Debra Bourdeau | Embry-Riddle Aeronautical University (original) (raw)
Papers by Debra Bourdeau
Journal of diversity management, Jun 1, 2019
The present study explored the applicable motivation factors that contribute to job satisfactory ... more The present study explored the applicable motivation factors that contribute to job satisfactory in terms of job motivators and maintenance factors when working projects. Students enrolled in a university advanced project management leadership course were asked to respond to a job motivators and maintenance factors self-assessment which is a useful framework to determine the factors that contribute to their motivation when working projects (Lusser & Achua, 2016). A chi-square test was conducted to determine if the observed values were significantly different from an expected value of 18. The chi-square goodness of fit test led to the rejection of H1 0 and the acceptance of H1 a. with a p<.001. Additionally, the chi-square goodness of fit test led to the acceptance of H2 0 and the rejection of H2 a. with a p=.994. The self-assessment revealed the students tended to exhibit higher motivator scores, and lower maintenance scores. The findings of this study have significant implications for leadership behavior when leading project teams. These findings can also contribute to better understanding of the motivation factors which characterize team members for the completion of successful projects.
Journal of diversity management, Dec 5, 2018
The present study explored the applicable situational leadership styles of experienced military m... more The present study explored the applicable situational leadership styles of experienced military managers attending an advanced leadership educational program. While attending this program, these managers were requested to reveal the results of their situational leadership self-assessment in which they participated. A total of 620 managers agreed to reveal their results, and descriptive statistics were conducted to determine the findings of their situational leadership self-assessments. The study research results revealed two situational leadership styles were predominating: (Telling and Participating). The findings of research study have significant implications for managers when leading individuals and teams for organizational success. These findings also may contribute to better understanding of the situational leadership styles which characterize managers when leading people and team members. Additionally, the findings of this study also have implications for teaching situational leadership skills in a variety of settings to include educational leadership programs such as the one reported here.
Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and charact... more Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and characteristics when managing projects. A convenient sample of 202 managers engaged in an advanced project management educational program, responded to the Big Five Personality® and the Myers-Briggs (MBTI®) personality assessments. Thus, the results of this quantitative study can be used by companies when hiring, assigning project managers, and for team building to achieve business success.
Journal of humanistic mathematics, 2021
Blending perspectives from the humanities and STEM fosters the creativity of all students. The cu... more Blending perspectives from the humanities and STEM fosters the creativity of all students. The culturally implicit dichotomy between the two meta-disciplines can be overcome with carefully designed courses and programs intent on doing so. The why and how of doing so through an online course is described with qualitative evidence of the success. Future plans for a full slate of such course and a virtual community are discussed.
Communication Teacher, Feb 25, 2021
Higher education frequently utilizes collaborative learning, and collaboration is also emphasized... more Higher education frequently utilizes collaborative learning, and collaboration is also emphasized as an important skill in the workplace. However, students often feel apprehensive about group projects. The semester-long Collaborative Writing and Presenting course teaches students how to collaborate on communication projects using best practices for collaborative learning in all modalities, including online. The course goals include equipping students with a deeper knowledge, greater experience, and myriad tools to manage group project situations successfully in future courses as well as outside of the classroom in work environments. Students also learn to navigate conflicts that can emerge in team projects and develop the ability to assess their own strengths and weaknesses as a group member. The course was team developed, modeling effective collaboration. Courses Basic Communication Course, Collaborative Writing and Presenting. Objectives Upon course completion, students will be able to: Organize and develop a variety of documents and presentations in teams. Use collaborative tools and technologies to organize and communicate ideas in writing and in presentations. Solve communication and conflict challenges involving a group. Assess team strengths and weaknesses to grow and improve. Reflect on individual and team performance to grow and improve.
Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and charact... more Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and characteristics when managing projects. A convenient sample of 202 managers engaged in an advanced project management educational program, responded to the Big Five Personality® and the Myers-Briggs (MBTI®) personality assessments. Thus, the results of this quantitative study can be used by companies when hiring, assigning project managers, and for team building to achieve business success.
