Abstract:Collaboration between academic affairs and student affairs is necessary to ensure student success (Nesheim et al., 2007; Whitt et al., 2008). This quantitative study sought to evaluate perceptions of 68 university faculty and staff to determine if those perceptions shape the value placed on collaborative partnerships. Additionally, the study examined the perceived impact faculty and staff believe collaboration has on increasing their willingness to collaborate and improving student success. Findings and recommendations are also included.
摘要：学术事务和学生事务之间的合作是确保学生成功的必要条件（Nesheim et al.，2007；Whitt et al.，2008）。这项定量研究试图评估68名大学教职员工的看法，以确定这些看法是否影响了合作伙伴关系的价值。此外，该研究还考察了教职员工认为合作对提高合作意愿和提高学生成功率的感知影响。调查结果和建议也包括在内。
{"title":"Faculty and Staff Perceptions of Organizational Units and Collaboration Impact","authors":"Jennifer Syno, J. McBrayer, Daniel W. Calhoun","doi":"10.1353/CSJ.2019.0000","DOIUrl":"https://doi.org/10.1353/CSJ.2019.0000","url":null,"abstract":"Abstract:Collaboration between academic affairs and student affairs is necessary to ensure student success (Nesheim et al., 2007; Whitt et al., 2008). This quantitative study sought to evaluate perceptions of 68 university faculty and staff to determine if those perceptions shape the value placed on collaborative partnerships. Additionally, the study examined the perceived impact faculty and staff believe collaboration has on increasing their willingness to collaborate and improving student success. Findings and recommendations are also included.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43662533","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}
Abstract:Student veterans are not monolithic, but many have shared experiences. As higher education considers ways to serve this growing population, it is important to recognize the rich data that comes from location-specific, branch-specific, and program-specific qualitative studies, in addition to patterns that emerge across geographical and institutional boundaries. The current study explores the transition from military life to student life using two open-ended questions in a survey of 391 student veterans to examine the complexity and ubiquity of student veteran perceptions of their adjustment to college. Data from this study were derived from these items: “what, if anything, has been the most helpful in transitioning to college?” and “what, if anything, has made it challenging to transition to college?” The analysis was framed using Vacchi and Berger’s Combined Ecological Model of veteran adjustment to college. Veterans cited financial support, campus veteran support staff, family, and support from other veterans as helpful. Challenges included a multi-faceted understanding of difference and balance.
{"title":"Veterans’ Adjustment to College: A Qualitative Analysis of Large-Scale Survey Data","authors":"Sharon Young, G. Phillips","doi":"10.1353/CSJ.2019.0003","DOIUrl":"https://doi.org/10.1353/CSJ.2019.0003","url":null,"abstract":"Abstract:Student veterans are not monolithic, but many have shared experiences. As higher education considers ways to serve this growing population, it is important to recognize the rich data that comes from location-specific, branch-specific, and program-specific qualitative studies, in addition to patterns that emerge across geographical and institutional boundaries. The current study explores the transition from military life to student life using two open-ended questions in a survey of 391 student veterans to examine the complexity and ubiquity of student veteran perceptions of their adjustment to college. Data from this study were derived from these items: “what, if anything, has been the most helpful in transitioning to college?” and “what, if anything, has made it challenging to transition to college?” The analysis was framed using Vacchi and Berger’s Combined Ecological Model of veteran adjustment to college. Veterans cited financial support, campus veteran support staff, family, and support from other veterans as helpful. Challenges included a multi-faceted understanding of difference and balance.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"39 - 53"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47390400","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}
Amelia V. Noel-Elkins, Scott A. Forrester, D. Elkins
Abstract:Based on Boyer’s (1990) principles of community, the purpose of this study was to examine how students’ perceived sense of campus community contributed to explaining their satisfaction with school life. Participants were randomly selected from a student email address list obtained by the Office of Assessment at a mid-size university in the Midwest and were sent an electronic mail message inviting them to participate in the study by completing an on-line questionnaire. Three hundred and thirty students answered a 25-item sense of campus community scale developed by Cheng (2004), who had adopted some questions from Janosik’s (1991) Campus Community Scale and the Brief Multidimensional Student’s Life Satisfaction Scale (Zullig et al., 2005). Multiple regression used six factors from the sense of campus community scale (Teaching and Learning, Residential Experience, Diversity and Acceptance, History and Tradition, Loneliness and Stress, and Socialization Across Backgrounds) to predict satisfaction with school life. The overall regression equation was significant (F=38.20, p<.001) and the linear combination of predictor variables explained 45.6% of the variance in students’ satisfaction with their school life. The article also discusses implications of these findings for student affairs practitioners and suggestions for future research in the context of the limitations of the study.
