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This paper briefly discusses the collaborative experiences between construction and architecture students in a design-build studio and highlights important features of effective collaboration in an educational environment. American Council for Construction Education (ACCE), as the primary accrediting body of construction programs in the U.S., has defined 20 student learning objectives (SLOs), among which "SLO 9: apply construction management skills as an effective member of a multidisciplinary team" that has been discussed and evaluated as a controversial one. While this educational objective covers a crucial skill set that construction students should develop, the design and application of role-playing are intricate and have caused some ambiguity. Working with construction-related programs allows educators to clarify the process intended for this SLO and exemplify an educational setting in which students can assume different roles and work in multidisciplinary teams. However, even with this opportunity, many teamwork features should be carefully designed, and every aspect of the educational component or assignment needs to be clearly defined and properly assigned to students. The nature of educational activities and projects assigned to construction students is not entirely aligned with collaboration features, and, therefore, educators should particularly define projects and assignments that promote collaboration and teamwork aspects in students. This study aims to report on different features of collaboration efforts between two programs. The research question was how a collaborative environment I perceived by students from different majors. A quantitative method in fall 2021 was employed to highlight various students' perceptions of the subject. The results indicate that program identity, trust, need to fill the knowledge gap, time and effort commitment, and defined values are among factors that impact the collaboration effectiveness. The findings also show that collaborative efforts can be differently interpreted based on the students' structured criteria. The results of this study will contribute to the body of knowledge by providing inputs for construction administrators and educators to design and develop collaborative settings in which students are led to develop their managerial skills and effectively perform in larger multidisciplinary teams and organizations. [ABSTRACT FROM AUTHOR]

Efforts to remain competitive internationally in engineering and technology require a significant increase in the number of STEM graduates in the United States. A recent report prepared by the President's Council of Advisors on Science and Technology states that currently less than forty percent of students entering college to pursue a STEM career end up completing a STEM degree, citing that students typically leave the STEM field in the first two years of their program. One of the Council's recommendations to address this issue is to engage students with research experiences in the first two years. Recently there has also been an increasing awareness of the important role that community colleges play in educating STEM professionals, especially in broadening participation among students from underrepresented groups. This paper presents the results of a collaborative project between a small Hispanic-serving community college and a large urban university to address the retention and completion problems among community college students through a summer research internship program that provides opportunities for freshmen and sophomore community college students to participate in engineering research under the supervision of a university professor and a graduate student mentor. Developed through a grant funded by the NASA Curriculum Improvements Partnership Award for the Integration of Research (CIPAIR) program, the summer internship program integrates research with curriculum improvements by providing the framework for students to use their research experiences to develop instructional materials to improve the engineering curriculum. The paper highlights the results of the research done by the mechanical engineering student group who helped develop a novel haptic apparatus and associated curriculum for teaching upper division mechanical engineering laboratory courses in control systems, mechatronics, and haptics. Over the ten-week program the group made significant design improvements to the apparatus, manufactured a set of the devices to outfit a laboratory classroom at the university, and helped define instructional methods and learning outcomes for a mechatronics laboratory curriculum. In addition to developing research skills among participants, three years of implementation of the program have also been successful in strengthening students' identity as engineers, in increasing student interest to further engage in research activities, and in enhancing student self-efficacy for successfully transferring to a four-year university, completing a baccalaureate degree in engineering, and pursuing a graduate degree. [ABSTRACT FROM AUTHOR]

