Collegiate Setting Research Articles

Experiences of Work-Life Conflict for the Athletic Trainer Employed Outside the National Collegiate Athletic Association Division I Clinical Setting.

The intercollegiate setting receives much of the scholarly attention related to work-life conflict (WLC). However research has been focused on the National Collegiate Athletic Association Division I setting. Multiple factors can lead to WLC for the athletic trainer (AT), including hours, travel, and lack of flexibility in work schedules. To investigate the experiences of WLC among ATs working in the non-Division I collegiate setting and to identify factors that contribute to fulfillment of work-life balance in this setting. Qualitative study. Institutions in the National Collegiate Athletic Association Divisions II and III, the National Association of Intercollegiate Athletics, and the National Junior College Athletic Association. A total of 244 ATs (128 women, 114 men; age = 37.5 ± 13.3 years, experience = 14 ± 12 years) completed phase I. Thirteen participants (8 women, 5 men; age = 38 ± 13 years, experience = 13.1 ± 11.4 years) completed phase II. For phase I, participants completed a previously validated and reliable (Cronbach α > .90) Web-based survey measuring their levels of WLC and work-family conflict (WFC). This phase included 2 WFC scales defining family; scale 1 defined family as having a partner or spouse with or without children, and scale 2 defined family as those individuals, including parents, siblings, grandparents, and any other close relatives, involved in one's life. Phase II consisted of an interview. Qualitative data were evaluated using content analysis. Data source and multiple-analyst triangulation secured credibility. The WFC scores were 26.33 ± 7.37 for scale 1 and 20.46 ± 10.14 for scale 2, indicating a moderate level of WFC for scale 1 and a low level of WFC for scale 2. Qualitative analyses revealed that organizational dimensions, such as job demands and staffing issues, can negatively affect WLC, whereas a combination of organizational and personal dimensions can positively affect WLC. Overload continues to be a prevalent factor in negatively influencing WLC and WFC. Supervisor and peer support, personal networks, and time away from the role positively influenced work-life balance and WFC. Athletic trainers are encouraged to support one another in the workplace, especially when providing flexibility in scheduling.

Domesticating Public Space through Ritual: Tailgating as Vestaval

Using a semiotic square to study placeway rituals, we theorize one particular sanctuary, a secular ritual we term vestaval—and specifically, its manifestation in the form of tailgating—as a site of popular communion. Vestaval demonstrates the power of consumption to stimulate social and civic engagement. We employ an ethnographic team methodology to describe and analyze the phenomenon. We theorize the eversion mechanism that animates vestaval and sets it apart from other social forms including spectacle, festival, and carnival well known to consumer research. We explore how vestaval turns the domestic world inside out and offers a template both for the temporary suspension and potential remaking of the social relations of market and polity. We detail a set of practices within four themes—location, construction, customization, and inhabitation—that enables the conversion of private space to public place and the creation of community from a confederacy of consumption encampments. These dynamics are presented as a Mobius strip to emphasize not only the simultaneity of stages, but also the constant sharing of energy. By examining how midwestern American tailgaters in a collegiate setting personalize public place and publicize personal place, we demonstrate how individuals negotiate two of the fundamental consumption ideologies of public space.

Affective Outcomes of Intramural Sport Participation

Participation in collegiate intramural sports provides numerous, positive psychological benefits for its participants. Benefits of participation in intramural programs include improved happiness and subjective well-being which can be operationalized as one's positive affective state. The purpose of this study was to determine the affective outcomes (positive and negative affect) of intramural sport participation in a collegiate setting. Students at a Canadian university ( N = 315) completed a questionnaire immediately following their participation in an intramural sport. Overall, and across all demographic variables, participants reported significantly higher levels of positive affect than negative affect, even for all levels of task- or ego-orientation (low, medium, and high). A MANOVA revealed significant differences between the three levels of task-orientation on positive affect but not negative affect. These results are promising indicators of students' continued sport participation on campus and later in life as intramural sport participants report experiencing significantly more positive affect than negative affect.

