Vocational Education Commons^™

Modeling Early Indicators For Success In An Associate Degree In Nursing Program, Joseph D. Moss

Educational Leadership & Workforce Development Theses & Dissertations

Persistent nursing workforce shortages across the United States have increased the importance of Associate Degree in Nursing (ADN) programs as primary entry points into the profession. Community colleges prepare a substantial portion of the nursing workforce; however, attrition within ADN programs limits the number of graduates entering practice. Understanding factors associated with academic performance and program completion is essential for strengthening nursing education pathways and supporting workforce development. The purpose of this quantitative study was to examine early academic and sociodemographic factors associated with successful completion of an ADN program at a suburban community college.

Guided by Becker’s Human Capital …

A Critical Discourse Analysis Of Community College Presidential Job Announcements And The American Association Of Community Colleges Competencies For Community College Leaders, Leslie M. Boon

Educational Leadership & Workforce Development Theses & Dissertations

Women are overrepresented as students and employees of community college, yet they are underrepresented in presidential leadership roles. Prior research has examined the career trajectories and experiences of women aspiring to community college presidencies; however, less research has examined how discourse shapes expectations of leadership. Because community colleges have been described as gendered, the language used to describe leadership competencies may reinforce gendered assumptions about effective leadership. The purpose of this study was to examine the discourse of community college presidential job announcements and the American Association of Community Colleges’ (AACC) Competencies for Community College Leaders (4th edition) to examine …

Grant-O-Thon: A Designathon-Informed Grant Writing Program To Enhance Research Grant Writing Skills In Low- And Middle-Income Countries, Yusha Tao, Gifty Marley, Lauren Fidelak, Bin Yu, Yusuf Babatunde, Anita N. Walker, Anthony A. Attama, Andrea L. Conroy, Esther K. Afolabi, Dimitrios N. Vatakis, Iheanyi Omezuruike Okonko, Shyngle K. Balogun, Hongyun Fu, Xin Peng, Ijeoma M. Ifeorah, Patience Kukundakwe, Alexandra Cossio, Ifeoma M. Obionu, Ángela Patricia Beltrán López, Matthew Idowu Olatubi, Ucheoma C. Nwaozuru, Yuanyi Chen, Huachun Zou, Eneyi E. Kpokiri, Daniil Wu, Oliver Ezechi, Juliet Iwelunmor, Meredith Labarda, Jason J. Ong, Weiming Tang, Joseph D. Tucker

Department of Pediatrics Faculty Publications

Problem

Early career researchers in low- and middle-income countries (LMICs) face substantial barriers when writing research grants and have limited writing support. A designathon approach was applied to organize a grant writing workshop (grant-o-thon) tailored for early-career LMIC researchers. This study describes the planning, implementation, and participant-reported outcomes of the grant-o-thon as a participatory training approach.

Approach

Grant-o-thons were organized in 2023, 2024, and 2025. Consistent with the designathon model, the grant-o-thon was structured in three stages: preparation using co-creation with end-users, intensive collaborative teamwork supported by mentor feedback and weekly writing deliverables, and structured follow-up. Each grant-o-thon consisted of …

The Presidential Address To The Association For Career And Technical Education Research: Cte Research Ecosystem Growing Scholars And Workforce Capacity, Michelle E. Bartlett

Educational Leadership & Workforce Development Faculty Publications

Career and Technical Education (CTE) research has advanced knowledge, strengthened communities, informed policy, and expanded pathways to opportunity for decades. As ACTER begins a new chapter, we are invited to imagine the future of our field beyond a linear pipeline. We can embrace a view of CTE research as a living ecosystem that grows talent, supports collaboration, and sustains discovery over time. This presidential address emphasizes three priorities for that future: applied research that reaches practice, mentorship that nurtures the next generation of scholars, and partnerships that ensure knowledge becomes action. By centering learners and communities in our work, we …

Infusing Authenticity Into A Service-Learning Program: Examining Long-Term Impacts On Professional Development, Mohan Yang, Jonathan Harbor, Belle Li, Jacqueline Nikiema

Educational Leadership & Workforce Development Faculty Publications

Purpose

The employability of postgraduate students remains a critical concern in higher education, as postgraduate programs, particularly at the doctoral level, traditionally focus on disciplinary and research competencies. This leads to a lack of adequate preparation for employment, especially for non-academic roles. This study examines the long-term impacts of an authentic service-learning program on trainees' professional lives, with a particular emphasis on academia. This addresses the need for insight into the long-term impacts of initiatives that enhance postgraduate programs with opportunities for students to acquire transferable competencies prior to entering employment.