This paper presents the accomplishments and comprehensive findings of the NSF sponsored project, entitled "Enhance Computer Network Curriculum using Remote Collaborative Projectbased Learning". The focus of the project is to explore Collaborative Project-based Learning (CPBL) as a pedagogical approach to address the learning issues of under-prepared minority students, and seek effective implementation strategy to extend the pedagogy beyond the classroom through a remote learning structure. During the three-year project course, a new pedagogical model named as CPBL-beyond-Classroom was developed and its effectiveness has been thoroughly evaluated in iterative classroom implementation. In this paper, we will analyze this pedagogical model to illustrate how it can address the learning needs of minority students on a commuter campus, describe our course redesign process, and introduce effective implementation strategies to address practical challenges in the implementation process. Concrete examples of course redesign with weekly in-class and after-class instructional activities are provided in the paper and the redesign principles can be applied to other engineering/CS courses. In addition, the paper includes longitudinal study results based on 3-year assessment data to highlight the pedagogical impact on various student learning outcomes. In-depth analysis of qualitative responses also allowed us to develop a better understanding on how different pedagogical components in the CPBL-beyond-Classroom model affected the student learning process. These findings are helpful to other educators who are interested in adopting CPBLbeyond-Classroom to redesign their courses based on the learning needs of their own students. [ABSTRACT FROM AUTHOR]

Industrial automation makes modern manufacturing possible, and mechatronics and robotics are the building blocks for industrial automation. Even in challenging economic times, U.S. manufacturers are still looking to hire highly skilled workers in industrial automation and control. In addition, it is necessary to invest in research to help maintain America's leadership in these areas. This paper describes a summer program designed to provide a research environment for undergraduate students to learn about mechatronics, robotics, and automated system design. The goal is to help participants to understand the research process, to acquire laboratory skills, to expand their perspectives on science and engineering research, and to have a lasting influence on their career paths. Participants spent 10 weeks working on a research project with a mentor and a graduate student. Survey data suggests that students learned from the research experience and will build on the experience in pursuing future research careers. [ABSTRACT FROM AUTHOR]

This paper addresses how educators can apply transformative learning theories to catalyze social entrepreneurial behaviour amongst undergraduate business students. Transformative learning theory suggests that such transformation often begins with a 'disorienting dilemma', followed by cycles of critical reflection, which ultimately lead to perspective transformation. While transformative learning is not a new concept, its utilisation in the arena of social entrepreneurship education is less-developed. Indeed it is arguable that the deeper social and community-oriented purposes underlying social entrepreneurship make this an area of study uniquely well suited to facilitating such a transformative shift in outlook and perspective among business students as such courses seek to get to learner to understand how entrepreneurship can be adopted in a wide variety of economic and social circumstances. This paper uses case studies from the United States and Ireland to explore how transformative learning pedagogies can be applied to enhance entrepreneurial cognition, cultivate an entrepreneurial mindset, and achieve deeper social and personal impacts specifically amongst students of social entrepreneurship, although the article will also offer insights on its application to other educational programmes. [ABSTRACT FROM AUTHOR]

Criticisms against multiple-choice item assessments in the USA have prompted researchers and organizations to move towards constructed-response (free-text) items. Constructed-response (CR) items pose many challenges to the education community-one of which is that they are expensive to score by humans. At the same time, there has been widespread movement towards computer-based assessment and hence, assessment organizations are competing to develop automatic content scoring engines for such items types-which we view as a textual entailment task. This paper describes how MaxEnt Modeling is used to help solve the task. MaxEnt has been used in many natural language tasks but this is the first application of the MaxEnt approach to textual entailment and automatic content scoring. [ABSTRACT FROM AUTHOR]

Women, and more specifically, minority women, continue to be largely underrepresented in computing. In 2008, of the roughly 20% of women who were awarded bachelor's degrees in computer science (CS), only 5% were minority women47 . This lack of ethnic diversity within gender diversity compounds the exigent need to promote and support minority women into the S&E pipeline. In the paper, we describe the MOTIVATE framework, developed to expose African American girls to CS, through a summer program for middle- and high-school girls. We describe our experiences implementing the framework that also included Do It Yourself (DIY) activities in 3D printing and e-textiles, and our results from its pilot evaluation showing that we were able to change the girls' perceptions about computing. [ABSTRACT FROM AUTHOR]

This paper addresses efforts by a Construction Management Department to map its curriculum in response to the new ACCE accreditation format focusing on the student and program learning outcomes. The process revolves around providing an answer to four questions: "Are we teaching our students the right thing?", "Are they grasping the concepts?", "How do we measure their learning?", and "How do we document the measurements and continue improving?". The answers to these four questions provide the platform for curriculum mapping and efforts leading to continuous improvement. [ABSTRACT FROM AUTHOR]

