Private Liberal Arts Institution Research Articles

Exploring Pharmacy Students’ Leadership Styles Using the 5 Voices Assessment

ObjectiveLeadership development assessments are a critical component of student pharmacists’ understanding and development of effective team strategies. MethodsThe 5 Voices tool, developed by GiANT Worldwide, was incorporated into the leadership curriculum across 2 colleges of pharmacies for second-year Doctor of Pharmacy (PharmD) students. One public land-grant institution administers the assessment in the fall semester during a 2-h class session as part of a leadership elective leadership course and a private liberal arts institution distributes the 5 Voices assessment to all students during a 1-h spring semester required course. ResultsResponses from 456 PharmD students were included in the analysis, with 159 (34.9%) and 297 (65.1%) coming from the University of Minnesota and Drake University, respectively. Overall, 49.1% of PharmD students had nurturer as their foundational (first) voice. No differences were found in the distribution of first voices between institutions. The PharmD data are higher than the nurturer population-level average (43%). ConclusionIntroducing students to the 5 Voices assessment provides an opportunity for them to gain a better understanding of what they can contribute to a team. In addition, because nurturer is a dominant voice, this understanding can help provide appreciation for other voices necessary for team development.

Always communicate a message of positivity

Optimism in the face of the challenges a small private liberal arts institution can encounter characterizes the leadership at Emory & Henry College, located in the highlands of southwest Virginia. Jennifer Pearce, Vice President for Enrollment and External Affairs, considers the can‐do attitude a cornerstone of her leadership style, mirroring the approach she has seen from the college's president, John W. Wells.

Always communicate a message of positivity

Optimism in the face of the challenges a small private liberal arts institution can encounter characterizes the leadership at Emory & Henry College, located in the highlands of southwest Virginia. Jennifer Pearce, Vice President for Enrollment and External Affairs, considers the can‐do attitude a cornerstone of her leadership style, mirroring the approach she has seen from the college's president, John W. Wells.

Always communicate a message of positivity

Optimism in the face of the challenges a small private liberal arts institution can encounter characterizes the leadership at Emory & Henry College, located in the highlands of southwest Virginia. Jennifer Pearce, Vice President for Enrollment and External Affairs, considers the can‐do attitude a cornerstone of her leadership style, mirroring the approach she has seen from the college's president, John W. Wells.

A Measure of Success? Utilizing Citation Analysis to Evaluate Consultation Strategies in Oral Communication Courses

This study sought to use citation analysis to gauge the effectiveness of library instruction, in the form of research consultation, for 12 sections of a 100 level Oral Communication course at a small private liberal arts institution. Librarians analyzed the source bibliographies of informative and persuasive speeches in order to determine if students were able to apply strategies from their informative speech consultation to later assignments. This article outlines the strategy used to analyze student sources, issues encountered with citation analysis as a research strategy, and impacts of librarian consultation and faculty influence on the sources that students chose to cite in assignments.

Risk Factors for Food Insecurity in Undergraduate Students at a Rural Liberal Arts Institution (P04-050-19)

ObjectivesThe objective of this study was to determine the prevalence of food insecurity and accompanying risk factors among undergraduate students at a private liberal-arts institution in a rural setting. MethodsA cross-sectional research design was used to analyze the food security status and potential risk factors of undergraduate students. Participants completed an online survey distributed via email. The USDA Six-item Household Food Security Module was used to assess food security status. The perceived stress scale (PSS) assessed perceived stress levels. Participants were also asked about demographics, employment status, living situation, and on or off campus dining options. Results532 respondents met the criteria for the study (14.5% of total undergraduate enrollment). 35% of female participants (n = 335) and 47% of male participants (n = 197) from the total sample were considered food insecure at some time during the semester. 3rd/4thyear students were more likely to be food insecure than 1st/2nd year students (P = 0.03). Factors that increased risk for food insecurity were: being a student of color, first-generation, working more than 16 hours per week, higher levels of perceived stress, and having a meal-plan that did not provide unlimited access to on-campus dining, ConclusionsFood insecurity was prevalent in at least one third of participants at an undergraduate liberal arts institution in a rural community. Institutions in rural communities need to further explore the root of food insecurity to alleviate potential hunger and malnutrition, as these students often depend on on-campus resources due to lack of off-campus resources in the near vicinity. Funding SourcesThis study was funded through a “Becoming Community” grant to the College of Saint Benedict and Saint John’s University provided by the Carnegie Mellon Foundation.

A “Common” Campaign: Reinventing the Book in Common Program on A Liberal Arts Campus

If the book in common is truly an institutional endeavor, campus stakeholders (i.e., faculty, staff, and administrators) should feel some sense of ownership during the development phase of common book programs. Faculty, staff, and administrators play a crucial role in student development, and to ignore the voice of those campus stakeholders would do a disservice to common book programs and the overarching goal of student development. Thus, the purpose of this research, and the goal of this forum submission, is to explore faculty, staff, and administrator perceptions of the book in common on the campus of a small private liberal arts institution and to provide a voice for faculty, staff, and administrators regarding book in common proceedings moving forward.

