VTechWorks Repository :: Browsing by Author "Stubblefield, Harold W."

Browsing by Author "Stubblefield, Harold W."

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The act and activities of invention: an autobiographical phenomenological case study of a visualizing inventor
Lush, Craig L. (Virginia Tech, 1995-12-07)
The purpose of this research was to further my understanding of the inventive experience by capturing the perceptible thoughts, feelings, emotions, and actions that occur during the development of a Patentable Invention. The author, subject of the study, is an experienced inventor with numerous Patents issued and pending. The invention produced during this research was a mechanical device comprised of approximately seventy parts. Documentation of the product was through a formal Application for a U.S. Patent, filed pro se, and accompanied by nine pages of formal drawings also generated by the Researcher/Subject. The qualitative research process employed a phenomenological framework and included a variety of established data collection techniques, many of which had not previously been applied to the study of invention. Guided by the question of better understanding the experience of invention and its meaning, data were collected in written, verbal, and drawn form. An emphasis on real-time data collection avoided many of the pitfalls of autobiographical and retrospective verbal techniques. Over one hundred pages of transcribed data and over 400 developmental drawings were produced and analyzed. In addition to the traditional qualitative data analysis processes, the researcher developed a variety of data organization, coding, and analysis techniques providing quantitative insight into graphical data.
Adult Education in Civil War Richmond January 1861- April 1865
Dwyer, John L. (Virginia Tech, 1997-03-19)
This study examines adult education in Civil War Richmond from January 1861 to April 1865. Drawing on a range of sources (including newspapers, magazines, letters and diaries, reports, school catalogs, and published and unpublished personal narratives), it explores the types and availability of adult education activities and the impact that these activities had on influencing the mind, emotions, and attitudes of the residents. The analysis reveals that for four years, Richmond, the Capital of the Confederacy, endured severe hardships and tragedies of war: overcrowdedness, disease, wounded and sick soldiers, food shortages, high inflationary rates, crime, sanitation deficiencies, and weakened socio-educational institutions. Despite these deplorable conditions, the examination reveals that educative systems of organizations, groups, and individuals offered the opportunity and means for personal development and growth. The study presents and tracks the educational activities of organizations like churches, amusement centers, colleges, evening schools, military, and voluntary groups to determine the type and theme of their activities for educational purposes, such as personal development, leisure, and recreation. The study examines and tracks such activities as higher education, industrial training, religious education, college-preparatory education, military training, informal education, and educational leisure and recreation, such as reading and listening to and singing music. The study concludes that wartime conditions had minimal affect on the type and availability of adult education. Based on the number and types of educational activities and participants engaged in such activities, the study concludes that adult education had influenced and contributed to the lives of the majority of Richmonders, including the thousands of soldiers convalescing in the city's hospitals. Whatever the educative system, the study finds that the people of Richmond, under tremendous stress and despondency improved themselves individually and collectively. Thus, Civil War Richmond's adult education experience is about educative systems that gave people knowledge, comfort, and hope under extreme deprivation and deplorable conditions.
Adult Experience of Learning From Novels
Purdy, Martha Leete (Virginia Tech, 1998-06-16)
The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.
The adult volunteer instructors' rite of initiation: training as a socialization process
Lenaghan, Donna Dismuke (Virginia Tech, 1990-03-05)
Adult volunteer instructor training is an important transaction in the dissemination of community health courses to citizens in schools, worksites, religious organizations, and recreational centers. Yet prior to this study little was known about this process by which an individual was transformed from a willing volunteer into a volunteer instructor.
An analysis of the residency requirement for the doctoral degree in the College of Education, Virginia Polytechnic Institute and State University
Stuart, Elizabeth (Virginia Tech, 1979-05-15)
The problem which, was explored in this study was: What are the perceptions held by doctoral gradates of their academic-professional and personal experiences related to the residency requirement? Five research, questions were posed to provide guidance for the collection of data for this study. They are described in detail in the summary and conclusions sections of this chapter. The overall purpose of this study was to provide a procedure for evaluating full-time residential study in a doctoral program as perceived by graduates. Specifically, the objectives were: 1) to define the purposes and activities of-the residency requirement in the College of Education at VPI&SU as articulated by the faculty and administrative staff; 2) to determine the graduates' perceptions of their academic, professional and personal experiences while fulfilling the residency requirement at VPI&SU; and 3) to compare and contrast the perceptions of the faculty and the graduates with respect to the residence requirement.
