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Quality Education: Business Students’ Perspectives on what Determines Quality at a Central United States Private Liberal Arts University
Full text link156 leavesAs universities face the ongoing challenge to recruit and retain students, the demand for a quality
education has become increasingly important; however, the definition of a quality education
remains nebulous. While there is disagreement on who or what the focus for the definition of a
quality education should be, many agree on the importance of a quality education at the
university level and believe that students should be the key focus when defining what is a quality
education. The purpose of this pragmatic study was to focus on students’ perspectives on how
campus environmental factors affect the way current students experience and interpret their
university’s environment and ultimately determine what is a quality education. Using an
exploratory, descriptive approach that incorporated utilization-focused evaluation methodology,
this research was guided by the following overarching research question: What is the influence
of the university environment as defined by Strange and Banning (2001, 2015) on business
students’ perspectives of a quality education at a Central United States Private Liberal Arts
University? Participants were students with a declared major within the School of Business at a
Central United States Private Liberal Arts University. Data were collected online through an
anonymous student open-ended questionnaire. Ten themes emerged from data analysis that led to
recommendations for universities to consider: (1) focusing a higher percentage of their overall
resources on the physical environment, (2) students’ comfort on campus and in the classroom,
(3) students’ ease of accessibility to: classrooms, professors’ offices, study spaces, and
technology, (4) diversity and its effects on inclusion, (5) promoting positive professor/student
and student/student relationships, (6) learning/teaching styles, (7) effective student support
systems, (8) promoting a dynamic environment, (9) effective formal and informal campus
organizations, and (10) students’ needs for belonging. Findings from this study imply: all four of Strange and Banning’s (2001, 2015) environments (physical, human aggregate, organizational, &
constructed) are important for recruiting students, all four become even more important for
retention, and the physical environment is the most important of the four environments. Proposed
future research could: explore the primary themes in this study in more detail to develop more
narrowly focused actionable results, replicate this study in different content areas (e.g., art,
education, math, sciences) and at different types of institutions to determine whether the themes
remain consistent, and replicate this study to further explore the implications from this study that
universities should spend more of their limited resources on the physical environment
A Multi-Case Study of Private Institution Undergraduate Anatomy and Physiology Faculty in One Midwest State
Full text link145 leavesProblem: The 1996 NSF report on educational reform in STEM focused on the development of pedagogical methods used in the classroom. Reform was prompted by a drastic number of undergraduate students dropping out of programs for science majors, with ineffective teaching as the primary reason for their departure (Addy, Simmons, Gardner & Albert, 2015; Bush et al., 2008). Reform efforts have focused on the implementation of pedagogical content knowledge and student-centered learning. However, many undergraduate science instructors have been resistant to change, as they do not have the pedagogical training to execute varying teaching methodologies.
Procedures: This multi-case study explored the pedagogical training and classroom practices of undergraduate Anatomy and Physiology instructors. The grand tour question was “What are the experiences of undergraduate Anatomy and Physiology instructors in their biological science content courses?” The Anatomy and Physiology instructors were selected using purposeful sampling. Six cases composed this multi-case study. An online survey, three-step semi-structured interviews and document reviews explored questions regarding pedagogical training and teaching methodologies used by Anatomy and Physiology instructors. Data analysis was conducted through the use of within-case and cross-case analysis to identify key themes. Validation of data was completed through triangulation, member checking, thick description (Geertz, 1973) and reflexive journaling. The findings were recorded in a qualitative structure to provide a narrative description of the lived experience.
Findings: Data analysis revealed six major themes and sub-themes related to the participants’ lived experiences. Those experiences involved teaching philosophy informing pedagogy, curriculum design criteria is key, components of a successful course schedule, active inquiry and collaborative learning in the classroom, methods to address student misconceptions and assessment and value of pedagogy experience and professional development. Participants’ stories were shared through the use of direct quotations.
