Pub Date : 2023-02-01DOI: 10.20429/gcpa.2023.390103
Benjamin S. Selznick, Cover Heishman
{"title":"“I Alone Can’t Stop the Spread”: Mid-Level Conduct Professionals Sensemaking Through COVID-19","authors":"Benjamin S. Selznick, Cover Heishman","doi":"10.20429/gcpa.2023.390103","DOIUrl":"https://doi.org/10.20429/gcpa.2023.390103","url":null,"abstract":"","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123797769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.20429/gcpa.2021.370203
Damon C. Andrews, Steven Tolman
Predictors of student The purpose of this study was to determine predictors of community college student academic success in corequisite English and mathematics courses. Academic success was defined dichot-omously on a pass or fail basis. The population included 1,934 students enrolled in at least one corequisite English and/or mathematics course at a community college between the fall semester of 2015 and summer semester of 2018. Binary logistic regression was used to examine the following predictors: a student’s sex, race, age at time of enrollment, Pell Grant recipient status, first-generation college student status, high school grade point average (HSGPA), placement test scores, academic major, time spent receiving academic tutoring; and corequisite course faculty employment status. The two strongest predictors of student academic success in corequisite English courses were: (1) HSGPA and (2) being female. The three strongest predictors of student academic success in corequisite mathematics courses were: (1) HSGPA, (2) corequisite course faculty employment status, and (3) mathematics course based on major. The strongest predictor in both logistic regression analyses was HSGPA. It is recommended that educational leaders use HSGPA as a metric for placing students in the corequisite model. Additionally, it is recommended that institutions continue to invest in faculty professional development opportunities as it relates to teaching students who are non-female, minority, economically-disadvantaged, or first-genera-tion.
{"title":"Predictors of Student Academic Success in the Corequisite Model","authors":"Damon C. Andrews, Steven Tolman","doi":"10.20429/gcpa.2021.370203","DOIUrl":"https://doi.org/10.20429/gcpa.2021.370203","url":null,"abstract":"Predictors of student The purpose of this study was to determine predictors of community college student academic success in corequisite English and mathematics courses. Academic success was defined dichot-omously on a pass or fail basis. The population included 1,934 students enrolled in at least one corequisite English and/or mathematics course at a community college between the fall semester of 2015 and summer semester of 2018. Binary logistic regression was used to examine the following predictors: a student’s sex, race, age at time of enrollment, Pell Grant recipient status, first-generation college student status, high school grade point average (HSGPA), placement test scores, academic major, time spent receiving academic tutoring; and corequisite course faculty employment status. The two strongest predictors of student academic success in corequisite English courses were: (1) HSGPA and (2) being female. The three strongest predictors of student academic success in corequisite mathematics courses were: (1) HSGPA, (2) corequisite course faculty employment status, and (3) mathematics course based on major. The strongest predictor in both logistic regression analyses was HSGPA. It is recommended that educational leaders use HSGPA as a metric for placing students in the corequisite model. Additionally, it is recommended that institutions continue to invest in faculty professional development opportunities as it relates to teaching students who are non-female, minority, economically-disadvantaged, or first-genera-tion.","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131045640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.20429/gcpa.2021.370204
M. R. Sarmiento, Pietro A. Sasso
{"title":"Experiences with Ex Corde Ecclesieae in Faculty Teaching Practices at Southern Catholic Colleges","authors":"M. R. Sarmiento, Pietro A. Sasso","doi":"10.20429/gcpa.2021.370204","DOIUrl":"https://doi.org/10.20429/gcpa.2021.370204","url":null,"abstract":"","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128370476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.20429/gcpa.2021.370202
Sarah E. Jones, M. Varga
(2021). Students who experienced foster care are on campus: Are colleges ready? Georgia Journal of College Student Affairs, 37 (2), 3-19. Though most youth in the foster care system aspire to attend college, few have the opportunity to do so. For myriad reasons, including lack of historical representation on college campuses, sub-par Pk-12 education, and postsecondary barriers to admissions, enrollment, and financial aid, most college students who experienced foster care depart college without earning a degree. As the barriers to college for this population of students emerges, postsecondary institutions are pre-paring their campuses for students with unique needs. This qualitative study explores how student affairs professionals in one university system support college students previously in foster care. Professionals and teams of professionals working at six different institutions across the university system participated in interviews that emphasized the ways campuses used resources to meet students’ hierarchy of needs. Based on the results of this research, student affairs professionals support students’ foundational physiological and safety needs in myriad ways. In doing so, student affair professionals add to the motivation necessary for students to move towards belonging, esteem, and actualization.
