The purpose of this study was to understand if selected leadership pedagogy (hands on activities) utilized in an organizational behavior classroom contributed to the development of workplace readiness skills. Since successful organizational behavior classes and hands on learning can lead to successful graduates, the importance of leadership pedagogy emerges. In the case here, the participants in one organizational behavior class were followed through a single semester providing feedback to the instructors on the perceived effectiveness of the participatory activities. The researchers found that, in this case, the students shared mixed reactions to the activities, but were able to share positive impacts and gains they felt they received from participating in those activities. Readiness skills were developed, however recommendations for further research and practice are included.

The advancing complexity of today's corporate environment requires that employees are able to collaborate in the workplace. This mixed methods research study follows a nursing faculty's efforts to incorporate collaborative learning (CL) into an introductory nursing class. The mixed-methods research study found that while students' final grades improved in the initial CL flipped classroom design (p < .0005), their levels of student resistance deepened which resulted in significantly lower levels of community of inquiry (p = .004), lower levels of satisfaction, and many negative open-ended comments (83%). Using Tolman and Kreming's (2017) integrated model of student resistance (IMSR) as a guideline, the instructor was successful in redesigning the CL class to overcome students' resistance as measured by significantly higher levels of community of inquiry (p < .0005), higher levels of satisfaction (p < .0005), and many less negative openended comments (54% vs 83%).

Instructors in five different undergraduate courses designed their courses to include real-time polling to increase their students’ levels of engagement and participation in an attempt to enhance students’ learning transfer. This mixed methods research study examined the results of those efforts after querying students’ perceptions of whether the use of real-time polling had an effect on their understanding of the course content, their levels of participation in the classroom, and their levels of engagement in the classroom. Instructors used Poll Everywhere to incorporate the real-time polling in classes where 98% of students had suitable devices to respond to the polls. Results from this survey indicate that the use of real-time polling helped students better understand the course material and also increased their level of participation and engagement.

This research study documents the journey of two modern language faculty (Spanish and German) from their original beliefs that teaching foreign languages can only be conducted in a face-to-face format to their eventual development of an online class using Web 2.0 technologies to encourage their students' active skills of reading and speaking in their target language. The research study shows how the instructors incorporated Web 2.0 technologies and used the Communities of Inquiry (CoI) framework to design their online class to ensure their class had the essential elements of teaching presence, social presence and cognitive presence. Web 2.0 technologies used to build strong levels of CoI were BB-Collaborate web conferencing, Voki, VoiceThread, ANVILL, Fakebook, Bubble,us, Mindmapping, Flashcard Exchange, Glogster, Zunal, and Weebly.

Complex and adaptive challenges threaten human well-being and sustainability. However, our leadership graduates often lack the capacity and or commitment to address these challenges in a meaningful way. This paper details a five-year study exploring the impact of an interdisciplinary undergraduate course on the development of global capacities, complex Adaptive Leadership, Socially Responsible Agency, and systems thinking. The course instructors used innovative and intentionally divergent learning methods to challenge students to serve as stewards of their own knowledge and facilitators of their own learning through the confrontation of authentic and complex challenges. The researchers note transferable qualitative findings that demonstrate the profound impact of the noted leadership learning experience on the development of Socially Responsible Agency, along with Adaptive Leadership capacity and systems thinking.

INTRODUCTION "Given today's rapid pace of change and health challenges, we are called to identify, adapt, and improve key elements that make teaching and learning about health and health promotion successful" (Auld & Bishop, 2015, p.5). This research study examine the efforts to combine some of the latest instructional technology with Social Norms as a participatory teaching method in an undergraduate health behaviors class in an effort to have students take a more reflective approach to their own personal health-related behaviors while learning to apply health behavior theories. Background of Health Education The early years of the twenty-first century have brought several exciting changes that increase options for University health education programs. The Council on Education for Public Health (CEPH) has expanded their accreditation process to include baccalaureate public health programs By (CEPH, 2014), and for those preparing health education specialists, the 2015 Health Education Specialist Practice Analysis has released updated competencies from the National Commission for Health Education Credentialing (NCHEC), (NCHEC, 2015). Both these national entities have called upon University programs to address health behaviors and behavior change in their curriculum. CEPH accreditation criteria require standalone baccalaureate programs to include instruction in "the socioeconomic, behavioral, biological, environmental and other factors that impact human health and contribute to health disparities" (CEPH

Classes where students have opportunities to interact with experts allow students to apply what they have learned and begin to contextualize the content learned in class. The instructor in this face-to-face choir ensemble class used web conferencing to set up a virtual interview with an expert, Dr David Dickau, to allow his students to have the opportunity to have direct contact with a living composer whose music has had a profound influence in the choir ensemble field. The interactive web conference included an interview with the composer, followed by a critique of the choir’s performance of his composition, ‘If Music Be the Food of Love’. Students completed a survey following the web conference session. This study examines the effect of the composer’s virtual visit on students’ understanding and performance of his song. It also looks at students’ recommendations to continue such virtual activities as well as the effect on Social Presence. Results of this case study show that Dr Dickau’s virtual visit had an overwhelmingly positive effect on all of these areas and students strongly recommended the continuation.

Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students’ final exam scores. The study found the flipped-class design had a significant impact on students’ attitudes with higher levels of community of inquiry (CoI) (p = .002), teaching presence (TP) (p = .002), social presence (SP) (p = .002), and improved satisfaction levels (SAT) (p = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90% vs 37%). The higher levels of CoI predicted students’ SAT score (65.4%). The study found no significant changes in students’ learning as measured by their final exam or perceptions of cognitive presence (CP).