The purpose of this research study was twofold: 1) to explore if a university's Master of Science... more The purpose of this research study was twofold: 1) to explore if a university's Master of Science in Project Management students' MBTI ® personalities differ significantly; 2) to gain a better understanding if the MBTI ® personality traits of university students enrolled in a project management degree differ significantly from those MBTI ® personalities of the general population. The goodness of fit test was used in order to test the hypotheses that the 177 graduate project management students (observed data) have the same MBTI ® distribution as in the general population (expected data). Overall, the present study showed that the student population has 27.18% fewer SF classifications than the general population and 15.99% more NT and 19.15% more ST classifications than the general population. In addition, the study revealed 10.65% fewer extroverts (EJ) and 10.39% more introverts (IJ) than the general population. To determine whether there is a significant difference between the Master of Project Management students' MBTI ® distribution, a goodness of fit test was conducted at the .05 level of significance. Based on results, it can be concluded that the MBTI ® categories are not equally distributed among the project management students sampled in the study.
In this research study, students enrolled in a university Master of Science in Project Management... more In this research study, students enrolled in a university Master of Science in Project Management degree program were asked to respond to the Big Five personality inventory to ascertain whether their personality traits were in alignment with Big Five Leadership profile proposed by Lussier and Achua (2013) or were ranked similarly with the general population. Additionally, this study sought to explore whether university project management master degree students' Big Five personalities were aligned with the suggested Big Five profile for project managers. The ranking of the Big Five leadership categories of 172 project management students was compared to rankings in previous studies. It was observed that the Big Five rankings of project management students differed in order from both the Lussier and Achua (2013) leadership profile as well as multiple studies conducted within the general population. However, the project management student rankings were consistent with recommended rankings for project managers. The findings can contribute to better understanding the traits that characterize students studying in the project management field of occupation.
The purpose of this study was to explore methods to promote effective undergraduate student learn... more The purpose of this study was to explore methods to promote effective undergraduate student learning through inquiry-based research in the classroom and to determine what the benefits of doing so might be. The study begins by outlining how undergraduate inquiry-based research increases the undergraduate student learning model and then lists steps to accomplish this process. The study outlines two options offered as a workable process to promote faculty and student inquiry-based in-class research. The first option is for undergraduate students to engage in inquiry-based research with the assistance of one-on-one mentoring by the instructor. The second option allows for teams of students to do research with the assistance of mentoring by the instructor. The results of this current study concluded that an undergraduate inquiry-based research program benefits students and faculty in several ways as described in this paper. The study findings may contribute to a better understanding of how colleges and universities can further promote undergraduate learning in the classroom though student-centered, inquiry-based research.
Journal of university teaching and learning practice, Apr 1, 2018
The education community has conducted studies on failure rates and withdrawal rates between learn... more The education community has conducted studies on failure rates and withdrawal rates between learning The education community has conducted studies on failure rates and withdrawal rates between learning modalities in the past, but few studies have evaluated grade distribution between learning modes or modalities in the past, but few studies have evaluated grade distribution between learning modes or focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic year for an English Composition course, researchers examined failure rates, grade distribution, and year for an English Composition course, researchers examined failure rates, grade distribution, and withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In this study, learning modes and failure rates were related. Synchronous video modes of instruction had this study, learning modes and failure rates were related. Synchronous video modes of instruction had higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher rate than online students. Grade distributions showed significant differences based on learning higher rate than online students. Grade distributions showed significant differences based on learning mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video classroom students. In-Person students also withdrew at a significantly lower rate than online students. classroom students. In-Person students also withdrew at a significantly lower rate than online students. With these findings, we suggest that finding the root cause and alleviating the differences in student With these findings, we suggest that finding the root cause and alleviating the differences in student performance across learning modes should be a high priority for the educational community. performance across learning modes should be a high priority for the educational community.
