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Nicole Drader

Title: Teaching Fellow

Department: Management

College: College of Business

Curriculum Vitae

Curriculum Vitae Link

Education

  • MS, DePaul University, 2008
    Major: Accountancy
  • BS, University of Connecticut, 2005
    Major: Nutritional Science

Current Scheduled Teaching

MGMT 3720.407Organizational BehaviorFall 2025
MGMT 3720.403Organizational BehaviorSummer 5W1 2025 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

MGMT 4150.502Power, Influence and Politics in OrganizationsSpring 2025 Syllabus SPOT
MGMT 3720.405Organizational BehaviorFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Conference Proceeding

  • Drader, N., Kidwell, V.N., Reger, R.K., Vogus, T. (2024). What Dandelions Teach Us about Daisies: A Framework for Hiring and Socialization Supporting Neurodiverse Employees..

    • Journal Article

  • Kanwal, F., Drader, N., Wolfe, M., Chandler, J.A., Short, J.C., Johnson, N. (2025). Do linguistic styles matter in university-based crowdfunding? Replicating and extending findings from rewards- and social-based platforms. Scientific Reports.
  • Drader, N., Kidwell, V.N., Kanwal, F., Reger, R.K., Vogus, T. (2024). The Double Empathy Problem and Person-Environment Fit: Mutual Understanding and Bidirectional Adjustment in Autistic Talent Acquisition. Human Resource Management.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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