October 6, 2011 by academic-affairs

Dr. Yingxia Cao, Assistant Professor of Decision Sciences, with her colleague, Paul Hong of the University of Toledo, recently published “Antecedents and consequences of social media utilization in college teaching: a proposed model with mixed-methods investigation” in the journal, “On the Horizon,” vol. 19, no. 4 (2011).

Abstract:

Purpose – The purpose of this paper is to investigate the antecedents and consequences of social media utilization in teaching by college faculty.

Design/methodology/approach – The paper is based on literature review, the author’s observations, and qualitative and quantitative information reported by 249 full-time and part-time faculty members.

Findings – There are four antecedent factors for social media utilization in teaching: faculty personal social media involvement and personal readiness; external pressures from peers, supervisors, students and their employment; expected benefits; and perceived risks. Two factors are important to assess the consequences of social media utilization in teaching: perceived student satisfaction and student learning outcomes.

Research limitations/implications – Data were obtained from only one university. This paper includes only simple statistical analysis, although structural equation analysis is more appropriate for testing the model.

Practical implications – The established social media utilization model suggests that the key to solving problems related to social media utilization in teaching is to address faculty’s concerns and convince them about the benefits of social media utilization with examples and sound outcomes.

Originality/value – This study draws on both past publications and first-hand research; it establishes a social media utilization model about the antecedents and consequences of social media utilization in teaching, and has both qualitative and quantitative data to support the model.

http://www.emeraldinsight.com/fwd.htm?id=aob&ini=aob&doi=10.1108/10748121111179420

September 24, 2011 by University of La Verne

University of La Verne College of Law Professor and Dean Emeritus Charles Doskow is among a group of distinguished experts taking part in a September 30 forum addressing the influence of corporations on American politics.

Corporations in the American Electoral Process: The Citizens United U.S. Supreme Court Decision, is sponsored by The American Institute for Progressive Democracy, Claremont Graduate University and Common Cause. The panel also includes U.C. Irvine Law School Dean Erwin Chemerinsky and Common Cause President Bob Edgar. Doskow, a professor of constitutional law at La Verne, will act as the discussant for the panel.

The forum will begin at 7 p.m. in Albrecht Auditorium, located at 925 N. Dartmouth Avenue in Claremont. The public is invited and admission is free.

The panel will discuss the Citizens United v. Federal Election Commission U.S. Supreme Court Decision of 2010, in which bitterly divided Justices ruled 5-4 that the government may not limit corporations, unions and other groups from spending as much as they like on independent messages to support or attack political candidates.

Supporters of the ruling said the decision was vindication of the First Amendment protection of political speech. Opponents criticized the Court for giving corporations the same rights as individuals and claimed that unrestricted corporate money would corrupt the democratic process.

“This is a free speech decision, but a hot-button issue among people concerned about the integrity of elections,” Doskow said.

Additional information on the Forum is available at www.taipd.org

About La Verne Law: The University of La Verne College of Law is accredited by the State Bar of California. Located in Ontario, Calif., it serves a region of more than six million people in Inland Southern California. For more information about the College of Law, please call (909) 460-2001 or visit www.law.laverne.edu.

September 23, 2011 by academic-affairs

Dr. Kenneth Marcus, Professor of History, gave a talk on “New Jews: Exiles and the Holocaust in Musical Perspective,” at a panel on “Listening to California: Two Centuries of Musical Imports,” at the Pacific Coast Branch Meeting of the American Historical Society in Seattle, Washington in August. He has been invited to speak at two events this fall: on the founding of the Hollywood Bowl, to be given at the Glendora Historical Society on Monday, September 26, 2011 at 7 pm, and on California artists and cultural history, to be given at the Paderewski Festival in Paso Robles on Saturday, November 12.

Dr. Kenneth Marcus, Professor of History

.

September 23, 2011 by academic-affairs

Dr. Kenneth Marcus, Professor of History, published an article with co-author Yong Chen (UC Irvine), entitled “Inside and Outside Chinatown: Chinese Elites in Exclusion Era California,” which appeared in the “Pacific Historica

Dr. Kenneth Marcus, Professor of History

l Review” in August 2011. He also submitted an encyclopedia entry on “Comedy and Satire in American Music, 1945 to the Present,” to appear in the “Encyclopedia of American Music and Culture” (ABC-CLIO, forthcoming), as well as two encyclopedia entries, entitled “Los Angeles, 1952-1989,” and “Los Angeles, 1989-2010,” to appear in “Cities in American History” (Sage Publications, forthcoming).

September 21, 2011 by academic-affairs

University of La Verne Communications Department Students

The University of La Verne Communications Department,  LVTV and KWST have seven finalists in the 2011 WAVE Awards.  The WAVEs (Western Area Video Excellence Awards) honor the best community television productions in the United States.  The winners will be announced at the Alliance for Community Media West Regional Conference,  October 8  in San Jose.