Ratios of Certified Athletic Trainers’ to Athletic Teams and Number of Athletes in South Carolina Collegiate Settings

Ratios of Certified Athletic Trainers’ to Athletic Teams and Number of Athletes in South Carolina Collegiate Settings

Athletic trainers' barriers to maintaining professional commitment in the collegiate setting.

Professional commitment simply describes one's obligation to his or her work. For athletic trainers (ATs), the demanding work environment and job expectations may affect their characterization of professional commitment. Our breadth of knowledge regarding professional commitment within athletic training is narrow. To evaluate the professional commitment of ATs in the collegiate setting. Qualitative study. Collegiate. Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants. Online journaling via QuestionPro was completed by all participants. Multiple-analyst triangulation and peer review were conducted for data credibility. Analysis followed a general inductive method. Four themes speak to the factors that negatively affect ATs' professional enthusiasm and commitment: (1) life stage, (2) work overload, (3) organizational climate, and (4) human resources. The latter 3 speak to the effect the workplace can have on ATs' professional commitment, and the first speaks to the effect outside responsibilities can have. Our results suggest that several of the factors that negatively influence the professional commitment of collegiate ATs are modifiable organizational components. Developing resiliency strategies at the individual and organizational levels may help to facilitate improved professional commitment for the AT.

Athletic trainers' facilitators of professional commitment in the collegiate setting.

Professional responsibility, rewards and respect, and time for rejuvenation are factors supporting professional commitment for athletic trainers (ATs) in the high school setting. The inherent complexities of an occupational setting can mitigate perceptions of professional commitment. Thus far, evidence is lacking regarding professional commitment for ATs in other occupational settings. To extend the literature on professional commitment of the AT to the collegiate setting. Qualitative study. Collegiate. Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants. Online journaling via QuestionPro was used to collect data from all participants. Two strategies, multiple-analyst triangulation and peer review, were completed to satisfy data credibility. Data were evaluated using a general inductive approach. Likert-scale data revealed no differences regarding levels of professional commitment across divisions. Two themes emerged from the inductive-content analysis: (1) professional responsibility and (2) coworker support. The emergent theme of professional responsibility contained 4 subthemes: (1) dedication to advancing the athletic training profession, (2) ardor for job responsibilities, (3) dedication to the student-athlete, and (4) commitment to education. Our participants were able to better maintain their own professional commitment when they felt their coworkers were also committed to the profession. The collegiate ATs investigated in this study, regardless of division, demonstrated professional commitment propelled by their aspiration to advance the profession, as well as their dedication to student-athletes and athletic training students. Maintaining commitment was influenced by a strong sense of coworker support.

The ‘Making of Men’. The Idea and reality of Newman’s university in Oxford and Dublin by Paul Shrimpton

