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The goal of this study was to better understand what students expect from their college instructors in four areas: availability for out-of-class communication (OCC), student workload, in-class time use, and technology policies. Data from 606 participants were collected using an online survey design. Results showed that students’ expectations for OCC are being met, but that expectations for workload are being violated. Results also suggest that students prefer engaging in instructor-led activities during class time and want to be able to use their technological devices for educational purposes during class, but not for social purposes.

Religious and spiritual (R/S) conversations at the end-of-life function to help patients and their families find comfort in difficult circumstances. Physicians who feel uncertain about how to discuss topics related to religious beliefs may seek to avoid R/S conversations with their patients. This study utilized a two-group objective structured clinical examination with a standardized patient to explore differences in physicians’ use of R/S topic avoidance tactics during a clinical interaction. Results indicated that physicians used more topic avoidance tactics in response to patients’ R/S inquiries than patients’ R/S disclosures; however, the use of topic avoidance tactics did not eliminate the need to engage in patient-initiated R/S interactions.

Occupational safety and health professionals preparing curricula and handouts for distribution to workers should incorporate some form of readability and suitability assessment to help ensure their written materials are clear and comprehensible to all segments of their audience.

This study examines students' motives for communicating with their instructors when the instructor exhibits inappropriate or unprofessional online behavior. To understand the relationship between what we call instructors' digital expectancy violations and students' motives for communicating with instructors, students' levels of task, social, and physical attraction are measured. Pearson correlations were used to assess relationships among the presence of digital expectancy violations, motives to communicate, and attraction. Results revealed that students' motivation to communicate with instructors who commit digital expectancy violations differs based on preexisting social, physical, and task attraction to the instructor.Technology has changed the way we live, learn, work, play, and communicate. The use of electronic messages by students and faculty is encouraged or required by most universities (Waldeck, Kearney, & Plax, 2001). Journalism and mass communication programs teach students how to use digital channels for communication, but research has yet to explore whether instructors use digital channels appropriately to communicate with students, and whether their inappropriate behaviors in such contexts affect