Shaun E. Cowman's research while affiliated with Rock Valley College and other places

Publications (7)

Article
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Competency-based education (CBE) in dental hygiene education is intended to measure learned skills that prepare students to independently provide services for the public. A variety of standardized clinical assessment techniques (SCATs) are available to substantiate the competence of health care professionals, including, but not limited to, objectiv...
Article
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Academic staff (n = 305) and administrative staff (n = 595) at a large urban, Catholic, and religious order teaching university completed on-line school sense of community, social desirability, and mission-identity plus mission-driven activity measures. Partial correlates (controlling for social desirability) indicated that for both faculty and sta...
Article
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Little is known of how institutional and individual value systems are related among university undergraduates. With three different measures and samples of college students, perceptions of university mission and values (i.e., institutional values, creating pro-social climates, and developing a life-long commitment to values) loaded independently of...
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Across three studies, the development of a reliable and valid measure of perceptions by students of an urban, private, faith‐based teaching university's mission and values was assessed. Study 1 presented scale construction and reliability of the DePaul Values Inventory (DeVI) with undergraduates (n = 111), yielding a final 22‐item rating scale with...
Article
This study examined the relationship between psychological sense of community, social-support networks, and care-giver stress and satisfaction among firefighters. No significant gender differences were obtained, but zero-order correlates demonstrated significant relationships among all four variables. In examining the mediating effects of social-su...
Article
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Impostors are individuals who believe their successes are not due to their own ability, but because of either luck or the notion that they must work harder than others. The relationship between impostor tendencies and different behavioral and affective variables was examined. With the present study's sample (N = 436), controlling for social desirab...

Citations

... These faith-based institutions profess social justice education as a cornerstone to their school's mission. Previous research (e.g., Filkins & Ferrari, 2004;Ferrari, Bristow, & Cowman, 2005;Ferrari, Cowman, Milner, Gutierrez, & Drake, 2009) assessed stakeholders' perceptions of the religious university mission statements as well as mission-supported activities. Assessing perceptions of the university's mission and mission-driven activities is important to whether the students' perceive the university's mission relevant, and to see if students believe that the university is creating activities and curriculum that reflect the university's mission. ...
... Besides traditionally sensitive topics, SDR bias may also have an impact on one's responses for rather less sensitive topics. For instance, Ferrari and colleagues found that there were significant relationships between social desirability and perceptions of institutional values, goal orientation, value commitment, major satisfaction, and self-reported gains with undergraduate students [6,9]. Since procrastination is a sensitive topic to some persons, SDR bias was assessed in the present study. ...
... General searches using Google, Google Scholar, and my academic library at the University of Auckland yielded results or "hits" in the tens of thousands. I found that imposterism is generally described as a person's inability to accurately evaluate the evidence of their own abilities and achievements resulting in feelings such as "fraudulence," feeling "phony" or "fake" and fearing exposure as such (Clance, 1985(Clance, , 1986Clance & O'Toole, 1987;Cowman & Ferrari, 2002;Downing et al., 2020;McGregor et al., 2008;Schubert & Bowker, 2019). The preponderance of the academic work on imposterism has been and continues to be done with cohorts similar to where Clance and Imes began, in academic and medical professional populations (e.g., Bravata, Watts, et al., 2020;Henning et al., 1998;Hutchins, 2015;McGregor et al., 2008;Peteet et al., 2015;Sonnak & Towell, 2001;Topping & Kimmel, 1985). ...
... Long-term participation in the firefighters' world by building trust and talking about their personal experiences and perceptions is conducive to understanding of how critical incidents are coped with and the interactions between firefighters and their group culture. Hence this study effectively expands on previous research that is generally of a quantitative nature (Bacharach and Bamberger, 2007;Ogi nska-Bulik, 2015;Regehr et al., 2003;Cowman et al., 2004;Varvel et al., 2007;Bernab e and Botia, 2015;Huynh et al., 2013). An ethnographic field study is also an appropriate design for the current study, as it focuses on a sensitive topic that may be considered taboo by those involved. ...
... In addition, it can be stated that values are the cornerstone of education and must be taken into account in the integral education of students that allows them to become active users [45] capable of producing and designing content [46]. This ability to produce and design, not just consume, requires an active role to detect the values transmitted by different media; an aspect that undoubtedly constitutes an advantage when using social networks [47]. That is to say, an education that allows them to participate in on-and off-line life [48]. ...
... A clear and relevant school mission has been associated with student achievement levels in British Columbia (Boerema 2009) and Texas (Slate et al. 2008). Research also suggests that the sense of community is related to the mission and identity in a Catholic university context (Ferrari et al. 2009). Mission can clearly play a role in the experiences of school teachers and may contribute to teacher self-efficacy. ...
... It is incumbent on educators and postsecondary institutions to adopt assessment methodologies that provide a reliable measurement of the entry-to-practice competencies required for licensure and professional practice. 2,[5][6][7]11,12 Equally important is the educational experience, a vital aspect in student engagement, learning, and development. [13][14][15] Student satisfaction is positively correlated with student engagement, 13,15 and the inclusion of student feedback on assessment practices is essential to informing and refining assessment methods within an educational program. ...