BOOK REVIEW _________________________________________________________ BOOK REVIEW The ‘Making of Men’. The Idea and reality of Newman’s university in Oxford and Dublin. By Paul Shrimpton. Leominster, UK: Gracewing, 2015. Pages: 587.Softcover, £25. ISBN: 9780852448243 JUAN R. VÉLEZ _________________________________________________________ The ‘Making of Men’ is, as the full title reads, a thorough study of the idea and reality behind Newman’s work in founding the Catholic University of Ireland during the years 1851–1858. The author, Dr. Paul Shrimpton, a teacher at Magdalen College School, Oxford, and a specialist in the history of education, is also the author of A Catholic Eton? Newman’s Oratory School.1 In the introduction, Shrimpton contends that Newman’s Idea of a University is incomplete. He posits that it is important to examine Newman’s theory and practice together, to use all the available sources and fill out the vision contained in the Idea by extending it into the pastoral dimension, and to see how that vision was translated into a reality by its originator, first at Oxford (long before the Idea was written) and later in Dublin.2 Over the course of the book, Shrimpton explains how Newman conceived that the university should form or educate men rather than simply instructing them, and how he actually set about implementing this notion in Dublin. After a foreword by Ian Ker and an introductory chapter, the book consists of eight chapters and some appendices, including short biographical notes regarding promoters and staff of the university as well as students. Chapter One is a biographical sketch of Newman. Chapter Two deals with the call to found the Catholic University and the Dublin lectures that formed the basis for The Idea. These are followed by Chapter Three, which treats Newman’s lesser-known yet equally important University Sketches and his educational via media: Newman sought to combine the tutorial or collegiate 1 Also published by Gracewing in 2005. 2 Paul Shrimpton, “Introduction”, in The ‘Making of Men’. The Idea and reality of Newman’s university in Oxford and Dublin, (Leominster, UK: Gracewing, 2015), xxx. Hereafter cited: The Making. Fr. Juan R. Vélez is a priest of the Prelature of Opus Dei who resides in Chicago. 107 NEWMAN STUDIES JOURNAL system of Oxford and Cambridge with the professorial system of other universities.3 Chapters Four through Six are about the opening of the University (1854) and its first four years, during which Newman was the rector. These chapters are of particular value because they outline Newman’s thought with regard to organization of the studies, lodging, and spiritual care of the students. Chapter Five describes the three collegiate residences that Newman organized, their mission and statutes, and Newman’s service as dean of St. Mary’s, one of these residences. Owing to his reputation, Newman was able to attract eight residents to St. Mary’s; they were mostly from abroad and of high social standing. Shrimpton offers many details of Newman’s running of the house and his correspondence with student parents, since Newman believed a university acts in loco parentis. He gave the students considerable freedom, wishing to avoid both excessive regulations and the opposite extreme—their absence.4 Peter le Page Renouf, Aubrey de Vere, and Robert Ornsby, who were tutors and lecturers recruited by Newman, witnessed his concern for students and teachers. Realizing that so much of education occurs in a collegiate setting, Newman would have wanted a residential university. However, the lack of students could be attributed to the inability of families to pay for residences, especially since the university was located in a large city where students could live with their families. This led Newman to devise different nonresidential arrangements for students, most of these requiring students to be attached during the day to one of the collegiate residences. Chapter Seven recounts “the change and decay” of the university after Newman resigned the rectorship. As enrollment did not grow for more than a few years, the collegiate houses eventually closed; despite many attempts, the University was unable to obtain a royal charter that would provide it with a necessary government endowment and allow it to grant degrees. Eventually the little that was left...

ICT Skills of Academic Community in Postgraduate Colleges in Kerala

This paper examines the Information and Communication Technology (ICT) skills of teachers and students of post-graduate colleges affiliated to the University of Kerala. This questionnaire survey included 879 respondents from 40 post-graduate colleges. The ICT skills were measured using a five point scale. The study focused on the assessment of overall ICT levels and the association of ICT skills with independent variables such as gender, age, academic status, possession of computers and the preference given to Internet for academic information retrieval. The study found lower levels of ICT skills among majority of the respondents and among them males scored better than their female counterparts. In comparison with students, higher levels of skills were noticed among faculty members. Better ICT skills were observed among respondents having personal computers. In the light of findings, the authors put forth some viable alternatives to improve ICT skills of academia of post-graduate collegiate setting in Kerala.

Supervising athletic trainers' perceptions of professional socialization of graduate assistant athletic trainers in the collegiate setting.

