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%).

Background Incivility occurs in various forms in higher education and negatively affects teaching and learning outcomes. It has not been determined if incivility is more prevalent in one discipline than another. Purpose The purpose of this study was to compare faculty and student perceptions of incivility across disciplines at a large public university. Methods In this descriptive comparative study, a convenience sample of 156 faculty and 421 students completed the Incivility in Higher Education–Revised survey electronically. Results The total sample was 577. Nursing reported the highest level of perceived incivility, with all other disciplines also reporting some level of incivility. Faculty perceived more incivility than students. Conclusions With a national awareness of incivility in nursing education, this study shows that incivility also exists in other disciplines and is a starting point for addressing its impact on higher education.