Pub Date : 2022-12-13DOI: 10.24926/jcotr.v29i2.4629
G. Crisp, Emily Kolby, Charlie R. Potter
Transfer partnerships do not necessarily produce equitable outcomes. A lack of scholarship identifying critical practices needed to make partnerships equitable impedes transfer success. Based on a review and analysis of existing literature, this paper proposes a three-stage transfer partnership framework focused on designing, implementing, and assessing partnership practices that center equity. Kania and Kramer’s theory of collective impact and Bensimon and Malcom’s equity scorecard are used as dual lenses through which partners should approach these efforts. This framework encourages practitioners to adopt innovative ways to center equity and carries specific implications for admissions and retention professionals. Keywords: equity, transfer students, partnerships, diversity
{"title":"Centering Equity in Transfer Partnerships","authors":"G. Crisp, Emily Kolby, Charlie R. Potter","doi":"10.24926/jcotr.v29i2.4629","DOIUrl":"https://doi.org/10.24926/jcotr.v29i2.4629","url":null,"abstract":"Transfer partnerships do not necessarily produce equitable outcomes. A lack of scholarship identifying critical practices needed to make partnerships equitable impedes transfer success. Based on a review and analysis of existing literature, this paper proposes a three-stage transfer partnership framework focused on designing, implementing, and assessing partnership practices that center equity. Kania and Kramer’s theory of collective impact and Bensimon and Malcom’s equity scorecard are used as dual lenses through which partners should approach these efforts. This framework encourages practitioners to adopt innovative ways to center equity and carries specific implications for admissions and retention professionals. \u0000Keywords: equity, transfer students, partnerships, diversity","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":"7 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296401","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: 10.24926/jcotr.v28i3.3701
Connor Dizor
Talking about religion and spirituality has been a taboo topic for a long time. While those in student affairs are no strangers to tackling tough conversations and engaging in identity development, this topic is still kept at a distance. Educating on Religious Diversity and Interfaith Engagement seeks to challenge those in higher education to set down the ten foot pole that has been used to keep conversations about religion and spirituality at a comfortable distance by providing the tools and resources to approach the topic. Through practical examples and a plethora of resources, this book is an engaging read for any level professional. Learn about new ways to engage students with an identity that has been removed from the sphere of public education for many years with this informative and easily read handbook.
{"title":"Setting Down the Ten Foot Pole","authors":"Connor Dizor","doi":"10.24926/jcotr.v28i3.3701","DOIUrl":"https://doi.org/10.24926/jcotr.v28i3.3701","url":null,"abstract":"Talking about religion and spirituality has been a taboo topic for a long time. While those in student affairs are no strangers to tackling tough conversations and engaging in identity development, this topic is still kept at a distance. Educating on Religious Diversity and Interfaith Engagement seeks to challenge those in higher education to set down the ten foot pole that has been used to keep conversations about religion and spirituality at a comfortable distance by providing the tools and resources to approach the topic. Through practical examples and a plethora of resources, this book is an engaging read for any level professional. Learn about new ways to engage students with an identity that has been removed from the sphere of public education for many years with this informative and easily read handbook.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41704071","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: 10.24926/jcotr.v28i3.4037
James L Pease
In 2020, approximately 2 million veterans attended colleges and universities in the U.S. College student veterans face unique challenges integrating into campus environments and completing their degrees. Research has shown that these students take longer to complete their degrees and have difficulty integrating into campus environments and connecting to traditional students, who are often in different developmental stages and life circumstances. Colleges and universities across the United States vary widely in terms of resources for student veterans, with just over half offering programs for veterans. Schools that have peer mentorship programs to enhance integration and persist in education have been shown to be successful. In order to grow the existence of peer mentorship programs, colleges and universities should consider replicating existing models that have proven successful. Campus stakeholders from students to administration are critical to the implementation of college student veteran peer mentorship programs. Social Work is uniquely positioned to play a key role for these programs. Social Workers can offer advocacy, clinical work, education, and scholarship to aid in the implementation of peer mentorship programs and integration of college student veterans on campus.