Many newly credentialed athletic trainers gain initial employment as graduate assistants (GAs) in the collegiate setting, yet their socialization into their role is unknown. Exploring the socialization process of GAs in the collegiate setting could provide insight into how that process occurs. To explore the professional socialization of GAs in the collegiate setting to determine how GAs are socialized and developed as athletic trainers. Qualitative study. Individual phone interviews. Athletic trainers (N = 21) who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men [76%], 5 women [24%]; years of supervision experience = 14.6 ± 6.6). Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team with a consensual qualitative-research design. The team independently coded the data and compared ideas until a consensus was reached, and a codebook was created. Trustworthiness was established through member checks and multianalyst triangulation. Four themes emerged: (1) role orientation, (2) professional development and support, (3) role expectations, and (4) success. Role orientation occurred both formally (eg, review of policies and procedures) and informally (eg, immediate role immersion). Professional development and support consisted of the supervisor mentoring and intervening when appropriate. Role expectations included decision-making ability, independent practice, and professionalism; however, supervisors often expected GAs to function as experienced, full-time staff. Success of the GAs depended on their adaptability and on the proper selection of GAs by supervisors. Supervisors socialize GAs into the collegiate setting by providing orientation, professional development, mentoring, and intervention when necessary. Supervisors are encouraged to use these socialization tactics to enhance the professional development of GAs in the collegiate setting.

Career and family aspirations of female athletic trainers employed in the National Collegiate Athletic Association Division I setting.

Female athletic trainers (ATs) tend to depart the profession of athletic training after the age of 30. Factors influencing departure are theoretical. Professional demands, particularly at the collegiate level, have also been at the forefront of anecdotal discussion on departure factors. To understand the career and family intentions of female ATs employed in the collegiate setting. Qualitative study. National Collegiate Athletic Association Division I. Twenty-seven female ATs (single = 14, married with no children = 6, married with children = 7) employed in the National Collegiate Athletic Association Division I setting. All female ATs responded to a series of open-ended questions via reflective journaling. Data were analyzed via a general inductive approach. Trustworthiness was established by peer review, member interpretive review, and multiple-analyst triangulation. Our participants indicated a strong desire to focus on family or to start a family as part of their personal aspirations. Professionally, many female ATs were unsure of their longevity within the Division I collegiate setting or even the profession itself, with 2 main themes emerging as factors influencing decisions to depart: family planning persistence and family planning departure. Six female ATs planned to depart the profession entirely because of conflicts with motherhood and the role of the AT. Only 3 female ATs indicated a professional goal of persisting at the Division I setting regardless of their family or marital status, citing their ability to maintain work-life balance because of support networks. The remaining 17 female ATs planned to make a setting change to balance the roles of motherhood and AT because the Division I setting was not conducive to parenting. Our results substantiate those of previous researchers, which indicate the Division I setting can be problematic for female ATs and stimulate departure from the setting and even the profession.

Experiences with workplace bullying among athletic trainers in the collegiate setting.

Workplace bullying (WPB) is a series of persistent negative interactions that affect a clinician's ability to perform his or her role. Although WPB has been studied in other health professions, to date, no information exists pertaining to WPB in athletic training. To determine the prevalence of WPB in the collegiate setting and examine factors that influence its occurrence. Cross-sectional study. Collegiate setting. There were 723 (329 female, 394 male) athletic trainers (ATs) aged 37.5 ± 10.4 years. We collected data via the validated and reliable online Athletic Training Environment Survey. Descriptive statistics were obtained to determine a bullying score for each AT and examine the prevalence of WPB. Chi-square analyses were performed to examine the differences between (1) sex, (2) academic degree level, (3) employment title, and (4) National Athletic Trainers' Association district. A total of 106 participants (14.7%) had a score of 2 or higher, indicating they were bullied in the athletic training setting. Of those bullied, 47 (44.3%) were women and 59 (55.7%) were men. There was no difference between women and men with respect to having experienced bullying (χ(2)1 = 0.068, P = .794). Moreover, no difference existed in the prevalence of bullying among ATs holding various degrees (χ(2)3 = 6.73, P = .081) or among ATs holding various titles within an organization (χ(2)5 = 3.55, P = .616). More (χ(2)1 = 23.77, P = < .001) perpetrators were male (74.2%, n = 75) than female (25.8%, n = 26); of these, 38.2% (n = 39) were coaches, 17.6% (n = 18) were supervisory ATs, and 8.8% (n = 9) were coworker ATs. Bullying was experienced by both male and female ATs in the collegiate setting, and a higher number of bullies were male. More research is necessary to explore WPB in other work settings.