Journal of humanistic mathematics, 2019
Proceedings of the 31st International Academic Conference, London, 2017
This paper discusses my experience as an American instructor teaching a Values and Ethics course ... more This paper discusses my experience as an American instructor teaching a Values and Ethics course in Singapore. This course is required of all students in our university, which is a distributed-campus model with over 120 teaching sites, including our Asia campus. Having developed this course for online delivery for all of our instructors, I was aware of the Western focus of its textbook and its worldview. Similarly, the course itself is built upon Western teaching practices. Both realities produced a fascinating experience when I taught the course to approximately 60 undergraduate Singaporean students in a condensed nine-week format in 2015. The almost-fully Western view, based heavily on Judeo-Christian values and the philosophy of Aristotle, Plato, Descartes and Kant, proved to be a myopic way to approach the course. Blending Eastern concepts such as collectivism with Western ideals such as individualism, and the Western focus on reason with Buddhist understandings of cause/effect relationships, added depth to the student experience in the course and provided me with new levels of insight as an instructor. Additionally, the course demands significant student participation and collaboration, with the instructor often becoming more of a facilitator in the course. Singaporean students commented that this was a new way of learning for them, removing the layers of authority between student and teacher and increasing their confidence in their ability to speak articulately on course concepts. Finally, the class demands the application of various ethical frameworks to current issues, compelling students to consider contemporary world problems through the lens of formal philosophical thought. Their topics of choice provided an intriguing contrast to American students' selections for that same set of assignments. Ultimately, increasing globalization demands an internationalized curriculum that is not overly dependent on the traditions of any one specific culture. My experience in this course provides a case study of "accidental" internationalization that could, ideally, lead to some permanent changes in how such courses can be taught to students worldwide.
Journal of university teaching and learning practice, Apr 1, 2018
The education community has conducted studies on failure rates and withdrawal rates between learn... more The education community has conducted studies on failure rates and withdrawal rates between learning The education community has conducted studies on failure rates and withdrawal rates between learning modalities in the past, but few studies have evaluated grade distribution between learning modes or modalities in the past, but few studies have evaluated grade distribution between learning modes or focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic year for an English Composition course, researchers examined failure rates, grade distribution, and year for an English Composition course, researchers examined failure rates, grade distribution, and withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In this study, learning modes and failure rates were related. Synchronous video modes of instruction had this study, learning modes and failure rates were related. Synchronous video modes of instruction had higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher rate than online students. Grade distributions showed significant differences based on learning higher rate than online students. Grade distributions showed significant differences based on learning mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video classroom students. In-Person students also withdrew at a significantly lower rate than online students. classroom students. In-Person students also withdrew at a significantly lower rate than online students. With these findings, we suggest that finding the root cause and alleviating the differences in student With these findings, we suggest that finding the root cause and alleviating the differences in student performance across learning modes should be a high priority for the educational community. performance across learning modes should be a high priority for the educational community.
Journal of Humanistic Mathematics, 2021
Blending perspectives from the humanities and STEM fosters the creativity of all students. The cu... more Blending perspectives from the humanities and STEM fosters the creativity of all students. The culturally implicit dichotomy between the two meta-disciplines can be overcome with carefully designed courses and programs intent on doing so. The why and how of doing so through an online course is described with qualitative evidence of the success. Future plans for a full slate of such course and a virtual community are discussed.
The purpose of this study was to explore methods to promote effective undergraduate student learn... more The purpose of this study was to explore methods to promote effective undergraduate student learning through inquiry-based research in the classroom and to determine what the benefits of doing so might be. The study begins by outlining how undergraduate inquiry-based research increases the undergraduate student learning model and then lists steps to accomplish this process. The study outlines two options offered as a workable process to promote faculty and student inquiry-based in-class research. The first option is for undergraduate students to engage in inquiry-based research with the assistance of one-onone mentoring by the instructor. The second option allows for teams of students to do research with the assistance of mentoring by the instructor. The results of this current study concluded that an undergraduate inquiry-based research program benefits students and faculty in several ways as described in this paper. The study findings may contribute to a better understanding of ho...
