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Leading from the Middle – How Gen X Leaders are Navigating Their Leadership Experience with Baby Boomers and Millennials
Get PDFLeadership in higher education is often evaluated and scrutinized. As with many other professional settings, good leadership often defines the success of the organization. This is also true in higher education. In order to help define what success looks like in the area of leadership, one evaluation point is to examine the age and generational position of the leaders within an institution. Looking at these relationships and connections can open a pathway of understanding in relation to quality of leadership and strength of relationships between leader and worker. Other studies and evaluations exist on the Greatest generation, the Baby Boomer generation, and even more recently the Millennial generation. Yet, there is little research on Generation X and their experiences in managing between these other generations.
The purpose of this qualitative study was to explore the evolution of the Generation X leader in higher education and their relationships with Baby Boomers, Millennials, and now Generation Z as they enter the workforce. Ten Generation X leaders working within a public college and university system agreed to participate in the study. Findings from this study, connected to the research questions, reflected themes of leadership journey influences, tendencies of the other generations and how those factors influenced interactions and best practice, and the outlook of leadership in higher education going forward. These themes revealed consistency in best practice, pitfalls, and optimism for what is ahead as Generation X leaders in higher education institutions lead from the middle
Transitioning into College During a Pandemic and Civil Unrest
Get PDFThis qualitative constructivist case study examines how the graduating class of 2020 navigated the transition into college during a pandemic and civil unrest. The semi-structured interviews allowed for emic language and exploration of personal experiences of the emotional, social, and cultural impacts on this unique year of transitioning into higher education. The participants graduated from a large suburban high school and attend a large urban university in the Midwest. This research provided the opportunity for students to share their thoughts and feelings as they traversed this new landscape. The result of the research identified themes that supported the successful transition during this unprecedented time. Themes included Schlossberg’s four S’s: support, self, situation, and strategy. Motivation was also a very clear theme to aid in the transition process. The completion of this research provided evidence that more studies would provide knowledge and applicable suggestions for students transitioning into college during precarious times.
Keywords: Transition, Pandemic, Civil Unrest, Schlossberg’s Transition Theor
Developing Instructional Methods in Science Class for Students with Learning Disabilities
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St. Cloud Area Quarterly Business Report, Vol. 23, No. 4 - Podcast
No full textSt. Cloud State University School of Public Affairs Dean King Banaian and Professor Richard MacDonald provided a virtual review of the December 2021 Quarterly Business Report. While private sector employment in the St. Cloud MSA rose 2.2% in the 12 months to October 2021, the area’s labor force fell by 1.9%. This has led to very tight labor markets according to respondents to the St. Cloud Area Quarterly Business Survey with expectations of higher wages in the next 6 months. Two-thirds of survey respondents expect to be able to raise prices in the next six months, an all-time high. We review information about local and national trends in telework. Almost half of area firms surveyed have one or more workers regularly scheduled to work from home, and 22% said these arrangements will last for a year or longer.https://repository.stcloudstate.edu/scqbr_video/1008/thumbnail.jp
St. Cloud State Magazine [Spring/Summer 2021]
Get PDFhttps://repository.stcloudstate.edu/magazines/1151/thumbnail.jp
Evaluating Participant Performance During Discrete Trial Training with Various Sources of Materials
Get PDFPrevious research has shown that board certified behavior analysts have participated in gift giving exchanges with their clients. There is minimal guidance from the Behavior Analyst Certification Board in what constitutes a gift and how gift giving might influence client behavior during discrete-trial training sessions. This proposal aims to provide a foothold into research on the use of stimuli provided by behavior change agents and parents in applied behavior analysis. Behavior change agents may include multiple members of a client behavior change team, such as therapists and parents. First, the study aims to evaluate if stimuli provided by behavior change agents, or parents, influence discrete trial teaching performance when compared to standard stimuli typically used during sessions. The second dependent variable will be the duration of client engagement with stimuli from each source. Third, the present study will explore the duration of problem behavior(s) during DTT sessions. The fourth dependent variable will be clients’ staff preferences. Lastly, the present study also explores the extent to which researcher or parent-provided stimuli may impact duration and content of parent interactions with therapists
To Perform or Not to Perform? Examining the Effects of Gender and Written Communication Style on Task Completion
Get PDFI study the effect of two power categories, gender (male/female) and written communication style (strong language/weak language) on performance. To examine this relationship, these two attributes are considered in a request to perform a task using an experimental design on Amazon Mechanical Turk. Three variations of the experiment are performed: announcing an additional monetary reward for task performance, not announcing the reward, and explicitly warning that no reward is provided. I find significant differences in task performance caused by communication style such that weak language achieves 22.4 percent higher probability of task performance for male requesters while strong language has 11 percent more likelihood to achieve task performance for female requesters. Only the last experiment finds robust results and in two experiments no conclusions can be drawn due to the lack of variation in task performance. Omitted variable bias and lack of sample power might explain inconsistent results across experimental designs, and, while the lack of monetary reward in the third experiment does not allow for conclusions about task performance in hierarchical relationships, it does on the willingness of participants to perform a helpful act for the requester
The Use of Social Media in the Classroom: Practice of Implementing Online Activities in Writing Classes
Get PDFSocial media-based activities, such as blogging or tweeting, have recently been integrated into the higher education system and become a part of writing, communication, and composition classes. Numerous studies describe teaching practices that involve the use of social media in the aforementioned classes. As a contribution to the previously conducted research, this study explores comprehensively the experiences of professors who utilize social media as a part of classroom activities in FYC/Advanced Composition. To compile and compare the experiences of composition teachers, I collected narratives that included participants’ reflection on the process of learning about social media. My work included interviewing each participant via Zoom and analyzing the collected material. The main limitation of the study has been a small number of participants that did not allow generalizing information about compositionists’ experiences. Despite the given limitations, the results of the study are expected to be a valuable source of information and inspiration for writing instructors who want to incorporate social media in the classroom. The study introduces social media-based activities and scholarly sources that participants proved to be helpful, provides practical recommendations on addressing students’ challenges, and demonstrates the value of educational networks and collaboration in the field of composition
Postsecondary Transition Planning for Students with Autism Spectrum Disorders
Get PDFTransitioning from student to adulthood with Autism Spectrum Disorder. What services or programs are available for those students after they have aged out of the educational setting and what is done to prepare them prior to transitioning into their post-secondary education or employment? With more than 76,000 students transitioning into adulthood with Autism Spectrum Disorder, and the 1.27 million adults what are the success rates of obtaining a job for students transitioning into adulthood with Autism Spectrum Disorder