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This study explores how life science researchers conceptualize, operationalize, and value Interdisciplinary Research (IDR). We interviewed a sample of 10 established life science faculty to understand the researchers' lived experiences and perspectives on participating in IDR. Six themes emerged from our data: (1) IDR requires the integration of insights from different disciplines, (2) IDR can occur within disciplines, (3) Collaborators should be intentionally selected, (4) Differences in languages must be reconciled, (5) Authentic and frequent collaboration is required, and (6) IDR is valued by life scientists because it broadens our understanding of complex scientific questions and produces great scholarly rewards.

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

This study examines the selection of online course taking by adult learners. Specifically, this study evaluates the relationship between adult learner characteristics and their choice of online, hybrid, or all in-class programs to identify emerging trends in course-taking preferences. Using survey data from 7,861 adult students age 24 and older from 8 institutions in the Midwest, this paper identifies significant differences in adult learner course-taking preferences based on such factors as age, marital status, presence of children, motivation to attend college, and part-time versus full-time enrollment status combined with work. These findings have meaningful implications for promoting adult learner degree completion through online program enrollment, especially in a post-COVID-19 world.

This study investigated the consistency of a measure of integrative motivation in the prediction of achievement in English as a foreign language in 18 samples of Polish school students. The results are shown to have implications for concerns expressed that integrative motivation might not be appropriate to the acquisition of English because it is a global language and moreover that other factors such as the gender of the student or the environment of the class might also influence its predictability. Results of a hierarchical linear modeling analysis indicated that for the older samples, integrative motivation was a consistent predictor of grades in English, unaffected by either the gender of the student or class environment acting as covariates. Comparable results were obtained for the younger samples except that student gender also contributed to the prediction of grades in English. Examination of the correlations of the elements of the integrative motivation score with English grades demonstrated that the aggregate score is the more consistent correlate from sample to sample than the elements themselves. Such results lead to the hypothesis that integrative motivation is a multi-dimensional construct and different aspects of the motivational complex come into play for each individual. That is, two individuals can hold the same level of integrative motivation and thus attain the same level of achievement but one might be higher in some elements and lower in others than another individual, resulting in consistent correlations of the aggregate but less so for the elements.

The teacher-scholar model was proposed in Boyer (1990) and defines four dimensions of scholarship: 1) discovery, 2) integration, 3) application, and 4) teaching. In this paper, we describe the characteristics of scholarship, the theory of the scholarship of teaching, the excellent teacher, and undergraduate research and scholarship. We then show how the teacher-scholar model is applied at one University for annual faculty evaluations.

To illuminate barriers to collaboration, this study examines who participates in cross-boundary scholarly collaboration most often and which types of boundary crossing (disciplinary, institutional, role) are engaged in most often. The data of this study came from an interdisciplinary consortium with five partner institutions, including one Historically Black College and University (HBCU). The core disciplines involved in the consortium are life sciences, computer science and math and engineering. Through statistical analysis, we determined that members of the consortium engaged more in interdisciplinary research than inter-institutional research. Participation in all boundary crossing collaborations was greater at the HBCU and students and postdocs were less likely than academics to cross-institutional boundaries.

Definitions are central to both the practice and the power of leadership. This deceptively simple supposition was the basis for an elective doctoral leadership seminar at Illinois State University designed and taught by Lyman in Fall 2005, and replicated by Gardner in Spring 2007. The authors featured the same texts and stimulated students' reframing of leadership by using critical and dialogic approaches to defining the concept. Conversations between them about how the seminar design contributed to similar learning outcomes in both sessions led to this co-authored paper. In order to probe how individuals define and understand leadership, the authors used Scholarship of Teaching and Learning (SOTL) principles to construct a reflective evaluation of the learning outcomes of the two sessions of the seminar. This article presents the results of the subsequent SOTL analysis and explores how teaching emerging leadership theories might affect leadership practices. (Contains 4 tables.)

This paper discusses the roles of the student, teacher, and language researcher in understanding motivation to learn another language. It highlights the socioeducational model of second language acquisition. Although this model considers motivation to learn another language from the student's point of view, other contributors include the teacher, the student's background, and the teacher's background. The language researcher's role is to code the process and investigate it in ways that will help to more fully understand it. One feature of the socioeducational model is the set of variables it has identified and the means of assessing these variables so that specific hypotheses about the nature and influence of motivation in second language learning can be evaluated. The paper makes general observations about research findings that have been obtained and focuses on one study that considers the stability of motivational variables. The issue of motivational stability is currently of interest in the literature and concerns the question of whether motivation is stable or fluid. Discussion of findings from this study focus on the distinction between motivation and motivating and on the implications this could have for the language teacher and the language researcher. (Contains 15 references.) (SM)

This article presents findings from multiple years of evaluation of STEM-focused school-university partnerships. In addition to developing the three empirically grounded models of structural partnership configurations for project effectiveness, the CSEP team used these models to examine partnership projects for their characteristic collaborative implementation processes. This essay specifically applies questions that deal with project viability and sustainability--across the full range of Illinois ITQ projects--revealing which collaborative structures and processes make the projects sustainable and which do not. (Contains 1 table.)