Conclusions: Detailed findings and discussion related to the role of undergraduate Anatomy and Physiology faculty led to the following recommendations: increase pedagogical training in graduate programs, provide pedagogical professional development and support, appoint teaching partnerships for faculty and offer a support group for faculty. Further research should be directed in these areas
Bulldog Mural
No full textFollowing water damage in 2018, the Bulldog Mural in Olmsted Center, was restored as a LEAD Capstone project by 6 Drake University students: Carissa Bowie (BCMB), Christina Teufert (Health Service Management), Kual Jiel (Health Science Clinical & Applied), Ryan Brautigam (Public Relations), Devin Cates (Psychology), and Taylor Bischel (Health Science). Pharmacy student, Elizabeth Bald created the original tile art through her leadership position with Dog Town After Hours. The bulldog portrayed in the art was named "Porterhouse.
Self-Actualization Wellness: A Developmental Approach to Predicting and Reducing College Student Stress Related to Person and Environment Variables
Full text link193 leavesDespite the growing recognition on the importance of mental health and wellbeing, college
students’ mental health and wellbeing continue to decline. Given this information, research is
needed to explore potential predictors of college student stress. Utilizing a theoretical model of
Self-Actualization Wellness and the Person-Environment Fit Theory, the purpose of this study
was to explore potential predictors that may impact college students’ wellness. More specifically,
the extent to which a higher level of development in each of the seven dimensions of the
theoretical model of Self-Actualization Wellness reduces the impact of college student stressors
and areas of concern. Identified areas of college student stress or concern are a) person variables
and b) environment variables. A quantitative approach and survey methodology were utilized in
this study. Moreover, participants included 199 college-aged students, mostly undergrads, from
universities in the central United States. Independent samples t-test revealed males had a higher
mean self-sufficiency, self-care, self-assess, self-advocate, and self-advocate score than females.
Furthermore, hierarchical regression analyses suggested that gender, ethnicity, age, intelligence
beliefs of a growth mindset, level of extroversion, and six of the seven dimensions of Self
Actualization Wellness (self-sufficiency, self-care, self-social understanding, self-assess, self
advocate, and self-compassion) statistically significantly predicted person variables and
environment variables. Recommendations for college students, postsecondary institutions, and
policy makers and discussed, along with recommendations for future research
Reentry Education and Program Development: Philosophical Approaches of Senior Administrators to Reduce Recidivism Rates in Correctional Institutions
Full text link174 leavesThe ways in which modern civilizations have addressed crime and sought solutions to promote
public safety is ongoing and ever changing. Over the years, efforts to marginalize criminal
activity have included major legislative changes, local policy changes, increased regulations, and
restrictions on those who have committed crimes. Effective corrections administrators are having
a positive impact by reducing recidivism rates and promoting public safety. Successful
corrections administrators are reducing recidivism, reducing the effects of collateral
consequence, and promoting growth of social capital (e.g., social skills and relationships), human
capital (employable skills), and cultural capital (e.g., community and public safety). Effective
corrections administrators not only manage their facilities’ daily operations, they also provide
effective reentry programming to help provide criminal offenders a strong chance of success
once they return to their communities. A current challenge facing the criminal justice arena is
that many corrections administrators are retiring, prompting a predicted fear of a correctional
administer shortage. The purpose of this case study was to determine the attributes, philosophical
perspectives and operational methods of corrections administrators producing successful reentry
results. Four state prison wardens participated in this study, each of which are wardens of
facilities producing recidivism rates far below the national statistics. Data was collected via a
three-part series of semi-structured interviews. Four themes emerged during data analysis: (1)
Emphasis on safety (2) Education and training (3) Rehabilitate and habilitate inmates as a whole
person (4) Commitment to the profession and advocacy. The findings of the study produced a
potential blue-print for the hiring process, as an exceptional amount of experience, foresight, and
wisdom was shared by the participants
Stark v. City of Kings Landing, Brief for Appellee (City of Kings Landing)
No full textLegal Brief. 17 pages2018 Supreme Court Celebration Competition Problem:
Stark v. City of Kings Landing
Ned Stark, owner of Winterfell Welding & Services, was hired by Lyanna Mormont to thaw a frozen water line at her home in Kings Landing. Stark disconnected Mormont’s water meter. He connected the positive electrode of his arc welder to Mormont’s plumbing system and the negative to the curb shutoff at the neighboring residence of Meera Reed, after the City’s Water Department employee could not locate the curb shutoff valve for the Mormont home. It is undisputed that the City employee advised Stark the curb stop was for a neighboring residence, and Stark alone was responsible for attaching his negative cable to said curb stop.