Data centers consumed 1.5% of the electricity produced in the United States in 2007. This consumption, coupled with diminishing access to fossil fuels, provides scientists and engineers of this generation and the next with the challenge of making better use of available energy. This paper provides the foundation for a project-based learning module that will be implemented this coming spring for 200 ninth-grade students at the Downingtown STEM Academy. The project will focus on educating students about the function of the data center in their everyday lives and the energy consumption issues that are central to the design of next-generation data centers. Throughout this learning process students will be asked to research and develop new and innovative ways of addressing the issue. Student teams will present their responses to the essential question in progressively more detailed methods to garner feedback for reflection, revision, and further study. The culminating submission will be a video documentary developed, filmed, and edited by the team. These presentations will be included in a grade-wide live and online showcase of findings and recommendations, allowing students to share their findings and recommendations both locally and globally. Providing a learning opportunity that focuses on the current data center energy usage challenge, and the emergent technologies being used to address it, will connect students to a deeper understanding of the inner workings of the data center and its place in modern society. [ABSTRACT FROM AUTHOR]

The electronics world is undergoing a transformation in the underlying technologies used to create new products for the world's consumers. The movement to reconfigurable digital systems using Field Programmable Gate Arrays (FPGAs) and microcontrollers is sweeping the electronics world in the rush to create smaller, faster, and more flexible consumer and industrial devices. Drake State Community College has put together a team of educational partners spanning the country with the background and skills necessary to create a vibrant virtual center. Team members include colleges and universities with a history of reaching out to minority and under-served student populations. Partners on this project have years of successful National Science Foundation project implementations educating and training hundreds of instructors, and introducing thousands of students to advanced technologies. The goal of this project is to offer an unprecedented opportunity to bring America's technicians directly to this cutting edge of reconfigurable electronics technology. This project will substantially update digital logic courses by providing the tools and curricular materials needed to replace the now outdated materials most commonly used. The updated curriculum will greatly enhance competitiveness for community college graduates seeking to enter the job market or undergraduate engineering programs. Secondly, the project will provide colleges with educational equipment up-to-date with current technological solutions. Most importantly, the project will bring new excitement to education by introducing reconfigurable electronics with a new world of possibilities for student projects, such as robot competitions, video game design, embedded systems and more. Finally, the project will develop industry, K-12 and university partnerships to facilitate pathways to careers in the exciting field of reconfigurable electronics for first-generation, minority and other under-served populations, including veterans. In summary, this project will provide the training and educational resources and promote best practices for community college, university, and high school instructors to enable them to teach new hardware technologies to a broad range of students, including those who have not previously had access to this level of training and career choice. This paper will address first year project activities including the Faculty Professional Development workshop on VHDL and FPGA design, the assessment results and the lessons learned, the summer outreach activity happened at partner institutions, and finally, the undergraduate research experience. [ABSTRACT FROM AUTHOR]

Arizonans spend over $9 Billion annually on primary energy consumption which is equivalent to the entire state budget. The building sector in Arizona consumes 45% of that energy. Many older pre-energy code buildings have poor performance, and consume immense amount of energy. The House Energy Doctor© (HED) program has developed an in-house tool set that includes the operation of specific site instruments and "Site Survey Forms©" to be used in conducting Level III energy audits for existing residential and commercial buildings. The energy audit is a major part of the Masters of Science in "Design and Energy Conservation" and is used in providing outreach service to building owners while fostering students hand-on inquiry based learning. Since 1986, outcome of using the established HED Level III energy audit process has been successful in yielding pronounced education opportunity for students and for homeowners alike, while providing an average of 50% savings in the total energy used by existing buildings. These results also have a great impact on improving building's operation, reducing cost, and minimizing the carbon footprint a valuable resource in the emergence of America's new energy economy. This paper describes the HED Level III advanced energy audit process, provides details of the distinctive in-house developed Site Survey Forms, their contents and method of use, and demonstrate successful case studies applied to campus building and residential community single family houses. [ABSTRACT FROM AUTHOR]

