Time 1 (r = .09) and Time 2 (r = .22) was significantly related to persistence as an engineering major at Time 3. The paper describes the implications of these longitudinal findings, future data analyses, and the importance of engineering identity. Having a concise, validated measure of identity will be valuable for quick assessment of student engineering identity and gaining further understanding of the relationship between identity and persistence in engineering

Facilitating Online Learning via Zoom Breakout Room Technology : A Case of Pair Programming Involving Students with Learning Disabilities

The coronavirus disease of 2019 (COVID-19) pandemic has required many educators to redesign how they deliver their courses. In this study, we develop innovative procedures and pedagogy to teach pair programming via Zoom breakout rooms in a cloud environment. We report six fundamental innovative teaching mechanisms and procedures: 1) strategically planning a course, 2) effectively managing teaching resources, 3) enhancing faculty responsiveness, 4) selecting reliable technology, 5) mandating online educator’s training, and 6) accommodating students with learning disabilities. From teaching pair programming via Zoom breakout rooms, we have gained valuable experience in promoting collaborative, engaging, active, and problem-based learning activities in a cloud environment. Our results enrich our knowledge of delivering online education and contribute to pair programming literature in general

Pair Programming: Leveling the Field for Students with Learning Disabilities

This paper is the report on the findings of a three-year study conducted in undergraduate computer science courses. It also describes the changes made to deal with COVID-19 during the summer and fall of 2020. We collected data on over 800 students with approximately 35 students identified as having learning disabilities (LD). These students were not professional programmers in a computer science department; rather, they were students from a Business College. Our preliminary results show that pair programming improved (a) teamwork and communication between the pairs; (b) confidence in students; and (c) comprehension and learning for all students. Thus, our preliminary results indicate that pair programming improved everyone’s performance. Educators should consider the importance of collaboration with other disciplines when creating inclusive environments for students with disabilities

Students with Learning Disabilities, Pair Programming And Situational Motivation

Persons with learning disabilities (LD) are underrepresented in computer science and information technology fields despite the explosion of related career opportunities and interest. In this study, we examine the use of pair programming as a collaborative intervention in with computer programming and compare students with learning disabilities to students who do not have learning disabilities. We concentrate on situational motivation constructs which tap into the desire to meet goals and acquire skills. We find that students with LD and similar students without LD fare the same. For the both groups, three of the four situational motivation subscales increase after the introduction of pair programming. The use of pair programming holds promises as an educational intervention for all students including those with learning disabilities