Chancellor's Comments

SUPPORTING STUDENT SUCCESS IN TURBULENT TIME

What Motivates Students to Provide Feedback to Teachers About Teaching and Learning? An Expectancy Theory Perspective

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom’s Model, was used as the conceptual framework for the study. Multiple regression analysis was employed to test both the valence and force equations. Statistically significant results indicated that students’ motivation was dependent upon the importance to them of improving the value of the class and of future classes, and the expectation that their formative feedback would lead to increased value for them, their peers in the classroom and for students in future classes. Based on these findings, it is important for teachers who request students to participate in providing anonymous feedback to emphasize that this feedback is a valuable tool to assist in improving current and future teaching and learning experiences

Why Does Leadership Exist?

What style of leadership is most effective in a particular situation with a specific group of followers? How do leaders best motivate followers in achieving goals? Although important questions, before we may come to fully understand the how and what of leadership, in this brief I suggest that we reflect upon a more basic leadership question. In the context of a paradigm from the work of the late educator and social critic, Neil Postman (1931-2003), I explore the question, “Why does leadership exist?” For when we reflect upon the answer to that question, we may gain further insight into ourselves as leaders, which mayenhance our understanding of what good leadership looks like and how we might best achieve it

Using Case Work as a Pretest to Measure Crisis Leadership Preparedness

Today’s leaders must thrive in a world of turbulence and constant change. Unstable conditions frequently generate crises, emphasizing the need for crisis leadership preparedness, which is missing from many business curricula. Thus, the purpose of this work was to develop a learning module in crisis leadership preparedness. As a baseline measure or pretest, 217 graduate students were asked to analyze two crisis leadership cases during the first week of an entry leadership class. Content analysis provided the method to identify where student analyses fell short. These gaps in learning then informed the creation of student learning objectives. Applying inquiry-based learning, I then suggest instructional methods that I incorporated into an active learning module to better prepare today’s leaders for crisis leadership

Predicting sonic pulse shapes of underwater spark discharges

Measurements of the acoustic pressure of spark discharges were made at a shallow depth (10 feet) for various voltages, stored energies, inductances and capacitances of the system, and electrode areas. The voltages ranged from 1500 V to 11 KV, and the energy storing capacitances from 8 to 800 ufd. In this range the peak pressure observed was proportional to peak current and the decay constant of the pressure-time curve was essentially the same as the electrical discharge decay constant.Office of Naval Research under Contract Nonr 1 367(00) NR 261-10

Psychological effects of rapid weight loss and attitudes towards eating among professional jockeys

We examined the psychological effects of rapid weight loss among a sample of 41 professional jockeys (mean age 30.9 years, s¼7.0). Participants completed the Brunel Mood Scale (BRUMS) and the Eating Attitudes Test-26 (EAT-26) to establish the relationships between rapid weight loss, mood, and attitudes towards eating. These instruments were administered on three occasions: at the jockeys’ minimal weight (achieved through rapid weight loss), their optimal riding weight (when they were not excessively restricting their weight and felt healthy), and their relaxed weight (when there were no forthcoming light rides or no rides at all). It was hypothesized that when riding at minimal weight, jockeys would record a more negative mood profile compared with scores recorded at optimal or relaxed weights. The same trend was expected for eating attitudes. These hypotheses were supported as jockeys reported significantly more negative mood profiles and eating attitudes at minimal weight. The EAT-26 scores indicated the presence of disordered attitudes towards eating at this weight. These results suggest that jockeys’ endeavours to reach the minimum weight limit stipulated by governing bodies are likely to jeopardize their psychological well-being. Dialogue surrounding the appropriateness of current weight regulations is therefore encouraged