{"title":"Students Who Experienced Foster Care are on Campus: Are Colleges Ready?","authors":"Sarah E. Jones, M. Varga","doi":"10.20429/gcpa.2021.370202","DOIUrl":"https://doi.org/10.20429/gcpa.2021.370202","url":null,"abstract":"(2021). Students who experienced foster care are on campus: Are colleges ready? Georgia Journal of College Student Affairs, 37 (2), 3-19. Though most youth in the foster care system aspire to attend college, few have the opportunity to do so. For myriad reasons, including lack of historical representation on college campuses, sub-par Pk-12 education, and postsecondary barriers to admissions, enrollment, and financial aid, most college students who experienced foster care depart college without earning a degree. As the barriers to college for this population of students emerges, postsecondary institutions are pre-paring their campuses for students with unique needs. This qualitative study explores how student affairs professionals in one university system support college students previously in foster care. Professionals and teams of professionals working at six different institutions across the university system participated in interviews that emphasized the ways campuses used resources to meet students’ hierarchy of needs. Based on the results of this research, student affairs professionals support students’ foundational physiological and safety needs in myriad ways. In doing so, student affair professionals add to the motivation necessary for students to move towards belonging, esteem, and actualization.","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116927356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.20429/gcpa.2021.370209
Steven Tolman, Stephanie Derfus
{"title":"Utilization of the Scheduling Software Platform, YouCanBookMe","authors":"Steven Tolman, Stephanie Derfus","doi":"10.20429/gcpa.2021.370209","DOIUrl":"https://doi.org/10.20429/gcpa.2021.370209","url":null,"abstract":"","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125562115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.20429/gcpa.2021.370208
G. Boss, Merrily S. Dunn
Boyeristic tendencies: A look The purpose of this study was to provide more insight into the skills and support systems needed to encourage scholarship among student affairs practitioners. We used topical life history to examine the scholarly lives of eight student affairs practitioners. To guide our examination, we used the questions posed by Jablonski et al. (2006) as our research questions: ‘What skills and knowledge [did] practitioners need to develop a scholarship agenda?’ and ‘What support, coaching, and job modifications create[d] environments for practitioners to be successful?’” (p. 197). Participant life histories revealed a variety of direct and indirect influences, such as institutional context, mentorship, personal characteristics, and significant others on the participants’ work as student affairs practitioners. The findings highlighted the following as major influences on the professionals’ decisions to engage and sustain scholarship: community, intrinsic motivation, and cultural change. What these findings also suggest is practitioners are willing and desirous to make an impact on the broader field through scholarly engagement; they just need support and com-pelling reasons to do so.