{"title":"Integrating College Student Veterans on Campus through Peer Mentorship Programs","authors":"James L Pease","doi":"10.24926/jcotr.v28i3.4037","DOIUrl":"https://doi.org/10.24926/jcotr.v28i3.4037","url":null,"abstract":"In 2020, approximately 2 million veterans attended colleges and universities in the U.S. College student veterans face unique challenges integrating into campus environments and completing their degrees. Research has shown that these students take longer to complete their degrees and have difficulty integrating into campus environments and connecting to traditional students, who are often in different developmental stages and life circumstances. Colleges and universities across the United States vary widely in terms of resources for student veterans, with just over half offering programs for veterans. Schools that have peer mentorship programs to enhance integration and persist in education have been shown to be successful. In order to grow the existence of peer mentorship programs, colleges and universities should consider replicating existing models that have proven successful. Campus stakeholders from students to administration are critical to the implementation of college student veteran peer mentorship programs. Social Work is uniquely positioned to play a key role for these programs. Social Workers can offer advocacy, clinical work, education, and scholarship to aid in the implementation of peer mentorship programs and integration of college student veterans on campus.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44980233","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: 10.24926/jcotr.v28i3.3713
Cassandra R. Kepple
From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder (Shea et al., 2019) offers a guide to help higher education professionals raise awareness of the existence of college students with learning differences (LD) and how we can support them. The book gives information on the presentation of learning differences and how faculty and staff can support students with these differences throughout their college careers. It is designed to provide resources for higher education professionals that work in various departments across campus so they can understand the context of LD in college, help identify and support students both in and out of the classroom, and make sure that postsecondary education is inclusive for all students. From Disability to Diversity (Shea et al., 2019) offer strategies for faculty and staff to support students in a variety of areas including orientation, transition, and retention.
从残疾到多样性：学习障碍、多动症和自闭症谱系障碍学生的大学成功（Shea et al.，2019）提供了一份指南，帮助高等教育专业人员提高对存在学习差异（LD）的大学生的认识，以及我们如何支持他们。这本书提供了关于学习差异的介绍，以及教职员工如何在学生的大学生涯中支持这些差异的学生。它旨在为在校园各部门工作的高等教育专业人员提供资源，使他们能够了解大学LD的背景，帮助识别和支持课堂内外的学生，并确保中学后教育对所有学生都具有包容性。从残疾到多样性（Shea et al.，2019）为教职员工提供了在多个领域支持学生的策略，包括定向、过渡和保留。
{"title":"From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder","authors":"Cassandra R. Kepple","doi":"10.24926/jcotr.v28i3.3713","DOIUrl":"https://doi.org/10.24926/jcotr.v28i3.3713","url":null,"abstract":"From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder (Shea et al., 2019) offers a guide to help higher education professionals raise awareness of the existence of college students with learning differences (LD) and how we can support them. The book gives information on the presentation of learning differences and how faculty and staff can support students with these differences throughout their college careers. It is designed to provide resources for higher education professionals that work in various departments across campus so they can understand the context of LD in college, help identify and support students both in and out of the classroom, and make sure that postsecondary education is inclusive for all students. From Disability to Diversity (Shea et al., 2019) offer strategies for faculty and staff to support students in a variety of areas including orientation, transition, and retention.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42167653","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: 10.24926/jcotr.v28i3.3832
Cassandra R. Kepple, Dawn Y. Matthews, Juanita Washington
Exploratory students enter college without a declared major but are actively searching for one that fits their values, interests, and skills. A first-year seminar (FYS) was created for exploratory students that provides them with guided support in their exploration process. This paper investigates the effect of an FYS for exploratory students on major declaration in the first year via their change in major certainty, using multiple logistic regression. Findings show change in major certainty is a significant predictor for major declaration within the first year. This study has implications for both policy and practice related to the exploratory population.