Inspired by a paper at last year's PERC conference, in which Rebello [1] compared students' individual and cohort mean score estimations with their actual assessment scores, we present results of a study in which students in an introductory physics class were asked to predict their scores on two assessments, one delivered at the start of the course (pre-instruction) and one at the end of the course (post-instruction). Our results show that, pre-instruction, the academically strongest students tend to underestimate their score slightly, whereas the weakest overestimate their performance significantly, consistent with the findings of Rebello and demonstrating a well-known cognitive bias (the Dunning-Kruger effect). Post-instruction, we find that the ability of the original weakest quartile cohort to accurately predict their own assessment score has improved significantly, but a flux of students between quartiles from one assessment to the other reveals that the least able students continue to over-estimate their performance, but with a reduced mean discrepancy. We discuss the implications these results have for instruction and for development of enhanced metacognition amongst physics students. [ABSTRACT FROM AUTHOR]

According to many scholars, classrooms in America are overwhelmingly authoritarian and undemocratic. They focus on fragmented knowledge that is disconnected from the students' lives. Proven reforms are resisted at all levels, and systematic progressive change is non-existent nearly a century after the progressive movement. Why is this so? The standard liberal outlook is that the schools are ‘broken’ and ‘neglected’, but that they have the potential, with reform, to be a major progressive force in society. This paper questions these assumptions through a review of the seminal educational-economic work by Bowles and Gintis: Schooling in Capitalist America [1]. The major claim of this text is that our educational system's primary role is to mirror, support, stabilize, and reproduce the fundamentally hierarchical and undemocratic social relationships that exist in the majority of American workplaces. The major arguments and evidence of this text are reviewed, and implications for PER will be briefly mentioned. [ABSTRACT FROM AUTHOR]

This paper investigates the extent to which the Scratch programming language has been accepted as an electronic teaching tool among teachers in South Africa. Information Technology (IT) was identified as a scarce skill in the Birchwood Declaration (2007) released by the South African Department of Education, a problem compounded by the declining number of the students who enrol in IT-subjects at school. Scratch was introduced as an eLearning tool in the IT curriculum as part of an effort to address this issue (NCS 2012). Through the use of this tool, learners can be taught basic programming principles in a visual and interactive way. Although several studies on Scratch as a programming teaching tool have been conducted in other countries, such as the United States of America, the aim of this study is to determine how teachers in South Africa perceive the use of Scratch as a teaching tool during the first year of implementation. A mixed-method research approach, utilising both qualitative and quantitative research methods, was selected. The findings show a definite change in the attitude of teachers towards Scratch as an eLearning tool, from initial scepticism to a more positive attitude later on in the year. However, some concerns were raised which should be noted and addressed in order to ensure that this tool adds value to the teaching and learning experience in class. The findings of this study could pave the way for the implementation of Scratch at first-year level, particularly as an introduction to programming courses. This could serve to bridge the gap between the schooling system and university in terms of the development of critical thinking-skills. [ABSTRACT FROM AUTHOR]

The purpose of this article is to inform library and information science (LIS) educators of the status of grey literature among LIS students in the United States. More specifically the article examines what students enrolled in ALA-accredited library and information science programs know about grey literature and where they learned about it. Masters-level students at three North American LIS programs answered a four- question survey. Findings revealed that knowledge about grey literature is gained across the curriculum with general reference sources being the course most likely to address grey literature. Findings also indicate that knowledge about grey literature is more intuitive and anecdotal than systematically acquired. In addition to the implications of the results, the relationship among grey literature, the library profession, and library education is discussed. The article concludes with suggestions for further analysis and research. [ABSTRACT FROM AUTHOR]

