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O'Connell, Christine; McCauley, Jennifer; Herbert, Lisa – Journal of Student Affairs Research and Practice, 2022
Strong mentoring relationships improve the success of students in academia and must be the foundation for increasing diversity in STEM. We developed an innovative skills-based training workshop to teach effective communication in mentoring and build awareness of diversity issues in STEM. The workshop was interactive and included open discussions,…
Descriptors: Empathy, Mentors, Interpersonal Relationship, STEM Education
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Woodhead, Erin; Froelich, Jessilyn; Spink, Kristina; Smith, Sara; Chin-Newman, Christina – Journal of Student Affairs Research and Practice, 2022
This study compares experiences of traditional-aged college students ([less than or equal to] 24) to nontraditional-aged students ([greater than or equal to] 25) in disclosing medical and mental health problems or learning differences to faculty. Two studies representing qualitative (Study 1; n = 39) and quantitative (Study 2; n = 190) data were…
Descriptors: College Students, Nontraditional Students, Age Differences, Self Disclosure (Individuals)
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Fosnacht, Kevin; Graham, Polly – Journal of Student Affairs Research and Practice, 2022
With the increasing adoption of learning communities, it is imperative to document their effectiveness. Using a large, longitudinal, multi-institutional dataset, we found that linked-learning communities positively impact students' engagement and perceived gains. We also found that the estimated effect of learning communities varies widely across…
Descriptors: Communities of Practice, Learner Engagement, Program Effectiveness, Achievement Gains
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Stewart, Terah J.; Linder, Chris; Evans, Meg E.; Quaye, Stephen John; Lange, Alex C. – Journal of Student Affairs Research and Practice, 2022
In this study, we seek to understand the role of educators (faculty, staff, and administrators) in supporting identity-based student activists through a power-conscious framework. Specifically, we highlight the experiences of 17 educators who student activists identified as supportive of their work. We examine the role of identity and power in…
Descriptors: Teacher Role, Administrator Role, Activism, Identification (Psychology)
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Taylor, Leonard; Urgo, Ricky; Mize, Macy; Yarbrough, LaTecia – Journal of Student Affairs Research and Practice, 2022
The authors present preliminary insights from a qualitative action research project focused on refining the assessment practices of a first-year retention program at a large research university. Findings suggest the need for continued attention to the assessment cultures, especially interrogation and revision of current assessment attitudes,…
Descriptors: Action Research, School Holding Power, Leadership, Program Evaluation
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Gebre, Azeb; Taylor, Ronald D. – Journal of Student Affairs Research and Practice, 2022
Research suggests that social networking sites may provide a viable context for promoting student involvement. We examined the relations between social and academic Facebook use and undergraduates' social and academic involvement. We found that social Facebook use was positively linked to social involvement, particularly among non-shy students.…
Descriptors: Social Media, Shyness, Student Participation, Undergraduate Students
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Jaggers, Dametraus L. – Journal of Student Affairs Research and Practice, 2022
The purpose of this research article is to provide an examination of the structures and practices of historically White student organizations (HWSOs). Examined through the lens of Black feminist thought (BFT), this article offers a critical analysis of the gendered racial encounters and interactions of Black women in historically White campus…
Descriptors: Social Integration, Student Experience, African American Students, Females
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Chai, Dae Seok; Chae, Chungil; Lee, Jaeeun – Journal of Student Affairs Research and Practice, 2022
This study examined how positive psychological capital (PsyCap) of international students is linked to their engagement and organizational citizenship behaviors (OCBs) in the Japanese higher education context. We also explored the mediation effect of engagement between PsyCap and OCBs, and the moderating effect of cultural adjustment on the…
Descriptors: Foreign Students, Undergraduate Students, Graduate Students, Student Adjustment
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Witkowsky, Patricia; Ferguson, S. Nicole; Knotts, Les; Shaker, Mona – Journal of Student Affairs Research and Practice, 2022
Emerging from a worldwide study of 29 U.S.-trained student affairs professionals with higher education work experience abroad, this study explored the perspectives and skills developed through working abroad. The findings of this study provide useful advocacy for this group of professionals to demonstrate their unique perspectives and critical…
Descriptors: Student Personnel Workers, Higher Education, Overseas Employment, Work Experience
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Engen, David; Jersak, Robert – Journal of Student Affairs Research and Practice, 2022
This article details the creation of the Finding Your Place Podcast. Key features of the podcast are presented, including the way it features student producers documenting their college experiences. The theoretical underpinnings of the podcast are explored along with key features of sound-only storytelling, making it an effective way to reach…
Descriptors: Handheld Devices, Audio Equipment, Information Dissemination, Student Experience
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Crandall, Rebecca E.; Ardoin, Sonja; Shinn, Jeremiah – Journal of Student Affairs Research and Practice, 2022
This study highlights how 19 senior student affairs officers (SSAOs) perceived social justice and inclusion (SJI) content in higher education and student affairs (HESA) graduate programs. While SSAOs across identities and institutional types viewed SJI as a programmatic strength, they named tensions between advocacy and administrative work and…
Descriptors: Student Personnel Services, Student Personnel Workers, Social Justice, Inclusion
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Case, Amanda S. – Journal of Student Affairs Research and Practice, 2022
Using structural equation modeling, the current study analyzed data from 249 college students to examine how four aspects of ownership of learning (engagement in learning, self-direction, self-efficacy, and self-monitoring) predicted academic, social, and institutional adjustment to college. Results indicated the model was a good fit to the data…
Descriptors: Learner Engagement, Self Efficacy, Self Management, Adjustment (to Environment)
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Lemon, Jacob D.; Wawrzynski, Matthew R. – Journal of Student Affairs Research and Practice, 2022
This study examined health and wellness peer educators' learning outcomes using a socially responsible leadership conceptual framework. Data from a multi-institutional study were collected via a survey of 425 participants. Findings suggested peer educators gained outcomes of socially responsible leadership as a result of their cocurricular…
Descriptors: Peer Teaching, Health Promotion, Wellness, Social Responsibility
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Kanji, Zul; Pidgeon, Michelle; Nilson, Michelle – Journal of Student Affairs Research and Practice, 2022
This study explored the experiences of former first-year students who had been institutionally dismissed from an undergraduate health program in a large Canadian university. Using a qualitative narrative inquiry, 20 individual interviews were conducted with 10 former students. Challenges connecting with faculty, large classes, and academic…
Descriptors: School Holding Power, College Freshmen, Dropouts, Foreign Countries
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Fassett, Kyle T.; Pike, Gary R. – Journal of Student Affairs Research and Practice, 2022
We examined aspects of LGBQ+ students' college choice processes in this study. Specifically, friendship and top college selection measures from the Beginning College Survey of Student Engagement (BCSSE) showed differences among students who entered college in 2016 and 2017. Findings indicated queer students more likely attended their top choice,…
Descriptors: College Choice, Friendship, Social Differences, Sexual Orientation
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