Capstone Projects, Higher Education and Student Affairs

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  Perceived Barriers to Reporting Incidences of Stalking by Undergraduate Students at a Private, Midwestern University.

  Antony David Parnigoni

  One in six women and one in 19 men will be victims of stalking in their lifetime (Baum, Catalano, & Rand, 2009). This qualitative, phenomenological research study explores the perceived barriers to reporting stalking-related behavior that undergraduates self-report at a private, religiously-affiliated, mid-sized, Midwestern research university. Undergraduate students (n=22) were interviewed in a one-on-one setting. Barriers that have been recorded in past research have included fear of retaliation, uncertainty that a crime has been committed, or not wanting friends to find out (Fisher, Diagle, Cullen, & Turner 2003; Sable, Danis, Mauzy, & Gallagher, 2010). These previous findings are consistent with the findings of this study. In addition, the majority of students reported that the school could do more to educate on what constitutes as stalking behavior, what the reporting options are, as well as what happens after a report has been filed. These findings are relevant for any university because the research site in this study has already invested a great deal of resources into combatting partner violence and this evidence suggests that there will always be more opportunities for education and student engagement; in other words, this is an ever-evolving battle that needs to be fought.

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  Soaring to New Heights: A Case Study of the AVIATE Program at the University of Dayton

  Keri Lynn Good

  The curricular approach to developing education in residence is becoming more common amongst Housing and Residence Life departments at colleges and universities because the approach is driven by research and assessment is unique to each institution, is intentional, and ultimately centered on learning (Brown, 2017). The University of Dayton implemented a residential education model in 2014 that tied learning in residence and learning from campus partners to the housing assignments process – a triad program called AVIATE, or A Vision for Integrated, Applied and Transformative Education. The University of Dayton’s curricular approach to residential education tied with the housing assignments process is unique, and thus the aim of this study was to highlight this initiative. This institutional case study analyzed the development and implementation of AVIATE through interviews with a sample of the professional staff members at the University of Dayton who helped to establish the program. Additionally, university documents, historical information and external contexts were analyzed in relation to AVIATE. Findings illustrate the chronological series of processes by which AVIATE was developed as well as conclusions on how the professional staff members’ views on their role in student affairs has evolved as a result of working with a residential curriculum. Implications for future research include analyzing the student perspective and learning through participation in the AVIATE program.

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  The Experience of Interaction With and Reporting To the Dean of Students Office among African American Law Students at a Private, Midwestern University

  Nikeya Lynn Sharp

  The Dean of Students office is a primary advocate for students, providing services and programming that support students in achieving academic and personal success. The office utilizes several departments that it houses as means to connect with and support students. These resources include the offices of Advocacy and Intervention, Community Standards and Civility, Sexual Violence Prevention Education, LGBTQ+ Services, and the Center for Alcohol and Other Drug Resources and Education. Methods for reaching out to and engaging students within each of these offices look different, but all of them include educational programming and unique supports for students. Ideally, these resources would be utilized by all students; however, there seem to be sub-populations of students who tend to take advantage of these services less frequently. One such sub-population is African American law students. Williams (2000) found that African Americans have difficulty reaching out for help from resources due to the fear of being labeled on top of current race related stigmas (p. 243). This purpose of this qualitative, survey research study is to explore the experiences of reporting to and interaction with the Dean of Students office, or reasoning for the lack thereof, among African American law students at private, religiously-affiliated, mid-sized, Midwestern research university. The findings of this anonymous online survey provide helpful indicators for how we can better support these students and ensure they are receiving adequate and equitable support. Having a case management position located within the university Law School could make students more inclined towards reporting concerns of crisis as well as feel more supported.