摘要:本研究以Boyer(1990)的社区原则为基础，探讨大学生的校园社区感知如何解释其对学校生活的满意度。参与者从中西部一所中等规模大学的评估办公室获得的学生电子邮件地址列表中随机选择，并发送电子邮件邀请他们通过填写在线问卷参与研究。Cheng(2004)采用Janosik(1991)的校园社区量表和Zullig et al.(2005)的多维学生生活满意度量表的部分问题，开发了一份包含25个项目的校园社区感量表。多元回归利用校园社区尺度感中的六个因素(教学与学习、居住体验、多样性与接纳、历史与传统、孤独与压力、跨背景社会化)预测校园生活满意度。整体回归方程显著(F=38.20, p<.001)，预测变量的线性组合解释了45.6%的学生学校生活满意度方差。文章也讨论了这些发现对学生事务工作者的启示，并在研究的局限性背景下对未来的研究提出了建议。
{"title":"Examining the Relationship Between Students’ Perceived Sense of Campus Community and Satisfaction with School Life","authors":"Amelia V. Noel-Elkins, Scott A. Forrester, D. Elkins","doi":"10.1353/CSJ.2019.0002","DOIUrl":"https://doi.org/10.1353/CSJ.2019.0002","url":null,"abstract":"Abstract:Based on Boyer’s (1990) principles of community, the purpose of this study was to examine how students’ perceived sense of campus community contributed to explaining their satisfaction with school life. Participants were randomly selected from a student email address list obtained by the Office of Assessment at a mid-size university in the Midwest and were sent an electronic mail message inviting them to participate in the study by completing an on-line questionnaire. Three hundred and thirty students answered a 25-item sense of campus community scale developed by Cheng (2004), who had adopted some questions from Janosik’s (1991) Campus Community Scale and the Brief Multidimensional Student’s Life Satisfaction Scale (Zullig et al., 2005). Multiple regression used six factors from the sense of campus community scale (Teaching and Learning, Residential Experience, Diversity and Acceptance, History and Tradition, Loneliness and Stress, and Socialization Across Backgrounds) to predict satisfaction with school life. The overall regression equation was significant (F=38.20, p<.001) and the linear combination of predictor variables explained 45.6% of the variance in students’ satisfaction with their school life. The article also discusses implications of these findings for student affairs practitioners and suggestions for future research in the context of the limitations of the study.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"28 - 38"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/CSJ.2019.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45121200","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}
Abstract:The curricular approach to student learning beyond the classroom is a strategic way to be proactive with designing, executing, and assessing student learning. The purpose of this qualitative descriptive case study is to understand the perceptions of one senior administrator in academic affairs, housing employees, and student leaders at one institution where a curricular approach was adopted. Research methods included semi-structured interviews, document analysis, focus groups, and photo elicitation. Findings from the study revealed that participants perceived the following benefits of adopting a curricular approach: improved clarity on the department’s direction, better strategic standards and structures for staff, and an enhanced sense of voice for some staff. Participants perceived the downsides of adopting a curricular approach to be: not all student populations benefitted equally from a one-size-fits-all approach, physical space limitations, and lack of communication and clarity about the curricular approach language.
{"title":"The Curricular Approach to Residential Education: Lessons for Student Affairs Practice","authors":"Hilary L. Lichterman, J. L. Bloom","doi":"10.1353/CSJ.2019.0004","DOIUrl":"https://doi.org/10.1353/CSJ.2019.0004","url":null,"abstract":"Abstract:The curricular approach to student learning beyond the classroom is a strategic way to be proactive with designing, executing, and assessing student learning. The purpose of this qualitative descriptive case study is to understand the perceptions of one senior administrator in academic affairs, housing employees, and student leaders at one institution where a curricular approach was adopted. Research methods included semi-structured interviews, document analysis, focus groups, and photo elicitation. Findings from the study revealed that participants perceived the following benefits of adopting a curricular approach: improved clarity on the department’s direction, better strategic standards and structures for staff, and an enhanced sense of voice for some staff. Participants perceived the downsides of adopting a curricular approach to be: not all student populations benefitted equally from a one-size-fits-all approach, physical space limitations, and lack of communication and clarity about the curricular approach language.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"54 - 67"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/CSJ.2019.0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49342688","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}
Laura N. Monje-Paulson, Avery Olson, J. Pizzolato, Kamisha A. Sullivan
Abstract:Given the size of the adult student population and the student affairs focus on career development in traditional age students, the purpose of this qualitative study was to explore career development and the vocational self-concept (VSC) in 48 California community college welfare-to-work students. Findings suggest the importance of congruence between student roles and other life roles – as well as the importance of sustained relationships with community college staff, as this was closely associated with VSC development. These sustained relationships are most beneficial when they help participants develop resistance strategies against messages that could damage their self-concepts. Theoretically, our findings call for differentiation between work and career, and show how VSC develops in some adult students, a process heretofore missing from the career literature. Knowing how students have been socialized to think about themselves, understanding if they can participate in career decision-making, and what their responsibilities in out-of-college contexts are is key to helping students find congruence and/or cope with incongruence stemming from balancing multiple life roles.
