Taking A Pulse: Student-Athletes Descriptors For Their First Semester Of College

This paper summarizes the responses of 103 student-athletes enrolled in a first-year experience course when asked, What adjective best describes your first semester in college? Not surprisingly, the most frequent descriptors were busy, fun, stressful, and different. The paper concludes by discussing the implications of collecting this type of data as a form of early warning system

Implementing Integrated Multicultural Instructional Design In Management Education

This purpose of this paper is to summarize the principles of integrated multicultural instructional design (IMID; Higbee, Goff, & Schultz, in press; Higbee, Schultz, & Goff, 2010) and present specific strategies for incorporating IMID in management education. The primary goal of IMID is to promote the integration of multicultural content and diverse teaching and learning strategies in postsecondary curricula, programs, courses, and academic support services. Results of a pilot project will be presented that include student evaluations of faculty teaching methods; inclusion of multicultural course content; strategies for the assessment of learning; and commitment to diversity, multiculturalism, and social justice when IMID is embedded in the curriculum. This paper also includes a discussion of andragogy related to multicultural strategies and the creation of inclusive learning environments in collegiate management education

Responding To The Concerns Of Student-Athletes Enrolled In A First-Year Experience Course

This paper summarizes results of a study of 105 student-athletes enrolled in a first-year experience course. Students were asked, “What is the biggest unanswered question you have about college?” Results indicated that students’ most burning questions were related to academics; relatively few student responses were directly related to being a student-athlete. Discussion of the findings includes designing first-year experience courses to respond to students’ concerns

An Exploration Of Theoretical Foundations For Working Mothers Formal Workplace Social Networks

This paper presents a multidisciplinary integrative exploratory review of possible theoretical foundations for working mothers’ formal workplace social networks. Beginning with theoretical overviews of work-life balance, career development, mentoring, psychology, and social capital this paper develops a plausible possible framework rooted in women’s psychological developmental theory. The authors conclude that the theoretical frameworks for human resource development (HRD) and human resource management (HRM) do not identify one unified specific framework for research and scholarly investigation of working mothers’ formal workplace social networks, while presenting a conceptual model grounded in Gilligan’s (1982) principles appears to be a good fit for enhancing the understanding of the phenomenon

Student Perspectives On Behaviors That Constitute Cheating

A previous study conducted a decade ago determined that there can be considerable disagreement—not only between students and faculty, but also among students and among faculty—regarding behaviors that constitute cheating. This article reports the results of a research study that replicated the student survey administered for the previous study, but with changes in the questionnaire to reflect how technology has become infused in teaching and the assessment of learning. Recommendations for preventing academic dishonesty are also provided

Disability In Higher Education: Redefining Mainstreaming

This paper addresses key issues in mainstreaming and inclusion for postsecondary students with disabilities and the subtle ways in which students and educators with disabilities can be marginalized. The paper also considers the exclusion of disability in conversations about diversity in higher education

Integrating Academic Journal Review Assignments Into A Graduate Business Leadership Course

Graduate course assignments that are pragmatic, challenging, scaffold prior learning, and support academic career aspirations can be difficult to create and even more problematic to assess for even the most experienced faculty.  This paper presents a class assignment that incorporated a real-world journal reviewing assignment into an elective doctoral leadership seminar.  This manuscript presents an overview of the assignment, journal editor perceptions of the experience, and recommendations for best practices

Team-based Classroom Pedagogy Reframed: The Student Perspective

Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners’ views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research

Chapter 3: General Interviewing Techniques: Developing Evidence-Based Practices for Standardized Interviewing Appendix 3

Table A3A.1 Summary of Basic Techniques of Standardized Interviewing (adapted from Fowler and Mangione 1990, pp. 35-53) Table A3A.2 Basic Question Forms (Response Formats

Comparison of the Ekblom-Bak submaximal test to a maximal test in a cohort of healthy younger and older adults in the United States

Cardiorespiratory fitness (CRF) is routinely investigated in diverse populations, including in older adults of varying physical activity levels. Commonly performed maximal exercise testing protocols might be contraindicated and/or inadequate for older individuals who have physical or cognitive impairment. Moreover, early termination of an attempted maximal exercise test could result in underestimation of CRF in this population. The goal of the current study was to compare CRF estimates using the Ekblom-Bak (EB) submaximal exercise test - previously validated in a cohort of Scandinavian adults - versus a subsequent maximal exercise test in a diverse, Midwestern United States cohort. Fifteen generally healthy individuals were included in this study who were either Young (25-34 years old) or Older (55-75 years old) as well as either sedentary or highly active. Participants completed the EB submaximal exercise test, followed immediately by a maximal exercise test. We found that all 15 individuals were able to successfully perform the EB submaximal testing method. Across the wide range of volumes of maximal oxygen consumption (V