Assessing the training and staff development needs of mental health/mental retardation professionals: a multi-method framework
Cogswell, Dennis Robert (Virginia Polytechnic Institute and State University, 1985)
This research addressed the need for the development of a multi-method needs assessment framework that could be used by Training Directors within the 40 Community Service Boards in Virginia to identify the training and staff development needs of professional staff. The study was carried out over a one year time period. First a multi-method needs assessment framework was developed. This framework consisted of three different needs assessment methods designed to produce a list of the top ranked needs in relation to (a) clinical, (b) prevention and consultation and (c) administration training and staff development needs. These methods were: (a) the review of performance evaluations by a three person committee, (b) the use of a nominal group technique by a five person Training Assessment Committee and (c) the completion of a Self-assessment Questionnaire by the professional staff on the rate of hindrance on each of 150 competencies that pertain to community mental health and mental retardation professional practice. Following review and verification by a panel of experts, this multi-method framework was field tested in the Rockbridge Mental Health Center, Lexington, Virginia. Those needs that were identified by all three methods of the multi-method framework for this CSB were listed as the primary training and staff development needs. The research concluded that the multi-method needs assessment framework had sufficient utility for it to be used throughout Virginia in the 40 CSBs to assess training and staff development needs. The triangularization of data allowed the needs identified by one method to validate the needs identified by the other methods.
An assessment of nontraditional education among the collegiate members of the Southern Association of Colleges and Schools
Simpson, Edward Gordon (Virginia Tech, 1977-04-15)
The purpose of this study was to identify and describe the nontraditional credit programs offered by the member institutions of the Commission on Colleges of the Southern Association of Colleges and Schools. As a secondary purpose, there was a desire to provide the Commission on Colleges with data to assist the members and staff in assessing the need for possible revision of Standard Nine. The study was accomplished through addressing sixteen specific objectives. Among these objectives was the identification of all institutions with the membership of the Commission on Colleges of. SACS which; offered a nontraditional degree program.Additionally, the identification of those institutions among the membership which planned implementation of a nontraditional effort by 1977-78 was also sought.
An assessment of the relationship between unit managers' attitudes and practices and the employment status of older workers in the foodservice industry
Reid, Robert D. (Virginia Polytechnic Institute and State University, 1985)
The purpose of this study was to: (1) describe the relationship between unit managers' attitudes and practices and the employment status of older workers in a segment of the foodservice industry; and (2) derive implications about the educational and training interventions necessary to facilitate the increased labor force participation of older workers in the industry. Demographic trends influenced the development of this study. The foodservice industry’s heavy reliance on younger workers and reports of potential labor shortages were reasons the study was undertaken. The population consisted of the membership of the National Restaurant Association. From this group a stratified random sample of 480 foodservice units was selected. Data were collected via questionnaires sent to the identified unit managers. The results indicated positive relationships between the employment of older workers and the following variables: establishment of a formal training program; the use of self-paced training methods; and the availability of employment alternatives. Older workers were most frequently employed in the institutional segment of the foodservice industry and in units in which a larger percentage of older managers were employed. Educational and training interventions which would facilitate the employment of older workers were presented. These included: training for managers; training programs for older workers; and employment alternatives.
Benjamin Hallowell: Educational Leader of Virginia, Maryland, and Pennsylvania, 1799 - 1877
Winston, Lewis E. Jr. (Virginia Tech, 1998-05-18)
This study is an investigation of the life of Benjamin Hallowell (1799-1877) a significant contributor to the spread of useful knowledge in the middle (1824-1877) of the nineteenth century. During this period the advancement of knowledge, once the domain of the landed gentry, became the province of the middle class citizen. The majority of studies of individuals influential in the spread of knowledge center on persons who had a national influence or on those who were active in the northeastern United States where the leading educational efforts flourished. Using historical research, a methodical, critical gathering and interpretation of knowledge from past and present records, we examine Hallowell's work in establishing learning institutions. Hallowell's life work was examined in the light of his use of adult education as a means of furthering his goals, and how he used his Quaker educational and scientific networks to found and operate institutions, such as his boarding school in Alexandria (1824), the Alexandria Lyceum (1834), the Maryland Agricultural College (1859) the predecessor of the University of Maryland, and Swarthmore College (1867). This study contributes to the growing body of knowledge about middle class citizens so important to the dissemination of knowledge and the formation of the nation in the middle of the nineteenth century. Hallowell's extensive correspondence was significant as he established his scientific reputation and as he worked in support of the disenfranchised. This is especially evident in his work as an advocate for slaves rights, in his progress towards women's equality in education, and in his work with the Indians. Hallowell used adult education techniques such as lecturing, group discussion and decision making in forming the Lyceum, Swarthmore College, and the Alexandria Water Works. Self reading and self-directed learning were important parts of his personal improvement process from his earliest years. He was an intense man of wide interests who shared his knowledge with all. He participated actively in the growth and spread of knowledge especially in the mid-Atlantic states of Maryland, Pennsylvania, and Virginia.
