Abstract:This mixed methods case study explored how graduate students in a higher education and student affairs (HESA) program perceive their preparation to engage in scholarly practice. The study provides insights for faculty members and administrators seeking to enhance current HESA graduate programs with a thesis-only option, and impart opportunities for students to engage in transformative work that is not confined to narrow definitions of scholarly practice. The findings of this study encourage HESA educators to identify high-impact praxes, develop individualized approaches to crafting innovative culminating research projects and experiences, and build effective program infrastructures that ensure graduate students in HESA programs are adequately prepared for their future professions.
{"title":"Higher Education and Student Affairs Master's Students' Perceptions of Their Preparation for Scholarly Practice and Implications for Program Improvement: A Mixed Methods Case Study","authors":"Raquel Wright-Mair, Rihab Saadeddine, Candice Peters, Ashley Elmes","doi":"10.1353/csj.2022.0012","DOIUrl":"https://doi.org/10.1353/csj.2022.0012","url":null,"abstract":"Abstract:This mixed methods case study explored how graduate students in a higher education and student affairs (HESA) program perceive their preparation to engage in scholarly practice. The study provides insights for faculty members and administrators seeking to enhance current HESA graduate programs with a thesis-only option, and impart opportunities for students to engage in transformative work that is not confined to narrow definitions of scholarly practice. The findings of this study encourage HESA educators to identify high-impact praxes, develop individualized approaches to crafting innovative culminating research projects and experiences, and build effective program infrastructures that ensure graduate students in HESA programs are adequately prepared for their future professions.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46077405","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 students at Southern Methodist University (SMU) did not have a favorable view of the Office of Student Conduct & Community Standards. To change this connotation, the staff members developed a new innovative sanctioning model to allow students to select their educational sanctions. The model is inspired by restorative justice and is in line with student development theory. After the first year of implementation, the office saw an immediate change in perception. Students feeling respected and listened to in the process increased by 24% and 20%, respectively. The model worked so well that a colleague implemented it at another university and experienced similar positive results. This article details the impact and shows how other student conduct offices can revolutionize their process and serve students in an impactful way.
摘要:南卫理公会大学(SMU)的学生对学生行为与社区标准办公室(Office of Student Conduct & Community Standards)的印象并不好。为了改变这种内涵，工作人员开发了一种新的创新制裁模式，让学生选择他们的教育制裁。该模式受到恢复性司法的启发，符合学生发展理论。在实施第一年之后，办事处立即看到人们的看法发生了变化。在这个过程中，感到被尊重和被倾听的学生分别增加了24%和20%。这个模型非常有效，一位同事在另一所大学实施了它，并取得了类似的积极成果。本文详细介绍了影响，并展示了其他学生行为办公室如何彻底改变他们的流程，以一种有影响力的方式为学生服务。
{"title":"Choose Your Own Pathway: How Letting Students Choose their Sanctions Revolutionized the Student Conduct Process","authors":"Evelyn Ashley, T. Miller","doi":"10.1353/csj.2022.0015","DOIUrl":"https://doi.org/10.1353/csj.2022.0015","url":null,"abstract":"Abstract:The students at Southern Methodist University (SMU) did not have a favorable view of the Office of Student Conduct & Community Standards. To change this connotation, the staff members developed a new innovative sanctioning model to allow students to select their educational sanctions. The model is inspired by restorative justice and is in line with student development theory. After the first year of implementation, the office saw an immediate change in perception. Students feeling respected and listened to in the process increased by 24% and 20%, respectively. The model worked so well that a colleague implemented it at another university and experienced similar positive results. This article details the impact and shows how other student conduct offices can revolutionize their process and serve students in an impactful way.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46873543","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}
Chris Linder, B. Burton, Brittany Badger Gleed, Matthew Phister, Jessie Richards
Abstract:In this manuscript, we use Reason and Kimball's (2012) Theory to Practice Model to illustrate our experience building a Center dedicated to addressing dating and sexual violence among college students. We provide details of the context in which we work, highlight the processes we engaged in to recruit a broad swath of campus community members to engage in our collective work, and describe some initial outcomes of our work. We conclude with recommendations for campus leaders wishing to explore theory to practice in the context of addressing dating and sexual violence among college students.