Design/methodology/approach

We adopted a narrative inquiry approach to investigate …

Secondary Teachers' Experiences In International Professional Development For Convergence Research In Stem And Tradition, Rachel Sparks White, Kristie S. Gutierrez, James K. Ferri

Teaching & Learning Faculty Publications

Convergence education promotes learning experiences that integrate science, technology, engineering, and mathematics (STEM) to address complex real-world problems. However, secondary teachers often report limited access to professional development (PD) and curricular resources that support transdisciplinary instruction. This exploratory case study examines how four secondary teachers (three chemistry; one engineering) made sense of a transdisciplinary PD model, Convergence Research in STEM and Tradition (CReST), that leverages cultural heritage artifacts (Renaissance frescoes) as boundary objects to connect chemistry, engineering, world history, and technology. Teachers participated in a four-day immersive PD experience in Firenze (Florence) and Pisa, Italy, that included site-based learning, interaction …

Pre-Service Elementary Teachers' Science Content Knowledge And Confidence: Teaching Science Methods With Metacognitive Awareness Activities, Demetrice Smith-Mutegi, Erika Wise

Teaching & Learning Faculty Publications

Few elementary teachers are confident in teaching science or in their science knowledge. This study sought to address this concern by investigating the impact of a science methods course on confidence and science knowledge for pre-service elementary teachers (PSETs). In this study, 23 participants enrolled in a teacher education program at a Midwest US university participated in a quasi-experimental pretest-posttest design. The participants engaged in course content, including metacognitive awareness activities, for a full semester and qualitatively described their confidence within the pre-post assessment survey. Results were analyzed using an independent samples t-test, mean content assessment scores, and paired samples …

Girls Stem Institute: Impacting Black Girls' Self-Efficacy And Interest In Stem Careers, Crystal Morton, Demetrice Smith-Mutegi, Danka Maric, Vidushi Adlakha, Robin Jackson

Teaching & Learning Faculty Publications

Nationally and globally, STEM serves as a gatekeeper to the labor market and higher education opportunities. Many Black girls find themselves locked out of the gate. Historically and contemporarily, Black girls are seldom viewed as capable or worthy of educational investment and face unique and ongoing challenges in K-12 STEM learning spaces due to their gender and racial identities. Research suggests that informal STEM learning spaces can serve as a counter to Black girls’ experiences in K-12 schools and help enhance Black girls’ self-efficacy and STEM career interests. This study explores the impact of a four-week informal STEM program, employing …

Promoting Peer Collaboration Through A Blending Of Synchronous And Asynchronous Technologies In An Engineering Focused Nsf Research Experience For Teachers (Ret) Project, Joseph Brobst, Melani Loney, Imole Samson

Center for Educational Partnerships Publications

This brief paper describes findings drawn from a summer Research Experiences for Teachers project, in which secondary science teachers completed engineering research activities and designed related lessons using the Argument Driven Inquiry (ADI) framework. Teachers participated in a hybrid professional development sequence, engaging with a STEM program manager and each other in-person and through both synchronous online sessions and asynchronous engagement in a shared virtual space. We use a multiple case study approach to describe how interactions within these spaces facilitated peer feedback and informal mentoring and coaching, ultimately strengthening teachers’ lesson plans and leaving them better poised to translate …

Supporting K-5 Computer Science Integration Through High-Quality Teacher Professional Development, Shanan Chappell Moots, Joanna K. Garner, Joseph A. Brobst, Melani Loney, Lisa Steffian, Jennifer Maeng

Center for Educational Partnerships Publications

Workforce development and education leaders have increasingly emphasized the need for high-quality computer science (CS) instruction for K-12 students. Though states have created and mandated the implementation of CS curriculum standards, few in-service teachers have been provided sufficient opportunities to develop CS pedagogical content knowledge and self-efficacy. This study evaluated the effect of a CS integration professional development (PD) program on K-5 teachers' perceptions of their capacity to teach CS and their implementation of CS-integrated lessons using a randomized controlled trial design. Treatment included an intensive online summer institute with school year follow-up. Results indicate statistically significant effects of the …