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  They Succeed: Exploring the Academic Success of Undergraduate Black Males at the University of Dayton

  Breana Lynn Smith

  The purpose of this qualitative, phenomenological study is to understand the experience of African American male identity and its relation to the academic success of African American male junior and senior students at the University of Dayton. Following the African American identity development models of Cross (1971) and Robinson and Howard-Hamilton (1994) as theoretical frameworks, I explore factors related to African American male students’ identities and how these subsequently influenced their academic achievement. The historical research about African American male students in higher education focuses on the deficits this population faces and ultimately feeds into the stereotypes that plague this group (Harper, 2009, as cited in Kim & Hargrove, 2013). Emerging research on the topic of African American male success within higher education has evolved within the last decade and has started to frame an achievement-based representation of Black male collegians. Data was collected utilizing individual, in-person interviews (n = 9) between the researcher and participants. Among my several findings, familial support, campus resources and support, and the desire to do better were top influences in these participants’ achievement of academic success. Common among my findings was extracurricular involvement; this trend appeared as a high influence for many of the participants. The influence of African American male identity on the ability and desire of these students to succeed academically emphasizes the need for support and resources for this population within higher education and prior.

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  Understanding the Transition from Rural High School Student to Urban College Student

  Hannah Danielle Zimmerman

  The purpose of this qualitative, phenomenological study is to understand the transition from high school to college among first year, undergraduate students from rural communities at The Ohio State University. Through the conduct of interviews with 13 participants, I have been able to gauge how rural community high school graduates describe their transition into an urban university setting in one of Ohio’s largest cities. Research has shown that students in rural communities are in the lowest of proportions on college campuses, and often it is because they are not exposed to the resources available to prepare for post-secondary education. In this study, students from rural communities have expressed feeling unprepared for college upon graduating high school, and lack of preparedness has been demonstrated through minimal challenging class offerings, unmotivated high school teachers, and not being a part of a college conversation prior to enrolling at the university. My interpretation of the data suggests that some of our rural students may not be exposed to and prepared for post-secondary education, indicating missed opportunities towards maximizing leadership potential and growth within our agricultural communities.

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  A descriptive study of Ohio superintendents' views of the opioid epidemic, legal options and medical response in schools.

  Margaret E Wagner

  The opioid epidemic has reached all portions of society, including into the lives of youth. This is a descriptive study of the views of Ohio superintendents and other administrators. and their willingness to provide training of school staff to administer naloxone in drug induced overdoses on school property. The research explores variables of school district demographic classifications, as well as, education and drug related experience of school leaders. With other states,such as Massachusetts and West Virginia, serving as models of naloxone training into their school districts, it is imperative to start the research of perceptions of school leaders in implementing training programs for Ohio School Districts.

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  A Group Comparison Study of Undergraduate Student-Related Indicators of Satisfactory Academic Progress at an Ohio Community College

  Matthew R Moore

  Each year, thousands of students at Ohio community colleges lose eligibility for federal financial aid due to their academic performance and not meeting the required GPA or minimum Pace of Completion standards required in the federally regulated Satisfactory Academic Progress policy. At community colleges, a great majority of students are receiving some type of federal financial aid and would not be able to enroll without the benefit of that aid. The purpose of this quantitative, group comparison study is to examine the difference between student categories related to student loan and grant eligibility, age, gender, and race in terms of two Satisfactory Academic Progress standards, GPA and Pace of Completion, among undergraduate students at an Ohio community college. This research study identifies specific predictors that lead to a student losing eligibility for federal financial aid that ultimately impacts the success and completion of these students by disrupting their pursuit of an undergraduate credential.

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  Am I Part of the Community? Perceived “Fit” of Non-Drinkers at the University of Dayton

  Alex McSwain

  Alcohol consumption is a lifestyle choice embraced by the majority of students on most college campuses. According to the Princeton Review (2016), the University of Dayton (UD) is the number two institution in the nation based on the amount of beer consumed by students. If alcohol consumption is such a key aspect of the student experience, this begs the question on how students who abstain from alcohol consumption perceive their sense of belonging on campus. By sampling a specific portion of the population at UD (undergraduate, White, domestic, full-time, residential, male students), the experiences of seven students were collected and analyzed through personal interviews. Themes were identified, looking at factors that contributed or detracted from the students’ sense of belonging on campus. One of the greatest contributing factors to these students sense of community and belonging came from their experience and involvement with campus ministry. Overall, most students expressed a satisfactory experience at UD although abstaining from alcohol consumption, at times, did make them feel out of place among their floor or residential community.