This article describes the specific methods of a regional partnership that has lasted more than twenty-five years. Southern Illinois University Edwardsville has partnered with public and private schools in the southwestern portion of Illinois, and in metro St. Louis, in the Hands-On Science project, which provides instruction development for chemistry, biology, earth science, and physics teachers in grades 6-12. The project has been modified over the years, and this article explains both modifications and causes, in specific terms such as the effects of funding on classroom equipment and supplies as well as, more importantly, on the turnover among teacher participants. The Hands-On Science project emphasizes classroom assessment techniques, collaboration, and more active learning. Quick Course Diagnosis and Group Instructional Feedback Technique (or Small Group Instructional Diagnosis) are two of the specific methods of assessment used in this successful, long-lived ITQ project--which originally began as an Eisenhower project. (Contains 1 figure and 2 tables.)

This study examines the differences in the interpretation of ten "in context" verbal probability expressions used in accounting standards between native Chinese speaking and native English speaking accounting students in United Kingdom universities. The study assesses the degree of grouping factors consensus on the numerical interpretation of the probability expressions. Unlike previous studies, this study uses subjects who share a common language (English), respond to a survey written in the common language, and are being educated in that common language. The results show that native culture and language are not significant factors in explaining differences between accounting students in their interpretation of "in context" verbal probability expressions. Future research comparing Chinese students in China with Chinese students at English speaking universities would be useful in evaluating the extent that common language and cultural differences has on the results. (Contains 2 tables and 5 footnotes.)

This study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on students' motivation and English achievement. The participants consisted of 31 English as a foreign language (EFL) teachers and their students (N = 694) in Catalonia, Spain. The teachers and students rated the frequency of use of 26 strategies in their classes. In addition, the students were tested on their attitudes, motivation, and language anxiety with the mini-Attitude Motivation Test Battery (AMTB; Gardner & MacIntyre, 1993) and completed objective tests of English achievement. The results indicated that the teachers and students agreed on the relative frequency of some strategies but not on the frequency of other strategies and that, although the teachers' reported use of motivational and traditional strategies was not related to the students' English achievement, attitudes, motivation, or language anxiety, the students' perceptions of these strategies tended to be related to their attitudes and motivation at both the individual and class levels. In addition, when the students were the unit of analysis, there was a negative correlation between the students' ratings of the frequency of traditional strategy use and English achievement. Path analysis indicated that integrativeness, attitudes toward the learning situation, and instrumental orientation predicted the motivation to learn English and that motivation was a positive predictor of English achievement, whereas attitudes toward the learning situation and language anxiety were negative predictors of English achievement. Hierarchical linear modelling analysis confirmed these findings but indicated that the effects of strategies are much more complex than previously thought. Strategy use as reported by the teachers did not influence the regression coefficients for any of the predictors, but strategy use reported by students had a positive effect on the predictability of motivation on English achievement.

This study investigates the utility of the family of origin parachute model in predicting longitudinal outcomes for couples in romantic relationships. This conceptual model contains common family variables that are theoretically and empirically related to later adult functioning and are believed to influence attitudes that adult children develop regarding romantic relationships as well as self-esteem. Data from two samples were used to analyze this model. The results support the model and demonstrate its ability to predict membership in relationship satisfaction groups. Suggestions are presented for integrating the family of origin in applied work.

Accountability countability, choice, equity, and social cohesion are core parts of the public debates over the charter school movement. To examine these important issues, we utilize the "1999-2000 Schools and Staffing Survey" to estimate the possible charter effect on public and private schools. Analyses of charter, public,and private schools suggest that they may co-exist in a competitive education system because each type of school demonstrates different advantages that present potentially attractive conditions for children. The charter movement has changed the landscape of competitive education reform in the United States. It is premature, however, to claim that the charter movement has created a resounding positive effect on both public and private schools. (Contains 11 tables and 4 footnotes.)

The socioeducational model of second language acquisition postulates that language learning is a dynamic process in which affective variables influence language achievement and achievement and experiences in language learning can influence some affective variables. Five classes of variable are emphasized: integrativeness, attitudes toward the learning situation, motivation, language anxiety, and instrumental orientation. The present study of a 1-year intermediate-level French course reveals that some affective characteristics are more amenable to change than others, and that patterns of change over time are moderated by achievement in the course. Related findings demonstrate very few differences on the affective measures from one class section to another, and that day-to-day levels of state motivation are largely invariant, whereas state anxiety might be influenced by environmental events.