{"title":"Adult Learner Career Trajectories: Vocational Self-Concept Development in CalWORKs Community College Students","authors":"Laura N. Monje-Paulson, Avery Olson, J. Pizzolato, Kamisha A. Sullivan","doi":"10.1353/CSJ.2019.0005","DOIUrl":"https://doi.org/10.1353/CSJ.2019.0005","url":null,"abstract":"Abstract:Given the size of the adult student population and the student affairs focus on career development in traditional age students, the purpose of this qualitative study was to explore career development and the vocational self-concept (VSC) in 48 California community college welfare-to-work students. Findings suggest the importance of congruence between student roles and other life roles – as well as the importance of sustained relationships with community college staff, as this was closely associated with VSC development. These sustained relationships are most beneficial when they help participants develop resistance strategies against messages that could damage their self-concepts. Theoretically, our findings call for differentiation between work and career, and show how VSC develops in some adult students, a process heretofore missing from the career literature. Knowing how students have been socialized to think about themselves, understanding if they can participate in career decision-making, and what their responsibilities in out-of-college contexts are is key to helping students find congruence and/or cope with incongruence stemming from balancing multiple life roles.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"68 - 82"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42570730","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}
K. J. Haley, Heather N. McCambly, Rebecca D. Graham
Abstract:Student affairs professionals have become engaged in inclusive practices and student success efforts in relation to students' racial, ethnic, gender, and/or class identities. Yet, many educators struggle to connect these important insights to the multidimensional identities of students and their success in higher education. This study examined student affairs professionals' existing knowledge, values, and practices related to their students' discrete and intersectional identities. Implications for practice are discussed using a sense-making frame to consider increasing the capacity of the higher education community to apply current research and best practices to develop programming—for the success of all students.
{"title":"Perceptions of Student Identities and Institutional Practices of Intersectional Programming","authors":"K. J. Haley, Heather N. McCambly, Rebecca D. Graham","doi":"10.1353/CSJ.2018.0014","DOIUrl":"https://doi.org/10.1353/CSJ.2018.0014","url":null,"abstract":"Abstract:Student affairs professionals have become engaged in inclusive practices and student success efforts in relation to students' racial, ethnic, gender, and/or class identities. Yet, many educators struggle to connect these important insights to the multidimensional identities of students and their success in higher education. This study examined student affairs professionals' existing knowledge, values, and practices related to their students' discrete and intersectional identities. Implications for practice are discussed using a sense-making frame to consider increasing the capacity of the higher education community to apply current research and best practices to develop programming—for the success of all students.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"36 1","pages":"32 - 47"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45969845","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}
Abstract:Sororities espouse a variety of values to their members and other stake-holders at colleges and universities and beyond. The extent to which these values are accepted and how they are classified through universal systems is widely unknown. The purpose of the present study was to closely examine the 26 member sororities of the National Panhellenic Conference (NPC). This study will outline the values espoused by these organizations, as well as report the findings of how they were classified along a universal continuum of values. Universal value types for the study included: self-enhancement, openness to change, self-transcendence, and conservation.