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  An Analysis of Challenges and Solutions Facing Fraternity and Sorority Advising Programs

  Keri L Good

  Fraternity and sorority advising programs (FSAP) characterize the administrative staff employed at a college or university who provide support to Greek letter organizations. They serve as a liaison between the student and adviser leadership of the organizations, the national organization, and the institution. Four overarching challenges to professionals working in FSAP are facilitating a culture of diversity and multiculturalism, autonomy of chapters and national organizations, scrutiny from non-Greek constituents, and Greek members exhibiting unethical behavior (Whipple, 1998). Specific solutions for each of these challenges recommended to FSAP professionals are rooted in fostering self-authorship in members that is necessary to change campus culture.

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  Boots to Books: The Transition Experiences of Student Veterans from Camouflage to College

  Jamie A McCall

  Since the passing of the Post 9/11 benefit for veterans who served on or after September 11, 2001, colleges and universities are now faced with increasing veteran populations. According to the National Conference of State Legislatures (2014), there are over one million veterans and their dependents that are utilizing benefits from the Post 9/11 G.I. Bill to pursue college. Beyond the financial benefit, many student veterans are in need of additional academic, career, counseling, and social resources in order to provide a more positive and successful transition to college campuses that are predominantly catered to traditional students. While the majority of student veterans tend to be non-traditional students, colleges and universities can strengthen their community and inclusiveness by understanding the needs and experiences of their student veterans. The purpose of this research study is to understand the experiences and needs of student veterans transitioning from a military culture to a private Catholic, Marianist campus at the University of Dayton. By understanding the qualitative narrative stories of six non-traditional student veterans who balance work, family, and college responsibilities, further training and resources can be implemented to provide a more positive, supportive, and inclusive transition into the campus community.

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  Committing to Community after Graduation: A Qualitative, Phenomenological Study of Young Alumni Engagement at the University of Dayton

  Anne F Frissora

  “Community” is the buzzword at the University of Dayton (UD) and many undergraduate students feel connected to the UD community for the four-to-five years that they are on campus. However, what happens to that sense of “community” after walking across the stage and receiving a diploma? As tuition costs rise across the nation, donations from alumni are becoming increasingly necessary to keep higher education institutions in good financial health. However, the literature indicates that young alumni donate less money to their alma mater than older alumni (Drezner, 2011; Gaier, 2005; McDearmon & Shirley, 2009; Stephenson & Bell, 2014). This qualitative, phenomenological study investigates the responses of eight UD young alumni who are involved in Day10, UD’s Young Alumni Group, regarding topics such as undergraduate experience, donations, and involvement – all of which define young alumni engagement. The findings of this study shed light on what UD Alumni Relations and Day10 could focus on in order to achieve engagement from their young alumni constituents.

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  Examining the Relationship Between Academic Success and Campus Engagement Among International Students at the University of Dayton

  Andy S Badii

  On-campus activities, especially extra and co-curricular activities, can be a very important part of the university experience for many students. Several studies have been conducted to examine if or how these activities have any impact on the academic success of students. The purpose of this quantitative, correlational research study was to examine the relationship between academic success (GPA) and the number of hours of engagement among international students on the campus of the University of Dayton. The research sample included 32 students chosen using criterion and snowball sampling. To gather the information related to students, a questionnaire was created. This study is not only important to the University of Dayton but also to other institutions of higher education with a significant population of international students exploring the correlation between on-campus activities and academic success.

