Digital Commons Network^™

Emotion Regulation Strategies And Perceived Emotional Intelligence: The Effect Of Age., Iwanna Sepiadou

Adultspan Journal

The aim of this study was to investigate the relationship between perceived emotional intelligence and the reported use of cognitive reappraisal and expressive suppression. We also investigated the possible effects of age on the aforementioned variables. The total sample consisted of 379 people (158 men, 220 women, 1 unreported). Across participants, 273 were young (20-39 years old) and 106 were middle-aged (40-65 years old). We found statistically significant positive correlations between the dimensions of perceived emotional intelligence and the reported use of cognitive reappraisal and negative primarily correlations between the dimensions of perceived emotional intelligence and the reported use of …

Credentialing Exam Hesitancy In Dietary Management Certificate Program Graduates: A First Look At Perceived Barriers, Sona Donayan

Journal of Research in Technical Careers

Certified dietary managers (CDMs) lead their food services team by ensuring food quality, safety, and palatability while applying nutrition principles to food purchasing, storage, preparation, and service. Despite labor shortages and forecasted growth in both healthcare and food services management jobs, approximately 30% of credentialing exam candidates forego their exam within the first year after completing a didactic career technical education program approved by the Association of Nutrition and Foodservice Professionals. Moreover, very few return to pursue their exam after the first year. This study explored, through the lens of the theory of planned behavior, the perceived obstacles contributing to …

What Is The Value Of Value Neutrality? Exploring The Tension Between Objective Scholarship And Activist Scholarship, Julia C. Newman

Gettysburg Social Sciences Review

In recent decades there has been an increase in activist scholarship, a specific type of work where scholars seek to generate knowledge and pedagogies that aim to solve issues of inequality through political change. The emergence of activist scholarship poses a challenge to the long-standing ideal of value neutral scholarship and, as a result, universities and academics are grappling with these competing visions of scholarship. Complete value neutrality within scholarship is impossible yet remains a desirable ideal. But in seeking value neutrality the voices of those who have been historically undermined should not have their thoughts dismissed simply because their …

Complete Issue, Patrick J. O'Connor Phd, Laura Owen, Moya Malcolm, Diana Camilo, Christopher W. Tremblay

Journal of College Access

No abstract provided.

Introductory Pages, Christopher W. Tremblay, Patrick J. O'Connor Phd, Diana Camilo, Laura Owen, Moya Malcolm

Journal of College Access

No abstract provided.

School Counselors’ Perspectives On Preparing Students Experiencing Homelessness For College, Stacey A. Havlik, Dana Brookover, Patrick Rowley

Journal of College Access

The purpose of the study is to investigate school counselors’ support of youth experiencing homelessness going to college. Using survey methods, school counselors reported their knowledge, perceived competence, advocacy, and actions related to supporting students experiencing homelessness in their college preparation. The results suggested that training and the number of students experiencing homelessness on counselors’ caseloads were significantly related to their knowledge and competence. Knowledge, competence, and advocacy all impacted the number of interventions utilized by participants. The implications of these results for school counselors and counselor educators are discussed.

(Non)Cognitive Dissonance? A Stakeholder-Based Exploration Of The Consideration Of Graduate Admissions Applicants' Personal Skills And Qualities, Reginald M. Gooch, Joseph H. Paris, Sara B. Haviland, Jose Sotelo

Journal of College Access

Prospective graduate students’ noncognitive attributes are commonly evaluated as a part of a holistic review of their admission applications. Yet it is difficult to determine which noncognitive attributes are considered by those who evaluate graduate admissions applications and what approaches they take to measure applicants’ noncognitive attributes. It is even less clear to what degree prospective graduate students understand how they are evaluated for graduate admissions and how the evaluation of their noncognitive attributes factor into admissions decisions. Drawing on surveys of graduate enrollment management (GEM) professionals and prospective graduate students in the United States, our study investigates the noncognitive …

Moving Beyond Transactions: Understanding The Relationships Between College Access Professionals And Underrepresented College-Bound Families, Stephany Cuevas

