This is a qualitative study about students who attended First Line Supervision classes at a rural Kentucky Appalachian university. First Line Supervision classes are taught in six hour blocks and are designed to teach students leadership skills. These students took a series of leadership based topics to better prepare themselves for a leadership role in their current employment. In addition, they were seeking the necessary information needed to be successful in filling the educational gaps within their organizations. This study is important because participants identified: key components of classroom engagement; experiences in the classroom; types of classroom engagement currently taking place in workforce development classes; and barriers that exist with classroom engagement. Research questions were designed with the intent to gain insight from the participants regarding classroom dynamics in order to enhance further workforce development programming. The insight gained from this study is significant because it adds to the existing body of knowledge concerning First Line Supervision courses since the literature is scarce as it pertains to the voices of students in workforce development programming regarding their instructional needs.
","abstract_html":"<p>This is a qualitative study about students who attended First Line Supervision classes at a rural Kentucky Appalachian university. First Line Supervision classes are taught in six hour blocks and are designed to teach students leadership skills. These students took a series of leadership based topics to better prepare themselves for a leadership role in their current employment. In addition, they were seeking the necessary information needed to be successful in filling the educational gaps within their organizations. This study is important because participants identified: key components of classroom engagement; experiences in the classroom; types of classroom engagement currently taking place in workforce development classes; and barriers that exist with classroom engagement. Research questions were designed with the intent to gain insight from the participants regarding classroom dynamics in order to enhance further workforce development programming. The insight gained from this study is significant because it adds to the existing body of knowledge concerning First Line Supervision courses since the literature is scarce as it pertains to the voices of students in workforce development programming regarding their instructional needs.</p>","abstract_has_math":false,"creators":["Cornelius, Susan Leslie"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:32Z","subjects":["classroom","development","education","engagement","programming","workforce","Training and Development"],"languages":[],"rights":["Copyright 2016 Susan Leslie Cornelius"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/353","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Cornelius, Susan Leslie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["classroom","development","education","engagement","programming","workforce","Training and Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Susan Leslie Cornelius"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/353"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This is a qualitative study about students who attended First Line Supervision classes at a rural Kentucky Appalachian university. First Line Supervision classes are taught in six hour blocks and are designed to teach students leadership skills. These students took a series of leadership based topics to better prepare themselves for a leadership role in their current employment. In addition, they were seeking the necessary information needed to be successful in filling the educational gaps within their organizations. This study is important because participants identified: key components of classroom engagement; experiences in the classroom; types of classroom engagement currently taking place in workforce development classes; and barriers that exist with classroom engagement. Research questions were designed with the intent to gain insight from the participants regarding classroom dynamics in order to enhance further workforce development programming. The insight gained from this study is significant because it adds to the existing body of knowledge concerning First Line Supervision courses since the literature is scarce as it pertains to the voices of students in workforce development programming regarding their instructional needs.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Investigating Key Components of Classroom Engagement in Workforce Development Programming"]}]}],"canonical_facts":{"dc:creator":["Cornelius, Susan Leslie"],"dc:description.abstract":["This is a qualitative study about students who attended First Line Supervision classes at a rural Kentucky Appalachian university. First Line Supervision classes are taught in six hour blocks and are designed to teach students leadership skills. These students took a series of leadership based topics to better prepare themselves for a leadership role in their current employment. In addition, they were seeking the necessary information needed to be successful in filling the educational gaps within their organizations. This study is important because participants identified: key components of classroom engagement; experiences in the classroom; types of classroom engagement currently taking place in workforce development classes; and barriers that exist with classroom engagement. Research questions were designed with the intent to gain insight from the participants regarding classroom dynamics in order to enhance further workforce development programming. The insight gained from this study is significant because it adds to the existing body of knowledge concerning First Line Supervision courses since the literature is scarce as it pertains to the voices of students in workforce development programming regarding their instructional needs.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/353"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2016 Susan Leslie Cornelius"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["classroom","development","education","engagement","programming","workforce","Training and Development"],"dc:title":["Investigating Key Components of Classroom Engagement in Workforce Development Programming"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:32Z"}