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  From Children to Friends: The Influence of Parental Relationships on the Developmental Journeys of Undergraduate Students

  Alexandra C Hall

  College has traditionally been a time when students become more independent from their parents as they transition to adulthood. However, today’s college students seem to be increasingly closer to, and in some cases dependent on, their parents. The purpose of this qualitative, narrative study was to explore the influence that parental relationships have on undergraduate, traditional-aged college students at the University of Dayton (UD) in terms of their college experience and developmental transition to adulthood. The research question guiding the study asks, how do undergraduate, traditional-aged college seniors at UD describe their developmental journeys during their college years in the context of their parental relationships? To answer this question, qualitative data was collected via one on one, narrative interviews with a sample of six college students in their senior year at UD. The sample was obtained through the snowball sampling method. The findings in this study could help student affairs professionals better understand the relationship between college students and their parents, and how to best support students in navigating college life amidst these relationships. Findings could also help student affairs professionals recognize the role parents play in their college students' lives and how to best accommodate, include, and engage families in higher education for the benefit of the parents, the students, and the institution. Prevalent trends that were discovered in the data are presented and implications for future practice and research are addressed.

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  Give Your Best Advice: Advising Students in Crisis

  Ellie K Mulherin

  The purpose of this research was to study how academic advisors assist and advise students who have or are experiencing a crisis, by collecting best practices from advisors at two types of higher education institutions. To gain multiple perspectives, data was collected from a sample of six academic advisors with diversity in gender and race. Three participants were from the University of Dayton, a midsized private institution, and three were from Wright State University, a large public institution. The institutions serve distinct student populations; however, a consensus was evident about how students in crisis should be advised. A majority of the participants said that they feel a gap is present between academic and student affairs and would prefer more in-depth collaborations than merely individual relationship building. Based on these findings, I recommend that institutions should consider implementing workshops that help academic advisors give the appropriate response and advice to students in crisis

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  Lift, Run, and/or Stretch: The Decision Making Process of Exercise Choice and Duration

  Jeffrey M Kingery

  Campus recreation environments have been shown to promote physical health and wellbeing for students, yielding great benefits such as higher levels of belongingness and overall academic success, and thus creating a greater likelihood to be retained at the university if utilized. However, there are various types of exercises one can choose to do within a campus recreation environment, including strength (resistance), cardio, and stretching (flexibility) activities. The purpose of this phenomenological study was to understand the decision making process of exercise choice and duration amongst strength, cardio, and stretching activities as experienced by seven full-time undergraduate students who have visited the RecPlex at the University of Dayton at least 15 times over the course of one semester and who self-identify as men and women. Little information is known about the decision making process of exercise choice and duration among college students, specifically within campus recreation and higher education environments. Previous institutional assessment data has shown various differences in exercise choices and durations amongst undergraduate men and women. A greater understanding of these choices can inform those who work various health and wellness professions to design strategies fitted to enhance success and promote greater overall health and wellbeing for students to balance strength, cardio, and flexibility activities within their exercise routines.

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  Love at the Intersection: Supporting the Faith Development of LGB Students of Faith at the University of Dayton.

  Matthew D Little

  Both student affairs professionals and college students are recognizing the value of faith development (Braskamp, 2007). However, Love, Bock, Jannarone, and Richardson (2005) cautioned that for LGBT students, this can be a painful topic given organized religion’s anti-LGBT history. Despite this, they noted that a growing number value their faith practices and need developmental support. Unfortunately, Dahl and Galliher (2012) observed that minimal research has been published on the faith development of this population and the external factors that influence it. They insisted that “it is incumbent on researchers to gain an increased understanding of the experiences and development trajectories of LGBTQ individuals within religious contexts” (p. 219). Heeding their call, this qualitative study sought to determine which forms of support LGB students of faith at the University of Dayton (UD) described as most beneficial to their faith development. Utilizing a phenomenological approach, the research focused on interviews with seven undergraduate students who identified as both Catholic/Christian and lesbian, gay, or bisexual. These students discussed their experiences as LGB Christians on UD’s campus, the forms of support in faith development they found most beneficial, and other supportive efforts they still sought as LGB people of faith. Common themes found in their interviews included the benefits of unconditional acceptance/love offered by campus professionals, the value of solitude and time for reflection in contemplating their intersecting identities, the positive impact of the example of Christians throughout history who have both remained faithful to the Church and yet disagreed with aspects of its teaching, and the need for role models who reflect both strong faith and an open LGB identity.