Engaged employees are those who are involved in, enthusiastic about, and committed to their work ... more Engaged employees are those who are involved in, enthusiastic about, and committed to their work and who are most likely to drive innovation, generate new ideas, have a sense of connection with their work activities, and are involved with the demands of their job (Gallup, 2013). Nowhere is the concept of employee engagement more important than with managing an organization’s projects. Ensuring a project manager is emotionally engaged with his or her work is crucial for project success to meet greater challenges in today's 21st-century global marketplace. In this research study, project managers were asked to respond to an employee engagement survey to ascertain whether project manager work engagement levels are significantly different than the employee work engagement levels of the general population.
The purpose of this research study was twofold: 1) to explore if a university’s Master of Science... more The purpose of this research study was twofold: 1) to explore if a university’s Master of Science in Project Management students’ MBTI personalities differ significantly; 2) to gain a better understanding if the MBTI personality traits of university students enrolled in a project management degree differ significantly from those MBTI personalities of the general population. The goodness of fit test was used in order to test the hypotheses that the 177 graduate project management students (observed data) have the same MBTI distribution as in the general population (expected data). Overall, the present study showed that the student population has 27.18% fewer SF classifications than the general population and 15.99% more NT and 19.15% more ST classifications than the general population. In addition, the study revealed 10.65% fewer extroverts (EJ) and 10.39% more introverts (IJ) than the general population. To determine whether there is a significant difference between the Master of Pr...
Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and charact... more Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and characteristics when managing projects. A convenient sample of 202 managers engaged in an advanced project management educational program, responded to the Big Five Personality® and the Myers-Briggs (MBTI®) personality assessments. Thus, the results of this quantitative study can be used by companies when hiring, assigning project managers, and for team building to achieve business success.
Journal of diversity management, Jun 1, 2019
The present study explored the applicable motivation factors that contribute to job satisfactory ... more The present study explored the applicable motivation factors that contribute to job satisfactory in terms of job motivators and maintenance factors when working projects. Students enrolled in a university advanced project management leadership course were asked to respond to a job motivators and maintenance factors self-assessment which is a useful framework to determine the factors that contribute to their motivation when working projects (Lusser & Achua, 2016). A chi-square test was conducted to determine if the observed values were significantly different from an expected value of 18. The chi-square goodness of fit test led to the rejection of H1 0 and the acceptance of H1 a. with a p<.001. Additionally, the chi-square goodness of fit test led to the acceptance of H2 0 and the rejection of H2 a. with a p=.994. The self-assessment revealed the students tended to exhibit higher motivator scores, and lower maintenance scores. The findings of this study have significant implications for leadership behavior when leading project teams. These findings can also contribute to better understanding of the motivation factors which characterize team members for the completion of successful projects.
Journal of diversity management, Dec 5, 2018
The present study explored the applicable situational leadership styles of experienced military m... more The present study explored the applicable situational leadership styles of experienced military managers attending an advanced leadership educational program. While attending this program, these managers were requested to reveal the results of their situational leadership self-assessment in which they participated. A total of 620 managers agreed to reveal their results, and descriptive statistics were conducted to determine the findings of their situational leadership self-assessments. The study research results revealed two situational leadership styles were predominating: (Telling and Participating). The findings of research study have significant implications for managers when leading individuals and teams for organizational success. These findings also may contribute to better understanding of the situational leadership styles which characterize managers when leading people and team members. Additionally, the findings of this study also have implications for teaching situational leadership skills in a variety of settings to include educational leadership programs such as the one reported here.
Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and charact... more Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and characteristics when managing projects. A convenient sample of 202 managers engaged in an advanced project management educational program, responded to the Big Five Personality® and the Myers-Briggs (MBTI®) personality assessments. Thus, the results of this quantitative study can be used by companies when hiring, assigning project managers, and for team building to achieve business success.