This study investigated the effect of the cultural background of immigrant children on affective variables in learning three different languages. Participants were students in secondary multicultural classrooms in Spain. A total of 114 students, aged 12 to 16, answered a questionnaire based on Gardner's Attitude = Motivation Test Battery assessing their attitudes, motivation and anxiety towards learning Catalan, Spanish and English. In addition, the students also completed self-ratings of their language achievement in each of the three languages. The results demonstrated that there were few differences attributable to cultural background. Asian students were lower in instrumental orientation than African students, and had more positive attitudes towards learning the languages than Spanish students. There were many more differences attributable to the language being studied. Overall, affective variables were more positive for both Spanish and English than for Catalan, with little difference between Spanish and English. Cultural background interacted with language studied to influence scores on the measures of parental encouragement and self-ratings of language proficiency. A factor analysis demonstrated that integrative motivation was generally language specific (i.e. three distinct factors were obtained, one for each language), but that orientations, language anxiety and parental encouragement tended to apply generally to the three languages, forming three distinct factors. The results are discussed in terms of the specificity vs generality of some variables to the language being studied, as well as the relative significance of the three languages to the students in this study. (Contains 1 table and 2 notes.)

This study investigated a computerized version of the mini-AMTB, a brief form of the Attitude Motivation Test Battery, in CALL. Students in first-year French classes participating in a 10-session independent-study multimedia lab completed the computerized mini-AMTB at the beginning of the fifth and tenth sessions and evaluated their state motivation and anxiety at these times. Results demonstrated that the relationships among the components of integrative motivation (i.e., integrativeness, attitudes toward the learning situation, and motivation) during both sessions mirrored those obtained in other studies using the standard AMTB, that these components correlated predictably with the state measures, and that the measures showed high levels of reliability over the interval between the fifth and tenth session. Other results indicated that achievement on the lab exercises in the fifth session correlated significantly with attitudes toward the learning situation during the fifth session and with an instrumental orientation in the tenth session, while achievement in the tenth session correlated significantly with motivation, integrativeness, and attitudes toward the learning situation in the fifth session and with motivation, integrativeness, and an instrumental orientation assessed during the tenth session. The utility of the mini-AMTB, which requires less than 3 minutes to complete, is discussed. (Contains 6 figures and 4 tables.)

Examined the magnitude of the contributions that motivation and attitudes make to achievement in the second language in he research conducted by Gardner and associates. Meta-analysis indicates the relationship of second language achievement to the five attitude/motivation variables from Gardner's socioeductional model. (Author/VWL)

For religious couples, Deity's influence in their marriage is often experienced through prayer, and Deity may more significantly influence religious couples' interaction than anyone else. As a preliminary test of this hypothesis, spouses completed a Likert-scaled questionnaire pertaining to prayer and marital conflict. Issues surrounding clinical use of prayer as a conflict resolution tactic are considered. (Contains 59 references and 1 table.) (BF)

Authors submit that the model for dual relationships proposed by Hill and Mamalakis does not, in principle or practice, replace the concise, fairly unequivocal prohibition of dual relationships (DRs) set forth by the American Association for Marriage and Family Therapy. The proposed model does not adequately protect clients, therapists, and therapy, without exception for therapists in religious ministries. (BF)

Used Monte Carlo methods to assess the per-contrast and experimentwise Type I error rates of two post hoc tests of cellwise residuals and four post-hoc tests of pairwise contrasts in 3 x 4 chi-square contingency tables. Results show advantages of the cellwise adjusted residual method and the Gardner pairwise post hoc procedure. (SLD)

Investigated British university students who worked as English monitors in an "Enjoy English" program in Spain. Assessed the monitors attitudes toward Spain, the Spanish people, motivation to learn Spanish, adjustment to Spanish culture, self-ratings of Spanish proficiency, and supervisors ratings of their personalities and success as instructors. (Author/VWL)

Assesses the linguistic nature of home community, recollections of early experiences in second language learning, and attitudes and beliefs about language learning and bilingualism in English-speaking Canadian college students who study French. Surveys provide support for a causal model which indicates that sociocultural experiences influence students' cultural attitudes, motivations to learn French, and self-perceptions of second-language proficiency. (SM)

This study investigated the role of several sociocultural variables involved in the acculturation process and their relationship to second-language learning and well-being. A causal modeling analysis indicated that an assimilation mode of acculturation was positively related to self-rated English proficiency and preference for responding to the questionnaire in English. (Author/VWL)

Responses from 103 of 285 clinical faculty in a university department of medicine identified the costs and benefits of their participation in continuing medical education. They felt that administrators have not communicated that continuing education is a priority through their attitudes or academic rewards. (SK)

Results from a project of linked alumni and employer surveys at North Carolina State University were analyzed to explore the comparability of the ratings. A survey of administrators was subsequently undertaken to explore the impact of survey-based assessment information on planning, assessment, curriculum revision, and customer satisfaction at the department and college levels. (Author/MSE)

A study investigated phenotypic effects seen in 114 females with premutation and 41 females (ages 18-58) with full Fragile X mental retardation gene mutation. Those with the full mutation had a greater incidence of hand-flapping, eye contact problems, special education help for reading and math, and grade retention. (Author/CR)