What Motivates Students to Provide Feedback to Teachers About Teaching and Learning? An Expectancy Theory Perspective

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom’s Model, was used as the conceptual framework for the study. Multiple regression analysis was employed to test both the valence and force equations. Statistically significant results indicated that students’ motivation was dependent upon the importance to them of improving the value of the class and of future classes, and the expectation that their formative feedback would lead to increased value for them, their peers in the classroom and for students in future classes. Based on these findings, it is important for teachers who request students to participate in providing anonymous feedback to emphasize that this feedback is a valuable tool to assist in improving current and future teaching and learning experiences

Chancellor's Comments

SUPPORTING STUDENT SUCCESS IN TURBULENT TIME

Toward automated analysis of particle holograms

A preliminary study of approaches for extracting and analyzing data from particle holograms is discussed. It concludes that: (1) for thin spherical particles, out-of-focus methods are optimum; (2) for thin nonspherical particles, out-of-focus methods are useful but must be supplemented by in-focus methods; (3) a complex method of projection and back projection can remove out-of-focus data for deep particles

Why Does Leadership Exist?

What style of leadership is most effective in a particular situation with a specific group of followers? How do leaders best motivate followers in achieving goals? Although important questions, before we may come to fully understand the how and what of leadership, in this brief I suggest that we reflect upon a more basic leadership question. In the context of a paradigm from the work of the late educator and social critic, Neil Postman (1931-2003), I explore the question, “Why does leadership exist?” For when we reflect upon the answer to that question, we may gain further insight into ourselves as leaders, which mayenhance our understanding of what good leadership looks like and how we might best achieve it

Using Case Work as a Pretest to Measure Crisis Leadership Preparedness

Today’s leaders must thrive in a world of turbulence and constant change. Unstable conditions frequently generate crises, emphasizing the need for crisis leadership preparedness, which is missing from many business curricula. Thus, the purpose of this work was to develop a learning module in crisis leadership preparedness. As a baseline measure or pretest, 217 graduate students were asked to analyze two crisis leadership cases during the first week of an entry leadership class. Content analysis provided the method to identify where student analyses fell short. These gaps in learning then informed the creation of student learning objectives. Applying inquiry-based learning, I then suggest instructional methods that I incorporated into an active learning module to better prepare today’s leaders for crisis leadership

Transient ventilation dynamics following a change in strength of a point source of heat

We investigate the transient ventilation flow within a confined ventilated space, with high- and low-level openings, when the strength of a low-level point source of heat is changed instantaneously. The steady-flow regime in the space involves a turbulent buoyant plume, which rises from the point source to a well-mixed warm upper layer. The steady-state height of the interface between this layer and the lower layer of exterior fluid is independent of the heat flux, but the upper layer becomes progressively warmer with heat flux. New analogue laboratory experiments of the transient adjustment between steady states identify that if the heat flux is increased, the continuing plume propagates to the top of the room forming a new, warmer layer. This layer gradually deepens, and as the turbulent plume entrains fluid from the original warm layer, the original layer is gradually depleted and disappears, and a new steady state is established. In contrast, if the source buoyancy flux is decreased, the continuing plume is cooler than the original plume, so that on reaching the interface it is of intermediate density between the original warm layer and the external fluid. The plume supplies a new intermediate layer, which gradually deepens with the continuing flow. In turn, the original upper layer becomes depleted, both as a result of being vented through the upper opening of the space, but also due to some penetrative entrainment of this layer by the plume, as the plume overshoots the interface before falling back to supply the new intermediate layer. We develop quantitative models which are in good accord with our experimental data, by combining classical plume theory with models of the penetrative entrainment for the case of a decrease in heating. Typically, we find that the effect of penetrative entrainment on the density of the intruding layer is relatively weak, provided the change in source strength is sufficiently large. However, penetrative entrainment measurably increases the rate at which the depth of the draining layer decreases. We conclude with a discussion of the importance of these results for the control of naturally ventilated spaces

Psychological effects of rapid weight loss and attitudes towards eating among professional jockeys

We examined the psychological effects of rapid weight loss among a sample of 41 professional jockeys (mean age 30.9 years, s¼7.0). Participants completed the Brunel Mood Scale (BRUMS) and the Eating Attitudes Test-26 (EAT-26) to establish the relationships between rapid weight loss, mood, and attitudes towards eating. These instruments were administered on three occasions: at the jockeys’ minimal weight (achieved through rapid weight loss), their optimal riding weight (when they were not excessively restricting their weight and felt healthy), and their relaxed weight (when there were no forthcoming light rides or no rides at all). It was hypothesized that when riding at minimal weight, jockeys would record a more negative mood profile compared with scores recorded at optimal or relaxed weights. The same trend was expected for eating attitudes. These hypotheses were supported as jockeys reported significantly more negative mood profiles and eating attitudes at minimal weight. The EAT-26 scores indicated the presence of disordered attitudes towards eating at this weight. These results suggest that jockeys’ endeavours to reach the minimum weight limit stipulated by governing bodies are likely to jeopardize their psychological well-being. Dialogue surrounding the appropriateness of current weight regulations is therefore encouraged