West Kentucky Community and Technical College

The ductile fracture behaviours of two tubular specimens, a AA6260-T4 macrotube (60 mm diameter and 2 mm thickness), and a SS-304L microtube (2.38 mm diameter and 0.15 mm thickness) under non-proportional loading condition are studied using a combined experimental-numerical approach. The experiments are conducted by loading the tubes under axial force and internal pressure along various non-proportional (i.e., corner) paths until failure by controlling the force/pressure ratio. The plastic behaviours of the tubes are characterized using the non-quadratic anisotropic yield criteria Yld2000-2D and Yld2004-3D. The material models are employed in the finite element (FE) simulation of the tube experiments using Abaqus/Standard (implicit). The FE models, which include thickness imperfection to capture the failure modes observed in the experiments, are then used to probe the fracture parameters inside the tube wall where fracture is likely to initiate. It is observed that the fracture strains from the non-proportional loading results are noticeably different when introduced to the proportional fracture strains, revealing the path-dependence fracture behaviour in tubular specimens.

Servant leadership has the potential to improve student satisfaction with online learning. However, the relationship between servant leadership and student satisfaction in an online environment had not yet been understood at the level of the individual instructor. The purpose of this quantitative, correlational study was to evaluate the relationship between online students’ perception of their instructor’s servant leadership style and the student’s satisfaction with the online instructor. We selected 155 online students at a major community college in the south-central United States to complete the Servant Leadership Questionnaire and the Student Evaluation of Teaching survey online. We examined the relationships between each of the five facets of perceived servant leadership style (altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship) and student satisfaction. The results of the Spearman’s correlations showed a strong positive correlation between all servant leadership behaviors and student satisfaction, p < .001. A multiple linear regression analysis showed that the combination of altruistic calling, persuasive mapping, and wisdom strongly predicted student satisfaction with the instructor, F(3, 151) = 83.8, p < .001, R2= .63. The results of this study have filled a gap in the literature on the relationship between online student satisfaction and individual servant leadership behaviors. We recommend future research to investigate servant leadership in relationship to online learning at 4-year public, for-profit, and private institutions.

This manuscript delineates a normative structure for community college students, outlines how this structure varies by student characteristics, and compares this structure to that of a previously established normative structure identified at a 4-year institution. A total of 512 student survey responses on the College Student Behaviors Inventory were collected at a comprehensive community college in the rural Southeast. A series of factor analyses using varimax rotation was applied to identify 23 inviolable norms, 20 admonitory norms, and four laudatory norms, with little variation across student characteristics. Specifically, gender is the only characteristic that yields a significant difference across all patterns of student behavior. We also find the normative structure at a community college to have many similarities to that of a 4-year institution, yet also some differences. The strong number of similarities, however, appears to dispel the suggestion that the diversity in mission and student body characteristics between 2- and 4-year colleges and universities would result in significantly different peer environments. Implications are offered as to how knowledge of such a normative structure may influence policymaking on community college campuses.

Library student assistants account for approximately one-fourth of the staffing in academic libraries in the United States. Each student assistant plays an important role in the daily operations of today's college libraries by providing desk coverage, technical support, and customer service. This article discusses the advantages/disadvantages of employing student assistants, the available financial sources for funding student assistants, as well as the recruitment, interviewing, training, and evaluation methods employed. The authors have worked together for ten years to hire, train, and manage the student assistants at Matheson Library, West Kentucky Community and Technical College, in Paducah, Kentucky, and use a method best described as tag, you're it.