Exploring information literacy assessment: Content analysis of student prefocus essays

Juggling the value of performance-based assessment of student information literacy competencies with the limited time and resources required to do this type of assessment remains an ongoing challenge for many librarians.This article chronicles our initial foray into content analysis, a fairly labor-intensive methodology, but one which allowed us to examine student approaches to the research process as narrated in their own words in the form of a prefocus essay. Our goal was to gather data that would help to inform our university library’s information literacy curriculum. What follows documents our process, methodology, results, and lessons learned in order to aid those at other institutions in their assessment planning.Colgate University is a selective, private liberal arts institution with an approximate student body of 2,900. The information literacy program is well-established, with an on-going presence in the Core Curriculum and First-Year Seminar courses, as well as frequent requests for library instruction in upper-level courses.

Do They Have to Like It to Learn from It? Students’ Experiences, Group Dynamics, and Learning Outcomes in Group Research Projects

Small-group pedagogies, such as group research projects, are a common instructional method in undergraduate education. The literature suggests that small-group learning has positive effects on learning outcomes, but some students have negative attitudes toward group work, and student complaints about negative group dynamics, such as free-riding, are common. This study examines the relationship between learning outcomes associated with group research projects, student experiences, and group dynamics, controlling for students’ individual characteristics, group composition, task type, and incentive structures. The sample includes data on course records and self-assessment narratives for 240 students who completed a sociology research methods course at a small, private liberal arts institution between 2004 and 2015. Multivariate analyses indicate that students’ experiences have indirect effects on individual learning outcomes, and some aspects of group composition, task type, and group dynamics predict students’ experiences with group research projects.

Changes in nursing students' perceptions of research and evidence-based practice after completing a research course

BackgroundNurses need a sound education in research and evidence-based practice (EBP) to provide patients with optimal care, but current teaching methods could be more effective. ObjectivesTo evaluate the changes in nursing students 1) perceptions of research and EBP, 2) confidence in research and EBP, and 3) interest in research participation after completing a course in research and EBP. DesignA pre-post assessment design was utilized to compare changes in students. SettingsThis project was conducted at a small, private liberal arts institution with Bachelor of Science (BSN) students. ParticipantsTwo cohorts of third-year BSN students (Year 1 N=55, Year 2 N=54) who were taking a required, semester-long Nursing Research and EBP course. MethodsStudents' perceptions of and confidence in research and EBP were assessed pre- and post-semester using the Confidence in Research and EBP survey, which contained 7 demographic items, 9 Research Perceptions items, and 19 Confidence in Research items (5-point Likert scale; 1=Not at all confident, 5=Extremely confident). Two years of data were collected and analyzed in SPSS v.24.0. Wilcoxon signed-ranks tests and Mann-Whitney-U tests were utilized to examine the data. ResultsStudents had significant improvements in perceptions of and confidence in research and EBP (p<0.05). They were more likely to agree to plan to use EBP in the future (p=0.007), yet there were no significant improvements on students' plans to perform research or plans to participate in research in the future. ConclusionsA Research and EBP course is an effective way to improve student perceptions of and confidence in research and EBP, increasing the likelihood of applying these skills to future nursing practice.

The Gender Differences in the Change of Dietary Intake and Body Composition Following the First Semester for Undergraduate First Year Students at a Small Liberal Arts University

Currently young adults are at a high risk of becoming overweight or obese (excess body fat), and developing related disorders more than previous generations. The phenomenon known as the “freshmen fifteen” is no myth. Previous research has found that 80% of first year students gain body weight within the first year of college with an average of 5.0 lbs (2.3 kg) for males and 5.5 lbs (2.5 kg) for females and dietary intake may be the culprit. Potentially, dietary influences on body composition changes following an academic semester of college may differ between males and females. Therefore, the objective of this study was to assess if gender differences exist in the first semester for first year college students regarding body composition and dietary intake. First year college students (N=21, age 18.3 ± 0.6 years, male n=10, female n=17) from the University of La Verne were asked to report to the laboratory fasting for body composition assessments and a dietary intake analysis pre and post first semester. Body composition (body weight, fat mass, fat free mass, percent body fat, etc.) was measured using a 310 Tanita scale (Tanita, Japan). A record of daily dietary intake for a total of 3 days, 2 days during the week and 1 day during the weekend was assessed using Dietary Analysis Plus software (Cengage, USA). An independent t‐test was used to assess the differences between pre and post measures for body composition and dietary intake using SPSS v.21 and a P‐value of &lt; 0.05 was used to determine significance. A significant difference in the change of fat mass (males 5.2 ± 5.3 kg, vs females −0.3 ± 4.6 kg, p&lt;0.05) and dietary poly‐unsaturated fat intake (males −3.1 ± 5.3 kg, vs females 1.9 ± 3.5 kg, p&lt;0.05) was found following the first semester of first year students between genders. Trends in the change of percent body fat (males 4.0 ± 5.0 kg, vs females −1.4 ± 7.5 kg, p&lt;0.07), dietary saturated fat intake (males 9.4 ± 17.4 kg, vs females −3.6 ± 10.0 kg, p&lt;0.09) and dietary omega‐6 intake (males −2.7 ± 4.7 kg, vs females 1.3 ± 3.0 kg, p&lt;0.06) was also established. In conclusion, gender has an impact on body composition changes across the first semester in first year college students at a small private liberal arts institution. Programs emphasizing gender specific approaches to managing body composition in the first semester for first year college students may be needed on college campuses.