Journal of College Access

Framed by family engagement frameworks, this study presents four types of interactions college access professionals (CAPs) have with the families of underrepresented college-going students—inconsistent communication, transactional exchanges, student-family mediation, and trusting relationships—to explore the nature of family-educator partnerships for students’ college access. Drawing from in-depth qualitative interviews with a diverse sample of 20 CAPs, this study demonstrates that the nature of these interactions and their corresponding family engagement practices are influenced by CAPs’ job requirements and previous experiences working with families. This ultimately shapes their ability to invest in and develop strong, trusting partnerships with students’ families. By understanding these …

Master Narrative Of College Access Belies Reality For Today’S Students, Jonathan S. Lewis, René A. Hernandez

Journal of College Access

Master and alternative narratives offer a useful framework through which to consider contemporary issues in college access. Implicit and ubiquitous, the master narrative of a linear progression from high school through a residential college toward a fulfilling career has long been dominant. Meanwhile, alternative narratives of fluid, dynamic, alternate pathways are ascendant, having received a boost from the Covid-19 pandemic and the stubborn lack of affordable postsecondary options. Observing a decline in a shared cultural narrative about college, the authors recommend that advisors help students to sort through possible storylines and then write their own.

From Pre-College Grads To Undergrads: Encouraging Full-Time Enrollment After Summer Programs, Meghan Buckley Ph.D.

Journal of College Access

This guest perspective argues that converting in-person summer pre-college program participants into matriculated, degree-seeking undergraduate students at that same institution is a multi-step process that involves: 1) strategic pre-college program recruitment, 2) a curated and well-rounded summer pre-college experience that is both academically rigorous and socially dynamic, and 3) continued and consistent post-program engagement. It also argues that summer pre-college programs should work intentionally with Admissions departments during pre- and post-program development to create the most effective recruiting and enrollment pipelines from pre-college to eventual matriculation

An Exploratory Comparison Of The Impact Of Covid-19 On American And Chinese College Student Lives, Arvind Agrawal, Alan Hamlin, Steve Barney, Yongchuan Shi

Mountain Plains Journal of Business and Technology

US and Chinese students in their home countries rated their life experiences since the advent of Covid-19 on various aspects of their lives, including academic performance, social life, and emotional, financial, and physical well-being. Input was also received about how Covid-19 has affected their communication, career planning, and post-graduate goals.

To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their personal lives. The survey had 56 questions, with 1580 students responding, providing both objective input and subjective comments. Due to the volume of …

Toward An Identity For The Field Of Doctoral Education In Health Sciences, Lauretta Cathers, Kieran Fogarty, Lynda T. Goodfellow, Christina B. Gunther, Beverly W. Henry, Douglas A. Kuperman, Laura Santurri, G. Zipp

Journal of Innovation in Health Sciences Education

The Association of Doctoral Programs in Health Sciences (ADPHS) was informally established in November 2019, officially incorporated in August 2021, and is currently a 501(c)(3) non-profit organization comprised of the directors of member doctoral programs of health sciences. The ADPHS grew from informal discussions among program directors who agreed that a major problem in the field of doctoral education in health sciences was the lack of a clearly defined and easily articulable identity. The discussions led to the drafting of an informal and nonscientific survey used to help clarify the current health sciences education environment, relevant emerging trends, and the …

Addressing Climate Change Anomie In Teacher Education, Teresa Anne Fowler

Northwest Journal of Teacher Education

This research project sought to understand how preservice teachers explore their relationship with Science and confidence in teaching about climate change in Science education amid a culture of denial regarding the impact of the climate crisis. Using data from three cohorts of students in an elementary Science methods course, this paper shares the context of climate change acceptance in the province of Alberta, Canada, the fossil fuel economic hub of Canada, and how using Journell’s framework for controversial issues alongside a critical energy literacy framework using inquiry, supported preservice teachers to address their hesitancy in Science classrooms to engage with …

Preservice Teachers Learning To Teach In An Anti-Racist/Climate-Justice Program: Challenges And Promises, Richard Sawyer

Northwest Journal of Teacher Education

The global climate crisis represents the most urgent problem facing the planet, impacting social, cultural, political, economic, and environmental dimensions of life. Alarmingly, it has impacted communities of color in disproportionate ways (Goddell, 2023; Pellow, 2013). The climate crisis, along with the intertwined context of racism, places a profound responsibility on social justice teacher educators to prioritize addressing these issues in teacher preparation. The intent of the following two case studies is to explore the impact of a project based teacher preparation program focused on cultural and environmental justice on the pedagogical knowledge and practice of teaching interns at the …

Unlocking The Power Of Experiential Learning: Student Reported Changes Following Combined Nicu Instruction, Megan M. Black, Natalie A. Perkins, Valerie F. Mcdaniel

Pacific Journal of Health

Purpose: This study aimed to assess the impact of in-person observation, in conjunction with didactic lectures, on students' perceived knowledge of speech-language pathology's (SLP) role and the roles of other healthcare professionals within the Neonatal Intensive Care Unit (NICU).