{"title":"Building on What We Know (and Don't!): Using Scholarship to Engage in Primary Prevention of Dating And Sexual Violence Among College Students","authors":"Chris Linder, B. Burton, Brittany Badger Gleed, Matthew Phister, Jessie Richards","doi":"10.1353/csj.2022.0019","DOIUrl":"https://doi.org/10.1353/csj.2022.0019","url":null,"abstract":"Abstract:In this manuscript, we use Reason and Kimball's (2012) Theory to Practice Model to illustrate our experience building a Center dedicated to addressing dating and sexual violence among college students. We provide details of the context in which we work, highlight the processes we engaged in to recruit a broad swath of campus community members to engage in our collective work, and describe some initial outcomes of our work. We conclude with recommendations for campus leaders wishing to explore theory to practice in the context of addressing dating and sexual violence among college students.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41978240","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}
{"title":"A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools by B. D. Ruben, R. de Lisi and R. A Gigliotti (review)","authors":"Tori Amason","doi":"10.1353/csj.2022.0000","DOIUrl":"https://doi.org/10.1353/csj.2022.0000","url":null,"abstract":"","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46420002","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}
Christina W. Yao, Leslie Jo Shelton, Kaleb L. Briscoe, Charles J. Thompson
Abstract:This qualitative study explored how U.S. higher education/student affairs (HESA) master’s graduate preparation programs and curriculum socialized graduates for full time HESA work abroad post-graduation. Participants revealed that the formal curriculum was U.S.-centric in classroom conversations, course projects, and electives. The informal curriculum offered the most direct international-related learning opportunities such as study abroad, practicum, and assistantships. The most pervasive aspect was the hidden curriculum including limited application of U.S.-based theories and the support for job searching. Implications for practice include deliberate exposure to internationally-focused opportunities in and out of the classroom. In addition, professional associations may provide valuable connections to assist in graduate students’ socialization for full time HESA work abroad.
{"title":"Beyond U.S. Borders: A Curricular Exploration of Higher Education and Student Affairs International Professional Preparation","authors":"Christina W. Yao, Leslie Jo Shelton, Kaleb L. Briscoe, Charles J. Thompson","doi":"10.1353/csj.2022.0010","DOIUrl":"https://doi.org/10.1353/csj.2022.0010","url":null,"abstract":"Abstract:This qualitative study explored how U.S. higher education/student affairs (HESA) master’s graduate preparation programs and curriculum socialized graduates for full time HESA work abroad post-graduation. Participants revealed that the formal curriculum was U.S.-centric in classroom conversations, course projects, and electives. The informal curriculum offered the most direct international-related learning opportunities such as study abroad, practicum, and assistantships. The most pervasive aspect was the hidden curriculum including limited application of U.S.-based theories and the support for job searching. Implications for practice include deliberate exposure to internationally-focused opportunities in and out of the classroom. In addition, professional associations may provide valuable connections to assist in graduate students’ socialization for full time HESA work abroad.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44481878","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}
Tori I. Rehr, Erica P. Regan, Zayd Abukar, Jacquelyn C. A. Meshelemiah
Abstract:Among many challenges that first-generation college students face, navigating how to balance the financial costs of college with covering monthly expenses can be particularly challenging. The present study uses the lens of person-in-environment theory to conceptualize how the financial attitudes, behaviors, and resources of first-generation college students contribute to their financial wellness. Data from the multi-institutional Study on Collegiate Financial Wellness are used to compare first-generation students and continuing-generation students at four-year public institutions on sources of educational funding, financial knowledge, financial optimism, financial strain, and financial self-efficacy. First-generation students were significantly more likely to use federal student loans, private student loans, money from a job, scholarships/grants, and credit cards to fund their education, whereas continuing-generation students were more likely to use parent and family income. First-generation students had significantly higher scores on average than continuing-generation students on the financial strain measure; this was reversed for the financial knowledge score, the financial self-efficacy measure, and the financial optimism measure. These results support findings from prior literature that first-generation students may experience greater financial hardship and implicate an impact on attitudes and beliefs around finances.