Community: A Simulation Game for Environmental Involvement
Rowland, Richard Langdon (Virginia Tech, 1974)
The thesis outlines the need for a method of communicating concepts of environmental action, reviews environmental movements and simulation gaming theory, proposes methodology and learning objectives and describes an environmental simulation game named ''Community". The game simulates a small town with four industries (food, housing, textile and automobile manufacturing) that employ four to thirty-three players who exchange money, pollute, and vote on community issues. The game rules, playing board, player roles, event cards, tokens, game operation and participant reactions are described. The conclusion states the game of ''Community" represents a design that involved individuals in participatory, decision making situations concerning economic, political and pollution processes, A need is stated for additional research on the effects of simulation gaming. A bibliography lists sources consulted on environmental movements and simulation gaming. The appendices contain the game model elements in a playing form. The author's vita notes a university background in history and education with work experience in community organization.
Comparison of the academic success rate of GED and traditional high school graduates in Maryland community colleges
Logan, Lynda Byrd (Virginia Tech, 1997-04-15)
This study was designed to determine if there is any significant difference in the rate of academic success of traditional high school graduates and GED holders in a Maryland Community College. Similar studies have measured academic success using variables, such as persistence and graduation rates, which are better suited to studying academic success in four year colleges. Because graduation rates in community colleges are low, it might be more accurate to assume that community college students matriculate for reasons other than transfer or the attainment of a degree. Therefore, the ratio of course attempted to courses completed and academic good standing were used to define and measure academic success. It is logical to assume that a student intends to complete a course if he/she registers and pays for said course. It is also reasonable to define academic success in terms of a student's eligibility to enroll in subsequent classes because he/she has maintained at least a 2.0 grade point average in the courses he/she has previously taken.
Creating a coordinated community response to domestic violence: a program and policy guide for community leaders
Eltringham, Randy Newcome (Virginia Tech, 1996-05-05)
Domestic violence is one of the most serious social problems facing our nation today. Despite decades of social and political action led by victims, advocates and leaders in the Battered Women's Movement, it continues to threaten the safety, health and wellbeing of approximately four million women each year. It also terrorizes and teaches violent behaviors to three to ten million children annually, increases health care costs by three to six billion dollars per year, and increases annual business costs by more than $13 billion. Studies of community-based prevention intervention initiatives have shown that efforts to eliminate complex destructive behaviors must not only be aimed at at-risk individuals but also must target change within the broader social environment.. This more comprehensive prevention strategy is based on a public health! public partnership model which differs significantly from blaming behaviors and single intervention "treatment" approaches. With a few notable exceptions (e.g. mandatory arrest, home visiting nurse programs, and re-socialization education), single interventions have not significantly reduced domestic violence. After decades of experience, it appears that more comprehensive, integrated interventions are required to eliminate problem behaviors. Community leaders continue to search for a sufficiently potent "mixture" of information, policies, programs and protocols which can change the "System of Violence" (or culture) which supports the continuation of domestic violence.
