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The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL).

Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results.

The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation.

This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model.

These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness.

UDL can improve management education by making it more accessible to students with different personalities and learning styles.

This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in the USA remains a challenge. Foregrounding the voices of 26 Black male engineering faculty, this study aims to investigate how institutions might recruit and retain more Black men in engineering graduate programs.

For this study, inductive thematic analysis was used.

The authors show that three themes, namely, representation as an asset, invested mentors and faculty, and supportive peer networks described as the “Vibe” manifest as crucial elements for successful recruitment and retention of Black men in engineering graduate programs.

These findings are meant to augment the conversation around diversity, equity and inclusion in engineering graduate programs and to address a dearth of published research on the Black male engineering population. This work is also meant to help institutions conceptualize ways to create a “Vibe” that might be transferable to their institution’s sociocultural context.

Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students involved in the Corpsof Cadets program only and those enrolled in a formal academic leadership program. Significant differences did exist for gender and classification of students; women scored higher in systemic- thinking and juniors and seniors not enrolled in a formal academic leadership program scored lower in hierarchical-thinking than freshman and sophomore not enrolled in a formal academic leadership program. Students within the formal academic leadership programs have lower hierarchical scores and higher systemic scores than those who are not in a formal academic leadership program.

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

Case study methods, including interviews, observations and document analysis, were employed.

The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.

This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

This study examined the motivation and intent towards leadership and entrepreneurship of students enrolled in academic leadership programs. The Entrepreneurship Professional Leadership (ELP) Career Aspiration Survey was completed by undergraduate students (N = 143) enrolled in leadership courses at a large land-grant university. The students had supportive views of both motivation and intent to lead, with a more supportive view of their intent to lead, but had a more neutral stance on their motivation and intent for entrepreneurship. While some students in leadership programs have a desire towards entrepreneurship, it appears most are more interested in and intend to participate in leadership in other capacities after graduation. Contrary to previous research, gender differences with regard to intent toward entrepreneurship was not statistically significant.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

With the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology but also assessing actual and potential effects it can make on the learners, learning, education, and society. One of the risks inherent in online learning is its growing formalization both in the organization of the learning and in its process, which may gravely affect students’ learning, health, cognition, behavior and quality of the learning outcomes. It can also produce serious implications for the society. This article investigates the origins of formalization, its forms and stages, and discusses asynchronous, precision, and automated learning formats from this perspective. Among many issues, the impact of formalization on the learner's development and socialization is considered. The author offers a pragmatic solution for deformalization of online learning.

Qualitative analysis of contemporary research literature, educational trends and practices.

It was found that formalism permeates online education in many ways. It is present in asynchronous, precise and automated learning and may produce significant impact on students, their learning, and society.

This is a qualitative research based on the analysis of current research literature and teaching practices.

While formalism in education is an unavoidable evil, its impact must be diminished. Critical analysis and practical recommendations offered may help improve online teaching and learning.

Formalism affects both students' socialization in the online learning environment, and patterns of socialization in the society. It also impacts students’ cognition and behaviors. So, counteracting formalism may benefit the society's well-being.

The authors could not find any publications on this topic. So this is an original material which may contribute to improving online teaching and learning.

Career preparedness is critical to successfully transitioning from college to a full-time work environment. Being prepared means students have the technical and non-technical skills to help an organization meet its strategic goals. In many instances, students lack the requisite career competencies and collaborative skills. This study proposes designing an instructor-led, career-driven quasi-virtual internship to address this issue and improve students’ preparedness and teamwork.

Our research integrates and expands the four-step processes outlined in instructional and course redesign theories, including analysis, design and development, implementation and evaluation. In the evaluation phase, a survey is used to collect data, and natural language processing is applied to identify the emerging themes. The sample included 104 undergraduate students enrolled in an information systems degree program, which resulted in a digital corpus of 40,744 words for analysis.

Results indicate that the implementation of instructor-led quasi-virtual internships offered a comprehensive career experience comparable to an onsite or virtual company-sponsored internship in five notable areas: (1) application of technical knowledge, (2) critical thinking, (3) time management, (4) application of IT project management and (5) collaborative skills.

Our study only evaluated participants in our treatment group. Future research should examine the differences between students who complete sponsored versus instructor-led quasi-virtual internships. Researchers can add a control group of students who receive a theoretically based capstone course. Future research can simulate randomized controlled trials (RCT) (Chalmers et al., 1981) to measure the effectiveness of quasi-virtual internships. A benefit of this research is that an open-ended survey allows for collecting rich, multifaceted primary data. The second limitation is that the study included only single-item questions. Future authors can create and validate a survey instrument based on the themes and concepts emanating from our investigation. For example, they can operationalize team dynamics and career preparedness using a reflective model in which the underlying construct drives the indicators, requiring multiple items to examine each construct (Coltman et al., 2008). Third, the sample size in the study was relatively small. We can increase the sample size using a time-series dataset with multiple measurement periods. The fourth limitation is context; this study was conducted at a public university; other institutions may have varied teaching approaches, student demographics and resources. By expanding our study using a multi-site approach (Ballantyne et al., 2012), we can increase cross-sectional sample sizes and improve the generalizability of the study’s results.

This study provides several practical insights for educators by examining quasi-virtual internships. Academic institutions that want to offer internships but struggle to establish industry partners can implement the quasi-internship model as an alternative approach. The study highlights that students gain critical insight into their future careers during these internships by being familiar with industry concepts and tools. We also provide insights into engaging students in “meaningful collaboration.” We suggest the instructor provide some time during the class sessions for group work to improve coordination and introduce industry-level tools that provide a more applied approach to IS education.

The National Survey of College Internships (NSCI) 2021 indicates that underrepresented and first-generation students were less likely to participate in internships. Our research may positively impact diverse communities since the quasi-virtual internship allows all students to participate once they are enrolled in a capstone class.

To our knowledge, this study is the first to utilize latent semantic analysis to analyze students’ feedback to improve course design, career preparedness and team dynamics.