{"title":"Financial Wellness of First-Generation College Students","authors":"Tori I. Rehr, Erica P. Regan, Zayd Abukar, Jacquelyn C. A. Meshelemiah","doi":"10.1353/csj.2022.0007","DOIUrl":"https://doi.org/10.1353/csj.2022.0007","url":null,"abstract":"Abstract:Among many challenges that first-generation college students face, navigating how to balance the financial costs of college with covering monthly expenses can be particularly challenging. The present study uses the lens of person-in-environment theory to conceptualize how the financial attitudes, behaviors, and resources of first-generation college students contribute to their financial wellness. Data from the multi-institutional Study on Collegiate Financial Wellness are used to compare first-generation students and continuing-generation students at four-year public institutions on sources of educational funding, financial knowledge, financial optimism, financial strain, and financial self-efficacy. First-generation students were significantly more likely to use federal student loans, private student loans, money from a job, scholarships/grants, and credit cards to fund their education, whereas continuing-generation students were more likely to use parent and family income. First-generation students had significantly higher scores on average than continuing-generation students on the financial strain measure; this was reversed for the financial knowledge score, the financial self-efficacy measure, and the financial optimism measure. These results support findings from prior literature that first-generation students may experience greater financial hardship and implicate an impact on attitudes and beliefs around finances.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48496478","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}
Pietro A. Sasso, Shelley Price-Williams, Brianna McCarthy
Abstract:Division I student-athletes navigate tensions between athletic performance and academic obligations against their own private experiences. These various challenges specific to student-athletes potentially result in various mental health challenges, which athletic departments and their staff struggle to address. The purpose of this study was to explore the experiences of traditional undergraduate student-athletes navigating mental health and related support services. This qualitative study found that student-athletes seek informal support for a variety of mental health issues in which they describe a fear of stigma, vulnerability, or “weakness” as nonacceptance of professional counseling. Implications for practice encompass suggestions for increased support of student-athlete mental health, including educational programming and collaborative efforts with university counseling services.
{"title":"In My Feelings: Division I Student-Athlete Seeking Mental Health Support","authors":"Pietro A. Sasso, Shelley Price-Williams, Brianna McCarthy","doi":"10.1353/csj.2022.0009","DOIUrl":"https://doi.org/10.1353/csj.2022.0009","url":null,"abstract":"Abstract:Division I student-athletes navigate tensions between athletic performance and academic obligations against their own private experiences. These various challenges specific to student-athletes potentially result in various mental health challenges, which athletic departments and their staff struggle to address. The purpose of this study was to explore the experiences of traditional undergraduate student-athletes navigating mental health and related support services. This qualitative study found that student-athletes seek informal support for a variety of mental health issues in which they describe a fear of stigma, vulnerability, or “weakness” as nonacceptance of professional counseling. Implications for practice encompass suggestions for increased support of student-athlete mental health, including educational programming and collaborative efforts with university counseling services.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46308850","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:This study explored what motivated undergraduates to serve as peer mentors in a leadership-themed living-learning community. Using McClelland’s Acquired Needs Theory (1961) as the theoretical framework, we conducted a deductive content analysis to describe peer mentors’ motivation to lead. We found evidence of all three of McClelland’s identified needs categories, but noted the need for power as the most prevalent need behind the peer mentors’ motivation to lead. Peer mentors were struggling to reframe their conceptualization of power as something not solely viewed as a negative. The findings improve our understanding of peer mentors’ motivation to lead as part of their development as leaders.
