Capstone Projects, Higher Education and Student Affairs

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  Are We Out of the Woods Yet? Students’ Perceived Values of Outdoor Pre-Orientation Program Experiences Over Time

  Victoria Heithaus

  Often the first welcome to university life for students comes in the form of an orientation program. Pre-orientation camps, like Camp Blue at the University of Dayton, serve to ease the transition through a leadership development lens. The purpose of this research is to examine the effects of the Camp Blue leadership lessons over time, assessing students’ perceived value of their camp experiences. A focus group comprised of six former campers, representing first-year through senior students, highlights some key themes and characteristics from the camp experience that remain relevant post-program. This study informs future practices for camp curriculum and activities, and assists orientation professionals in developing effective pre or extended orientation programs for new students.

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  Cross-Cultural Engagement: Is it happening?

  Johanna B. Lantz

  This study examines the cross-cultural engagement between international and domestic undergraduate engineering students at a private, Midwestern university. It uncovers the situations in which international and domestic students are engaging and explores the components which help or hinder the cross-cultural interaction between these students. This study informs higher education professionals endeavoring to provide undergraduate engineering students a greater ability to function in a global world. Data was collected through the use of one-on-one interviews with current international and domestic undergraduate engineering students. The study revealed that while international and domestic engineering students are engaging, the frequency remains low and there continues to be barriers to this engagement which should be addressed.

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  Culture as Context: Effects of Cultural Polarization on Chinese International Student Adjustment

  Geordan L. Burress

  Due to the fact that Chinese international students are such a significant population within American universities across the country, it is worth investigating how this population typically adjusts to living in the United States and what stresses or issues are unique to them. However, it is also important to investigate whether or not Chinese international students experience positive transformations within themselves as a result of the adjustment challenges that they are faced with. This qualitative inquiry examines these vital questions surrounding Chinese international student adjustment, in order to contribute to a more holistic understanding of the complex experiences of Chinese international students.

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  Examining Factors Associated with High Leadership Self-Efficacy Among International Women College Students in the U.S.

  Chanel M. Winston

  Leadership self-efficacy is an area of self-efficacy related to the level of confidence one has in his or her knowledge, skills, and abilities to lead others (Bandura, 1997). When leadership self- efficacy is placed within the context of student development, it has the ability to contribute to or negate from a student’s motivation to persist and succeed in leadership associated tasks (Bandura, 1993; Stage, 1996). The goal of this research is to explore how international female undergraduate students perceive their leadership abilities in relation to their personally constructed definition of leadership. Through qualitative interviews with six international female undergraduate students, this research identifies specific experiences that contribute to their leadership self -efficacy. Common themes associated with high leadership self-efficacy are pre-college leadership experiences, on campus involvement, and overall self-confidence.

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  Get in the Box: The Impact of Male Socialization and its Relation to Conformity Among College Football Players

  Vet A Smelko

  Masculinity is a social construct that allows all men to use their manliness as status symbol. Often times, men who have a narrow definition of masculinity will see it as a competition where they must conform to societal norms of traditional manliness in order to prove their worth among their peers, teammates, or other men in general. In turn, this does not allow many men to develop a genuine and authentic sense of self. This study was distributed to the entire varsity football, which consist of 96 players ranging from freshman to fifth year seniors. Using quantitative data from the Conformity to Masculine Norms Inventory, this study illustrates that the rate of conformity to masculine norms among college football players at a Division 1 non-scholarship, religiously affiliated institution. The conformity is based upon a player’s prior socialization experiences, athletic identity, and their ability to make meaning within a college environment. The data represented show that as a whole, college football players at the division one non-scholarship level have a high rate of conformity in regards to traditional forms of masculinity. Specifically the data show the highest ratings of conformity among college football players who have a defensive position, and are first or second year student-athletes.

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  (I Can’t Get No) Satisfaction With my College Major: Impact of Motivation to Choose a College Major on First-Year Students’ Satisfaction and Sense of Belonging

  Andrew J Morrow

  Social norms, parental desires, peer influence, and money. Some students resort to these extrinsic motivations to choose their major, while ideally, students should be utilizing intrinsic motivations to inform their decisions. Choosing a major can be a difficult process for first-year students, as the complex and stressful decision influences a multitude of future implications. This study connects the motivations first-year students at the University of Dayton used to choose a major to their self-identified satisfaction and sense of belonging as they approach their sophomore year. Findings provide a glimpse into the procedures that first-year UD students prioritized and how their satisfaction and sense of belonging has been affected while at the institution due to choice of academic program. Satisfaction and sense of belonging are integral to understand further due to the retention and persistence consequences for student and institution. Attendees will walk away from this poster presentation with a framework for understanding the research and strategies for advising students who are embarking on, or inundated in, the multifaceted processes of choosing a major.

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  Increasing Retention in Male Students of Color Through Student Leadership Experiences

  Nakita M. Saxon

  This study explores the implications of leadership experiences on undergraduate male students of color and its impact on their sense of belonging at a private, religious, Predominantly White Institution. Enrollment statistics depict a low retention rate among minority students, especially male students of color identifying as Black, Latino, Asian American, and Pacific Islander. A sense of belonging is a vital component to the academic success of all students, and essential to the experience of multicultural students on Predominately White Institutions. According to researchers, a student’s sense of belonging comes as a result of many different factors. For many students, their leadership experiences cultivate a sense of belonging and stronger connection to the institution. The exploration of involvement and leadership experiences, sense of belonging, and campus climate assist in visualizing the complexities of this problem for male students of color. Through in-depth one-on-one interviews on the lived experiences of male students of color, this research examines the impact of student leadership roles on their collegiate careers. Findings included insight on the interrelated concepts of retention, campus climate, sense of belonging, and servant leadership for the participants of this study. As expected, students are impacted by the university's faculty and staff but are also heavily influenced by their peers and the leadership opportunities as they engage in student organizations on campus. Recommendations will allow both faculty and staff to identify the benefits of cultivating environments where male students of color are encouraged to seek out and actively participate in student leadership roles on campus where they feel their differences are welcomed, valued and supported.

