Abstract:Leisure experience during free time has many benefits yet employed college students have limited available free time. Utilizing semi-structured interviews (N=34) during the spring and fall of 2017, this study explored free time experiences of college students employed on campus. Interviews were transcribed, coded, and analyzed by a team of three researchers. Findings revealed that leisure experiences during both unstructured and structured free time varied based on leisure skills and knowledge. The findings highlighted areas in need of future research regarding how college students employed on campus negotiate leisure experiences during free time.
{"title":"From Welcoming Unstructured Free Time to Avoiding It","authors":"K. Jordan, Denise Anderson","doi":"10.1353/CSJ.2021.0001","DOIUrl":"https://doi.org/10.1353/CSJ.2021.0001","url":null,"abstract":"Abstract:Leisure experience during free time has many benefits yet employed college students have limited available free time. Utilizing semi-structured interviews (N=34) during the spring and fall of 2017, this study explored free time experiences of college students employed on campus. Interviews were transcribed, coded, and analyzed by a team of three researchers. Findings revealed that leisure experiences during both unstructured and structured free time varied based on leisure skills and knowledge. The findings highlighted areas in need of future research regarding how college students employed on campus negotiate leisure experiences during free time.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46604039","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}
Dustin K. Grabsch, S. Webb, Lori L. Moore, K. Dooley
Abstract:High-impact practices in education can have a transformative influence on students' educational growth and personal development; however, research suggests that not all students participate in these educationally purposeful activities. Some institutions have integrated high-impact-practice programs into the curriculum to center these opportunities within the student experience, yet participation varies by student demographic. The present qualitative research study explores the decision-making experiences of 23 former program participants, including a specific focus on barriers, for participating in six high-impact-practice programs.
{"title":"A Qualitative Study Exploring the Decision-Making Experiences to Participate in High-Impact Practices","authors":"Dustin K. Grabsch, S. Webb, Lori L. Moore, K. Dooley","doi":"10.1353/CSJ.2021.0006","DOIUrl":"https://doi.org/10.1353/CSJ.2021.0006","url":null,"abstract":"Abstract:High-impact practices in education can have a transformative influence on students' educational growth and personal development; however, research suggests that not all students participate in these educationally purposeful activities. Some institutions have integrated high-impact-practice programs into the curriculum to center these opportunities within the student experience, yet participation varies by student demographic. The present qualitative research study explores the decision-making experiences of 23 former program participants, including a specific focus on barriers, for participating in six high-impact-practice programs.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44946438","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 sexual misconduct has been a growing concern in recent years. The researchers of this qualitative study analyzed the perceived adequacy of current sexual misconduct training and delivery practices from Title IX coordinators representing 11 higher education institutions across the United States. Results point to the importance of establishing both online and in-person Title IX practices to change the culture of sexual misconduct, greater support victims, and prevent future violence. Awareness of these practices is critical for institutions seeking to create safer campus climates and communities.
{"title":"Prevention of Sexual Misconduct on College Campuses: A Qualitative Analysis","authors":"Kaia Chambers, Bryan Romsa, Katelyn Romsa","doi":"10.1353/CSJ.2021.0002","DOIUrl":"https://doi.org/10.1353/CSJ.2021.0002","url":null,"abstract":"Abstract:Campus sexual misconduct has been a growing concern in recent years. The researchers of this qualitative study analyzed the perceived adequacy of current sexual misconduct training and delivery practices from Title IX coordinators representing 11 higher education institutions across the United States. Results point to the importance of establishing both online and in-person Title IX practices to change the culture of sexual misconduct, greater support victims, and prevent future violence. Awareness of these practices is critical for institutions seeking to create safer campus climates and communities.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46168805","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}
College Student Affairs Journal, Volume 38(2), pp. 215 217 ISSN 2381-2338 Copyright 2020 Southern Association for College Student Affairs All rights of reproduction in any form reserved. T hough student employment can have positive benefits, such as increased persistence and engagement, many students struggle to connect their work with their academics and future career (Hansen and Hoag, 2018). A Good Job: Campus Employment as a High-Impact Practice (2018) is a new resource for university leaders that desire theoretical knowledge and practical techniques for aiding students in making those connections while working in departments and offices across campus. Beginning with the foreword written by Dr. George Kuh, the founding director of the National Survey of Student Engagement (NSSE) and a leading expert on high-impact practices in higher education, the message that is infused throughout this book is clear. With so many undergraduates today working while pursuing their studies, it is incumbent on college and university leaders, faculty, academic advisers, student affairs professionals, and others committed to helping students to become more informed about how to harness the benefits of employment and both student engagement and education outcomes” (p. xiii) Throughout A Good Job, the authors delve thoroughly into a vast array of theories and historical frameworks associated with student, career, learning and identity development. The first few chapters are organized by different theoretical models and how they connect to campus employment, such a student development and campus employment. Latter chapters connect to overarching themes