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Short Author Bio(s)

Chad N. Loes
Mount Mercy University
Cedar Rapids, Iowa, USA
cloes@mtmercy.edu
I am Professor of Criminal Justice and the Dr. Thomas R. Feld Endowed Chair for Teaching Excellence at Mount Mercy University. I have been a faculty member at Mount Mercy since August 2001, where I teach a variety of courses, including research design, and diversity and the criminal justice system. My research generally focuses on cognitive development and diversity-related issues, both within higher education and the criminal justice system.

Kem Saichaie
University of Minnesota - Twin Cities
Minneapolis Minnesota, USA
kem@umn.edu
As an academic technology consultant, I work with a wide range of faculty and technologies at the University of Minnesota and its coordinate campuses. My focus is to help develop, design, support, and assess a number of programs that foster the thoughtful integration of technology into course curriculum and learning spaces. My scholarly interests include access to postsecondary education, college choice, academic capitalism, emerging technology, faculty development, active learning pedagogy, and learning environments. Website:http://www.oit.umn.edu/faculty-programs/team-members/kem-saichaie/index.htm

Ryan D. Padgett
Northern Kentucky University
Highland Heights, Kentucky, USA
padgettr1@nku.edu
As the senior analyst for co-curricular assessment and research at Northern Kentucky University, I coordinate the assessment and research endeavors within the division of student affairs. I received my Ph.D. in Higher Education at The University of Iowa, where I also served as a research assistant at the Center for Research on Undergraduate Education. My research interests focus on students' transition from high school to college, particularly for underrepresented students; college choice and student access; transitional issues and college experiences for first-generation students; the impact of theoretical and vetted good practices, particularly during the first-year of college; and the effects of participation in high impact practices.

Ernest T. Pascarella
University of Iowa
Iowa City, Iowa, USA
ernest-pascarella@uiowa.edu

I am a professor and hold the Mary Louise Petersen Endowed Chair in Higher Education at the University of Iowa, where I also direct the Center for Research on Undergraduate Education. My work focuses on the impact of college on students and I have published fairly extensively in that area. I have received the research awards of the American Educational Research Association (Division-J), Association for the Study of Higher Education, American College Personnel Association, Association for Institutional Research, National Association of Student Personnel Administrators, and the Council of Independent Colleges. In 2008 I received an honorary doctorate from Blackburn College, and in 2010 was identified as the second most cited scholar in the core journals in higher education for the period 2001-2006.

Abstract

This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students’ inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences, teacher organization was positively associated with gains in students’ Need for Cognition, while instructor clarity, classroom challenge/high expectations, and prompt feedback resulted in gains in both Need for Cognition and Positive Attitudes Toward Literacy. Lastly, it appears that the influence of teacher support on students’ Need for Cognition is conditional by level of tested academic preparation.

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