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  Making a Difference: Experiences of Students who Participate in Community Engagement within Urban Neighborhoods

  Allyssa Allen

  As institutions begin to create opportunities for multiculturalism programming on and off campus, undergraduate students have the opportunity to become socially active leaders. Higher education institutions create spaces for students to develop their identities, redefine values and beliefs, and make mistakes. However, as there is an increase in generations enrolling with intersecting identities, they are becoming more prominent and complex to understand (Zuniga, Williams, & Berger, 2005).The purpose of this study is to understand the experiences of students who attend a predominantly white institution and participate in community engagement within urban neighborhoods. Using qualitative interviews with six participants of the Youth Economic Self-Sufficiency program at the University of Dayton, the study explored how human experiences can increase cultural understanding and if these interactions influence vocational goals. Themes emerging from the data are personal development and identity, self-awareness, the power of privilege, cultural understanding, and student’s openness to diversity.

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  Multiracial in a Monoracial World: Identity Integration Among Multiracial College Students

  Amberly J Santana

  Students with multiracial identity are an emergent population in higher education. This research uses interviews with eight multiracial undergraduate students to explore how identity integration impacts the way multiracial students navigate monoracial campuses academically and socially. The objectives of this research are 1) to explore the academic and social experiences of multiracial students at a predominantly White institution and 2) to determine the impact of multiracial identity integration on student outcomes related to sense of belonging, resiliency, and self-image. The findings of this study increase our understanding of how identity development relates to positive student outcomes in order that student affairs professionals can support multiracial students in more tailored ways.

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  Navigating Work Politics 101: How Student Affairs Professionals Navigate Workplace Politics While Balancing Authenticity and Well-Being at a Private, Catholic-Affiliated Institution

  Nickole R Watson

  Finding yourself navigating workplace politics as a student affairs professional? This research strives to provide a better understanding of how student affairs professionals navigate workplace politics in a way that allows them to be their authentic selves and practice well-being. Student affairs professionals are faced with various choices that they must make that affect students, and there are times when these professionals have to carry out decisions with which they may not agree. There appears to be a lack of research on workplace politics in student affairs; thus, the significance of this study is in its contribution towards closing this gap in the literature. The sample for this study includes eight full-time student affairs professionals at a private, Catholic institution. This study uses qualitative, phenomenological methodology. This research is grounded in the field of student affairs and higher education administration. The specific themes for this research include: authenticity, workplace politics, and well-being. Findings of the research show that professionals have not come to a common definition of workplace politics; thus, it is recommended that future research should work to construct a common definition for the field to utilize. Additionally, future research could look at how identity and workplace politics relate.

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  Strong Willed Women: A Qualitative Analysis of First-Year, Female College Students in Integrated Learning-Living Communities

  Jordyn M Baker

  Living-Learning Communities are a nexus for the student experience. They bring classroom learning to the residence halls and build community through out-of-class social interactions. Jessup-Anger, Johnson, and Wawryznksi (2012) found that living-learning communities allowed men to actively engage in healthy gender identity development and find friends with similar interests, outside of binge-alcohol use. The University of Dayton believes deeply in the Marianist value of community and the integrated learning-living communities (ILLC) are no exception. Unique residential experiences are key components of the student experience and it is important to understand how these opportunities influence students’ curricular and co-curricular experiences. Through ten interviews, this phenomenological study sought to understand how integrated learning-living communities at the University of Dayton influenced the social, personal, and educational experiences of female, first-year students. Female students spoke positively about their ILLC experiences, stating that they provide friendships and comfort for classroom experiences as well as academic support in the form of study groups and motivation.