Journal of humanistic mathematics, 2021
Blending perspectives from the humanities and STEM fosters the creativity of all students. The cu... more Blending perspectives from the humanities and STEM fosters the creativity of all students. The culturally implicit dichotomy between the two meta-disciplines can be overcome with carefully designed courses and programs intent on doing so. The why and how of doing so through an online course is described with qualitative evidence of the success. Future plans for a full slate of such course and a virtual community are discussed.
Communication Teacher, Feb 25, 2021
Higher education frequently utilizes collaborative learning, and collaboration is also emphasized... more Higher education frequently utilizes collaborative learning, and collaboration is also emphasized as an important skill in the workplace. However, students often feel apprehensive about group projects. The semester-long Collaborative Writing and Presenting course teaches students how to collaborate on communication projects using best practices for collaborative learning in all modalities, including online. The course goals include equipping students with a deeper knowledge, greater experience, and myriad tools to manage group project situations successfully in future courses as well as outside of the classroom in work environments. Students also learn to navigate conflicts that can emerge in team projects and develop the ability to assess their own strengths and weaknesses as a group member. The course was team developed, modeling effective collaboration. Courses Basic Communication Course, Collaborative Writing and Presenting. Objectives Upon course completion, students will be able to: Organize and develop a variety of documents and presentations in teams. Use collaborative tools and technologies to organize and communicate ideas in writing and in presentations. Solve communication and conflict challenges involving a group. Assess team strengths and weaknesses to grow and improve. Reflect on individual and team performance to grow and improve.
Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and charact... more Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and characteristics when managing projects. A convenient sample of 202 managers engaged in an advanced project management educational program, responded to the Big Five Personality® and the Myers-Briggs (MBTI®) personality assessments. Thus, the results of this quantitative study can be used by companies when hiring, assigning project managers, and for team building to achieve business success.
The purpose of this research study was twofold: 1) to explore if a university's Master of Science... more The purpose of this research study was twofold: 1) to explore if a university's Master of Science in Project Management students' MBTI ® personalities differ significantly; 2) to gain a better understanding if the MBTI ® personality traits of university students enrolled in a project management degree differ significantly from those MBTI ® personalities of the general population. The goodness of fit test was used in order to test the hypotheses that the 177 graduate project management students (observed data) have the same MBTI ® distribution as in the general population (expected data). Overall, the present study showed that the student population has 27.18% fewer SF classifications than the general population and 15.99% more NT and 19.15% more ST classifications than the general population. In addition, the study revealed 10.65% fewer extroverts (EJ) and 10.39% more introverts (IJ) than the general population. To determine whether there is a significant difference between the Master of Project Management students' MBTI ® distribution, a goodness of fit test was conducted at the .05 level of significance. Based on results, it can be concluded that the MBTI ® categories are not equally distributed among the project management students sampled in the study.
In this research study, students enrolled in a university Master of Science in Project Management... more In this research study, students enrolled in a university Master of Science in Project Management degree program were asked to respond to the Big Five personality inventory to ascertain whether their personality traits were in alignment with Big Five Leadership profile proposed by Lussier and Achua (2013) or were ranked similarly with the general population. Additionally, this study sought to explore whether university project management master degree students' Big Five personalities were aligned with the suggested Big Five profile for project managers. The ranking of the Big Five leadership categories of 172 project management students was compared to rankings in previous studies. It was observed that the Big Five rankings of project management students differed in order from both the Lussier and Achua (2013) leadership profile as well as multiple studies conducted within the general population. However, the project management student rankings were consistent with recommended rankings for project managers. The findings can contribute to better understanding the traits that characterize students studying in the project management field of occupation.