Perceptions of workplace bullying among athletic trainers in the collegiate setting.

Bullying has received a vast amount of attention in the recent past. One form of bullying, workplace bullying (WPB), has been a substantial concern explored in many health professions that can negatively influence a health care provider's role in an organization. To date, however, WPB has not been investigated in athletic training contexts. To examine the perceptions of certified athletic trainers who experienced or witnessed WPB during employment in the collegiate setting. Qualitative study. College or university. Fifteen athletic trainers (7 women, 8 men) with an average age of 42 ± 12 years. Data were collected via semistructured, in-depth phone interviews or asynchronous online interviews. Data were analyzed using an inductive content analysis. Trustworthiness was established with member checks and peer debriefing. Four themes emerged from the analysis: (1) antecedents of WPB, (2) consequences of WPB, (3) coping with WPB, and (4) lack of workplace environment training. The antecedents of WPB involved the bully's personality and perceptions of the athletic training profession as well as environmental factors including the pressure to win and a lack of administrative support. The consequences of WPB included increased stress, feelings of inadequacy, and increased distrust. Individuals coped with WPB by relying on emotional resilience and avoidance. A final theme, lack of workplace environment training, revealed that little attention was given to interpersonal issues and WPB in the workplace. Workplace bullying incidents occur when administrators tolerate bullying behaviors from controlling and manipulative individuals who lack respect for the athletic training professional. Several negative outcomes result from bullying interactions, including stress and anxiety; WPB is dealt with by learning to be more emotionally resilient and avoiding confrontations. Workplace training is needed to prepare athletic trainers for such negative experiences.

Motherhood and work-life balance in the national collegiate athletic association division I setting: mentors and the female athletic trainer.

One of the greatest catalysts for turnover among female athletic trainers (ATs) is motherhood, especially if employed at the National Collegiate Athletic Association Division I level. The medical education literature regularly identifies the importance of role models in professional character formation. However, few researchers have examined the responsibility of mentorship and professional role models as it relates to female ATs' perceptions of motherhood and retention. To evaluate perceptions of motherhood and retention in relation to mentorship and role models among female ATs currently employed in the collegiate setting. Qualitative study. Female athletic trainers working in National Collegiate Athletic Association Division I. Twenty-seven female ATs employed in the National Collegiate Athletic Association Division I setting volunteered. Average age of the participants was 35 ± 9 years. All were full-time ATs with an average of 11 ± 8 years of clinical experience. Participants responded to questions by journaling their thoughts and experiences. Multiple-analyst triangulation and peer review were included as steps to establish data credibility. Male and female role models and mentors can positively or negatively influence the career and work-life balance perceptions of female ATs working in the Division I setting. Female ATs have a desire to see more women in the profession handle the demands of motherhood and the demands of their clinical setting. Women who have had female mentors are more positive about the prospect of balancing the rigors of motherhood and job demands. Role models and mentors are valuable resources for promoting perseverance in the profession in the highly demanding clinical settings. As more female ATs remain in the profession who are able to maintain work-life balance and are available to serve as role models, the attitudes of other women may start to change.

Impact of Various Collegiate Settings on Athletic Trainers’ Definition of Professional Commitment