Inside the College Gates: How Class and Culture Matter in Higher Education

Stuber’s Inside the College Gate examines how social class shapes student involvement in extracurricular activities during college, and in turn how student involvement shapes social class identity. The author’s findings from a qualitative study of upper-middle-class and working-class students at a private liberal arts institution and a state flagship university provide administrators and student affairs practitioners with valuable insights on how best to reach out to working-class students. This review summarizes and contextualizes Stuber’s findings.

Study Drugs and Academic Integrity: The Role of Beliefs About an Academic Honor Code in the Prediction of Nonmedical Prescription Drug Use for Academic Enhancement

The role of beliefs about academic integrity in college students’ decisions to use nonmedical prescription drugs (NMPDs) in academic settings was examined. In Spring 2012 the authors obtained survey data from 645 participants at a small, undergraduate, private liberal arts institution in the Northeastern United States. A broadcast e-mail message was sent to 1,982 students, and data were collected via an anonymous online survey. Of the participants, 19% reported using medication prescribed for ADHD for academic enhancement: Adderall® was the primary medication used. Academic use of NMPDs was higher among participants who had lower levels of belief that such use violated standards of an academic honor code. Furthermore, NMPD use was higher among students for whom the perception of peer use was higher. There is potential to reduce NMPD use on college campuses through implementation of honor codes and campus-wide campaigns related to academic integrity.

Faculty Gender in the College Classroom: Does It Matter for Achievement and Major Choice?

Many feel that faculty members of the same gender may serve as role models, helping students to perform better in classes and encouraging them to continue in a subject. However, while higher education research has found evidence of positive effects of matching on gender, there are also many findings of zero impact. The main hurdle in this literature is identifying the exogenous impact in the absence of student sorting by gender. This article addresses this difficulty by using institutional data from a private liberal arts institution to examine outcomes for students in courses taught by new faculty members for which the students would not know the gender before registering. Results provide evidence of a role model effect for both genders; students earn higher grades in courses taught by same‐gender instructors in fields traditionally dominated by the opposite gender. Major choice and course‐taking behavior are mostly unaffected by faculty gender.

Listening: To Thine Own Self Be True

This collaborative self-study examines the impact of taking a listening stance in the collegial relationships and practices of three early-career teacher educators within a small, private liberal arts institution. We consider the consequences of a listening stance on students' experiences of our practices and their education program. In addition, we explore how our individual histories influence our practices, our efforts to model listening, and our collegial relationships. Data sources include our journaling and in-class observations, feedback gathered from students on anonymous questionnaires and through focus-group discussions, and regular conversations with colleagues. Our findings illuminate the paradoxical nature of modeling a listening stance with pre-service teachers as listening to a multiplicity of voices challenged our ability to remain true to self in the midst of others' expressed needs and imperatives.

An Insider’s Perspective on Entrepreneurial Program Development at a Small and a Large Institution

Entrepreneurship educators have an opportunity to learn from the entrepreneurship programs at both small colleges and large universities that have already sprouted up and experienced growth, challenges, failures, and ultimate successes. Programs that have contributed to the current entrepreneurship milieu can help leaders who are launching new programs or retooling existing ones, providing information to assist in defining their outcome objectives and refining their offerings. The development of new entrepreneurship programs, one at a private liberal arts institution and one at a large state-related research university, is evaluated. The common threads of "what worked" are identified, highlighting themes that other institutions of any size undertaking new initiatives can leverage. Themes discussed include the identification of institutional champions, communication with members of the "student supply chain," and offering both non-credit, experience-based opportunities and dynamic for-credit courses. In addition, implementing a strategy that includes faculty partnerships, designated advisory boards, and refined bootstrapping skills helps to ensure that robust human and capital resources are available for program delivery, growth, and sustainability.