The following is a list of the finalists:
1) Entertainment/Variety Programming Community Producer
“Party Foul”
Producer: Anthony Troli
Name on Award: Anthony Troli, Micky Pollock, Chelsea Stark-Jones
Media Center: LVTV-3 La Verne
Community Television

2) Entertainment/Variety Programming Professional
“Morgan Farewell”
Producers: Don Pollock, Mike Laponis, Shane Rodrigues
Name on Award: Don Pollock, Mike Laponis, Shane Rodrigues
Media Center: LVTV-3 La Verne Community Television

3) Community Event Professional
“The 2010 San Dimas Western Art Show”
Producer: Christopher Hruby
Name on Award: Christopher Hruby
Media Center: LVTV-3 La Verne Community Television

4) Informational Activities Non-Professional
“Bacon Races”
Producers: Laura Acevedo, Kai
Groschupf, Daniella Villegas
Name on Award: Laura Acevedo, Kai Groschupf, Daniella Villegas
Media Center: LVTV-3 La Verne Community Television

5) Documentary Profile Professional
“Leos for Life”
Producers: Don Pollock, Shane Rodrigues,  Mike Laponis
Name on Award: Don Pollock, Mike
Laponis, Shane Rodrigues
Media Center: LVTV-3 La Verne Community Television

6) Public Service Announcement-Community Producer
“Sizzlin’”
Producers: Daniel Bateman, Marie Tabarez, Kaitlin Hollingsworth
Name on Award: Daniel Bateman, Marie Tabarez, Kaitlin Hollingsworth
Media Center: LVTV-3 La Verne Community Television

7) Experimental/Innovative Community Producer
“Broken”
Producers: Kaitlin Hollingsworth, Daniel Bateman, Marie Tabarez
Name on Award: Kaitlin Hollingsworth, Daniel Bateman,
Marie Tabarez
Media Center: LVTV-3 La Verne Community Television

September 20, 2011 by academic-affairs

Dr. Cleveland Hayes, Associate Professor of Education, is publishing two articles with his co-author, Dr. Brenda Juarez of the University of Massachusetts, Amherst.  The first, “An Endarkened Learning and Transformative Education for Freedom Dreams:  The Education Our Children Deserve,” will appear in the “Journal of Educational Controversy,” and the second, “There is no Culturally Responsive Teaching Spoken Here: A Critical Race Perspective,” will be published in “Democracy and Education.”

Abstract of “An Endarkened Learning”:
“In this article,drawing from the traditions of the Black freedom struggles (DuBois, 1935/1998; Marable, 2006; West, 1993) and the literature on Black teachers and culturally responsive teaching (Gay, 2000;Ladson-Billings, 1994), we are interested in and try to address the following questions and organize the rest of the essay accordingly:  1) What is the education our children deserve and why do they need it?  2) Where can we find a source of knowledge to develop it from?  3) What does it look like in action and what are its components?  4) Why isn’t it [already] happening and what can we do then?”

Abstract of “There is no Culturally Responsive Teaching”:
“In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students.  Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than challenge White supremacy.  By highlighting and critically examining moments when White racial domination has been instantiated and recreated within our own experiences, we attempt to open up a venue forimagining and recreating teacher education in ways that are not grounded in and dedicated to perpetuating White supremacy.”

September 16, 2011 by academic-affairs

Dr. Loren Dyck, Assistant Professor of Management

Dr. Loren Dyck, Assistant Professor of Management, had his article, “Finding a Fit with Fitness: Applying Intentional Change Theory in Worksite Health Promotion Programming,” co-authored with Dr. Kathi Lovelace of Menlo College, accepted for publication in the “Journal of Workplace Behavioral Health,” vol. 27 (Winter 2012).

Abstract:

This paper presents evidence on the effectiveness of worksite health promotion programs and the correspondingly low participation rates in such programs. To address this gap we offer Boyatzis’ Intentional Change Theory (ICT) as an integrative theory for increasing good health practices. We apply generally accepted health promotion guidelines to each of the five discoveries of ICT to assist employees in finding their own fit with fitness and thus increase their individual participation in health promotion. Providing the means for positive health-related behavior change benefits both the employee and the employer.

The first ICT discovery is identification of the ideal self or one’s own personal vision. Second, is an assessment of the real self. Next, comes the creation of a learning agenda and plan followed by the fourth discovery of experimentation and practice with new behaviors, thoughts, feelings, and/or perceptions. Discovery five is the development of trusting relationships that support a person’s continued development which may occur at any point in the intentional change process.