{"title":"Making Major Decisions","authors":"Cassandra R. Kepple, Dawn Y. Matthews, Juanita Washington","doi":"10.24926/jcotr.v28i3.3832","DOIUrl":"https://doi.org/10.24926/jcotr.v28i3.3832","url":null,"abstract":"Exploratory students enter college without a declared major but are actively searching for one that fits their values, interests, and skills. A first-year seminar (FYS) was created for exploratory students that provides them with guided support in their exploration process. This paper investigates the effect of an FYS for exploratory students on major declaration in the first year via their change in major certainty, using multiple logistic regression. Findings show change in major certainty is a significant predictor for major declaration within the first year. This study has implications for both policy and practice related to the exploratory population.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47208572","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: 10.24926/jcotr.v28i3.4022
Michael Almond, Gina Cilluffo
Suzy Beamer Bohnert’s College, Covid, and Questions: Tips and Advice for Incoming Freshmen, Undergraduates, Transfer Students, and Parents is a pocket guide, answering questions incoming students frequently have about college and university life. While incoming first-year students are the primary audience for the book, some sections address parents or family members. The thematic organization allows readers to locate areas of interest quickly. While the title suggests an emphasis on COVID19’s impact on higher education, most of the text focuses on traditional aspects of college, including tutoring, essential campus resources and offices, residential life and roommates, clubs and activities, and travel.
{"title":"College, Covid, and Questions: Tips and Advice for Incoming Freshmen, Undergraduates, Transfer Students, and Parents","authors":"Michael Almond, Gina Cilluffo","doi":"10.24926/jcotr.v28i3.4022","DOIUrl":"https://doi.org/10.24926/jcotr.v28i3.4022","url":null,"abstract":"Suzy Beamer Bohnert’s College, Covid, and Questions: Tips and Advice for Incoming Freshmen, Undergraduates, Transfer Students, and Parents is a pocket guide, answering questions incoming students frequently have about college and university life. While incoming first-year students are the primary audience for the book, some sections address parents or family members. The thematic organization allows readers to locate areas of interest quickly. While the title suggests an emphasis on COVID19’s impact on higher education, most of the text focuses on traditional aspects of college, including tutoring, essential campus resources and offices, residential life and roommates, clubs and activities, and travel.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46218231","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: 10.24926/jcotr.v28i3.3707
Rebecca Shetty, Carson Banks
Though U.S. higher education has long sought to prepare students as leaders, a significant gap exists in leadership education literature and published research regarding ways to teach leadership through a social justice lens. Kathy L. Guthrie and Vivechkanand S. Chunoo’s Changing the Narrative: Socially Just Leadership Education explores the evolving role of leadership education and development within U.S. higher education. The book includes voices and perspectives of experts from various backgrounds, professional experiences, and institution types. Contributing authors discuss the importance of linking leadership education and social justice work and provide curricular and cocurricular examples to implement at different types of higher education institutions. Changing the Narrative challenges readers to deconstruct oppressive systems that still exist on college campuses and reimagine what it means to teach and engage in leadership education.