Spatial characterization and analysis of the campus residential waste stream at a small private Liberal Arts Institution

The generation and management of solid waste on college campuses have presented challenges to pursuing institutional sustainability. Characterizing, analyzing, and understanding the composition of a campus’ residential waste stream is a critical first step toward developing successful and effective waste management strategies across university campuses. This study presents a multi-year (2008–2011) assessment of the composition and spatial variability of the residential waste stream, by both weight and volume, at Furman University, a small private Liberal Arts Institution in Greenville, SC, United States. Waste audits were conducted on a dumpster by dumpster basis over the three-year period, with garbage being sorted into eight separate waste categories. Of the total 587.4kg and 14.8m3 of residential waste sampled, 25% by weight and 41% by volume could have been recycled under the university's current waste management program, and 61% by weight and 63% by volume could have been diverted from the landfill through a combination of the university's recycling plan, the county's recycling program, and the composting of food waste. Distinct spatial differences were found in the composition of the waste stream with regards to the glass, compost material, and cardboard content among the different housing complexes. Our analysis found the observed variability to be the result of differences in the age and class of the student residents, the meal plans of the residents, social patterns of alcohol consumption within the residence halls, and the presence or absence and quantity of kitchens in each building. Design of an efficient waste management program requires not only an assessment of the waste stream, but also an understanding of the mechanisms and behaviors responsible for generating this garbage. The utility of site specific audits lies within their ability to capture these spatial differences in campus residential waste streams, allowing for specific recommendations for individual residential buildings on strategies for minimizing waste and improving recycling efforts.

Transforming Leadership: Film as a Vehicle for Social Change

Leadership scholar Margaret Wheatley (2006) observed that “Each of us seeks to discover a meaning to our life that is wholly and uniquely our own. We experience a deepening confidence that purpose has shaped our lives even as it moved invisibly in us. Whether we believe that we create this meaning for ourselves in a senseless world, or that it is offered to us by a purposeful universe, it is, after all, only meaning that we seek” (p. 134). At a small, private liberal arts institution in the southeast, educators attempt to traverse the complexities of chaos and meaning by integrating film into many facets of the curricular and co-curricular leadership learning process. This article highlights the background, pedagogy, and impacts of this integration and the bridge thus created between the in- and out-of-class experiences for students.

Enhancing Student Learning and Retention through the Merger of the Academic and Student Affairs Unit: The Olivet Plan

This article is based upon a case study that highlights one private liberal arts institution, Olivet College, which embarked upon an institutional transformation process that merged both the academic and student affairs units into one. The objective of such an undertaking was to enhance student learning, strengthen the connection between the curriculum and the co-curriculum, and expand upon assessing student-learning outcomes. The article presents the societal context and guiding assumptions as they relate to the complex tasks of merging both divisions. It introduces the conceptual framework behind the Olivet Plan, highlighting the basic theoretical tenets on student learning that guided its process of institutional change. The case study will highlight the objectives, process, challenges, and successes of this model.

A Non-Traditional Interim Project

Birmingham-Southern College, a four-year private liberal arts institution of the Methodist Church, has for a number of years followed the 4-1-4 calendar. The interim term provides opportunities for in-depth study in one area. This format encourages faculty and students to develop a great many projects both innovative and traditional. For the Foreign Language Department, these projects have ranged from foreign travel to detailed study of one author, from intensive daily practice in the spoken language to the production of plays. Some of our projects are designed not only for language students, but have a wider appeal, for example, a comparative study of the cultures of France and Germany. Because of a recent curricular revision we began to try to develop courses and projects which would satisfy a humanities requirement and, even more importantly, attract students to our department. Although our specialties are in modern literature, we shared an interest in the life and literature of the Middle Moreover, we were aware that so much in our contemporary world had its beginnings in the medieval period and we wanted to offer students something in addition to reading, lectures, and term-papers. Hoping that the students might experience some of the sounds, sights and tastes of Medieval Europe as well as its intellectual and artistic creations, we developed the project Knights and Days in the Middle Ages. Since our time was limited and most of our students had little previous knowledge of the period, we chose to emphasize the most outstanding events and personages. While the idea of such a project is not new, we hope that our particular format might serve as a model or impetus to colleagues who wish to devise similar interdisciplinary projects or courses. The course met approximately four times a week for two hours. In the first hour of each day we had a guest speaker. Colleagues from each discipline (eighteen in all) were invited to make a presentation relating their fields of interest to the Middle We heard, among others, lectures on falconry from a biologist, on castle architecture and the feudal system from historians, on alchemy from a chemist, on scholastic arguments for the existence of God from a philosopher, on Medieval manuscripts from a classicist, on economy from an economist, on family life from an anthropologist, and on Christian art and architecture from an art historian. We made presentations on language and literature in our respective disciplines, French and German. Many of