The Role of Perceived Control in Alcohol Prevention Campaigns

Optimistic bias provides a framework in this study to consider college students' knowledge about and perceptions of control over the effect of alcohol consumption on genes and health. Participants were 339 college students who completed a survey on genetics in the spring of 2001. This study confirmed that there is a significant relationship between knowledge and perceived control. In addition, the prediction that there are no differences between heavy and light drinkers with respect to their perceived knowledge and perceived control was supported. These results suggest the need to reconsider how prevention programs promote control over alcohol's use and effects because of the perceptions of invulnerability that may accompany feelings of control.     

FACTORS INFLUENCING COLLEGE STUDENTS TO CHOOSE CAREERS WORKING WITH ELDERLY PERSONS

As the proportion of older adults in our society increases, the need for professionals with a knowledge of the aging process and a desire to work with elderly persons is being recognized. Relatively little information is available concerning the factors that contribute to the desire to work with older adults. To explore such factors, 282 college students (35 males and 227 females) ranging in age from 18 to 72, who attended three colleges and one university in central Massachusetts, were examined. For the past 20 years, these academic institutions have offered an intercollegiate, interdisciplinary program in Gerontology studies. Thirty-one percent of the students surveyed planned on specializing in careers working with older adults. While emotional closeness to an older adult during childhood was found to be related to considering a career in health care, having taken care of an elderly person during childhood was significantly associated with a desire to work with older adults. Positive work characteristics most frequently listed by students who planned on working with older adults were: interesting, challenging, emotionally lifting, and productive. However, the students also listed negative work characteristics as well. Those most frequently reported were: difficult, frustrating, and depressing.     

Performance analysis case study of United States to India software development migration process

This performance analysis case study examines the migration of Custom Software Solutions, Inc. software development and maintenance, according to Gilbert's (1996) human performance theory, from teams in the United States to teams in India. Findings reveal the need for changes in project management guidelines, cross‐team communication, resources, and organizational clarity. Suggested interventions include improving project management and organizational communication practices and establishing new protocols such as Web‐based project forums and interactive learning modules.     

Training for innovation in India: Cultural considerations and strategic Implications

Global organizations with personnel in India rank innovation as a primary workforce development objective to stay competitive in the global market (NASSCOM, 2007 ). This analysis reviews relevant literature for evidence of cultural factors that stand in the way of innovative performance in Indian personnel and discusses implications for the design of interventions. Findings in the literature indicate possible knowledge gaps resulting from higher education quality assurance problems and high turnover in the job market, underrecognition of creative and practical intellectual abilities owing to testing practices, and restrictions on creative tendencies stemming from hierarchical structures and external pressures. Instructional design implications include the use of diagnostics, transformational learning strategies, and systemic reinforcement initiatives.     

A Model for Curricular Revision: The Case of Engineering

The ability to teach one’s self is a critical skill for workers in the 21st century because of the rapidity of change and innovation. To educate students to meet this challenge, we need to re-envision curriculum with the goal of producing graduates who have the ability to complete the transition from novice to expert after graduation and continue to deepen their expertise throughout their careers. Using engineering education as a model of current efforts in curricular revision, we present a method for curricular review based on learning types in order to design an undergraduate experience that is transformative and congruent with a learner-centered approach. Michael Harris received his Ph.D. in Public Policy from Indiana University, his Master’s degree from Tel-Aviv University, and his undergraduate degree in economics and business administration from Ben-llan University. He is a graduate of the Harvard Graduate School of Education Institute for Educational Management (IEM) and Management Development Program (MDP). Dr. Harris serves as the Provost and Vice President for Academic Affairs at Kettering University. Roxanne Cullen holds a Ph.D. in English from Bowling Green State University with a specialization in Composition Theory and Rhetoric. She is currently Professor of English at Ferris State University, where she has also held various administrative posts.     

Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research. We conducted focus groups and interviews, and observed classrooms in seven exemplary schools across the United States. We surveyed teachers' familiarity, use, and comfort with technology as well. We document six common strategies used across the seven sites and identify five roles that technology plays in enhancing teaching and learning, and discuss how these strategies benefit teachers and learners. (Keywords: technology integration, digital instructional strategies)     

Learner-centered Leadership: An Agenda for Action

Institutions are attempting to revitalize undergraduate education through the shift of the dominant pedagogy to a learner-centered focus. While this is encouraging, it is crucial to acknowledge that most of the efforts and literature on the learner-centered paradigm have necessarily focused on strategies for faculty. It is, however, equally important for administrators to consider the impact of the paradigm shift on their roles. Professional development and leadership training that takes into account the need for both a technical shift and shift in perception is key to the success of the transition to a new paradigm. Roxanne Cullen holds a Ph.D in English from Bowling Green State University with a specialization in Rhetoric, and she is a professor of English at Ferris State University. She has held various leadership positions at the University, including serving as the first director of the University Writing Center, the Academic Head of the Department of Languages and Literature, Interim Associate Dean of the College of Arts and Sciences, Assistant Vice President for Academic Affairs and most recently Associate Vice President for Academic Affairs. Dr. Michael Harris received his Ph.D. in public policy from Indiana University, his master’s degree from Tel-Aviv University, and his undergraduate degree in economics and business administration from Bar-Ilan University. He is a graduate of the Harvard Graduate School of Education’s Institute For Educational Management (IEM) and the Management Development Program (MDP). Dr. Harris serves as the Provost and Vice President for Academic Affairs at Kettering University. Dr. Harris specializes in public policy and political economy, and he serves as a political commentator to a variety of broadcast and print media in the United States and Israel.