The purpose of this study was to explore methods to promote effective undergraduate student learn... more The purpose of this study was to explore methods to promote effective undergraduate student learning through inquiry-based research in the classroom and to determine what the benefits of doing so might be. The study begins by outlining how undergraduate inquiry-based research increases the undergraduate student learning model and then lists steps to accomplish this process. The study outlines two options offered as a workable process to promote faculty and student inquiry-based in-class research. The first option is for undergraduate students to engage in inquiry-based research with the assistance of one-on-one mentoring by the instructor. The second option allows for teams of students to do research with the assistance of mentoring by the instructor. The results of this current study concluded that an undergraduate inquiry-based research program benefits students and faculty in several ways as described in this paper. The study findings may contribute to a better understanding of how colleges and universities can further promote undergraduate learning in the classroom though student-centered, inquiry-based research.
Journal of university teaching and learning practice, Apr 1, 2018
The education community has conducted studies on failure rates and withdrawal rates between learn... more The education community has conducted studies on failure rates and withdrawal rates between learning The education community has conducted studies on failure rates and withdrawal rates between learning modalities in the past, but few studies have evaluated grade distribution between learning modes or modalities in the past, but few studies have evaluated grade distribution between learning modes or focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic year for an English Composition course, researchers examined failure rates, grade distribution, and year for an English Composition course, researchers examined failure rates, grade distribution, and withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In this study, learning modes and failure rates were related. Synchronous video modes of instruction had this study, learning modes and failure rates were related. Synchronous video modes of instruction had higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher rate than online students. Grade distributions showed significant differences based on learning higher rate than online students. Grade distributions showed significant differences based on learning mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video classroom students. In-Person students also withdrew at a significantly lower rate than online students. classroom students. In-Person students also withdrew at a significantly lower rate than online students. With these findings, we suggest that finding the root cause and alleviating the differences in student With these findings, we suggest that finding the root cause and alleviating the differences in student performance across learning modes should be a high priority for the educational community. performance across learning modes should be a high priority for the educational community.
Journal of humanistic mathematics, 2019
Proceedings of the 31st International Academic Conference, London, 2017
This paper discusses my experience as an American instructor teaching a Values and Ethics course ... more This paper discusses my experience as an American instructor teaching a Values and Ethics course in Singapore. This course is required of all students in our university, which is a distributed-campus model with over 120 teaching sites, including our Asia campus. Having developed this course for online delivery for all of our instructors, I was aware of the Western focus of its textbook and its worldview. Similarly, the course itself is built upon Western teaching practices. Both realities produced a fascinating experience when I taught the course to approximately 60 undergraduate Singaporean students in a condensed nine-week format in 2015. The almost-fully Western view, based heavily on Judeo-Christian values and the philosophy of Aristotle, Plato, Descartes and Kant, proved to be a myopic way to approach the course. Blending Eastern concepts such as collectivism with Western ideals such as individualism, and the Western focus on reason with Buddhist understandings of cause/effect relationships, added depth to the student experience in the course and provided me with new levels of insight as an instructor. Additionally, the course demands significant student participation and collaboration, with the instructor often becoming more of a facilitator in the course. Singaporean students commented that this was a new way of learning for them, removing the layers of authority between student and teacher and increasing their confidence in their ability to speak articulately on course concepts. Finally, the class demands the application of various ethical frameworks to current issues, compelling students to consider contemporary world problems through the lens of formal philosophical thought. Their topics of choice provided an intriguing contrast to American students' selections for that same set of assignments. Ultimately, increasing globalization demands an internationalized curriculum that is not overly dependent on the traditions of any one specific culture. My experience in this course provides a case study of "accidental" internationalization that could, ideally, lead to some permanent changes in how such courses can be taught to students worldwide.