Research on the under-representation of minority faculty in academia (faculty diversity) has centered on two schools of thought. The 'academic pipeline' argument posits that the under-representation of minority faculty results from low supply of minority doctoral students. The racial discrimination argument, on the other hand, argues that the historical underpinnings of racism persist and stymie minority doctoral students even if supply of minorities was high. We advance a third view -- institutional argument -- as a third cause of minority faculty under-representation. Using Oliver's (1991) institutional framework, this study finds that contextual, constituent, control, and content factors affect minority faculty representation in academia. [ABSTRACT FROM AUTHOR]

Most higher education institutions have a mission and/or vision statement that are designed to communicate with a variety of audiences. These statements are developed strategically by organizations and often reflect the college's unique vision which sets it apart from peer institutions. Analytical techniques which rely on word usage, semantic information, and metadata information can be used to generate powerful descriptive models with allow us to obtain relevant information from text-based data. This study presents a Natural Language Processing (NLP) based textual data analytical approach using Term Frequency-Inverse Document Frequency (tf-idf) to study the mission statements of engineering colleges/schools. A total of 59 engineering colleges/schools: 29 public, and 30 private, across the United States were analyzed in this study. Results of this study indicate that there is indeed a difference in tf-idf scores for public versus private engineering colleges. Tf-idf scores were computed for word tokens in the corpora, to go beyond frequency and capture relevance of a token for a given document. The contribution of this research is in the form of tables graphically summarizing the comparative word usage and providing a descriptive overview of the vocabulary of word tokens extracted from the statements analyzed. Topical grouping based on categories seen in existing literature was also conducted to analyze the comparative occurrence of tokens based on categories across the institutions. This study introduces a novel method for using NLP to analyze mission statements of colleges. Further, this study can help inform strategies on formation of mission and vision statements for universities by allowing administrators insight into vocabulary used across public and private colleges in the U.S. [ABSTRACT FROM AUTHOR]

The article reports on science, technology, engineering and mathematics (STEM) education which improves the developing knowledge and skills of engineering students in U.S. STEM education is also used for learning science and mathematics, and curriculum of STEM education is designed by the project teachers. STEM teachers with strong skills are prepared for teaching engineering.

The article discusses the impact of the relics of structural racism on the lives of Blacks in the U.S. Topics discussed include a reflection of a young White female's observation of the conflict of education and leisure for non-Whites, the need for cross-cultural understanding and the denial of leisure after slavery.

Student engagement in STEM fields can occur through exposure to leading-edge research in the field of interest, researching or contributing to the research of others within the field, and communicating that research to others outside of the field. Mentorship is one way to help both students and mentors maintain engagement in these fields. Though some research exists about mentorship between professors and undergraduates, understanding of the relationship between undergraduates who mentor high school students in STEM fields is less developed. In an attempt to further explore the mentor relationships between undergraduates and high school students, this study reports on one aspect of a tiered-mentorship program within a biomedical engineering summer undergraduate research experience. Undergraduates in the biomedical engineering summer research experience and high school students in a summer engineering-themed enrichment program were linked for a week-long program-within-a- program, whereby the undergraduates acted as temporary mentors to the high school students. In this program, the undergraduates communicated their summer research experiences and broader educational experiences to the high school students. This included presenting their research, guiding lab tours, modeling experiments, accompanying the high school students on a field trip to a topically-relevant museum and corporate site, and collaboratively creating learning activities about key topics in biomedical engineering. Finally, the undergraduates and high school students visited an area summer program for middle school students to present their activities and teach the middle school students about key topics in biomedical engineering. Three data sources were collected for this study, including semi-structured exit interviews and surveys administered to all of the undergraduates and a sample of volunteers from the high school students who participated in the collaborative program. Data was analyzed using the grounded theory methodology. When examining the nature of the interactions between the undergraduates and the high school students, two dominant themes emerged: (1) the "Influence of a Near-Peer", and (2) Teaching and Learning. This study categorizes these themes and provides examples of evidence of the same. This collaboration and following study were the result of a combined effort between a National Science Foundation-funded Research Experience for Undergraduate program (the "REU Program" at a university in the Midwest) and a summer engineering-themed program for high school students entering 11th and 12th grade in the same city with combined sponsorship from a corporate partner and the same university (the "H.S. Program"). The National Science Foundation only provided funding for the REU Program, whereas the corporate partner and university jointly provided funding for the H.S. Program through an entirely separate grant. The H.S. Program provided the costs for transit, meals and admission tickets for parts of the collaboration between the REU Program and H.S. Program. The middle school program is a summer program for children in grades K-6 operated by a local part district. The middle school program voluntarily hosted the undergraduates and high school students as they presented their collaboratively-developed activities but provided no contribution to the cost of the collaborative program. [ABSTRACT FROM AUTHOR]

