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This article describes the (Ignatian) Leadership Minor structure and curriculum for undergraduates at Creighton and suggests how to embed principles of Ignatian leadership into undergraduate classrooms whether or not "leadership" is the explicit focus. First, I explain how the Leadership Minor was created specifically to embrace Ignatian leadership and describe the required courses in terms of their learning objectives and related assignments. Second, I illustrate how principles of Ignatian leadership could be used in other undergraduate classrooms, offering additional units including Ignatian charisms, the Examen, downward mobility/living simply, and discernment that includes a Personal Manifesto based on the notion of "falling in love" attributed to Pedro Arrupe and Dean Brackley's vocation to love and serve. [ABSTRACT FROM AUTHOR]

This article presents a curriculum involving communication research methods. This course helps students become knowledgeable consumers and limited producers of communication research as they develop skills in gathering, organizing, interpreting, presenting and evaluating research information competently using appropriate methods. Working alone or in dyads, students design and conduct an original research project that measures individual opinions on an issue of interest. If students choose to work in dyads, twice the resources are expected. After topic approval, students conduct library/online research about their topic and collect at least five published sources of information, three of which must be peer-reviewed journal articles. Students then write a 3-4 page research proposal integrating this information to create an argument for their research. Students should be developing the research instruments to execute the study throughout the proposal phase. To expose students to several methods, students are required to create a survey protocol to gather quantitative research as well as an interview protocol to gain some experience in qualitative methods. Students present their findings to the class at a poster session. Students are instructed to address a lay audience in formatting their findings. In addition to creating the poster, students are also expected to answer questions about their projects.

Health care practitioners come to understand their professional roles through socialization processes. This project investigates value sets that are constructed through interactions between medical students and two important socializing agents: standardized patients and virtual patients. Through in-depth interviews with medical students and key administrators at two schools as well as an analysis of rhetorical artifacts about the formal curricula at both schools, we explored the ideological aspects of medical instruction as constituted and reinforced, perhaps subtly, covertly, and even inadvertently, through the pedagogical practices of using standardized and virtual patients. Our results highlight how these medical students perceive standardized and virtual patient interactions as an opportunity to manage uncertainty, and confront a primary tension they will face in enacting their professional roles- being cost effective and efficient while also treating `patients as people." [ABSTRACT FROM AUTHOR]

The article presents a course related to work-life communication for senior college students which searches the intersections between paid work and personal or family life. It focuses on communication and other issues surrounding balancing personal needs and commitments particularly child or elder care, with a career. It also tackles differences in societal and organizational expectations of workers based on gender, marital status and childbearing/childrearing status. In addition, the ways in which people communicate about their working lives at home are discussed.