Carli Rosati, David J. Nguyen, R. Troyer, Quan Hung Tran, Z. Graman, J. Brenckle
Abstract:This study examines student activists’ interactions with student affairs professionals. Guided by Schlossberg’s (1989) marginality and mattering framework, semi-structured interviews were conducted with 10 student activists. Student activists experienced marginalization in three ways (1) misperceptions of student organizing, (2) not feeling heard, and (3) lacking authentic interaction with student affairs professionals. The article concludes with a discussion of the myriad of ways that student affairs professionals can positively engage with student activists.
{"title":"Exploring How Student Activists Experience Marginality and Mattering During Interactions with Student Affairs Professionals","authors":"Carli Rosati, David J. Nguyen, R. Troyer, Quan Hung Tran, Z. Graman, J. Brenckle","doi":"10.1353/csj.2019.0009","DOIUrl":"https://doi.org/10.1353/csj.2019.0009","url":null,"abstract":"Abstract:This study examines student activists’ interactions with student affairs professionals. Guided by Schlossberg’s (1989) marginality and mattering framework, semi-structured interviews were conducted with 10 student activists. Student activists experienced marginalization in three ways (1) misperceptions of student organizing, (2) not feeling heard, and (3) lacking authentic interaction with student affairs professionals. The article concludes with a discussion of the myriad of ways that student affairs professionals can positively engage with student activists.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"113 - 127"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/csj.2019.0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42413506","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}
Lisa M. Baumgartner, B. Brunner, Keegan N. Nicholas
Abstract:We explored the benefits and challenges of peer mentoring for student affairs professionals who are learning about assessment. Participants benefited from gaining a different perspective, mentoring, and being mentored. Respondents reported that role issues and fewer meetings over time were challenges. Findings have implications for training student affairs professionals.
{"title":"The Benefits and Challenges of Peer Mentoring in a Professional Development Opportunity Based on the Assessment, Evaluation, and Research Competencies","authors":"Lisa M. Baumgartner, B. Brunner, Keegan N. Nicholas","doi":"10.1353/csj.2019.0012","DOIUrl":"https://doi.org/10.1353/csj.2019.0012","url":null,"abstract":"Abstract:We explored the benefits and challenges of peer mentoring for student affairs professionals who are learning about assessment. Participants benefited from gaining a different perspective, mentoring, and being mentored. Respondents reported that role issues and fewer meetings over time were challenges. Findings have implications for training student affairs professionals.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"156 - 169"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/csj.2019.0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42999162","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, Lori L. Moore, Kristyn Muller, Austin Mazzolini
Abstract:With the 2015 update to the professional competencies document for the student affairs profession, the necessity exists to explore the professional development needs in each of the ten competency areas. This study investigates student affairs professionals’ survey responses to determine their self-reported needs for professional development based on the ACPA/NASPA professional competency areas. Specifically, we reviewed the data by professional level (i.e. entry, mid-level, etc.). Findings reveal some competency areas of inconsistency and other clear needs for professional development and emphasis in graduate preparatory programs.
{"title":"Student Affairs Professionals’ Self-Reported Professional Development Needs by Professional Level","authors":"Dustin K. Grabsch, Lori L. Moore, Kristyn Muller, Austin Mazzolini","doi":"10.1353/csj.2019.0011","DOIUrl":"https://doi.org/10.1353/csj.2019.0011","url":null,"abstract":"Abstract:With the 2015 update to the professional competencies document for the student affairs profession, the necessity exists to explore the professional development needs in each of the ten competency areas. This study investigates student affairs professionals’ survey responses to determine their self-reported needs for professional development based on the ACPA/NASPA professional competency areas. Specifically, we reviewed the data by professional level (i.e. entry, mid-level, etc.). Findings reveal some competency areas of inconsistency and other clear needs for professional development and emphasis in graduate preparatory programs.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"143 - 155"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44937193","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:A diverse sample of 329 student conduct administrators, holding at least a Master’s degree, participated in a study to explore whether their level of specialized training, their need to stay up-to-date on current trends, and mastery of specific skills sets met the necessary criteria to determine whether student conduct administration could be considered an independent and unique profession. Also explored was the relationship between tenure on the job and mastery of skills.