{"title":"The Espoused Values of Undergraduate Panhellenic Women on Campus: Universal or Unintentional?","authors":"Ashley Tull, A. Shaw, B. Barker","doi":"10.1353/CSJ.2018.0021","DOIUrl":"https://doi.org/10.1353/CSJ.2018.0021","url":null,"abstract":"Abstract:Sororities espouse a variety of values to their members and other stake-holders at colleges and universities and beyond. The extent to which these values are accepted and how they are classified through universal systems is widely unknown. The purpose of the present study was to closely examine the 26 member sororities of the National Panhellenic Conference (NPC). This study will outline the values espoused by these organizations, as well as report the findings of how they were classified along a universal continuum of values. Universal value types for the study included: self-enhancement, openness to change, self-transcendence, and conservation.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"36 1","pages":"140 - 154"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44288614","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}
Abstract:Utilizing social capital theory, the purpose of this study was to develop a better understanding of collegiate students' affective commitment and adjustment to the educational environment. The results of the study suggest that structural and relational social capital improved student affective commitment and adjustment. This underscores importance for institutions to create policies that better facilitate the growth of social networks among students. Implications for educational institutions to develop relevant policy programs are discussed.
{"title":"Assessing Student Affective Commitment and Adjustment: The Function of Social Capital","authors":"Brent D. Oja, Aaron W. Clopton, Rammi N. Hazzaa","doi":"10.1353/CSJ.2018.0015","DOIUrl":"https://doi.org/10.1353/CSJ.2018.0015","url":null,"abstract":"Abstract:Utilizing social capital theory, the purpose of this study was to develop a better understanding of collegiate students' affective commitment and adjustment to the educational environment. The results of the study suggest that structural and relational social capital improved student affective commitment and adjustment. This underscores importance for institutions to create policies that better facilitate the growth of social networks among students. Implications for educational institutions to develop relevant policy programs are discussed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"36 1","pages":"48 - 62"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44911483","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}
Abstract:Despite growing scholarship on LGBTQ+ populations in higher education, chilly climates for LGBTQ-identified individuals persist. Our work reflects findings from L, G, T, and Q higher education faculty and student affairs professionals who discussed supports and criteria used to identify allies. Participants addressed the significance and complexity of symbols associated with LGBTQ+ communities and activism as the paramount and constitutive element in their identification of allies. Implications for practice are discussed, notably the need for educational and training programs that engage allies in active learning about LGBTQ+ topics/issues while also encouraging engagement with LGBTQ+ communities to improve climate.
{"title":"LGTQ Faculty and Professionals in Higher Education: Defining Allies, Identifying Support","authors":"J. DeVita, A. Anders","doi":"10.1353/CSJ.2018.0016","DOIUrl":"https://doi.org/10.1353/CSJ.2018.0016","url":null,"abstract":"Abstract:Despite growing scholarship on LGBTQ+ populations in higher education, chilly climates for LGBTQ-identified individuals persist. Our work reflects findings from L, G, T, and Q higher education faculty and student affairs professionals who discussed supports and criteria used to identify allies. Participants addressed the significance and complexity of symbols associated with LGBTQ+ communities and activism as the paramount and constitutive element in their identification of allies. Implications for practice are discussed, notably the need for educational and training programs that engage allies in active learning about LGBTQ+ topics/issues while also encouraging engagement with LGBTQ+ communities to improve climate.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"36 1","pages":"63 - 80"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47713043","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}
Abstract:Campus educators (i.e., faculty, administrators, staff) must clearly demonstrate their commitments to diversity, inclusion, and social justice to stakeholders (e.g., students, public) if they desire to uphold the commitments they make in strategic plans and public statements. Campus educators use institutional websites as one venue to communicate their initiatives to internal and external audiences. Through an exploratory content analysis, we examined 23 institutional websites to understand how campus educators provide evidence for their AA and SA partnerships as a means for attaining their diversity, inclusion, and social justice commitments. Campus educators may use insights from this study's findings to evaluate how they espouse and enact these commitments for creating transformative change on campus.
{"title":"Institutional Commitments to Diversity and Social Justice Displayed on Websites: A Content Analysis","authors":"Lucy A. LePeau, S. Hurtado, Ryan J. Davis","doi":"10.1353/CSJ.2018.0013","DOIUrl":"https://doi.org/10.1353/CSJ.2018.0013","url":null,"abstract":"Abstract:Campus educators (i.e., faculty, administrators, staff) must clearly demonstrate their commitments to diversity, inclusion, and social justice to stakeholders (e.g., students, public) if they desire to uphold the commitments they make in strategic plans and public statements. Campus educators use institutional websites as one venue to communicate their initiatives to internal and external audiences. Through an exploratory content analysis, we examined 23 institutional websites to understand how campus educators provide evidence for their AA and SA partnerships as a means for attaining their diversity, inclusion, and social justice commitments. Campus educators may use insights from this study's findings to evaluate how they espouse and enact these commitments for creating transformative change on campus.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"36 1","pages":"15 - 31"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45076675","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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