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The lack of women in elected leadership roles trickles down to student governance at colleges and universities (American Student Government Association, 2016). The researcher sought to understand how women student leaders made meaning of their experiences as a leader and how their understanding influences their actions and motivations. Through the use of narrative inquiry, the researcher explored how participants defined and made meaning of their experiences as women student government association presidents. The data collected through a series of three interviews were then formed into individual narratives focusing on context and meaning-making for each participant. Our work resulted in rich data that was categorized into themes. The prevalent theme of a "chilly climate" was salient for each participant, which is discussed in this article. The article concludes with implications for student government advisors, as well as for future research on women student government association leaders.

The use of concept mapping strategies has implications in teaching and learning to improve visual literacy. This study examined pre-service teacher education students' experiences and perspectives in relation to concept map creation and their use in education to promote visual literacy. The data analyzed for this study consisted of concept maps created by students and their written online portfolio reflections. Findings revealed that students found concept maps helped organize and present information visually relating to a specific topic. Highlighting key points helped direct learners' attention. Students' inabilities to decide what information to include and the best way to present information were limitations of concept map creation. Also, there were technical difficulties. More research needs to be completed as concept maps are practical visual tools.

The purpose of this project was to increase student achievement, engagement, and satisfaction using animated instructional videos in an online general psychology course at a community college. This project not only considered the data collected from student activity tracking, but also examined students' perception of how the videos engaged and helped them remember course material. Collection of data was conducted using a pre-intervention and post-intervention survey, a pre-test, a post-test (mid-term exam), and an online behavior evaluation rubric. A statistically significant increase in scores from pre-test to post-test occurred. Students reported that they preferred the animated instructional videos over the textbook and believed videos helped them remember the material. Overall, the project showed that students enjoyed the videos and many recommended that additional ones be created for the rest of the course. Although time-consuming, instructional videos were worth the effort to keep students engaged and learn course material.

The use of video in teaching and learning is a common practice in education today. As learning online becomes more of a common practice in education, streaming video and audio will play a bigger role in delivering course materials to online learners. This form of technology brings courses alive by allowing online learners to use their visual and auditory senses to learn complex concepts and difficult procedures. This paper offers an overview of using streaming video in the online educational environment and discusses the various formats of streaming media. The various hardware and software programs used to create streaming video is also examined along with the advantages and drawbacks of using streaming video in online instruction. Finally, a discussion of how streaming video can be used in online instruction and its curricular applications are addressed.