Determining the Administrative Support and Professional Development Needs of Contract Instructors at a Civilian Federal Training Agency
Saitta, Joseph V. Jr. (Virginia Tech, 1998-06-09)
Researchers know much about the use of contract (or adjunct) instructor faculty in academe, but little about contract instructors in civilian federal training agencies. No one has determined the effective administrative support of instructional delivery or the professional development needs of these federal agency contractors. The National Fire Academy's mission is to promote the professional development of those fire personnel engaged in fire suppression, fire prevention, and allied functions. Each year approximately 3000 resident students complete a variety of two week training programs. Approximately 500 contract instructors conduct most of these on-campus programs. These instructors have widely divergent expertise, instructional competence and teaching experience. The research questions were: 1. What are the problems, if any, that NFA contract instructors have had that have implications for effective program delivery? 2. What are the administrative support services, if any, that should be provided to contract instructors in the areas of: A. Orientation of new instructors? B. Program delivery? C. Evaluation processes? D. Professional development? 3. What other administrative support services, if any, would assist contract instructors in providing instructional services? 4. What are the problems, if any, that Program Chairs have dealt with that have implications for effective program delivery? All 536 resident contract instructors received a questionnaire about their perception of their administrative support and professional development needs; 45% responded (n=245). Eight of the ten Academy Program Chairs, who oversee the contract instructors, were interviewed about the types of problems and solutions they have used in dealing with these personnel. Analysis used both quantitative and qualitative methods. This research had a three-fold purpose. First, the research could determine the elements of effective support of instructional delivery for the Academy's contract instructors. Second, the research could provide the basis to make policy recommendations of such elements for the Academy. Finally, the research sought to determine what was required to support the professional development of contract instructors in any training organization. The results indicated that the responding contract instructors had several administrative support needs and concerns including keeping program content current, providing new instructors with an orientation and an instructor handbook, gaining access to classroom supplies, and improving the availability of program evaluations. There was also strong interest in three professional development options: preferred admission to other NFA classes, on-site instructor conferences, and a newsletter. Generally, Program Chairs' responses were supportive of these needs. The recommendations included the implementation of a contract instructor career path and the use of a government and contractor "shared responsibility management model."
Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers
Marshall, Hazel Brown (Virginia Polytechnic Institute and State University, 1989)
Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Educating Adults Through Distinctive Public Speaking: Lucretia Mott, Quaker Minister
Roslewicz, Elizabeth A. (Virginia Tech, 1999-04-07)
Lucretia Coffin Mott, in an era filled with events the significance of which reverberates today, spoke publicly about issues of societal and ethical concern. This study focuses on her work as a nineteenth-century female Quaker minister who through public speaking educated adults about the following: abolition of slavery, rights of women, and peaceful ways to address injustice. Separate chapters explore each of these three vital issues. Lucretia Mott ranks as a pioneer female public speaker. At a time that barred women's speaking in public, she spoke about significant issues. Her speaking admitted her to the company of American women who pioneered in speaking publicly. These endeavors to speak to "promiscuous" audiences, those comprised of adult males and females, also admitted her to the company of women who endured criticism, insults, and peril. Through a process of education, these women changed history and shaped culture. Lucretia Mott's Quaker perspective, her way with spoken words, and her womanhood distinguished her work as an educator in public forums and settings that ranged from religious meetings to the lyceum and conventions called to consider issues of national import. What could have prepared this Quaker minister--active in public domains for more than fifty years--for a place among the pioneers who advocated and practiced the right of women to speak purposefully in public forums? Lucretia Mott's commitment to the Society of Friends enabled her to be a pathfinder both in education and on important issues. Therefore, Chapter Two presents an exploration of Quaker history, spirituality, and practices to inform for purposes of historic educational analysis and interpretation. References in historical works to noteworthy innovations that originated from efforts by Quakers in American society and to successes in business sparked this inquiry. This study examined her speeches to see how they reflected Quaker principles and practices and her work as a pioneer public speaker who educated about societal and ethical issues. The study concludes that her work was energized because she knew her history, she questioned her world and she lived her faith.
Effects Of Curiosity On Socialization-Related Learning And Job Performance In Adults
Reio, Thomas G. Jr. (Virginia Tech, 1997-04-02)
Although the significance of curiosity in motivating and directing learning has received substantial scholarly support, little information exists about curiosity's importance in adult learning. The purpose of this study was to investigate curiosity's possible relevance in an adult learning context, the workplace. Specifically, this study was an examination of adult curiosity's relationship to socialization-related learning, and ultimately job performance. Four curiosity instruments (the Novelty Experiencing Scale; State-Trait Personality Inventory; Melbourne Curiosity Inventory; and the Sensation Seeking Scale), one socialization-related learning questionnaire (Workplace Adaptation Questionnaire), and one job performance instrument (developed to assess technical and interpersonal job performance) were administered in four service-industry organizations. Demographic data were also collected and the final sample included 233 employees. Two-, three-, and four-factor curiosity models were examined to clarify the nature of the curiosity construct. Curiosity factor scores were subsequently used as independent variables in multiple regression equations to assess their research utility. Three a priori determined, recursive path models suggesting a causal influence of curiosity on socialization-related learning and job performance were tested as well. Standardized partial regression coefficients were calculated from a combination of the correlational matrix containing the three main study variables (curiosity, socialization-related learning, and job performance), and their standard deviations, using the EQS for Windows 5.4 routine. Multiple loadings of several of the curiosity subscales on the curiosity factors indicate a conceptual overlap between the Sensation Seeking and Venturesomeness curiosity factors; thus, the nature of curiosity may be best represented by a Cognitive Curiosity and Sensation Seeking factor interpretation. The findings also suggest that the two-factor curiosity model may have had the best research utility for the purposes of this study. The three- and four-factor curiosity solutions did not explain a significant amount of additional variance in the multiple regression models predicting socialization-related learning and job performance. Results suggest, too, that curiosity has both a direct and an indirect causal influence on job performance. This research indicates that curiosity or the desire for information has a weak but significant direct effect on total job performance, and its effect on total job performance can also be mediated by the learning associated with the socialization process. When examining curiosity's effect on the two separate job performance dimensions, i.e., technical and interpersonal, curiosity's only significant effect on both job performance dimensions was mediated through the socialization-related learning variable. Overall, this study's findings suggest support for adult curiosity as being relevant in the socialization process and in job performance as well.