Experiential Learning: Making It Matter In Early Childhood Preparation, Laura Mccorkle, Sheena Jennings, Dana Childress

Human Movement Studies & Special Education Faculty Publications

In recent years, the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) has put forth recommendations for the field through the development of the Position Statement on Ethical Practice and Personnel Standards in Early Childhood Special Education. Additionally, principles outlined in the Early Childhood Education/Early Intervention/Early Childhood Special Education (ECE/EI/ECSE) Crosswalk and the DEC promote supervised, community-based learning across varied environments and the birth-to-age-8 continuum. This article, which includes four figures, provides support to faculty in developing experiential learning opportunities (ELOs) within their programs of study for EI, ECE, and/or ECSE preservice professionals.

Teachers' Perspectives On Inclusive Education For Children With Special Needs, Abakah Francis, Ava-Gay Annakaye Morgan, Emmanuel Ogheneovo Sodje, Francis Dugbartey, Gabriel Lagbel, Okezie Chika Chibundu

Educational Leadership & Workforce Development Faculty Publications

Inclusive education is widely recognized as a key approach to ensuring equitable access to quality education for children with special needs, requiring teachers to possess adequate knowledge, skills, and supportive resources. In the Nigerian context, particularly in private schools, gaps in teacher training, limited resources, and insufficient institutional support continue to hinder the effective implementation of inclusive education practices. This study investigates teachers' perspectives on inclusive education for children with special needs in Nigerian private schools. The primary purpose is to assess teachers' understanding of inclusive education, their familiarity with effective teaching strategies, and their preparedness to implement inclusive practices. …

Partnerships Establishing And Sustaining High-Quality Youth Pre-Apprenticeship: Exploring Key Roles And Skills, Russel L. Parker, James E. Bartlett Ii, Michelle E. Bartlett

Educational Leadership & Workforce Development Faculty Publications

This study examined the partners, roles, structures, and skills needed to develop and operate successful youth pre-apprenticeship programs for CTE programs and explored how they were evaluated. The purpose of the study is to provide insights for CTE leaders on developing and sustaining youth pre-apprenticeship programs, pathways to apprenticeships to offer youth career opportunities and livable wages without attending four-year colleges. This study highlights the roles partners play in successful youth pre-apprenticeship programs, emphasizing collaboration between education, industry, and communities. It identifies collaborators serving business functions such as leadership, marketing, finance, human resources, customer service, general management, public relations, and …

Co-Curricular Science Experiences Support Undergraduate Students' Science Gpa, Degree Completion, Workforce Entry, And Motivation, Lisa Linnenbrink-Garcia, Tony Perez, Stacy J. Priniski, Sharlyn Ferguson-Johnson, John Keane, Alexandra Lee, Kristy A. Robinson, You-Kyung Lee, Goun Choi, Matthew J. Schell, Danielle N. Berry, Rochelle Schwatz-Bloom

STEMPS Faculty Publications

Science co-curricular experiences (SciXP)-such as research experiences and internships-are a common, yet understudied, strategy to enhance undergraduates' science career pursuit. Using a doubly robust method to account for initial differences in science motivation, academic readiness, and career intentions, we investigated whether SciXP participation across four years of college predicted undergraduates' (N = 1984) science achievement, career persistence, and motivation at the end of college and after graduation. Participation in science co-curricular experiences was positively associated with science GPA, earning a science degree, being in a more science-intensive career one to two years post-graduation, and viewing science as important and useful …

Governing Generative Ai In Higher Education: A Global Delphi Study On Policy And Practice, Helen Crompton, Diane Burke, Christine Nickel, Aras Bozkurt, Fengchun Miao, Mike Sharples, Jeffrey Alan Greene, David Parsons, Lucy Gill-Simmen, Adam Edmett, Mark Pegrum, Inge De Waard, Curtis J. Bonk, Manuel B. Garcia, John H. Curry, Leeann Lindsey, Mohan Yang, Stephen Marshall, Maha Bali, Nellie Deutsch, Suzaan Le Roux, Mourad Benali, Mohd Ali Bin Samsudin, Hasan Tinmaz, Matthew L. Bernacki, Mari Van Wyk, Lenandlar Singh, Agnes Chigona, Lance Eaton, Junhong Xiao, Johanna Velander, Jinhee Kim, Francisco Bellas, R. Rajalakshmi, Andréia De Bem Machado, Agnieszka Palalas, Sean Yu

