Social media study by three IPFW professors published in Computers in Human Behavior

1-s2-0-s0747563216x00088-cov150hA study about undergraduate social media users and university social media policies by Kimberly O’Connor, assistant professor of organizational leadership and supervision; Gordon Schmidt, assistant professor of organizational leadership and supervision; and Michelle Drouin; professor of psychology, was recently published in Computers in Human Behavior.

The article, titled “Suspended because of social media? Students’ knowledge and opinions of university social media policies and practices,” examined how well students understood university policies, free speech, and privacy issues.

From the abstract:

In this exploratory study, we examined undergraduates’ (N = 298) knowledge of their university’s social media policies, understanding of free speech and privacy protections, opinions about university monitoring and discipline for personal social media posts, and perceptions of fairness regarding recent cases of student discipline for personal social media use.

The results of our study indicate that most undergraduates are highly underinformed as to whether or not their university has a social media policy, particularly if the students are early in their academic careers and do not engage in many online privacy protection behaviors. Most participants were also misinformed as to whether free speech and/or privacy protections will shield them from university discipline. In addition, most participants (78%) were opposed to the idea of universities monitoring students’ personal social media accounts, though significantly fewer (68%) were opposed to monitoring student athletes’ social media.

Finally, when asked about several recent cases involving student discipline, most participants were generally opposed to a variety of university disciplinary actions regarding students’ social media posts. We discuss these findings as they relate to the need for better social media policy training for students, as well as the potential impact on students’ academic and future careers.

Lucas Rodesiler’s co-authored book is published by the NCTE

Layout 1Developing Contemporary Literacies through Sports: A Guide for the English Classroom, a book for middle and high school teachers co-authored by Lucas Rodesiler, assistant professor of secondary education, was recently published by the National Council of Teachers of English (NCTE).

From the web site:

Love them or loathe them, the prominence of sports in schools and society is undeniable. The emphasis on sports culture presents teachers with countless possibilities for engaging students in the English language arts. Whether appealing to students’ passion for sports to advance literacy practices or inviting students to reconsider normalized views by examining sports culture through a critical lens, teachers can make sports a pedagogical ally.

This book, a collection of lessons and commentaries from established teachers, teacher educators, scholars, and authors, will support teachers in turning students’ extracurricular interests into legitimate options for academic study. With seven interrelated sections—facilitating literature study, providing alternatives to traditional novels, teaching writing, engaging students in inquiry and research, fostering media and digital literacies, promoting social justice, and developing out-of-school literacies—this collection and its companion website provide numerous resources that support teachers in developing students’ contemporary literacies through sports.

Brett Wilkinson’s co-authored book is published by Kendall Hunt

9781465295415Education psychology for learners: Connecting theory, research, and application, a textbook co-authored by Brett Wilkinson, assistant professor of counselor education, was recently published by Kendall Hunt.

From the back cover:

Educational Psychology for Learners is designed to promote academic growth, personal development, and integration into scholarly communities by engaging students in a rigorous intellectual discussion of key psycho-educational principles. In addition to providing both historical and current overviews of relevant theories and research, there is an emphasis on the integration and application of fundamental concepts and practices related to motivation, knowledge acquisition and information processing, and self-regulation.

 Case studies, innovative activities, and examples give students the chance to think about how to apply their theoretical knowledge in real-world contexts, while reading lists are included to enable further self-study. By illustrating how educational psychology provides the foundation for personal, academic, and professional success, Educational Psychology for Learners seeks to empower our future professionals by encouraging well-informed, scholarly discussions in both the college classroom and beyond.

Rama Cousik Co-authors Chapter in Autism Book

bookRama Cousik, assistant professor of special education, co-authored the chapter “Global Perspectives: Autism Education and Treatment in other Nations” in the book Autism Spectrum Disorders: Identification, Education & Treatment published by Routledge.

From the publisher:

The fourth edition of Autism Spectrum Disorders: Identification, Education, and Treatment continues the mission of its predecessors: to present a comprehensive, readable, and up-to-date overview of the field of autism; one that links research, theory, and practice in ways that are accessible to students, practitioners, and parents. The structure, content, and format of Autism Spectrum Disorders, 4th Edition have been revised to accommodate changes in the field and to illuminate the current state of the art in the study of autism. New information on early identification, transition education from adolescence through to adulthood, neurobiological research, and technology-based solutions is included.

 

Article by Kimberly W. O’Connor Appears in Management Teaching Review

3-coverThe article “The Big Event: Using This Day of Service to Teach Management Students About Corporate Social Responsibility” by Kimberly W. O’Connor, assistant professor of organization leadership and supervision, appeared in Management Teaching Review.

From the abstract:

The Big Event is a nationally recognized, student-run day of service where students, faculty, and staff give back to their university’s surrounding community by performing volunteer work. The Big Event can also be used as a resource to teach and reinforce corporate social responsibility (CSR) theories to management students. Students participating in the Big Event see firsthand application of the many CSR concepts they learn in the classroom.

By utilizing the Big Event as a service project, students also gain a better appreciation of the real-world issues and problems that modern organizations often encounter. The service project can be used in a business law or ethics course, in an introductory management course, or in an organizational behavior course, among others. The Big Event is therefore an excellent resource for management educators to use when teaching CSR theories, and it is a wonderful way for students, faculty, and staff to give back to the community.

Article by M. Gail Hickey and Sheena Choi appears in The New English Teacher

homepageimage_en_usThe article “Understanding the Specialized Needs of Burmese Refugees in U.S. Colleges and Universities” by M. Gail Hickey, professor of education, and Sheena Choi, associate professor of management, appeared in The New English Teacher.

From the abstract:

The recent rapid influx of refugee students into U.S. schools has been a learning experience for all concerned. Not only do U.S. refugees come with memories of trauma, they also have specialized educational needs that differ from international students’ or voluntary migrants’ needs.

Recent refugees have come to the United States with very different socio-historical backgrounds from the majority of U.S. university students. Refugee students have very different stories of integration and incorporation in America than either immigrants or international students. Differentiated experiences demand differentiated treatment.

The scholarship on U.S. refugees in college is scarce. The authors seek to add to the available scholarship by advancing understanding of Burmese refugee students’ specialized educational needs through personal narratives. The authors also hope to improve educational provisions for refugee students through attention to their multiple responsibilities and socio-psychological needs. Finally, the authors recommend effective pedagogical strategies for use with refugee students.