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The heart of learning is experience. Whether it is the experience of discussions in the classroom, studying for an examination, working on a project with other students, or pursuing and reflecting on a task independently, the experience can be transformative and lead to new knowledge and insights. The National Day of Unplugging is an event held annually in March. It provided an opportunity for graduate students in a business creativity course to participate and confront, for what has become a habitual consumer behavior to many, an ongoing and near constant use of a smartphone. Participation in the Day experience afforded students the opportunity to gain perspective on their own consumer behavior of technology while providing information relevant to subsequent classroom discussions. The current article presents student reactions to the event and commentary on its use as a pedagogical tool for other instructors to potentially use in their classrooms for discussion and/or replication. [ABSTRACT FROM AUTHOR]

In an era of increasingly diverse student populations, multi-format MBA programs, and seemingly unrestrained social media discourse, institutions need to establish a code of behavior or expectations for students in the classroom. A professionalism statement is needed, both for inclusion in course syllabi as well as reinforced verbally at the first-class meeting (as well as potentially periodically throughout the program) as a way of acculturating students newly returning to a classroom at the graduate level. In addition to helping insure that all concerned have an environment where they can contribute to case and other topical discussions it sets the behavioral and attitudinal expectations of the faculty, so all can get the most out of the educational experience. The current paper presents such a drafted, faculty discussed and approved statement. The content of the professionalism statement is deconstructed and discussed by linking it to management best practices. Lastly, the statement is evaluated through role theory to indicate how the change of roles between students and instructors occurs in a graduate program. Not meant to represent or replace separate and perhaps more significant organizational policies on bullying, sexual harassment, or even microaggressions, the professionalism statement attempts to strike a balance on the issues and topics that are appropriate for detailed delivery in the MBA level syllabus. [ABSTRACT FROM AUTHOR]

The article presents a study which examines the engagement, learning and satisfaction of first-generation college students in the U.S. The literature review, research design and research questions is outlined. Several tables which describe the results of the study are presented. Some recommendations for practitioners and policymakers are also offered.

Because the widespread use of statistical significance testing has deleterious consequences for the development of a cumulative knowledge base, the American Psychological Association's Board of Scientific Affairs is in the process of appointing a Task Force whose charge includes the possibility of phasing out such testing in textbooks and journal articles. Just how popular is significance testing in psychology? This issue is examined in the present historical study, which uses data from randomly selected issues of the Journal of Applied Psychology for the period 1917-94. Results indicate that the practice of significance testing, at one time of restricted usage, has expanded to the point that it is virtually synonymous with empirical analysis. The data also lend support to Gigerenzer and Murray's (1987) allegation that an inference revolution occurred in psychology during the period 1940-55. Unfortunately, it is concluded that the ubiquity of significance testing constitutes a classic example of the overadoption of a methodology. [ABSTRACT FROM PUBLISHER]