Purpose: Professional commitment is an individualized concept that combines commitment to a profession and the organization of employment. Currently there is no distinct definition of professional commitment within the context of athletic training. Therefore, the purpose of our study was to evaluate the impact of collegiate divisional setting on the definition of professional commitment. Methods: Online asynchronous interviews. Inclusion criteria consisted of full-time employment in the collegiate setting with at least 1 year of experience beyond a graduate assistantship. Thirty-three BOC certified ATs employed in the collegiate setting (Division I =11, Division II = 9, Division III = 13) volunteered with an average of 10 ± 8 years of clinical experience. Data saturation guided the total number of participants. Participants journaled their thoughts and experiences via QuestionPro™. Multiple analyst triangulation and peer review were included and data was analyzed utilizing general inductive analysis. Results: The importance of current practices emerged across all three settings. ATs in the Division I setting viewed commitment as advocating for their student athletes, providing the best care possible, and mentoring them as young adults. In the Division II setting, ATs were focused on life-long learning as a reflection of commitment. This was often accomplished by attending seminars, completing CEUs, and continually adding to their skill set in order to provide the best care for their student athletes. Division III focused their definition on being a multifaceted health care provider. Exceeding expectations and being a dedicated professional was an aspect of professional commitment. Conclusions: It is important to understand what keeps ATs motivated in the profession in order to enhance retention strategies. Overall, ATs’ professional commitment is derived from providing quality care to student-athletes, continuously advancing education within the profession, and being a multifaceted healthcare provider.

Prevalence of Chronic Ankle Instability in High School and Division I Athletes

The purpose of this study was to determine the prevalence of chronic ankle instability among high school and collegiate athletes. Descriptive epidemiological survey. Athletes from four high schools and a division I university were contacted to participate. For collegiate athletes, a questionnaire packet was distributed during preparticipation physicals. For high school athletes, parental consent was obtained and then questionnaires were distributed during preparticipation physicals, parent meetings, or individual team meetings. All athletes completed the Cumberland Ankle Instability Tool for both their left and right ankles. Subjects also provided general demographic data and completed the Ankle Instability Instrument regarding history of lateral ankle sprains and giving way. Athletes were identified as having chronic ankle instability if they scored less than 24 on the Cumberland Ankle Instability Tool. Of the 512 athletes who completed and returned surveys, 23.4% were identified as having chronic ankle instability. High school athletes were more likely to have chronic ankle instability than their collegiate counterparts (P < .001). Chronic ankle instability was more prevalent among women than among men in both high school (P = .01) and collegiate settings (P = .01). Findings of this study revealed differences in the distribution of chronic ankle instability that warrant further study.

General Biology

At a time when literacy is finally getting the recognition long overdue it in science education, along comes one of the most classroom- and teacher-friendly books that this reviewer has found to date. No longer will the classroom teacher labor over many an Internet search to find that little snippet that will improve a lesson. Eddie Lunsford has done the groundwork for you. Packed with what I would term “five-minute reads,” this book has the potential to change the way teachers integrate literacy-based lessons in a world where doors are being opened through the Common Core. While the entire nation is in a state of flux regarding literacy and associated lessons, Little Facts of Life serves as a stepping-stone on what may prove to be a long trail ahead.Through the organization of the book alone, Lunsford makes the leap of faith that biology is taught widely through a phylogenetic approach. While this may be true of the collegiate setting, it most certainly is not so in most high school settings. This reviewer would appreciate the book more in electronic and, therefore, searchable format. Although a paper copy seems more the norm in an educational setting, the ability to search/copy/paste/annotate functionality works much better from a pedagogical standpoint given the current electronic and paperless trend. This statement is not meant to discredit the author but rather give a pause for consideration for future editions. Another, minor, point of critique is the author’s use of the term “Monera,” which may cause confusion.Each of the passages is clear, concise, and fuels discussion, inquiry, and imagination for students. Perhaps more importantly, the book has a wide array of readings so that a teacher could use several different passages in each class section and encourage an opportunity for students to “report out” what they have read and how it pertains to the current lesson. Likewise, many of the passages are little-known minutiae that readers will find intensely interesting and thought provoking. As I read it, I envisioned my students trying to “prove” each passage right or wrong, somewhat similar to a famous urban-legend website. However, to quote astrophysicist Neil deGrasse Tyson: “The good thing about science is that it’s true whether or not you believe in it.” Lunsford’s book gives us the fuel for thought that embodies this statement. Little Facts of Life will prove useful on a daily basis, regardless of how it is presented. Its potential to augment or introduce literature in the classroom is astounding.