{"title":"Reframing Assumptions: Collegiate Peer Mentors’ Motivation to Lead","authors":"Allison L. Dunn, Lori L. Moore","doi":"10.1353/csj.2022.0004","DOIUrl":"https://doi.org/10.1353/csj.2022.0004","url":null,"abstract":"Abstract:This study explored what motivated undergraduates to serve as peer mentors in a leadership-themed living-learning community. Using McClelland’s Acquired Needs Theory (1961) as the theoretical framework, we conducted a deductive content analysis to describe peer mentors’ motivation to lead. We found evidence of all three of McClelland’s identified needs categories, but noted the need for power as the most prevalent need behind the peer mentors’ motivation to lead. Peer mentors were struggling to reframe their conceptualization of power as something not solely viewed as a negative. The findings improve our understanding of peer mentors’ motivation to lead as part of their development as leaders.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45465158","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}
Anna C. Brady, L. Hensley, David M. Sovic, Amy E. Kulesza, C. Wolters, C. Breitenberger
Abstract:The purpose of the present study was to understand students’ perceptions of the impact of a study strategy workshop intervention. For decades, researchers and higher education practitioners have used workshops as a method to buffer against the challenges that college students face. Prior research has supported the value of such interventions; however, the features that underlie effective workshop interventions are not fully understood. We conducted 20 semi-structured interviews to identify nuance and subjective details related to students’ experiences with a study strategies workshop intervention in an undergraduate biology course. Based on thematic codebook analysis, findings pointed to three themes related to features that allowed the intervention to have an impact on students’ study strategies: receptivity to workshop content, motivation and ability to change, and conditions for sustained change.
{"title":"What Makes a Study Strategy Intervention Impactful? An Interview-Based Study","authors":"Anna C. Brady, L. Hensley, David M. Sovic, Amy E. Kulesza, C. Wolters, C. Breitenberger","doi":"10.1353/csj.2022.0001","DOIUrl":"https://doi.org/10.1353/csj.2022.0001","url":null,"abstract":"Abstract:The purpose of the present study was to understand students’ perceptions of the impact of a study strategy workshop intervention. For decades, researchers and higher education practitioners have used workshops as a method to buffer against the challenges that college students face. Prior research has supported the value of such interventions; however, the features that underlie effective workshop interventions are not fully understood. We conducted 20 semi-structured interviews to identify nuance and subjective details related to students’ experiences with a study strategies workshop intervention in an undergraduate biology course. Based on thematic codebook analysis, findings pointed to three themes related to features that allowed the intervention to have an impact on students’ study strategies: receptivity to workshop content, motivation and ability to change, and conditions for sustained change.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44509038","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}
A. Ryder, J. Hastings, Ezekiel W. Kimball, Danielle Slauzis
Abstract:Using data from twenty-one interviews conducted with student affairs practitioners within a constructivist grounded theory study, we examined how legal issues influence the daily work of student affairs professionals. Findings demonstrate that concerns about legal issues may intrude on student-centered practice, which participants identified as a core value of the student affairs profession. The paper concludes by offering recommendations for navigating the tension between student-centered practice and legal issues.
{"title":"Creeping Legalism: How External Demands Reshape Student Affairs Practice","authors":"A. Ryder, J. Hastings, Ezekiel W. Kimball, Danielle Slauzis","doi":"10.1353/csj.2022.0008","DOIUrl":"https://doi.org/10.1353/csj.2022.0008","url":null,"abstract":"Abstract:Using data from twenty-one interviews conducted with student affairs practitioners within a constructivist grounded theory study, we examined how legal issues influence the daily work of student affairs professionals. Findings demonstrate that concerns about legal issues may intrude on student-centered practice, which participants identified as a core value of the student affairs profession. The paper concludes by offering recommendations for navigating the tension between student-centered practice and legal issues.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41932440","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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