of retention and persistence, supervision and management and legal issues in higher education with regard to student employment. Additionally, the authors sprinkle in current trends, federal data and historical truths of student employment in higher education such as recent data from NSSE and other formidable studies and reports from higher education scholars. These facts encouraged me to think more critically and systematically about the serious influence that on-campus employment could have on the success of an undergraduate student and caused me to immediately consider addressing ways I currently run my own student employment program. In order to broaden their audience-base, the authors of A Good Job generate a seamless flow from theory to practice and then embed implications that urge readers to recognize how on-campus employment can have a broader impact on student retention, persistence and success. By connecting “retention theory and practice, focusing specifically on elements related to the retention and success of student employees throughout varying institutional types and MEDIA REVIEW
{"title":"A Good Job: Campus Employment as a High-Impact Practice","authors":"E. Morgenstern","doi":"10.1353/csj.2020.0015","DOIUrl":"https://doi.org/10.1353/csj.2020.0015","url":null,"abstract":"College Student Affairs Journal, Volume 38(2), pp. 215 217 ISSN 2381-2338 Copyright 2020 Southern Association for College Student Affairs All rights of reproduction in any form reserved. T hough student employment can have positive benefits, such as increased persistence and engagement, many students struggle to connect their work with their academics and future career (Hansen and Hoag, 2018). A Good Job: Campus Employment as a High-Impact Practice (2018) is a new resource for university leaders that desire theoretical knowledge and practical techniques for aiding students in making those connections while working in departments and offices across campus. Beginning with the foreword written by Dr. George Kuh, the founding director of the National Survey of Student Engagement (NSSE) and a leading expert on high-impact practices in higher education, the message that is infused throughout this book is clear. With so many undergraduates today working while pursuing their studies, it is incumbent on college and university leaders, faculty, academic advisers, student affairs professionals, and others committed to helping students to become more informed about how to harness the benefits of employment and both student engagement and education outcomes” (p. xiii) Throughout A Good Job, the authors delve thoroughly into a vast array of theories and historical frameworks associated with student, career, learning and identity development. The first few chapters are organized by different theoretical models and how they connect to campus employment, such a student development and campus employment. Latter chapters connect to overarching themes of retention and persistence, supervision and management and legal issues in higher education with regard to student employment. Additionally, the authors sprinkle in current trends, federal data and historical truths of student employment in higher education such as recent data from NSSE and other formidable studies and reports from higher education scholars. These facts encouraged me to think more critically and systematically about the serious influence that on-campus employment could have on the success of an undergraduate student and caused me to immediately consider addressing ways I currently run my own student employment program. In order to broaden their audience-base, the authors of A Good Job generate a seamless flow from theory to practice and then embed implications that urge readers to recognize how on-campus employment can have a broader impact on student retention, persistence and success. By connecting “retention theory and practice, focusing specifically on elements related to the retention and success of student employees throughout varying institutional types and MEDIA REVIEW","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43482773","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 article traces the professionalization of student affairs assessment through the development of the assessment position and the progression of operations, functions and responsibilities. Evidence includes a review of various publications followed by an empirical examination of data from a professional Listserv. Findings identify how assessment in student affairs has evolved from a skillset to a professional field as well as consideration of the development of the campus professional. Ongoing and future trends are described and ways in which the field has developed and contributed evidence about the impact of student affairs by advancing data collection and reporting is included.
{"title":"Scholarship, Professional Development, and Community of Practice in Student Affairs Assessment","authors":"J. P. Biddix, Gresham D. Collom, Darby M. Roberts","doi":"10.1353/csj.2020.0011","DOIUrl":"https://doi.org/10.1353/csj.2020.0011","url":null,"abstract":"Abstract:This article traces the professionalization of student affairs assessment through the development of the assessment position and the progression of operations, functions and responsibilities. Evidence includes a review of various publications followed by an empirical examination of data from a professional Listserv. Findings identify how assessment in student affairs has evolved from a skillset to a professional field as well as consideration of the development of the campus professional. Ongoing and future trends are described and ways in which the field has developed and contributed evidence about the impact of student affairs by advancing data collection and reporting is included.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47661201","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:Military and military veteran students enter higher education with a host of challenges related to their military service. As universities and colleges strive to address the needs of military and military student veterans, administrative and educational challenges must be addressed proactively to accommodate the specific needs of student veterans. Student services for military and military veteran students includes providing a veteran advisor, a veteran liaison, military-friendly policies, services, and resources. The authors discuss military-friendly student services supported and implemented through the development of a veteran-specific education track.