{"title":"Student Conduct Administrative Professionals: Relationships Between Professional Identity, Training, Skills and Experience","authors":"Brian Glick, Suzanne Degges‐White","doi":"10.1353/csj.2019.0013","DOIUrl":"https://doi.org/10.1353/csj.2019.0013","url":null,"abstract":"Abstract:A diverse sample of 329 student conduct administrators, holding at least a Master’s degree, participated in a study to explore whether their level of specialized training, their need to stay up-to-date on current trends, and mastery of specific skills sets met the necessary criteria to determine whether student conduct administration could be considered an independent and unique profession. Also explored was the relationship between tenure on the job and mastery of skills.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"170 - 183"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/csj.2019.0013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41667728","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}
Melvin A. Whitehead, M. Smith, B. Williams, Brittany N. McDaniel
Abstract:Immigration, Islamophobia, and xenophobia have been subjects of much public discourse for decades. However, the recent re-emergence of nationalist populism in the U.S. and western Europe and the refugee crises in Syria have arguably brought a more intense focus on Muslim individuals and immigrants, particularly in light of President Trump’s issuance of Executive Order No. 13769 in January 2017. Although the original travel ban has since been struck down in courts, the travel ban signaled to many a move to further stigmatize Muslim individuals. The authors conducted a document analysis to understand the collegiate experiences of Muslim college students in the U.S. South, as reported by a student newspaper, and how these experiences have changed since the issuance of Executive Order No. 13769. Findings revealed four themes: hostile climates for students with minoritized identities; support and lack of support from institutional agents; the utilization of counterstories, acts of resistance, and solidarity; and the specific impact of the executive order. We conclude with implications for practice for supporting Muslim students and areas for further study.
{"title":"A Document Analysis Examining the Experiences of Muslim College Students at a Public University in the U.S. South","authors":"Melvin A. Whitehead, M. Smith, B. Williams, Brittany N. McDaniel","doi":"10.1353/csj.2019.0015","DOIUrl":"https://doi.org/10.1353/csj.2019.0015","url":null,"abstract":"Abstract:Immigration, Islamophobia, and xenophobia have been subjects of much public discourse for decades. However, the recent re-emergence of nationalist populism in the U.S. and western Europe and the refugee crises in Syria have arguably brought a more intense focus on Muslim individuals and immigrants, particularly in light of President Trump’s issuance of Executive Order No. 13769 in January 2017. Although the original travel ban has since been struck down in courts, the travel ban signaled to many a move to further stigmatize Muslim individuals. The authors conducted a document analysis to understand the collegiate experiences of Muslim college students in the U.S. South, as reported by a student newspaper, and how these experiences have changed since the issuance of Executive Order No. 13769. Findings revealed four themes: hostile climates for students with minoritized identities; support and lack of support from institutional agents; the utilization of counterstories, acts of resistance, and solidarity; and the specific impact of the executive order. We conclude with implications for practice for supporting Muslim students and areas for further study.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"200 - 214"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45312141","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 present study examined traits associated with studying abroad and how study abroad is related to psychological health in a sample of 612 college students over their first three years of college. Individuals who were female, a Fraternity/Sorority member, a non-STEM major, and who had high sensation seeking were more likely to study abroad. While abroad, students reported less stress and depression, and higher positive affect than students who were not abroad and compared to before and after going abroad. Results suggest that study abroad has psychological benefits; however, not all students have the same likelihood/ability to participate.
{"title":"A Longitudinal Examination of Study Abroad: Student Characteristics and Psychological Health Associations","authors":"Katherine D. Maultsby, L. Stutts","doi":"10.1353/csj.2019.0014","DOIUrl":"https://doi.org/10.1353/csj.2019.0014","url":null,"abstract":"Abstract:The present study examined traits associated with studying abroad and how study abroad is related to psychological health in a sample of 612 college students over their first three years of college. Individuals who were female, a Fraternity/Sorority member, a non-STEM major, and who had high sensation seeking were more likely to study abroad. While abroad, students reported less stress and depression, and higher positive affect than students who were not abroad and compared to before and after going abroad. Results suggest that study abroad has psychological benefits; however, not all students have the same likelihood/ability to participate.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"184 - 199"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47089482","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 provides an analysis of published writing on amenities in higher education with the goal of bringing order to the voluminous information and helping to advance research. It examines over 40 articles and books to answer four interrelated questions: 1) How are amenities defined in the context of higher education? 2) How are amenities measured and what trends are discernible? 3) What are rationales and possible consequences of amenities? and 4) What questions remain unanswered and merit researchers’ attention? Findings of the analysis provide a working definition of amenities in higher education and reveal significant shortcomings in our knowledge of the topic. These shortcomings make it difficult to substantiate claims that colleges and universities are engaged in an “amenities arms race” and identify numerous areas for future research.