{"title":"Changing the Narrative: Socially Just Leadership Education","authors":"Rebecca Shetty, Carson Banks","doi":"10.24926/jcotr.v28i3.3707","DOIUrl":"https://doi.org/10.24926/jcotr.v28i3.3707","url":null,"abstract":"Though U.S. higher education has long sought to prepare students as leaders, a significant gap exists in leadership education literature and published research regarding ways to teach leadership through a social justice lens. Kathy L. Guthrie and Vivechkanand S. Chunoo’s Changing the Narrative: Socially Just Leadership Education explores the evolving role of leadership education and development within U.S. higher education. The book includes voices and perspectives of experts from various backgrounds, professional experiences, and institution types. Contributing authors discuss the importance of linking leadership education and social justice work and provide curricular and cocurricular examples to implement at different types of higher education institutions. Changing the Narrative challenges readers to deconstruct oppressive systems that still exist on college campuses and reimagine what it means to teach and engage in leadership education.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49002902","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: 10.24926/jcotr.v28i3.3648
Valerie Luutran
Within orientation, transition, and retention (OTR) and the broader scope of the student affairs profession, we collectively value practice informed by theory and research. However, despite it being nearly 100 years since our seminal text, The Student Personnel Point of View (American Council on Education, 1937), was published, we rarely take time to revisit and critique the theories informing our work. In Rethinking College Student Development Theory Using Critical Frameworks, Elisa S. Abes, Susan R. Jones, and D-L Stewart do just that by directing the work toward practitioners and avoiding the frequently inaccessible academic jargon associated with theory.
在定位、过渡和保留(OTR)和更广泛的学生事务专业范围内，我们共同重视理论和研究的实践。然而，尽管我们的开创性文本《学生人事观点》(美国教育委员会，1937年)出版已有近100年的历史，但我们很少花时间重新审视和批评那些指导我们工作的理论。在《用批判框架重新思考大学生发展理论》一书中，Elisa S. Abes、Susan R. Jones和D-L Stewart正是这样做的，他们将工作导向实践者，避免了与理论相关的经常难以理解的学术术语。
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Pub Date : 2021-11-01DOI: 10.24926/jcotr.v28i3.3722
Tory Dellafiora
Using Focus Groups to Listen, Learn, and Lead in Higher Education is an excellent addition to the bookshelf of anyone looking to expand their research and assessment toolbelt. Danner, Pickering, and Paredes serve as excellent guides on the structured method to conducting focus groups that their institution has honed over the years. The resources, checklists, and reference materials in the back of the book alone are worth a read, as they provide structure and guidance to a process that may intimidate those unfamiliar with the implementation of focus groups on a college campus. The book is a quick and thorough read that allows one to feel prepared and equipped to use this method in their own research and assessment processes.
{"title":"Using Focus Groups to Listen, Learn, and Lead in Higher Education","authors":"Tory Dellafiora","doi":"10.24926/jcotr.v28i3.3722","DOIUrl":"https://doi.org/10.24926/jcotr.v28i3.3722","url":null,"abstract":"Using Focus Groups to Listen, Learn, and Lead in Higher Education is an excellent addition to the bookshelf of anyone looking to expand their research and assessment toolbelt. Danner, Pickering, and Paredes serve as excellent guides on the structured method to conducting focus groups that their institution has honed over the years. The resources, checklists, and reference materials in the back of the book alone are worth a read, as they provide structure and guidance to a process that may intimidate those unfamiliar with the implementation of focus groups on a college campus. The book is a quick and thorough read that allows one to feel prepared and equipped to use this method in their own research and assessment processes.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48389002","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: 10.24926/jcotr.v28i3.3595
Ginger Gilhooly
A chief difficulty administrators may face is supporting students as they strive to meet the challenges of academic writing. This literature review calls for a more robust focus on how writing center administrators can design tutor training for effective orientation, transition, and retention among the student population. Through identifying issues of access, sociolinguistics, and grammar instruction, this paper urges writing center directors and administrators to come alongside OTR professionals in their difficult, yet rewarding, work.
{"title":"Connecting the Dots","authors":"Ginger Gilhooly","doi":"10.24926/jcotr.v28i3.3595","DOIUrl":"https://doi.org/10.24926/jcotr.v28i3.3595","url":null,"abstract":"A chief difficulty administrators may face is supporting students as they strive to meet the challenges of academic writing. This literature review calls for a more robust focus on how writing center administrators can design tutor training for effective orientation, transition, and retention among the student population. Through identifying issues of access, sociolinguistics, and grammar instruction, this paper urges writing center directors and administrators to come alongside OTR professionals in their difficult, yet rewarding, work.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46562604","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}
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