Stuttering is a multidimensional disorder, including psychological as well as physiological elements. This investigation of the value of 3 psychological constructs (shame, self-consciousness, and locus of control) in the prediction of 3 self-reported behavioral dimensions of stuttering (struggle, avoidance, and expectancy) revealed shame and self-consciousness to be significant psychological predictors of the selected dimensions of stuttering, whereas locus of control was found not to be. Certain demographic elements, including affiliations with others who stutter, were also determined to be predictive of the stuttering dimensions. The present findings and their implications for theory, research, and practice are discussed.

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Faculty and student feedback on blended courses is instrumental to improving blended courses and programs. The purpose of this article is to describe the process and results of blended learning outcome assessment at a large, multi-campus, private university. The outcome measures used in this assessment were developed in the context of current literature about best practice in assessment of blended learning and were designed to gather feedback from faculty and students on multiple aspects of the blended courses. The results suggest that overall, students and faculty were satisfied with the blended courses. The sufficiency of the university’s resources for blended learning emerged as the strongest predictor of student satisfaction. Faculty rated their blended courses high in terms of course organization, but low in terms of the availability of resources and information about on-line learning and the quality of pedagogy in blended instruction. This university has found great value in the use of student and faculty feedback toward the improvement of blended courses and programs. An emphasis has been placed on providing additional resources, making the available resources more accessible and offering faculty development and training in online and blended pedagogy.

This article reports the findings of a study on the perceptions of faculty governance leaders to online and blended learning. For the purposes of this study, faculty governance was defined as formally established bodies in colleges and universities such as senates, councils, and collective bargaining organizations that are affiliated with the American Association of University Professors (AAUP). While there have been many studies on the perceptions of students, faculty, and administrators, there has been very little research on the perceptions of faculty governance leaders who hold critical positions in colleges and universities. Governance leaders are at the crux of approval processes that influence the development of curricula, faculty personnel policies, and academic programs, all of which can impact the implementation of online and blended learning initiatives. The research methodology for this study included a survey sent to a sample of governance leaders at U.S. institutions of higher education and follow-up phone interviews or email correspondence with a small number of volunteers. The sample was identified using an American Association of University Professors (AAUP) membership list. The results of this study provide important new information on the perceptions of this influential group of leaders on matters related to online and blended learning.

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