STEMPS Faculty Publications

As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and protection, (4) equitable access, (5) GenAI literacy, (6) integration strategy, (7) human oversight and accountability, and (8) institutional support and infrastructure. In addition, a six-part framework was developed to ensure that policies remain …

A Critical Perspective On The Society Of Environmental Toxicology And Chemistry's Adherence To Founding Principles— Opportunities For The Future, Barnett A. Rattner, Annegaaike Leopold, Carys L. Mitchelmore, Glenn W. Suter, Mark S. Johnson, Adriana C. Bejarano, Lawrence A. Kapustka, Niranjana Krishnan, Derek C. G. Muir, Beatrice O. Opeolu, Martha Georgina Orozco-Medina, April Reed, Bruce W. Vigon, Adam R. Wronski

Epidemiology, Biostatistics, & Environmental Health Faculty Publications

The Society of Environmental Toxicology and Chemistry (SETAC) is a global organization whose mission is the advancement of environmental science and management through collaboration, leadership, communication and education. On SETAC's 45th anniversary, the following question was raised: Are the 1979 founding principles of SETAC, multidisciplinary approaches to solving environmental problems, multisector engagement and scientific objectivity, still useful, adequate and effective in fulfilling its mission? In a special session held at the 45th Annual Meeting in Fort Worth, Texas, United States, a critical evaluation of the founding principles was initiated by reviewing SETAC's history and ongoing activities, and recommendations were made …

Professional Identity Exploration And Commitment Development By Stem Undergraduates From Underrepresented Groups During Near-Peer Mentoring, Joseph A. Brobst, Joanna K. Garner, David Hartenstine, Perry Fizzano

Center for Educational Partnerships Publications

This study examines near-peer mentoring as a context for professional identity development by undergraduates from groups that are underrepresented in STEM higher education. Mentees were students in a computer science/mathematics‑focused scholarship program, with a two-tiered near-peer mentoring component that paired 1st-2nd‑year undergraduate mentees with 3^rd-4^th year mentors and 3^rd-4^th year mentees with early‑career professional mentors. We analyzed mentoring conversation summaries from three mentor–mentee pairs, spanning one academic year. Mentoring relationships provided safe spaces for students’ professional identity exploration and the development of commitments toward career paths and life goals. Across all cases, conversation summaries …

Examining The Perceptions Of Economics And Personal Finance Teachers' Preparedness To Teach Financial Literacy, Tasha L. Wearren

Educational Leadership & Workforce Development Theses & Dissertations

Financial literacy has become an important topic in our society. Despite an increased focus in financial literacy education, there is limited research assessing teachers’ ability to teach financial literacy by examining their endorsement area. According to Soroko (2021), research is limited regarding teachers’ beliefs and practices as it relates to financial literacy. As O’Neill and Hensley (2016) indicated, “Teachers cannot teach personal finance well if they do not understand it themselves and/or cannot engage their students” (p. 639). This qualitative multiple case study examined how Economics and Personal Finance teachers perceive their preparedness to teach financial literacy with different endorsements. …

Pillars Of Purpose: Postsecondary Career And Technical Education Faculty Viewpoints On Retention, Garry Brandon Hensley

Educational Leadership & Workforce Development Theses & Dissertations

The retention of postsecondary Career and Technical Education (CTE) faculty in community colleges is critical for maintaining a skilled workforce to meet evolving labor market demands. This study employs Q methodology to explore the subjective viewpoints of community college CTE faculty regarding factors influencing their job satisfaction and retention. Grounded in Herzberg’s Two-Factor Theory of Motivation and Job Embeddedness Theory, the research integrates the concept of Employee Experience Management (EEM) to provide a comprehensive framework for understanding faculty retention. Data collected from Q sorts and follow-up focus group interviews reveal six distinct factors representing diverse faculty perspectives on job satisfaction, …

Lost In Transition: The Need For Research On Immersive Clinical Experiences In Athletic Training Education, Julie M. Cavallario, Stephanie M. Singe

Rehabilitation Sciences Faculty Publications

Context

Immersive clinical experiences (ICEs) were integrated into athletic training education to enhance student learning. However, their structure and effect remain poorly understood.