{"title":"Shared Lessons from Serving Military-Connected Students","authors":"Deborah L. Sikes, Margret G. Duran, M. Armstrong","doi":"10.1353/csj.2020.0013","DOIUrl":"https://doi.org/10.1353/csj.2020.0013","url":null,"abstract":"Abstract:Military and military veteran students enter higher education with a host of challenges related to their military service. As universities and colleges strive to address the needs of military and military student veterans, administrative and educational challenges must be addressed proactively to accommodate the specific needs of student veterans. Student services for military and military veteran students includes providing a veteran advisor, a veteran liaison, military-friendly policies, services, and resources. The authors discuss military-friendly student services supported and implemented through the development of a veteran-specific education track.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45734740","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:Given the nature of student affairs work, practitioners may be exposed to work-related stress that impacts their professional and personal well-being. In this phenomenological study, we examined the lived experiences of 9 professionals who worked with undocumented students and how they experienced and managed their compassion fatigue. Findings indicate that the predisposition to advocate and support along with expectations were prevalent triggers to compassion stress. Implications for professionals, their supervisors and institutions are discussed.
{"title":"Compassion Fatigue in Student Affairs Practitioners Working with Undocumented College Students","authors":"Z. R. M. Hoy, D. H. Nguyen","doi":"10.1353/csj.2020.0009","DOIUrl":"https://doi.org/10.1353/csj.2020.0009","url":null,"abstract":"Abstract:Given the nature of student affairs work, practitioners may be exposed to work-related stress that impacts their professional and personal well-being. In this phenomenological study, we examined the lived experiences of 9 professionals who worked with undocumented students and how they experienced and managed their compassion fatigue. Findings indicate that the predisposition to advocate and support along with expectations were prevalent triggers to compassion stress. Implications for professionals, their supervisors and institutions are discussed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44378459","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:While e-portfolios are increasingly used in higher education graduate professional programs (Underwood & Austin, 2016), few studies provide an overview of e-portfolios, particularly in the helping fields (Wakimoto & Lewis, 2014). The following article provides an overview of how a student affairs graduate preparation program implemented the use of e-portfolios to assess graduating Masters students and how students perceived the process of creating their e-portfolio. Details about the implementation process and recommendations are provided to assist other programs that wish to integrate e-portfolios.
{"title":"Benefits and Challenges: Implementing E-Portfolios in a Graduate Student Affairs Preparation Program","authors":"Katy S. Jaekel","doi":"10.1353/csj.2020.0012","DOIUrl":"https://doi.org/10.1353/csj.2020.0012","url":null,"abstract":"Abstract:While e-portfolios are increasingly used in higher education graduate professional programs (Underwood & Austin, 2016), few studies provide an overview of e-portfolios, particularly in the helping fields (Wakimoto & Lewis, 2014). The following article provides an overview of how a student affairs graduate preparation program implemented the use of e-portfolios to assess graduating Masters students and how students perceived the process of creating their e-portfolio. Details about the implementation process and recommendations are provided to assist other programs that wish to integrate e-portfolios.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42513585","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 affairs (SA) professionals have advanced from being generalists to specialists. Protivnak, Paylo, and Mercer (2013) discussed the perceived value of counselor preparation by functional area. We pose that counseling skills are used by student affairs professionals across a variety of functional areas. In the current mixed-method study, 60 individuals across five functional areas completed an online survey indicating the use of counseling skills in their respective roles, and five participants were interviewed to explore counseling strategies used in each functional area. The majority of participants indicated that counseling skills are indispensable.
{"title":"The Need for Counseling Skills in Student Affairs","authors":"Marcella D. Stark, D. Mills","doi":"10.1353/csj.2020.0008","DOIUrl":"https://doi.org/10.1353/csj.2020.0008","url":null,"abstract":"Abstract:Student affairs (SA) professionals have advanced from being generalists to specialists. Protivnak, Paylo, and Mercer (2013) discussed the perceived value of counselor preparation by functional area. We pose that counseling skills are used by student affairs professionals across a variety of functional areas. In the current mixed-method study, 60 individuals across five functional areas completed an online survey indicating the use of counseling skills in their respective roles, and five participants were interviewed to explore counseling strategies used in each functional area. The majority of participants indicated that counseling skills are indispensable.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47435235","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:Lack of disability-related competence by college administrators is recognized as a barrier to equal access and success of students with disabilities. Currently, no listing of disability-related competencies exists for student affairs practitioners beyond disability services. This study examines the perceptions of 20 experts in student affairs and disability regarding disability-related competencies value to student affairs work. Results of the Delphi study provide a set of disability-related competencies that can be used to guide professional learning.
{"title":"Disability-Related Competencies for Student Affairs Generalists: A Delphi Study","authors":"Adam R. Lalor, Joseph W. Madaus, Lyman L. Dukes","doi":"10.1353/csj.2020.0014","DOIUrl":"https://doi.org/10.1353/csj.2020.0014","url":null,"abstract":"Abstract:Lack of disability-related competence by college administrators is recognized as a barrier to equal access and success of students with disabilities. Currently, no listing of disability-related competencies exists for student affairs practitioners beyond disability services. This study examines the perceptions of 20 experts in student affairs and disability regarding disability-related competencies value to student affairs work. Results of the Delphi study provide a set of disability-related competencies that can be used to guide professional learning.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46612694","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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