Method: Data for this study were initially collected for educational purposes and were later retrospectively analyzed with Institutional Review Board (IRB) approval. Ten participants who met the inclusion criteria underwent a didactic lecture on SLPs in the NICU followed by observing an SLP in action at a local NICU. Participants completed multiple surveys, allowing for a comparison of their perceived knowledge …

Diminishing Graduate Student-Teacher Power Dynamics Through Care And Vulnerability, Takhmina Shokirova, Lisa Ruth Brunner

Feminist Pedagogy

In this critical reflection, we discuss the concepts of ‘care’ (hooks, 1994) and ‘vulnerability’ (Cano Abadía, 2021) as they relate to the student-teacher power dynamics instructors often face – consciously or not – in graduate-level post-secondary contexts. We suggest that, when practiced together, care and vulnerability offer ways to diminish power imbalances between instructors and students.

The Symbolic Capital Of The Neoliberal University, Chad Lavin

Emancipations: A Journal of Critical Social Analysis

The paper examines the concerns about the enduring value of liberal education in the broader context of a shift from a liberal to a neoliberal society. While so much literature on “the neoliberal university” tends to characterize neoliberalism as a hostile force invading the sacred space of the university, the knowledge comprising neoliberalism is in large part the product of research coming out of universities. Using the concept of symbolic capital to explore the role of university researchers in developing and consecrating neoliberal ideas, the paper argues that even in this era of heightened skepticism toward experts and expertise, university …

Rethinking The Two-Body Problem: Using Grounded Theory To Understand Experiences Of Partner Hires, Elisabeth Day Mcnaughtan, Jon L. Mcnaughtan, Cameron C. Brown, Grant R. Jackson

The Qualitative Report

The abundance of dual-career couples in academia has led many universities to implement partner-hiring policies and practices to extend a job offer to a candidate’s/employee’s partner to either recruit or retain the target hire. Most of the existing research in this area has focused on institutional policies and practices, with less attention given to the experiences of couples who have received such accommodations. The present study used a grounded theory method and qualitative interviews to analyze the process and perceptions of target hires and accommodated hires working in U.S. postsecondary institutions. Participants shared barriers they experienced, strategies employed to optimize …

Fiction Book Reviews

The Christian Librarian

No abstract provided.

Teaching And Practicing Goal Setting In A Course Onboarding Module, Jedediah E. Blanton, Rachel E. Williams

Educational Practices in Kinesiology

Teaching about the empirical evidence and basic tenets of setting and pursuing goals is a common topic in undergraduate kinesiology courses, especially in sport and exercise psychology. Yet, many textbooks and materials include goal setting as an applied skill or behavior change process buried in the middle of the term. In this article, we will define types of goals and share a goal setting activity that may be scaled for a variety of courses and class sizes. The purpose of this article is to share a proposal for opening the course by first covering the topic of goal setting. The …

Call For Submissions For Volume 37, Angela M. Hosek

Basic Communication Course Annual

No abstract provided.

Forum Response — The Only Constant Is Change: Exploring Grief, Burnout, Ungrading, And Ai In The Basic Communication Course, Kristina Ruiz-Mesa, Ana Terminel Iberri

Basic Communication Course Annual

In the years since the start of the COVID-19 global pandemic, the world of higher education has seen incredible developments in teaching modalities, increased awareness of the socio-political and economic constraints facing many of our students and faculty, and an acute awareness of the rhetorical and material precarity that is facing higher education (Morreale et al., 2022; Ruiz-Mesa, 2022). These precarious conditions have contributed to questions regarding the future of higher education and adaptations needed to serve our diversifying student needs and address the pressing issues facing our world and our campuses. Conversations about well-being in the basic course classroom …

A Basic Investment In Mercy: Problematizing Assessment In The Basic Course, Kate Swartz

Basic Communication Course Annual

This essay addresses the assessment aspect of the Basic Course; namely, it problematizes our reliance as instructors on traditional grading schema that interfere with our students’ best interests. I address this problem with a mercy-centered approach that uses an ungrading assessment method. In doing so, I acknowledge potential issues with this approach as well as argue for its expanded use as a merciful, beneficial way to provide feedback.