Objective

To highlight the lack of research on ICEs and the need for data-driven improvements in athletic training education.

Background

Since the transition to graduate-level education, ICEs have been required to provide students with uninterrupted exposure to professional practice. Despite this requirement, little evidence exists regarding their effectiveness or best implementation practices.

Synthesis

Authors of recent studies have revealed inconsistencies in implementation, limited placement diversity, and inadequate preceptor training. Despite widespread adoption, little evidence supports how ICEs …

Think Again: How Communication Eportfolios And Work-Based Learning Foster Resilience Through Double-Looping, Megan Mize, Alison Lietzenmayer, Gary Beck

Communication & Theatre Arts Faculty Publications

In a changing professional landscape, students need more than disciplinary knowledge; they need tools for reflection, adaptability, and purpose-driven growth. At Old Dominion University (ODU), ePortfolios and work-based learning (WBL) are strategically embedded across the Communication curriculum to foster double-loop learning, a recursive, metacognitive process through which students not only reflect on outcomes but also interrogate the assumptions behind their choices. Drawing from a decade of institutional practice, course-based examples, and student reflections, this chapter illustrates how these high-impact practices (HIPs) help students connect coursework to career goals, revisit self-perceptions, and build resilience over time. By linking academic learning to …

The Nohs 2024 Code Of Ethics Update, Kevin C. Snow, Christian Williams, Ed Neukrug, Kristin Barker, Kristin Ballard, Braxton A. Morrison, Leslie C.M. Mcclane, Meghan N. Morgan, Stephanie Collins

Counseling & Human Services Faculty Publications

The NOHS Ethics committee engaged in a revision of the Ethical Standards for Human Services Professionals (2024). This update focused on significant changes in the field of human services as they relate to a broad group of human services professionals. The article explores interviews with key members of the revision committee sharing their thoughts on the necessity for the current revision and the ever-present importance for human service professionals to understand and engage with the NOHS ethics code as an essential living document for the benefit of client well-being, to promote the integrity of the human services profession, and to …

Living Our Principles: Designing An Accessible And Inclusive Virtual Conference, Theresa Evans, Kevin E. Depew, Amy Cicchino, Cat Mahaffey

English Faculty Publications

The articles highlights the Global Society of Online Literacy Educators' (GSOLE) innovative approach to virtual conferences, emphasizing their role in fostering professional development in online literacy education. Topics include GSOLE's strategies for engaging worldwide educators across time zones, its commitment to accessibility and anti-racist practices, and efforts to lower costs to include underrepresented and underserved teachers, tutors, and administrators.

Addressing Cte Faculty Shortages In Community Colleges: Perspectives From The Field, Brandon Hensley, Michelle E. Bartlett, James E. Bartlett Ii, Sophia Alston

Educational Leadership & Workforce Development Faculty Publications

This study investigates the motivations, challenges, and institutional strategies shaping the recruitment and retention of postsecondary Career and Technical Education (CTE) faculty in North Carolina. Drawing on quantitative data from 171 North Carolina participants in a national survey, the research provides a localized perspective on faculty workplace experiences within the state’s community college system. Grounded in Herzberg’s Two-Factor Theory and Job Embeddedness Theory, the analysis identifies key factors influencing job satisfaction, faculty stability, and the perceived effects of ongoing instructor shortages. The study’s findings are organized around four central research questions and present a comprehensive analysis of the challenges associated …

Voices From The Field: A Q Methodology Study In Postsecondary Cte Faculty Retention, Brandon Hensley, James E. Bartlett, Michelle Bartlett

Educational Leadership & Workforce Development Faculty Publications

The postsecondary career and technical education (CTE) faculty shortages intensify challenges in recruiting and retaining qualified faculty. This study examines the viewpoints of faculty regarding workplace experiences and values concerning retention using Q methodology. Grounded in Herzberg’s Two-Factor Theory and Job Embeddedness Theory, the research identifies viewpoints toward remaining in the profession. A Q-set of 64 statements was developed through an academic literature review, contemporary publications, social media, and expert input. Thirty-four CTE faculty from multiple institutions sorted the statements on −7 to +7 forced distribution under the condition of “statements that influence their desire to stay in their roles”. …

