Daniel W. Salter

The effect of gender, ethnicity, and income on college students' use of communication technologies.

Because campus officials are relying on personal communication technologies to communicate with students, a question arises about access and usage. Although communication technologies are popular among college students, some evidence suggests that differences exist in ownership and use. We examined patterns of student ownership and use of cell phones and use of instant messaging, focusing on three predictors of digital inequality: gender, ethnicity, and income. Logistic and hierarchical linear regression analyses were used to analyze results from 4,491 students. The odds that female and white students owned cell phones were more than twice as high as for men and African-American students. Students in the

A Longitudinal Study of Learning Style Preferences on the Myers-Briggs Type Indicator and Learning Style Inventory

100,000-

Exploring the "Chilly Classroom" Phenomenon as Interactions Between Psychological and Environmental Types

149,000 per year income bracket were more than three times as likely to own a cell phone than those from the median bracket. However, being female, African-American, and/or from the highest income brackets was positively predictive of the number of text messages sent and the amount of time spent talking on a cell phone per week. We found no differences between students on the use of instant messaging. Implications of these results, as well as areas for further research, are provided.

Two Approaches to Examining the Stability of Myers-Briggs Type Indicator Scores.

The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures are discussed.

Improving the Campus Climate for Students with Disabilities through the Use of Online Training.

Perceived classroom fit was examined as interactions between learning style and educational climate, as measured by the Myers-Briggs Type Indicator and Salter Environmental Type Assessment. An asymmetrical log-linear analysis of 421 students revealed different patterns of fit. Thinking students of either gender did not indicate a preference for classroom climate. Both feeling men and women reported poorer fit with thinking classrooms. Only feeling women reported better fit in feeling classrooms. Implications for practice are offered.

A Validity Study of the Salter Environmental Type Assessment.

Abstract Two approaches are used lo assess the stability of Mvers-Briggs Type Indicator scores across 3 administrations (N = 231): longitudinal configural frequency analysis with categorical scores and generalizability theory with the Preference Clarity Indices and continuous scores. The results are generally positive. Evaluation of techniques is offered.

Test-Retest of the Myers-Briggs Type Indicator: An Examination of Dominant Functioning.

As one strategy to improve the campus climate for students with disabilities, the Project Opportunity and Access online training program was evaluated for its ability to change the attitudes of faculty and student affairs staff. The Attitudes Towards Disabled Persons Scale was used to measure attitudes towards individuals with disabilities. Because previous contact has been shown to be related toattitudes, eight items from the Contact with Disabled Persons Scale were included in the demographics questionnaire. An ANCOVA revealed that attitudes were significantly better for those individuals who took the training program, although gender appeared to be a mediating variable. Based on these findings, online training may provide a cost-effective means for improving the campus climate for students with disabilities.

One university's approach to defining and supporting professional doctorates

The Salter Environmental Type Assessment (SETA) was designed to be a commensurate measure for the Myers-Briggs Type Indicator instrument. To test its utility in the workplace, this study of the SETA was conducted with the Work Environment Scale and a sample of 202 college students. The results appeared consistent with previous research with both assessments and theoretical assumptions behind the two approaches to workplace measurement. The preliminary correlational analysis revealed multiple correlations that supported concurrent validity. To further examine the convergence between the assessments, a principal components factor analysis of the correlational results revealed three factors that accounted for 70% of the variance. Factor 1 appeared related to positive work settings (Extraversion, Intuition, and Feeling with Autonomy, Involvement, Innovation, Peer Cohesion, Supervisor Support, and inversely with Control). The second factor concerned structure in work settings (Judgment with Clarity, Task Orientation, and Physical Comfort). A third factor included Work Pressure and Task Orientation.

Campus Social Climate Correlates of Environmental Type Dimensions

A test-retest study of the Myers-Briggs Type Indicator over 20 months yielded findings similar to those in previous studies of the instrument. However, an additional examination of type dynamics using loglinear analyses indicated that dominant thinking and dominant sensing did not retest as well as did dominant intuition and feeling for this group of 99 masters students. Although the psychometric properties of the instrument could have been a factor, environmental presses appeared to have been the primary influence on these results.

Work In Progress: Speaking Out on the Chilly Classroom Climate - Women Engineering Students Tell All

The changing market for doctorally prepared workers led one institution to examine its overall approach to defining and supporting professional doctorates. After a review of existing scholarship and internal practices, a white paper was created to capture the various ways that these degrees can be distinguished from the academic doctorate (PhD) at this university. This article summarizes its key conclusions in areas such as relationship to the masters, program goals and foci, research training, the doctoral capstone, and faculty selection. Ways that these recommendations have begun to effect policies and practices at this particular institution are also highlighted, especially program development and evaluation.