Shortly after Stark finished thawing Mormont’s frozen water line, the Tarly home adjacent to the Reed residence caught fire and sustained damages in excess of $368,000. The Tarlys filed a homeowners claim with Ironbank Insurance, who then filed a negligence action against Ned Stark, alleging that he allowed electrical current into the Tarly home to cause the fire.
Stark filed a Cross-Petition to implead the City and seek contribution/indemnity. Stark asserted he was acting in concert with the City when thawing the pipes, and the location of curb stops was the independent duty of the City. The City later filed a Motion for Summary Judgment claiming statutory immunity. The court denied the City’s motion after hearing differing expert opinions as to who caused the damage.
The trial court sustained a Motion for Summary Judgment filed by Plaintiff Ironbank. The court noted that experts agreed the fire started with electricity flowing from Stark’s arc welder into the Tarly residence. The court concluded as a matter of law that Stark owed a duty to exercise reasonable care, and his breach of that duty caused the fire. The trial court sustained a Motion to Reconsider by the City after it reasserted its statutory immunity claim. The trial court dismissed Stark’s cross-petition against the City with prejudice. Stark filed this appeal of the order dismissing his cross petition.Simmons Perrine Moyer & Bergmann, PL
The Impact of Mindset, Relationships, Engagement, and Hope on Predicting High School Students’ Level of Risk
Full text linkFailing to complete high school has lasting personal, social, and economic consequences
for students. Multiple factors, including low or failing grades, poor school attendance, and low
standardized test scores place students at risk of dropping out of school. Schools, state, and
federal government sources have contributed significant resources to assisting students who are
categorized at risk for dropping out of school, yet the four year graduation rate remains at only
84% (National Center for Education Statistics, 2018).
Using Bronfenbrenner’s (2005b) Bioecological Model of Human Development, the
purpose of this study was to determine to what extent beliefs about mindset, engagement, hope,
and relationships predict level of risk for high school students. This study used a quantitative
approach and survey research methodology. Participants were 319 high school students from a
suburban high school in the Midwest region of the United States. Demographic variables as well
as independent variables regarding effort, natural ability, engagement, student relationships and
aspects of hope were considered for analysis.
Hierarchical multiple regression analysis indicated a fixed mindset with respect to natural
ability, a lack of positive relationships with peers, a lack of positive relationships with another
adult in school, and a lack of belief that one will graduate from high school were statistically
significant predictors of the level of risk for high school students. Implications for school leaders,
teachers, and students are discussed as well as potential future research
Who They Know and What They Know: Risk Management Implications of Subcontractors’ Interfirm Alliances and Service Scope
Full text link20 pagesThis project management study examines subcontractor selection through the lens of risk
management and identifies the possible combined impact of subcontractor interfirm alliances
and service scope on project outcomes. Utilizing company records and qualitative interview data
from members of a joint venture, whose two stakeholders were oil and gas multinational
corporations operating in Saudi Arabia, we posit a 2x2 matrix indicating the preferred quadrant
in which subcontractors could be selected. From the data, it appears subcontractors who are
both free from interfirm alliances and offer a wide scope of services are preferred. Project
managers should exercise caution when employing subcontractors whose service offerings are
limited and are aligned in some fashion with the main contractor through joint ventures or
subsidiaries
A Multi-Case Study of the School Experiences of Rural High School Gifted English Language Learners in One Midwest State
Full text link215 leavesProblem: The English Language Learner (ELL) population is the fastest growing student population in the United States (Kanno & Cromley, 2013), but continues to be underrepresented in gifted education (Peters & Engerrand, 2016; Siegle et al., 2016). The flawed policies and procedures that prevent ELLs from being identified for gifted programming have been widely documented (Card & Giuliano, 2015; Ford, Grantham, & Whiting, 2008; Harris, Rapp, Martínez, & Plucker, 2007). However, there is a dearth of literature exploring the school experiences of rural high school gifted ELLs once they have received placements in gifted programs.