Boyeristic tendencies: A look本研究的目的是提供更多关于鼓励学生事务从业人员奖学金所需的技能和支持系统的见解。我们用生活史来考察八位学生事务从业人员的学术生活。为了指导我们的研究，我们使用了Jablonski等人(2006)提出的问题作为我们的研究问题:“从业者需要什么样的技能和知识来制定奖学金议程?”以及“什么样的支持、指导和工作修改为从业者创造了成功的环境?”’”(第197页)。参与者的生活经历揭示了机构背景、导师、个人特征和重要他人对参与者作为学生事务从业人员工作的各种直接和间接影响。研究结果强调了以下因素对专业人士参与和维持奖学金的决定的主要影响:社区、内在动机和文化变革。这些发现还表明，从业者愿意并渴望通过学术参与对更广泛的领域产生影响;他们只是需要支持和令人信服的理由来这样做。
{"title":"Boyeristic Tendencies: A Look into the Life History of the Student Affairs Scholar-Practitioner","authors":"G. Boss, Merrily S. Dunn","doi":"10.20429/gcpa.2021.370208","DOIUrl":"https://doi.org/10.20429/gcpa.2021.370208","url":null,"abstract":"Boyeristic tendencies: A look The purpose of this study was to provide more insight into the skills and support systems needed to encourage scholarship among student affairs practitioners. We used topical life history to examine the scholarly lives of eight student affairs practitioners. To guide our examination, we used the questions posed by Jablonski et al. (2006) as our research questions: ‘What skills and knowledge [did] practitioners need to develop a scholarship agenda?’ and ‘What support, coaching, and job modifications create[d] environments for practitioners to be successful?’” (p. 197). Participant life histories revealed a variety of direct and indirect influences, such as institutional context, mentorship, personal characteristics, and significant others on the participants’ work as student affairs practitioners. The findings highlighted the following as major influences on the professionals’ decisions to engage and sustain scholarship: community, intrinsic motivation, and cultural change. What these findings also suggest is practitioners are willing and desirous to make an impact on the broader field through scholarly engagement; they just need support and com-pelling reasons to do so.","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121446686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.20429/gcpa.2021.370207
Michelle L. Boettcher
A As student affairs graduate students finish their academic work and begin their job searches, they must navigate a number of competing priorities including position, title, work responsibilities, functional area, salary, benefits and other aspects of the position. For some graduates, the most important consideration is geographical location – they want to be close to family, partners, or lo-cated in specific communities. As a result, they often have to be very flexible on other work con-siderations. They also sometimes feel isolated in their searches and get messages from peers that they are not doing their searches in the “right” way. This study examined the experiences of these students as they engaged in their job searches. While there is a vast amount of anecdotal information on the role of location in the student affairs job search, there is limited scholarship on the topic until now. This study begins to fill the scholarly gap on the role of location in the student affairs job search process.
{"title":"A Different Kind of Job Search: Post-Graduate Student Affairs Geographically Focused Searches","authors":"Michelle L. Boettcher","doi":"10.20429/gcpa.2021.370207","DOIUrl":"https://doi.org/10.20429/gcpa.2021.370207","url":null,"abstract":"A As student affairs graduate students finish their academic work and begin their job searches, they must navigate a number of competing priorities including position, title, work responsibilities, functional area, salary, benefits and other aspects of the position. For some graduates, the most important consideration is geographical location – they want to be close to family, partners, or lo-cated in specific communities. As a result, they often have to be very flexible on other work con-siderations. They also sometimes feel isolated in their searches and get messages from peers that they are not doing their searches in the “right” way. This study examined the experiences of these students as they engaged in their job searches. While there is a vast amount of anecdotal information on the role of location in the student affairs job search, there is limited scholarship on the topic until now. This study begins to fill the scholarly gap on the role of location in the student affairs job search process.","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130670148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.20429/gcpa.2021.370205
C. L. Cooper
{"title":"Accessibility of Virtual Instruction in Higher Education: Challenges Caused by the COVID-19 Pandemic","authors":"C. L. Cooper","doi":"10.20429/gcpa.2021.370205","DOIUrl":"https://doi.org/10.20429/gcpa.2021.370205","url":null,"abstract":"","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121909327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.20429/gcpa.2021.370206
Darren E Pierre, C. Beatty, Antonio Duran
{"title":"No Place Like Home: The Coming Out Experiences of Gay Men in Student Affairs and Higher Education Preparation Programs","authors":"Darren E Pierre, C. Beatty, Antonio Duran","doi":"10.20429/gcpa.2021.370206","DOIUrl":"https://doi.org/10.20429/gcpa.2021.370206","url":null,"abstract":"","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129331538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.20429/GCPA.2021.370102
M. Arrastia-Chisholm, Samantha Tackett, K. Torres, Khushbu D. Patel, Jacob W. Highsmith, K. Mixon
{"title":"Deployments to Diplomas: An Examination of Academic Motivation among Military Dependents using Self-Determination Theory","authors":"M. Arrastia-Chisholm, Samantha Tackett, K. Torres, Khushbu D. Patel, Jacob W. Highsmith, K. Mixon","doi":"10.20429/GCPA.2021.370102","DOIUrl":"https://doi.org/10.20429/GCPA.2021.370102","url":null,"abstract":"","PeriodicalId":210939,"journal":{"name":"Georgia Journal of College Student Affairs","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123989026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：