Employees' Perceptions of the Status and Effectiveness of the Training and Development System and of the Value of Training and Development
Kunder, Linda Holder (Virginia Tech, 1998-04-14)
This study examines employees' perceptions of the training and development system in a large Federal government agency. Data come from a database built from a survey with over 3800 respondents. The survey is representative of five populations: executives, managers, supervisors, professional/ administrative and technical/clerical support staff. The survey instrument used to measure employee' perceptions of the training and development system consisted of 68 items in three sections. Section I addressed demographic data, Section II addressed respondents' overall satisfaction with training and development and their perceptions of the training and development system's achievement of elements of effective training and development practice, and Section III addressed the content of training and training delivery methods. Sections II and III employed a Likert scale for respondents' rating of indicators of satisfaction with training and development and respondents' perceptions about the effectiveness of the training and development system. This study provides conclusions about the factor structure underlying the indicators in the survey. It describes the relationships among employees' perceptions of the status and effectiveness of the training and development system and their perceptions of the value of training and development. The study also presents recommendations for further study and for training and development practice.
An evaluative study of a health team development intervention in a state training center for the mentally retarded
Ewart, Carole (Virginia Polytechnic Institute and State University, 1982)
A one sample pre-post design was used simultaneously with three work groups to study the effects of a health team development intervention on interdisciplinary (ID) team processes. Effects were measured by participant questionnaires, managerial diagnostic and follow-up interviews, and by direct observation of team meetings. The intervention, as conducted by internal facilitators, was published in Improving the Coordination of Care: A Program for Health Team Development by Rubin, Plovnick, and Fry. Positive changes were found in members' perceptions of their team's general effectiveness, their leader's approachability, and the value of their meetings. No changes were found in member participation and influence, however, when pre-post differences were compared using the Dunn-Bonferroni approach to multiple t-tests on nine Mean Factor Difference Scores of the Group Behavior Inventory. Structured observation data showed increases in proportional frequencies of Interpretative statements, Alternatives suggested, and Decisions made during teams' meetings. Questions asked and Information given categories on the Team Observation Protocol data showed decreases. No change occurred on the two seldom-used categories, affective statements about Client and Team. Pre-intevention diagnostic interviews had shown that senior management's and team facilitators' expectations were congruent with the goals, roles and procedural areas targeted for change by the team development program. However, Follow-up interviews corroborated prior organization development research. That is, a comprehensive organizational diagnosis of teamwork problems was needed prior to the selection and implementation of team development with ID teams. Especially sensitive areas for management-consultant negotiation in future efforts to implement HTD should include the use of internal or external third party facilitators, the selection of teams, role of team leaders, and the adaptation of materials and activities to suit ID team tasks. Where conflict exists between senior management and team leaders, other interventions may be needed before team development can be expected to affect positively, ID team members' participation and involvement. Recommendations were made for structural changes to strengthen ID teamwork at the training center. The absence of an empirically-derived theory of ID team performance effectiveness continues to be a barrier to the demonstration of intervention effects and to education for teamwork. Research is needed to describe empirically relations between problem-solving processes in ID team meetings and treatment decisions. Research is also needed to delineate team-role competencies required by members and leaders as prerequisites to establishing indicators of ID team performance effectiveness.
