Clicks, likes, and shares: Using the theory of planned behavior, self-efficacy, and impression management to predict digital activism activities

Social media has evolved as a space for connection, advocacy, and commerce in recent years. Nonprofit organizations have been called to engage stakeholders on the Internet generally, and social media specifically as the pervasiveness of online presence has increased. In addition, nonprofit organizations have struggled to sustain engagement with the millennial population over the same time. Millennials have been termed digital natives and use social media proficiently. The convergence of these two mandates for nonprofit organizations – to engage via social media and to engage millennials – represents the importance of this study. To begin to help nonprofit organizations develop this strategy this study seeks to answer the question: why do millennials engage in online activism via social media? To predict these online activism behaviors, this research tests six competing models of The Theory of Planned Behavior using a structural equation modeling approach. The results suggest these models, particularly by adding self-efficacy, may help nonprofit organizations develop an effective social media strategy targeting millennial stakeholders

Servant Teaching: An Exploration of Teacher Servant Leadership on Student Outcomes

Servant leadership is an approach to leadership that embraces the opportunity for the leader to lead in service to the follower. This approach to leadership puts the goals, needs, and development of “followers” ahead of those of the leader. This approach to leadership applied to classroom contexts serves as a great opportunity to improve education by positively impacting student learning, development, and deepening the student-centeredness of instruction. This paper examines the veracity of a servant approach to teaching by exploring its impacts on student learning, engagement, and motivation

The Flowerings Project: A Library in Transformation

This final report from the JMU Libraries and Furious Flower Poetry Center to the Mellon Foundation describes in detail the activities undertaken as part of a 2020-2021 planning grant, “Furious Flowerings: Developing a Partnership Model for Digital Library Support of a Living Center for Black Poetry,” funded by the Mellon Foundation. The grant explored and developed a partnership model for integrated library support of a living, academic center for the arts with archival, scholarly, digital, educational, and performance components. Nine key areas were addressed, including three overarching areas: development of cultural competencies, exploring how an exemplar project can be used to manage organizational and cultural change, and fostering partners\u27 understanding of library processes, systems, expertise, and goals, as well as six domain and application areas: inclusive archival workflows, frameworks for multimedia preservation and performance capture, teaching-and-learning collaborations, and policies and platforms for sustainable digital publications. The report describes model development, activities, findings, recommendations, challenges, lessons learned, future goals, evaluations, publications, and the grant timeline and logistics

Roots of scientific thought a cultural perspective

Gift of the Cahnman FoundationCatalogingCatalogingKen Schoen Books2011051

Measuring What Students Know: SNAP’s Guidelines and Suggestions for Assessing Goal 1 Content in Psychology

Although many psychology departments and instructors are aware of the American Psychological Association Guidelines for the Undergraduate Psychology Major Version 2.0, they are often less aware of the means by which to assess student mastery of the recommended goals. Our purpose is to discuss general principles for assessment, offer a psychology learner taxonomy that aligns with Goal 1 of the Guidelines 2.0, and present a rubric for reviewing assessments. Goal 1 of the Guidelines 2.0 is based on content knowledge in psychology. Whereas most assessments allow for the measure of the mastery of content to different extents, the results of those assessments can be invalid due to the design or inappropriate use of the rubric. The working group at the Summit on National Assessment of Psychology addressed these issues and curated evidence-informed assessment exemplars designed to measure content knowledge in psychology