To explain the differing contexts for ICT engagement, we use complexity theory to contrast positive versus negative conditions that act as attractors for intentional change. The Positive Emotional Attractor (PEA) occurs when people tap into their dreams, strengths, and the greatest vision for themselves or essentially their ideal self. The Negative Emotional Attractor (NEA) occurs when people focus on the gaps between their ideal and real self or their fears, problems, and shortfalls. We also identify the physiological changes that occur when people are in each of these attractor conditions. Lastly, we examine the elements of each condition, summarize the health promotion applications for each of ICT’s five discoveries, and identify specific employee actions for each discovery that ignite sustained, desired change.

September 16, 2011 by academic-affairs

Dr. Megan Granquist, Assistant Professor of Movement & Sports Science

Dr. Megan Granquist, Assistant Professor of Movement and Sports Science, will present two lectures at Association for Applied Sport Psychology Annual Conference in Honolulu in September.  She will also preside over the “Injury Lectures” in one of the sessions.  Her first lecture, “Athletes’ Stress, Resilience, and Coping Behaviors Related to Athletic Injury and Severity,” will be co-presented with Joanna Engel, Head Athletic Trainer.  The second, “Psychological Aspects of Athletic Injuries as Perceived by Athletic Trainers,” will be co-presented with Dr. Damien Clement of West Virginia University.

Abstract of the Granquist and Engel lecture:
“Personality factors, history of stressors, and coping resources have been proposed to be related to
sport injury risk (Andersen & Williams, 1988), yet few prospective investigations have been
performed. The objective was to prospectively examine stress, resilience, and coping behaviors
on athletic injury incidence and severity. Following IRB approval and informed consent, 77 male
NCAA Division III collegiate football players (age=19.43 ± 3.03 years) completed the Brief
COPE (Carver, 1997), Sport Anxiety Scale-2 (SAS-2; Smith, Smoll, Cumming, & Grossbard,
2006), Athletic Coping Skills Inventory (ACSI; Smith, Schutz, Smoll, & Ptacek, 1995),
Dispositional Resilience Scale (DRS15-R; Bartone, 2007), and Life Event Survey for Collegiate
Athletes (LESCA; Petrie, 1992) during pre-season screenings. Injury exposure, incidence, and
severity were reported by the team’s certified athletic trainer. Injury was defined as limited
and/or completely restricted participation during practice and/or competition. Injury severity was
rated by the certified athletic trainer as mild, moderate, or severe. Participants were involved in
157 total hours of injury exposure (123=practice, 34=competition) during the 13-week season.
Nineteen participants reported injury (5=mild, 6=moderate, 8=severe), while three participants
reported multiple injuries. Self-reported injury history was found to be unrelated to injury
incidence or severity. Injury incidence was significantly related to the Brief COPE subscales of
use of emotional support (r=.258, p=.036) and use of instrumental support (r=.285, p<.01). Injury
severity was significantly related to the ACSI subscales of coping with adversity (r=-.476,
p=.039), confidence and achievement motivation (r=-.539, p=.017), and goal setting and mental
preparation (r=-.537, p=.018). The results of the current investigation are promising as they
support Williams and Andersen’s (1998) stress and athletic injury model in the use of
interventions to potentially decrease stress response and injury risk in athletes. Future
investigations should continue to prospectively explore the relationships among psychosocial
variables and injury incidence and severity.”

Abstract of the Clement and Granquist lecture:
“Despite the addition of the Psychosocial Intervention and Referral (PIR) content area to Athletic
Training Education Programs, athletic trainers (ATs) generally lack confidence in their ability to
utilize this information in addressing the psychological aspects of sport injury (Stiller-Ostrowski
& Hamson-Utley, 2010). Therefore, the primary purpose of the study was to determine: (a)
psychosocial issues with which athletes may present; (b) sport psychology skills and techniques
ATs currently use with their athletes; and (c) sport psychology skills and techniques ATs deem
important to learn. Using the Athletic Training and Sport Psychology Questionnaire (Larson et
al., 1996), ATs (N = 215) rated stress/anxiety (M = 4.24, SD = 0.80), anger (M = 3.70, SD =
0.96) and treatment adherence problems (M = 3.62, SD = 0.94) as the primary psychosocial
issues with which athletes may present upon injury. The top three selected sport psychology
skills and techniques were keeping the athlete involved with the team (M = 4.57, SD = 0.73),
using short term goals (M = 4.45, SD = 0.67) and creating variety in rehabilitation exercises (M =
4.32, SD = 0.75). Finally, the top three rated sport psychology skills and techniques ATs would
like to learn more about were understanding motivation (M = 4.29, SD = 0.89), using effective
communication (M = 4.24, SD = 0.91), and setting realistic goals (M = 4.22, SD = 0.97). These
results not only highlight the current use but also the importance which ATs place on the use of
sport psychology skills and techniques within the context of injury rehabilitation. The clinical
implications of these results regarding ATs’ use and their desire to learn more about sport
psychology skills and techniques will be discussed in this presentation.”