This evaluation study explored whether K-12 teachers can influence their students to pursue STEM majors after high school, and if so, how? Each of thirteen teachers participating in the National Science Foundation's Research Experiences for Teachers (RET) program said in interviews that they can influence students to pursue science, technology, engineering, and math (STEM) degrees after high school. The research team created a survey to see if a broader sample of teachers would agree that teachers can influence students to study STEM after high school. The survey listed 18 items that might influence students to study STEM in college. Unbeknownst to respondents, each item reflected one of three factors: 1) teacher instruction and advising 2) student proclivity, and 3) student traits. The survey was completed by 215 teachers, who identified student proclivity as most influential in students' decisions whether to pursue STEM majors in college, followed by teacher instruction & advising. The authors then distributed a similar survey to high school seniors nationwide, to which 519 seniors responded who planned on attending college in the fall. Those intending to study engineering identified middle and high school instruction as significantly more influential in their choice of major than student proclivity, aptitude, and family influences. The survey also identified specific instructional and advising strategies (consistently mentioned in teacher interviews) that were significantly influential. Implications are discussed. [ABSTRACT FROM AUTHOR]

The article analyzes the underrepresentation of Black students in the science, technology, engineering and mathematics (STEM) disciplines in the U.S. Topics discussed include the factors that motivate Black students to succeed in STEM majors and the achievement gap between whites and Blacks. Also discussed is social responsibility towards the Black community.

The article discusses the future of aviation maintenance curricula in the U.S. in the 21st century. Federal Aviation Regulations (FARs) are considered as part of the formula for developing an aviation maintenance curriculum. Other topics discussed include the types of aviation maintenance providers and considerations for providing transportable skills to students such as critical thinking and concern for integrity.

This research focuses on the value of Strategy Teaching and the impact of current information, communication, technologies (ICT) on the business life of students in South Africa and the USA. The first objective of this research is to assess perceptions of the value of Strategic Management on their business life and what online practices they currently employ. The second objective is to identify the modes of ICT access, awareness about possible ICT, influence of sharing, submitting, amending and using information, taking time away from studies, etc. The third objective is to establish some differences between the two research populations in South Africa and the USA. The majority of students indicated that they experience significant value in their study of Strategy and also significant differences between the two populations about the perceived value of the ICT activities they perform. [ABSTRACT FROM AUTHOR]

The article identifies practical considerations for cross-border discovery preparedness and provides protocols that can be used to comply with applicable Data Protection Laws and the preservation and discovery obligation of the U.S. The authors provide a framework to assist companies and their lawyers to prepare for sessions discussing identified cross-border issues. They mention that standardised electronic discovery processes enable necessary level of education of lawyers.

Over the course of the 2009 Federal Fiscal Year the United States (U.S.) Department of Homeland Security (DHS), in partnership with the Departments of Defense (DoD) and Energy (DOE), is continuing existing programs and introducing new programs designed to maintain a highly qualified, enduring workforce capable of performing the technical nuclear forensics mission. These student and university programs are designed to recruit the best and brightest students, develop university faculty and research capabilities, and engage the national laboratories in fields of study with application in nuclear forensics. This comprehensive effort constitutes the National Nuclear Forensics Expertise Development Program. [ABSTRACT FROM AUTHOR]