The evolution of the curriculum of the Industrial College of the Armed Forces, 1924-1988: a search for rigor
Gest, Robert (Virginia Tech, 1990-04-15)
This study examined the curriculum evolution process of the Industrial College of the Armed Forces (ICAF) and its predecessor, the Army Industrial College (AIC), as it was influenced by a variety of factors between the years 1924 and 1988. Most of the published material used for this study was found in the library of the National Defense University, Fort Lesley J. McNair, Washington, DC. Additionally, current and past College faculty and staff members were interviewed. Six main questions served to guide and focus inquiry for this study. These questions concerned how the curriculum evolution process was affected by (1) various influential persons, (2) recommendations of commissions and boards, (3) social, economic, and political phenomena, (4) military and civilian faculty, (5) educational philosophy, and (6) technological advances. Using the historical method, the study identified five distinct periods in ICAF's curriculum history: 1924-1941, during which AIC's original curriculum sought to forestall a recurrence of industrial mobilization problems; 1943-1964, which saw the emergence of economic mobilization as the overarching curriculum theme; 1964-1975, a time when a strong leader completely restructured the curriculum theme to emphasize management and active learning; 1975-1984, a period when NDU was created as the joint college umbrella, applied behavioral science was introduced, and the curriculum theme returned to mobilization; and 1984-1988, during which the conceptual frameworks of joint and combined warfare and the systems approach guided the continuing search for academic excellence and rigor. The study found that each of the potential change agents affected the way the curriculum evolved. However, the most influential factor was the occasional person who interpreted the significance of a multiplicity or phenomena in an innovative fashion, and consciously chose to restructure curriculum. Commandant, Lieutenant General August Schomburg and Dean of Faculty and Academics, Colonel Barry M. Landson, were the two most effective individuals in this regard. Consequently, the study concluded that, for the most part, curriculum planning was not an orderly, systematic, and analytical process. Generally, curriculum change was found to be incremental and often based on which subjects received greatest media attention or the relative argumentative forcefulness of proponents.
An Examination of Dropout in the Online, Computer-conferenced Classroom
Giles, Inez (Virginia Tech, 1999-03-03)
Three questions guided this research study: a) Is Goal Accomplishment Style, as measured by Atman's Goal Orientation Index (GOI), related to persistence and dropout in an online, computer-conferenced class? b) Is there a relationship between other selected variables (Demographic, Personal, Institutional, and Participative) and student persistence or dropout in the online, computer-conferenced environment? And, c) Can a relationship between goal accomplishment style and the other selected student variables be identified and related to persistence and dropout in an online computer-conferenced class? The data sources for this study were students registered in twenty online, computer-conferenced courses at a mid-sized university specializing in delivering courses, both in the traditional face-to-face mode and at a distance, to working adults. Using logistic regression, this study investigated the relationship among twenty-five selected independent variables in an attempt to better understand the variables and their influence on the dichotomous dependent variable, persistence/dropout in the online classroom. The independent variables were culled from traditional classroom dropout research and adapted for use in the online environment. In addition, variables specific to the online environment were developed. The purpose of the logistic regression was to identify the most parsimonious set of variables predicting student persistence and dropout. At the end of the semester, qualitative interviews were conducted with six dropout students. The interviews were conducted in an attempt to add depth to the depth provided by the quantitative results. During the interviews the students were asked specifically about their perceptions of interactivity and collaboration in the online classroom. Using both qualitative and quantitative analyses, a more complete picture of why students participate in or dropout of online, computer-conferenced classes was developed. Three variables were identified as significant predictors of persistence/dropout, predicting persistence correctly between 98 to 100 percent of the cases. These variables included whether or not a student would recommend another online class, whether or not the student submitted assignments in a timely manner, and Acting, one of the three categories of Atman's Goal Orientation Index. Dropouts, however, proved to be more difficult to predict. (The models predictive strength regarding dropouts ranged from only to 0% to 45%.) The qualitative interviews identified the fact that the dropout students were really hybrid in that they appeared as dropouts on the institution's master list but who were persisters in other classes. Four of the six "dropout" students interviewed were taking two courses during the semester. During the interviews, the students said they found it difficult to balance the requirements of family, home, work and school while taking two classes, especially during the shortened summer semester. Almost all (95 per cent) of the study participants indicated they would be taking online courses in the future. Enrollments in online courses at the institution are increasing dramatically. Institutions must begin to examine the true nature and definition of dropouts, especially with respect to adult working students in the online environment.

Browsing by Author "Stubblefield, Harold W."

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