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  The Educational Journeys of Chinese Undergraduate Students Studying in Mathematics Programs at the University of Dayton

  Yanhui Hou

  This research was designed to examine various aspects of Chinese undergraduate students’ learning experiences while they are enrolled in Mathematics programs at the University of Dayton and discern how their experiences influence their learning and development. The findings can help faculty and administrators better understand Chinese students’ unique learning experiences at the institution, their level of satisfaction with what the faculty and institution have to provide and how they have delivered, and assist practitioners in Mathematics education in designing meaningful programs and making informed policy decisions. The data in this study were drawn from interviews with seven currently enrolled Chinese undergraduates in their sophomore, junior, and senior years at the University of Dayton. The findings indicate that students’ learning-related feedback is closely linked with faculty’s teaching methods, outside class assistance, and co-curricular related activities. Furthermore, independent study plays the most important role in the study of mathematics in college.

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  The Influence of Summer Bridge Programs on Student Social Development

  Tyrone L Spencer Ii

  Transitioning to college can be tough. Students must adjust to new routines, environments, and academics. However, one of the most important aspects of the college transition is the adjustment to the social issues and development that occurs on college campuses. While many students transition through their own stages of social development and process social issues differently, this process can be difficult for students of diverse backgrounds at predominantly white institutions. These students may have to process racism and discrimination from a multitude of systems at their university. This is where transition bridge programs can be effective. These programs can assist students’ social development in creating a dialogue with other students who may understand racism or discrimination. However, bridge programs have shown that while academics are improved, social development is often left behind. Through personal interviews, I received insight from students about their summer bridge experience. Some students stated that they would like to see more of an emphasis on social development, while others stated that their bridge program did adequately prepare them socially. The findings indicate that how students are prepared socially through bridge programs is dependent on the individual student’s experience.

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  The Social Media Campus Intervention

  Alexander J Beattie

  Social media is a form of documentative communication that is used by people to express and evoke emotions, actions, thoughts, visuals, and messages of various depths in their experiences and through various stages of life. Told like a story of an individual, social media conveys incredibly personal struggles, extravagant nights out, celebrations, and overcoming life obstacles only few could imagine during their lifetime. Social media in higher education can be like attempting a very risky walk on a tightrope of immeasurable height, especially when there is no awareness showcasing “the life,” peer pressure, and/or possible implications on their future, such as employment. While some students believe they have the level of awareness necessary in relation to displaying appropriate social media practices, others disregard the rules and/or use alternative and multiple forms of deception to express what they really want to convey to certain audiences. If reflection, critical thinking, and evaluation regarding the appropriateness and impact that a social media post can have on a student’s future are absent, students risk losing everything they have worked for in the hopes of achieving better opportunities.

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  Tuckman v. the LGBTQ+ Community: The Impact of Bias-Related Incidents on Group Formation and Leadership Development of LGBTQ+ Identifying, Undergraduate Students at the University of Dayton

  Adam D Booher

  A main component of the successful development of undergraduate students is a healthy combination of academic success and interpersonal development. Interpersonal development relies heavily on undergraduate students' abilities to be involved socially and effectively form groups with their peers. The Tuckman (1965) model of group formation only works when members of the group are operating in a relatively conflict-free environment (Cassidy, 2007). What happens when bias-related conflicts and assumptions become present in the group formation process? This study focuses on bias-related concerns among LGBTQ+ undergraduate students at the University of Dayton and the influence that these concerns have on the students' ability to effectively form groups with their non-marginalized peers. This study is significant because it indicates that student affairs professionals ought to cater group formation to the needs of all the students involved in the process, not just those who identify as the majority in terms of their sexual identity.

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  Academic Honesty from A Saudi Student’s Point of View: Dealing With Negative Stereotype

  Walaa H Alhassoon

  Despite all the research showing the academic dishonesty of Middle Eastern students, and Saudi students in particular, many Saudi students are working hard to obtain their degrees honestly. Unfortunately, this is causing a negative stereotype towards Saudi students in general, and this stereotype is making it difficult for these students to succeed academically in the United States. In fact, when questioned, more than half of the Saudi students at the University of Dayton indicated that they had felt the repercussions of a negative stereotype, and 80 percent of these students found it difficult to handle this negativity. Findings of the current study indicates that the negative stereotype is indeed an issue that is having a negative impact on the academic performance and the overall college experience of the Saudi students who come to study in the United States.