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This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

Entrepreneurship researchers use various types of screening criteria to select samples for study. In that selecting these criteria is, in effect, choosing a definition or model of entrepreneurship, the consequences are immense and have had a direct impact on the generalizability of research and theory development in our field. The purpose of this study is to help entrepreneurship researchers better understand these consequences and, thereby, improve our understanding of entrepreneurial phenomenon. Four of the most commonly used screening criteria are included in this study: firm age, firm size, firm growth, and innovation. Based on a sample of 368 manufacturing firms, the results indicate that few firms fit all or even most of the considered screening criteria and independent-dependent variable relationships vary considerably by screening criteria selection.