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The purpose of this paper is to examine the influence of peer-assessment training as a catalyst to enhance student assessment knowledge and the ability to effectively evaluate reflective journal writing assignments when using the online peer assessment (PA) tool Expertiza.

Over a two-year period, end-of-unit assessment test scores and reflective writing samples from a peer-assessment participation group were compared to a no peer-assessment control group. Analysis of covariance was used to control for existing writing skill and ongoing feedback on writing samples.

No significant increases were observed in student assessment knowledge when participating in peer-assessment training. Comparison of matched participant samples revealed that after controlling for existing writing skill, students participating in PA graded reflective writing assignments significantly lower than instructor-graded assessments from students not afforded peer-assessment participation.

No distinction was made on the relative influence of giving or receiving PA influenced performance on the outcome measures. Second, students making multiple revisions based on feedback were not analyzed. Third, the Expertiza system does not control for the number of reviews performed, thus differential weighting of assessment outcomes may be realized unless all students submit and perform the same number of assessments. Finally, in absence of any qualitative analysis as to what factors students consider when grading writing samples, it is unknown as to how individual difference factors or adherence to scoring rubrics may have influenced the obtained results.

Students may be reticent evaluating peers or utilize grading criteria beyond the mandatory evaluation rubrics. Clear distinctions should be provided to students indicating how instructional content aligns with skills needed to conduct assessment. Training that addresses the theoretical and transactional components of PA are important, but teachers should recognize that when developing assessment skills learners undergo a developmental catharsis related to building trust and establishing a secure and comfortable identity as an assessor. Peer review systems should quantify the relative contribution of each reviewer through the measurement of frequency, timeliness and accuracy of the feedback, compared with instructor standards/evaluations.

This paper reduces the gap in the literature concerning how PA evolves over time and identifies factors related to the etiology of the peer-review process. In addition, the paper reveals new information regarding the calibration between instructor and peer evaluations.

This study explored the experiences of college staff members engaged in advancing LGBTQ equity at a small fine arts college in the Midwestern United States. This qualitative case study advanced a conceptual framework for queer leadership in higher education. Findings illuminate how campus leaders engaged queer leadership strategies and LGBTQ advocacy to advance LGBTQ equity through college policy and practice. This study reveals rich implications for college administrators and higher education leaders advancing change for LGBTQ equity.

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

Much managerial and behavioural accounting research assumes that people are rational, self‐interested, expected‐utility maximisers. Often, this reduces to the central expectation that individuals are concerned only with their own material self‐interest and are unconcerned with the welfare of others. Here, we consider a preference for achieving fair outcomes in the context of an interdivisional cost and benefit allocation scenario. Consistent with prior research, we reject a simple wealth maximisation hypothesis and find that subjects actively attempt to achieve fair allocations. Interestingly, subjects were willing to adversely affect the outcome of one party to the transaction when they considered themselves to have been treated unfairly by a third party against whom they had no redress. Also, where subjects expected to have their wealth reduced by another party, who freely chose not to do so, these subjects appeared willing to give a lower share of a future windfall gain to them.

The purpose of this study was to develop an initial understanding of sport brand ambassador participants' experiences in sponsored user generated branding (UGB) programs to assist sport organizations in developing the most mutually beneficial brand ambassador programs possible.

Semi-structured interviews were held with six individuals who serve as brand ambassadors for various sport brands. Data were analyzed using qualitative thematic analysis.

Participants were intrinsically motivated to serve in brand ambassador roles. Their experiences were impacted by whether their personal expectations were met, perceived relationship with the brand, perceived value to the brand, and perceived amount of work involved. They reported the best aspects of participation were a sense of community and free products and/or discounts. The most challenging aspects included not wanting to come across as a marketer, self-inflicted pressure to perform a certain way for the brand, pressure to purchase products, and lack of clear communication from the brand.

As this study was qualitative, the findings are unique to the participants and the brands they represent. Therefore, the findings may be used to guide other research and brands but are not generalizable.

Sport brands wishing to employ sponsored UGB strategies such as brand ambassador programs must set clear expectations for ambassadors, communicate regularly, and develop a sense of community with and among ambassadors.

This study contributes to the limited sport management research on sponsored UGB and offers theoretical and practical implications in the areas of sport marketing and branding.

This article explores the different ways in which the vegan turn within the animal advocacy movement in Australia has played out for two organisations, Animal Liberation Victoria (ALV) and Animals Australia. Previous research has found that this promotion of veganism has occurred to varying degrees for different organisations and this article will analyse some of these variations in greater depth, drawing on the sociological theory of resource mobilisation.

This article provides a case study on the campaigning of ALV and Animals Australia on the issue of the dairy industry, as well as an overview of their histories, with a focus on the changing level of vegan campaigning over time. In order to explore this issue, this article will draw on the campaigning materials of the organisations studied, a wide range of academic literature and interviews with key figures from both of these organisations.

Larger organisations have a limited ability to regularly promote a vegan message due to their need to bring in a large amount of resources to sustain costs such as their office costs and paid staff. It is more grassroots organisations that have far greater scope to consistently and strongly promote a vegan message, although they reach fewer people.

The increasing uptake of veganism will have important implications for animals as well as for human health and the environment. The environmental benefits of veganism become even more significant in light of the urgent need to tackle the substantial threat of climate change.

This article is a contribution to the expanding field of critical animal studies as well as to the literature on sociology and animals. It builds on the limited amount of existing sociological literature on vegan activism and contributes an analysis in Australian context.

This qualitative study explores college students’ gender schemas. Sandra Bem’s pioneering work on sex roles and gender schemata are highlighted.

Over 600 college students at a diverse southeastern university were asked to describe the advantages and disadvantages to men’s and women’s gender. Although the question was framed broadly, students devoted significant attention to issues surrounding work and family, highlighting the importance of these roles to their understanding of gender. Over 6,800 responses were coded in The Ethnograph software.

The results showed a gendered schema among these students, with gendered views of work and family, in which men are associated with work and women largely with family. Some racial patterns are also discussed.

This chapter ends with a discussion on how the gender schemas expressed support and maintained a separation of work and family.