The Launch Of An Undergraduate Accelerated Program: Initial Quantitative Data, C. Tomovic, M. Bartlett, M. Tomovic, V. Jovanovic, S. Bawab

Educational Leadership & Workforce Development Faculty Publications

The launch of an accelerated Training Specialist undergraduate program at a U.S. public university began with a pilot course in Fall 2024. This paper presents initial quantitative findings from pre- and post-course surveys designed to assess students' perceptions of the benefits of accelerated courses, as defined in the literature, as well as their self-perception as self-directed learners. The survey results revealed significant changes in students' views on the advantages of accelerated courses, particularly in terms of completing their degree more quickly and better managing family obligations. Additionally, the surveys showed a notable shift in students' perceptions of themselves as self-directed …

Teaching To Whom And With Whom: The Role Of Context In Developing Preservice Teachers' Self-Efficacy For Teaching Engineering And Coding Via Robotics, Jennifer Kidd, Kristie Gutierrez, Min Jung Lee, Danielle Rhemer, Pilar Pazos, Krishna Kaipa, Stacie Ringleb, Orlando Ayala

Teaching & Learning Faculty Publications

Due to mandates for the inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to understand how teacher educators can help develop preservice teachers’ (PSTs’) teaching self-efficacy in these areas. To provide experience teaching and learning engineering and coding, PSTs in an instructional technology course were partnered with undergraduate engineering students in an electromechanical systems course to teach robotics lessons to fifth graders (10–11 year olds) over Zoom. A multi-case study approach explored teaching self-efficacy development for three preservice teachers during their robotics project experiences using multiple data sources, including surveys, reflections, interviews, and …

Uncovering Third Space In Virtual Transnational Partnership: Transdisciplinary And Transcultural Transformation, Soyoung Han, Seongryeong Yu

Teaching & Learning Faculty Publications

This qualitative case study explores how two English language teachers from South Korea and Taiwan developed transcultural dispositions as they participated in a virtual professional development program. The study employed third space as a conceptual framework and the third generation of cultural-historical activity theory (CHAT-3rd) as an analytical framework to uncover the teachers' learning experiences. Findings from this study reveal the dynamic and complex process of becoming a trans-educator through transforming one's professional identity and teaching practices. This study contributes to inclusive and responsive educational practices that reflect the complexities of globalized teaching and learning environments.

Athletic Training Students' Use Of Health Information Technology Professional Behaviors During Clinical Experiences: A Report From The Aate Research Network, Cailee E. Welch Bacon, Julie M. Cavallario, Stacy E. Walker, R. Curtis Bay, Bonnie L. Van Lunen

Rehabilitation Sciences Faculty Publications

Context:

As an essential core competency for high-quality healthcare, health information technology (HIT) leverages the use of technology, such as electronic record systems, to collect and use patient care information to make informed clinical decisions. There is a dearth of information regarding professional athletic training students' (ATSs') use of HIT professional behaviors during clinical experiences.

Objective:

To assess HIT professional behaviors ATSs engage with during clinical experience patient encounters (PEs). DESIGN: Multisite panel design.

Setting:

12 professional athletic training programs.

Participants:

363 ATSs enrolled across the participating professional athletic training programs entered patient encounter information within E*Value during their scheduled …

Perceptions Of Leadership Opportunities And Effectiveness Among Athletic Trainers: A Comparison Across Racial And Ethnic Groups, Nicolette A. Harris, Americus H. Williams, Julie M. Cavallario, Cailee E. Welch Bacon

Rehabilitation Sciences Faculty Publications

Context

Diverse representation in athletic training leadership is essential for fostering inclusion and innovation in the profession. Despite efforts to enhance leadership diversity, disparities persist, underscoring the need to explore barriers to leadership and the effectiveness of leadership in meeting the needs of athletic trainers (ATs).

Objective

To examine racial and ethnic differences in ATs' desire, pursuit, and attainment of leadership positions in the profession in addition to perceptions of current leadership effectiveness.

Design

Cross-sectional, web-based survey.

Participants

A purposeful sample of 1,173 racially and ethnically diverse ATs from an organized professional network followed by a random sample of 6,000 …