Future-Ready Teaching: Embracing Ai In Basic Communication Courses, Dious Joseph

Basic Communication Course Annual

In a time when technology is being quickly incorporated into everyday life, artificial intelligence (AI) has taken on a significant role in education (Ocaña-Fernández et al., 2019). AI's ability to revolutionize society holds great promise for redefining human-machine communication (HMC) in the context of education (Edwards & Edwards, 2017). In basic communication courses, where foundational skills are taught and enhanced, AI introduces challenges and opportunities that warrant reexamining present teaching approaches. The present document envisions the significance of integrating artificial intelligence across educational platforms, including Blackboard and Canvas, by embedding AI technologies directly into these systems. This approach contrasts with …

Balancing Expansion And Exhaustion: Burnout In The Basic Communication Course, Nicholas T. Tatum, Jeffrey T. Child

Basic Communication Course Annual

In this forum, the pressing issue of burnout in the basic communication course is discussed as demand for this course continues to grow, posing challenges for administrators and instructors. The forum examines potential causes and consequences of burnout with a primary focus on the well-being of those involved. It aims to advocate proactive measures, including addressing director positions, supporting graduate teaching assistants, and tackling part-time faculty issues, emphasizing the importance of addressing burnout to ensure the course's future and uphold its quality.

Grief In The Basic Course, Carly Densmore, Jessica Cherry

Basic Communication Course Annual

In a broad search of the Basic Communication Course Annual, there is little discussion regarding student or instructor grief in the basic course. However, in our own experiences teaching the basic course, student expressions of grief are common. Grief is expected to be hidden or silenced, and is often not welcomed in the classroom (Hurst, 2009). Grief is unique to each individual; we can feel grief over a variety of losses, and there is no one way to cope with grief. Grief is not only an emotional but a physical experience, and it is not “a relinquishing of ties to …

Section Introduction: Basic Course Forum

Basic Communication Course Annual

No abstract provided.

Promoting Critical Deliberation: Bridging Civic Engagement And Social Justice In The Basic Course, Jennifer Y. Abbott, Jordin Clark, James Proszek

Basic Communication Course Annual

With increasing threats to democracy, we call for communication educators to renew and re-examine their commitment to advancing civic engagement in the basic course. Given recent scholarly criticism that civic engagement pedagogies falsely present democratic practice as neutral or apolitical and reinforce the status quo, we set an agenda for basic course instructors to re-envision civic engagement through a more critical and equity-oriented approach. To aid that effort, we present a Critical Deliberation speech assignment that challenges student groups to prepare a 20–25-minute informative presentation about a public controversy and then lead their classmates in a 25-minute deliberative discussion. In …

Are We Really Basic Bitches? A Call For Resistance And Recognition, Joshua E. Young, Allison D. Brenneise

Basic Communication Course Annual

We explore the history and position of the foundational communication course (FCC) in communication education. The material impact of calling the course basic since the 1940s has caused internalized oppression, which results in a lack of innovation and general disempowerment. The use of the term basic to describe the foundational communication course reflects little cultural awareness of the impact of the word. The term basic also demonstrates a need to adapt the course to meet the needs of its constituents. Failing to adapt may result in more oppressive conditions for communication education, a problem if the discipline is to make …

Assessment ‘Responsabilities’ In The Basic Course: Evaluating Public Speaking Rubrics, Miranda N. Rouse

Basic Communication Course Annual

Procedures and practices that are ableist in the educational system have been long overlooked. Speakers having differing abilities than neurotypical or able-bodied individuals is often not something that is considered in basic course assessment tools. This is important to address because although there are institutional policies and procedures in place to help students with differing abilities, instructors of public speaking have the autonomy or power to determine how such accommodations will affect the speech grade determined by the assessment tool. Power relations are significantly complicated in educational settings when strict hierarchies are imposed, and when instructors abuse their authority, which …