Journal of university teaching and learning practice, Apr 1, 2018
The education community has conducted studies on failure rates and withdrawal rates between learn... more The education community has conducted studies on failure rates and withdrawal rates between learning The education community has conducted studies on failure rates and withdrawal rates between learning modalities in the past, but few studies have evaluated grade distribution between learning modes or modalities in the past, but few studies have evaluated grade distribution between learning modes or focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic year for an English Composition course, researchers examined failure rates, grade distribution, and year for an English Composition course, researchers examined failure rates, grade distribution, and withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In this study, learning modes and failure rates were related. Synchronous video modes of instruction had this study, learning modes and failure rates were related. Synchronous video modes of instruction had higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher rate than online students. Grade distributions showed significant differences based on learning higher rate than online students. Grade distributions showed significant differences based on learning mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video classroom students. In-Person students also withdrew at a significantly lower rate than online students. classroom students. In-Person students also withdrew at a significantly lower rate than online students. With these findings, we suggest that finding the root cause and alleviating the differences in student With these findings, we suggest that finding the root cause and alleviating the differences in student performance across learning modes should be a high priority for the educational community. performance across learning modes should be a high priority for the educational community.
Journal of Humanistic Mathematics, 2021
Blending perspectives from the humanities and STEM fosters the creativity of all students. The cu... more Blending perspectives from the humanities and STEM fosters the creativity of all students. The culturally implicit dichotomy between the two meta-disciplines can be overcome with carefully designed courses and programs intent on doing so. The why and how of doing so through an online course is described with qualitative evidence of the success. Future plans for a full slate of such course and a virtual community are discussed.
The purpose of this study was to explore methods to promote effective undergraduate student learn... more The purpose of this study was to explore methods to promote effective undergraduate student learning through inquiry-based research in the classroom and to determine what the benefits of doing so might be. The study begins by outlining how undergraduate inquiry-based research increases the undergraduate student learning model and then lists steps to accomplish this process. The study outlines two options offered as a workable process to promote faculty and student inquiry-based in-class research. The first option is for undergraduate students to engage in inquiry-based research with the assistance of one-onone mentoring by the instructor. The second option allows for teams of students to do research with the assistance of mentoring by the instructor. The results of this current study concluded that an undergraduate inquiry-based research program benefits students and faculty in several ways as described in this paper. The study findings may contribute to a better understanding of ho...
Engaged employees are those who are involved in, enthusiastic about, and committed to their work ... more Engaged employees are those who are involved in, enthusiastic about, and committed to their work and who are most likely to drive innovation, generate new ideas, have a sense of connection with their work activities, and are involved with the demands of their job (Gallup, 2013). Nowhere is the concept of employee engagement more important than with managing an organization’s projects. Ensuring a project manager is emotionally engaged with his or her work is crucial for project success to meet greater challenges in today's 21st-century global marketplace. In this research study, project managers were asked to respond to an employee engagement survey to ascertain whether project manager work engagement levels are significantly different than the employee work engagement levels of the general population.
The purpose of this research study was twofold: 1) to explore if a university’s Master of Science... more The purpose of this research study was twofold: 1) to explore if a university’s Master of Science in Project Management students’ MBTI personalities differ significantly; 2) to gain a better understanding if the MBTI personality traits of university students enrolled in a project management degree differ significantly from those MBTI personalities of the general population. The goodness of fit test was used in order to test the hypotheses that the 177 graduate project management students (observed data) have the same MBTI distribution as in the general population (expected data). Overall, the present study showed that the student population has 27.18% fewer SF classifications than the general population and 15.99% more NT and 19.15% more ST classifications than the general population. In addition, the study revealed 10.65% fewer extroverts (EJ) and 10.39% more introverts (IJ) than the general population. To determine whether there is a significant difference between the Master of Pr...
Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and charact... more Myers-Briggs (MBTI®) personality assessments to identify favorable personality traits and characteristics when managing projects. A convenient sample of 202 managers engaged in an advanced project management educational program, responded to the Big Five Personality® and the Myers-Briggs (MBTI®) personality assessments. Thus, the results of this quantitative study can be used by companies when hiring, assigning project managers, and for team building to achieve business success.