This chapter reviews the common business practice of providing an employee handbook to new employees, which should guide employee behavior. The expectations and responsibilities of employees are accepted and documented using an employee acknowledgement statement. These real-world practices are introduced to the college human resource management classroom through the course syllabus and a document called a “Course Start Contract” or “Acknowledgement of Syllabus and Course Requirements” developed by the authors. The Course Start Contract explains and reinforces the need for college students to accept responsibilities in the classroom in the same way that employees must accept responsibility and comply with organizational requirements in the workplace.

Guam is a Pacific Island in Micronesia with a complex colonial history. Strategically located, Guam is an unincorporated territory of the United States and critical military asset. Policing on Guam is influenced by external stakeholders and budgetary limitations. Recently, a community policing model was introduced to better meet community needs and expectations. This study explored the relevance of predictors of satisfaction with police service provision in the Guamanian context. Residents of Guam ( n = 701) participated in a survey that included demographic characteristics, community context, and police–citizen interactions. Satisfaction with police service provision was predicted by age and perceptions of procedural justice, police performance, and police legitimacy. Higher income predicted lower satisfaction. The findings highlight the importance of police legitimacy and related constructs for satisfaction with police service provision on Guam. Initiatives that focus on police performance and procedural justice may help improve satisfaction with police service provision on Guam.

In an attempt to attract minority and first-generation college students to engineering, math, and computer science degrees, the National Science Foundation funded several Scholarship programs. Texas Tech University competed and received one of these grants. This grant has been a major benefit to minority students who met the qualifications. Initially all students had to be eligible for a Pell Grant or Title IV need if they went to graduate school. We had difficulty in finding students with this severe degree of financial need. This requirement was later relaxed, and we have been successful in finding qualified students to award scholarships.