Procedures: This multi-case study explored lived experiences of four rural high school gifted ELLs in one Midwest state. A single overarching question guided this study: “What are the school experiences of rural high school English Language Learners who have been formally identified for gifted programs?” This study used purposeful sampling to ensure participants met the criteria (Creswell, 2013), and opportunistic sampling (Judd, 2006) to collect data through one-on-one interviews, fieldnotes, and reflexive journaling. The data analysis involved reviewing the information to find patterns, creating coding categories, and then developing general themes from those categories. The verification of the data included triangulation, clarifying researcher positionality, member checking, and thick descriptions. Findings: The first theme that emerged was that students did not have regular interactions with the gifted teachers in their building and the primary method of programming was Advanced Placement, dual credit, honors, or on-line classes. Second, students did not have opportunities to learn more about their own cultures, or share knowledge about their own cultures with their peers. Third, students had gaps in both their first language and second language. Students spoke their native languages at home, but did have the chance to maintain or advance their first language at school by listening, speaking, reading, or writing. Also, all students reported gaps of varying degrees in their English grammar. The final theme was that students felt appropriately challenged in their advanced classes and liked their style more than general education classes. Conclusions: Students enjoyed their advanced classes more than their general education classes because there were more opportunities to go in depth with coursework, engage in class discussions, and complete projects. General education classes were more lecture-driven with few opportunities to collaborate with peers. Students reported their classes were challenging, but enjoyable. None of the students reported negative reactions from parents, teachers, or peers because of their placement in the gifted program. All students had positive interactions with the teachers of their advanced classes and peers, and had many friends in those classes.
Recommendations: More research needs to be conducted into comprehensive services for rural high school gifted ELLs. Students had access to advanced coursework but lacked social and emotional supports, along with college and career guidance. In addition, students need more opportunities to share about their beliefs, values, and traditions with classmates; to learn more about their cultural heritage; and to read, write, and speak their native languages at school. Finally, all educators need professional development to learn how to become more culturally competent in the classroom
Job Satisfaction Levels Among Iowa Public School Superintendents
Full text link103 leavesWhile there is still much to learn about superintendent tenure, this study explored the
importance of superintendent job satisfaction connected to longevity. The correlation research
was designed to extract which factors increase superintendent job satisfaction and influence a
superintendent to stay. The national average tenure for superintendents has been reported as 5.6
years, with other numbers between five and six years, depending on who conducts the study
(Johnson, Huffman, Madden, & Shope, 2011). Regardless of the actual number, there is a
general agreement that turnover occurs more frequently than is optimal (Marzano, Waters, &
McNulty 2009; Pascopella, 2011). A de-centennial study done in December 2010 by the
American School Superintendent found it has become very apparent that one of the key elements
in running a successful district is stability.
This quantitative study measured public school superintendent job satisfaction in the state
of Iowa. Five research questions guided this study: What are the demographics and school
settings of the superintendents who participated in the study, what components of the PERMA
Model contribute most strongly to superintendent job satisfaction, to what extent do number of
total years of experience as a superintendent, total years of experience as superintendent in the
current district, education level, and salary have on overall job satisfaction, to what extent do the
various factors that superintendents indicate they might consider in deciding whether or not to
leave their current position have on job satisfaction, to what extent does school setting, student
enrollment, and student enrollment trend have on superintendent job satisfaction?
The survey instrument was based on the work of Dr. Martin Seligman, director of the
positive psychology center at the University of Pennsylvania, who designed the PERMA (positive emotion, engagement, relationships, meaning, and accomplishment / achievement)Model and sent out to all Iowa public school superintendents. Overall, on a scale one to five, superintendents reported a job satisfaction level of 3.78. The findings yielded five statistically
significant factors that either positively or negatively impacted overall superintendent job satisfaction.
This study is recommended to be replicated over the course of several years to generate
comparable data sets. Another recommendation is to conduct the study and break down the
results by the age of the superintendent and then sorted by the various generations such as baby
boomers, generation x, and millennials