The Lunar Phases Concept Inventory (LPCI) is a twenty-item multiple-choice inventory developed to aid instructors in assessing the mental models their students utilize when answering questions concerning phases of the moon. Based upon an in-depth qualitative investigation of students' understanding of lunar phases, the LPCI was designed to take advantage of the innovative model analysis theory to probe the different dimensions of students' mental models of lunar phases. As part of a national field test, pre-instructional LPCI data was collected for over 750 students from multiple post-secondary institutions across the United States and Canada. Application of model analysis theory to this data set allowed researchers to probe the different mental models of lunar phases students across the country utilize prior to instruction. Results of this analysis display strikingly similar results for the different institutions, suggesting a potential underlying cognitive framework. [ABSTRACT FROM AUTHOR]

COMPUSTAT tapes are incorporated with SPSS package programs, permitting the business policy teacher and researcher with minimal expertise in computer programming to perform comprehensive statistical analyses of 20 years' Standard & Poor's data for over 2500 major U.S. companies. Analysis of industries and individual companies within industries suggests competitive strategies employed. [ABSTRACT FROM AUTHOR]

The positive results confirming the first hypothesis, that a higher proportion of high GIAL candidates than low GIAL candidates would successfully complete the OCS program, provides support for the basic GIAL hypothesis concerning the relationship between GIAL and environment turbulence. The proposition is that whenever the environment provides either too much or too little turbulence relative to the individual's GIAl, the negative effect associated with this incongruence will motivate the individual to change or avoid it since an OCS candidate can do little to modify the nature of his environment, an active response alternative for overloaded individuals is to withdraw from the program. Consequently, low GIAL candidates behave in accordance with traditional dissonance theory and choose to sacrifice the future rewards of becoming an officer in order to avoid the surplus of immediate dissonance relative to their expectations. High GIAL candidates, on the other hand, find less discrepancy between this turbulent environment and their expectations. Consequently, they have little difficulty enduring the dissonant occurrences and successfully completing the program. Support of the second hypothesis suggests an addition to the GIAL model. Exposure to the tremendous turbulence in the OCS program resulted in a significant increase of the mean GIAL score of candidates completing the program. Thus, when subjected to a situation where they can neither significantly alter the nature of dissonant inputs, nor escape from the situation without considerable cost, it appears that the successful candidates experience at least temporary increases in their incongruity expectations, allowing them to endure the situation. Research is currently in process to determine whether these shifts in expectations are temporary or permanent. [ABSTRACT FROM AUTHOR]

The article examines the evolution of graduate schools of management and administration and the emergence of schools of management arts and sciences. In the U.S., the idea of a school of business developed in 1881 and were dominated by the teaching of economics and finance, followed by the economics-engineering orientation. The business school began in the College of Arts and Sciences, took on an economics orientation, was influenced by the engineering-oriented factory management movement. A discussion is presented about the evolution of management education at the graduate level and areas of focus such as human resources management, information management, and physical resource management.

Student rights have become a growing concern for institutions ever since the court case, Dixon v. Alabama State Board of Education (1961) rejected the idea of in loco parentis. More recently students and stakeholders have been promoting students' rights for academic freedom. This paper examines student academic freedom in light of a shift from in loco parentis to the "age of majority" doctrine based on the twenty-sixth amendment of the US Constitution. Furthermore, it lays the groundwork for contractual relationships between students and postsecondary institutions. These concepts resulted in the development of the Student Academic Freedom Conceptual Model. It demonstrates the contractual nature of student academic freedom based on institutional, state, and federal standards as an extension because of the "age of majority" doctrine. [ABSTRACT FROM AUTHOR]

The perceived skill requirements of successful career managers in bureaucratic organizations should be a useful variable in management curriculum development. Middle managers, officers attending the Air Command Staff College, United States Air Force, were surveyed to identify their perception of the most valued managerial skills. Communication, human relations, and management skills were identified as most valued and accounted for almost two-thirds of the suggested desired skills. An implication of this research is that schools of management reconsider their role in teaching communication. Further, the Academy of Management should foster development of standardized techniques to identify graduate skill requirements. [ABSTRACT FROM AUTHOR]