Transformative Learning through Engagement: Student Affairs Practice as Experiential Pedagogy by Jane Fried and Associates (review)

Reviewed by: Transformative Learning through Engagement: Student Affairs Practice as Experiential Pedagogy by Jane Fried and Associates G. Case Willoughby III Jane Fried and Associates . Transformative Learning through Engagement: Student Affairs Practice as Experiential Pedagogy. Sterling, VA: Stylus Publishing, 2012. 224 pp. Paper: $29.95. ISBN-13: 978-1579-227-593 In describing the world of writing on higher education, the adjectives "bold" and "ambitious" are rare. However, Jane Fried and associates' new work, Transformative Learning through Engagement: Student Affairs Practice as Experiential Pedagogy, earns them both. The majority of the book is a multi-chapter treatise by Fried, combining recent developments in neuroscience with constructivist epistemology, experiential learning, Deweyian philosophy, and research/theory on student affairs work. When I read Fried's goal for the book, that "student affairs professionals will be able to understand and describe the processes of experiential transformative education to their academic colleagues and help design integrated learning experiences as partners with academic faculty" (p. 10), I scrawled in the margin: "too much?!?" I questioned whether this goal could be achieved in a book. The complex concepts deeply challenge accepted paradigms of learning and even the nature of reality. Yet they are also worthwhile and expand the horizons of learning in the collegiate setting. Whether the book will succeed in its goal is an empirical question—and ironically, the book challenges empiricism as a preeminent means of assessing reality. In describing and linking the various principles of experiential learning (from the combined perspectives of philosophy, constructivism, and neuroscience), Fried does an excellent job of using those principles to engage readers. Her goal remains ambitious but not unrealistic. After the foreword, the book is divided into three parts, the first two written by Fried and the third separated into chapters written by different authors. James Zull's five-page foreword to the book deserves comment. As both a professor of biology/biochemistry and the Director of the University Center for Innovation in Teaching and Education at Case Western Reserve, his discussion on physiological changes in the brain as learning lends great credibility to the book. Again the reader will note the irony that much of Fried's thesis asserts that the dominance of the positivist paradigm causes limitations in understanding, yet the neuroscientific knowledge gained in that tradition serves a key function in that thesis. I use the term "irony" and not "hypocrisy" quite intentionally: Fried herself notes: "Constructivism can tolerate positivism as one perspective, but the reverse is not true" (p. 52). Chapter 1 asserts that the functional distinctions of academic affairs and student affairs is part of the institutionalization of the dominance of the positivist paradigm. The content taught by academic affairs is more likely grounded in that paradigm and privileged, whereas the experiential and interpersonal content of student affairs pedagogy is devalued. In Chapter 2 she describes the stunning parallels between the current research on experiential learning and neuroscience and begins an impressive effort to explain constructivism. However, the content of Chapters 3-5 blur. Fried's discussion, from my perspective, reviews each of several key concepts in constructivism, including the importance of perspective, paradigms, lenses, and making meaning of experience multiple times. This is not to say that the chapters are repetitive. Fried spends a great deal of time teaching these foundational, but deeply complex and challenging, concepts. I say "complex" because they are difficult to grasp. I say "challenging" because they will powerfully and sometimes frighteningly confront the worldviews of the reader. The space Fried takes is well used. She covers a concept and circles back to it from a different perspective with new examples. Throughout the discussion, Fried comments on American socio-cultural and educational histories and on their role in reinforcing the positivist paradigm. Regardless, as an excellent educator, she is essentially employing a constructivist paradigm in writing about (teaching) the meaning of constructivism. Fried's political leanings shine through at times, perhaps overmuch, as they may distract the reader from the central themes of the book. Part 2, consisting of Chapters 6 and 7, moves in step with experiential learning theory by asking readers to engage more deeply by "cocreating [their] understanding and learning experience so [they] can...