{"title":"Examining the “Amenities Arms Race” in Higher Education: Shifting from Rhetoric to Research","authors":"Kevin R. McClure","doi":"10.1353/csj.2019.0010","DOIUrl":"https://doi.org/10.1353/csj.2019.0010","url":null,"abstract":"Abstract:This article provides an analysis of published writing on amenities in higher education with the goal of bringing order to the voluminous information and helping to advance research. It examines over 40 articles and books to answer four interrelated questions: 1) How are amenities defined in the context of higher education? 2) How are amenities measured and what trends are discernible? 3) What are rationales and possible consequences of amenities? and 4) What questions remain unanswered and merit researchers’ attention? Findings of the analysis provide a working definition of amenities in higher education and reveal significant shortcomings in our knowledge of the topic. These shortcomings make it difficult to substantiate claims that colleges and universities are engaged in an “amenities arms race” and identify numerous areas for future research.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"128 - 142"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44672502","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 exploratory phenomenological study examined the experiences of four high-achieving first-generation men (HAFGM) from rural Maine and the critical influences that have helped them succeed in their undergraduate studies. This study viewed HAFGM from an appreciative inquiry standpoint rather than a deficit model. Four key themes emerged: (1) accessing student support programs; (2) connection with campus mentors; (3) family support; and (4) financial support. Implications for professional practice and future research are discussed.
{"title":"The Experiences of High-Achieving First-Generation College Men from Rural Maine","authors":"Daniel Tillapaugh, K. McAuliffe","doi":"10.1353/CSJ.2019.0006","DOIUrl":"https://doi.org/10.1353/CSJ.2019.0006","url":null,"abstract":"Abstract:This exploratory phenomenological study examined the experiences of four high-achieving first-generation men (HAFGM) from rural Maine and the critical influences that have helped them succeed in their undergraduate studies. This study viewed HAFGM from an appreciative inquiry standpoint rather than a deficit model. Four key themes emerged: (1) accessing student support programs; (2) connection with campus mentors; (3) family support; and (4) financial support. Implications for professional practice and future research are discussed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"83 - 96"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45247703","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 M. Anderson, Bradley E. Cox, J. Edelstein, Abigail Wolz Andring
Abstract:This study was an exploration into how college students with autism spectrum disorder identify and use support systems during the transition to higher education. In particular, this study explored how these students described their experiences within an online environment among their peers. The study used unobtrusive qualitative methods to collect and analyze data on online forum discussion posts from college students with autism spectrum disorder. Results indicated that students found their support systems in various ways. Many report using services provided by their Office of Disability Services, but students must be aware that these services exist first, and often must have a diagnosis to receive such supports. This study makes suggestions for higher education institutions to identify and promote their support services, both those that are accessible through Offices of Disability Services, and those that are available without diagnosis or disclosure.
{"title":"Support Systems for College Students with Autism Spectrum Disorder","authors":"Amelia M. Anderson, Bradley E. Cox, J. Edelstein, Abigail Wolz Andring","doi":"10.1353/CSJ.2019.0001","DOIUrl":"https://doi.org/10.1353/CSJ.2019.0001","url":null,"abstract":"Abstract:This study was an exploration into how college students with autism spectrum disorder identify and use support systems during the transition to higher education. In particular, this study explored how these students described their experiences within an online environment among their peers. The study used unobtrusive qualitative methods to collect and analyze data on online forum discussion posts from college students with autism spectrum disorder. Results indicated that students found their support systems in various ways. Many report using services provided by their Office of Disability Services, but students must be aware that these services exist first, and often must have a diagnosis to receive such supports. This study makes suggestions for higher education institutions to identify and promote their support services, both those that are accessible through Offices of Disability Services, and those that are available without diagnosis or disclosure.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"14 - 27"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43822594","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":"Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang (review)","authors":"Kyle T. Fassett","doi":"10.1353/CSJ.2019.0007","DOIUrl":"https://doi.org/10.1353/CSJ.2019.0007","url":null,"abstract":"","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"37 1","pages":"97 - 98"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41321295","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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