Certified Athletic Trainers' Perspectives on Rehabilitation Adherence in Collegiate Athletic Training Settings

Adherence to sport-injury rehabilitation protocols may be pivotal in ensuring successful rehabilitation and return-to-play outcomes. To investigate athletic trainers' perspectives related to the degree to which rehabilitation adherence is an issue in collegiate athletic training settings, gain insight from certified athletic trainers regarding the factors contributing to rehabilitation nonadherence (underadherence and overadherence), and ascertain views on the most effective means for promoting adherence. Cross-sectional, mixed methods. Collegiate athletic training in the United States. Certified athletic trainers (n = 479; 234 male, 245 female). Online survey consisting of 3 questions regarding rehabilitation adherence, each followed by an open-ended comments section. Descriptive statistics were calculated for quantitative items; hierarchical content analyses were conducted for qualitative items. Most (98.3%) participants reported poor rehabilitation adherence to be a problem (1.7% = no problem, 29.2% = minor problem, 49.7% = problem, 19.4% = major problem), while most (98.96%) participants reported that they had athletes who exhibited poor rehabilitation adherence (1% = never, 71.4% = occasionally, 22.5% = often, 5% = always). In addition, the majority (97.91%) of participants reported that overadherence (eg, doing too much, failing to comply with activity restrictions, etc) was at least an occasional occurrence (2.1% = never, 69.3% = occasionally, 26.3% = often, 1.9% = always). Hierarchical content analyses regarding the constructs of poor adherence and overadherence revealed 4 major themes: the motivation to adhere, the development of good athletic trainer-athlete rapport and effective communication, athletic trainers' perception of the coaches' role in fostering adherence, and the influence of injury- or individual- (eg, injury severity, sport type, gender) specific characteristics on rehabilitation adherence. These results suggest that participants believe that underadherence (and to a lesser extent overadherence) is a frequent occurrence in collegiate athletic training settings. Strategies for enhancing rehabilitation adherence rates and preventing overadherence may therefore be important for optimizing rehabilitation outcomes.

Retention Factors for Head Athletic Trainers in the NCAA Division I Collegiate Setting

Context:Retention factors for athletic trainers (ATs) generally include autonomy, work-life balance, and job satisfaction, but little is known specifically about the position of Head AT.Objective:To investigate factors that influence retention of the Head AT in a leadership role.Design:A qualitative study that employed structured interviews.Patients or Other Participants: 18 Head ATs (13 males, 5 females; 44 ± 8 years of age; 22 ± 7 years of experience in the role) participated.Data Collection and Analysis:Participants responded to a series of questions presented through an online interview. The data were analyzed through a general inductive approach.Results:Two key retention factors that were identified by the analysis were enjoyment of the work setting and professional motivation.Conclusions:Head ATs remain in their positions due to rewarding relationships with staff members and student-athletes. A commitment to lifelong learning for professional development also exerts a positive influence for retention.

How college students experience intercultural learning: Key features and approaches.

Many colleges and universities in the United States aim to promote intercultural competence in their students. However, most research on this outcome has focused on the content of educational programs (what educators offer) rather than on how students experience intercultural learning. This qualitative inquiry from the Wabash National Study analyzed 207 intercultural experiences from 161 college students on 6 campuses to identify contexts, characteristics, and key features of how they experience intercultural learning. Using grounded theory approaches, we summarized student interviews over 2 years, conducted open and axial coding to identify themes, and evaluated the themes over time. Using this approach, we identified three major themes: (a) that intercultural learning occurred when students directly encountered others’ experiences; (b) that feeling safe enough to explore cultural differences was a key dimension of intercultural learning; and (c) that students used a variety of approaches that led to intercultural learning (from simply listening or watching to exploring how one’s personal identity related to intercultural understanding) and that these varied in degree of complexity and agency. Implications for practice are offered to help educators make decisions about how to promote intercultural effectiveness in collegiate settings.