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  International and Domestic Students Relationships: Impact of Interpersonal Relationships on the Development of Cultural Understanding

  Sandra Leigh Nickell

  Contributing to the campus diversity, the population of international students attending American higher education institutions continues to rise. Higher education institutions strive to develop a diverse campus community that will enrich students prospective of other cultures. It is through examining how relationships between international students and American college students will provide an understanding of how these relationships evolve and affect the campus community. Although, research has explored the topic of the cause for international students’ disengagement to form relationships, there is limited research focus on building interpersonal relationships with their American peer. This research examines the impact of interpersonal relationships between international students and American students contribute to the development of cultural understanding within a university community. Five international undergraduate students and five American undergraduate students participated in the study.

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  Renew Your Interest...So your best potential can come to Light! Examining the Effectiveness of Academic Renewal Course & Coaching (ARCC)

  Shanon C. Davis

  This research explores how the seven week academic intervention course, Academic Renewal Course and Coaching (ARCC) at the University of Dayton, affects student learning development and the parallel to decreasing attrition. The objective of this research was to extract the academic intervention practices and strategies that work best to increase academic performance amongst students who are academically and motivationally challenged. It also explains how and why student learning is affected when the appropriate conditions and resources aren’t identified and/or utilized by students. Academic intervention program assessment of ARCC is the all-encompassing purpose of this research. Through qualitative and quantitative data collection, the assessment revealed how effective ARCC is for students. Through personal interviews with former ARCC participants, the data showed how student’s sense of belonging, self-efficacy, and self-authorship are affected, along with transitional college adjustments. Students also shared that they gained additional knowledge about learning styles, learning environments, time management techniques, and note taking strategies. Post ARCC cumulative GPA reports revealed that students benefited from the course well into their collegiate career. This data, in combination with personal interviews revealed that students attributed their long term success to their ARCC involvement, as the course served as tool to get them back on track and fully acclimated. to college requirements.

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  Social Support Influences in Graduate International Student Engagement

  Chin Yi Chen

  Changes that graduate international students face in acculturating to U.S. educational environments can often impact the ways they engage on campus, and their subsequent personal and career success. This poses the question of “What are the key themes that institutions can build upon to better support and encourage their growth?” In conducting a mixed-methods study on the lived experiences of graduate students from India, main findings suggested that mentoring relationships, social ties, and factors of perception were crucial to influencing students’ academic and social engagement.

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  The Current State of Academic Services for Hearing Impaired Students at Public Universities in Saudi Arabia

  Nihad Maneaa Alogail

  The majority of hearing impaired students in public universities in Saudi Arabia encounter several challenges, including inadequate learning infrastructure and poor academic inclusion. Although they have the potential to succeed, these inadequacies curtail their ability to attain desirable academic standards. In most cases, they feel left out not only in class work, but also in co-curricular activities, which results in dismal performance and low self-esteem. University administration can fix these problems so as to give the hearing impaired students a productive and fulfilling learning environment at the university. This research examined the impact of the inadequate learning infrastructure in Saudi Arabia, and academic inclusion on the performance of first-year hearing-impaired students. Findings suggest that there is still a need for program development for hearing impaired students.

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  The Power of Prayer: Impact of Spiritual Practice and Access to Spiritual Resources on Resident Assistants’ Experience of Burnout

  Fiona Corner

  This qualitative study was designed to identify a correlation between the increased spiritual practice of resident assistants and decreased experiences of burnout. The challenges of burnout affect the daily lives of resident assistants as well as the experiences of the residents they serve. The literature argues that the pressures of serving as a resident assistant has a significant impact on how students perform in their role as well as the experience for the resident served. The twenty-four lifestyle often places high and emotionally exhausting demands on students and can lead to burnout. Spiritual practice allows for self-reflection and space for resident assistants to take a break from the demanding expectations. Findings provide a summary of the experience of burnout for resident assistants at the University of Dayton as well as their spiritual practices and access to spiritual resources. Recommendations are also made to preemptively decrease the experience of burnout for future cohorts of resident assistants through the following of spiritual practice.

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  The SophoMORE You Know: Socialization and Peer Influences on Masculine Expression

  Max D Sullivan

  During the collegiate years, some men engage in high-risk behaviors and adopt detrimental attitudes, which can be dangerous to not only their own personal development, but also the development of their peers. There is a strong correlation between these behaviors and attitudes, and the ideals of masculine hegemony (Wagner, 2015). In addition, college men are more likely to be the perpetrators of most forms of violence and commit violations of campus policies when compared to their female counterparts (Edwards & Jones, 2009). College men interviewed in the study identified external expectations influencing them to act tough and demonstrate other traits of hyper masculine hegemony. It can be argued that some of these men may gain their masculine related beliefs, values, and behaviors from each other, demonstrating the power of socialization (Harris & Struve, 2009). The experiences of these men illustrate that they want to learn how to be a man, but do not necessarily have a safe space and/or lack the support to craft their definition masculinity. Therefore, many college men are not receiving this support and types of support have not fully been explored. This quantitative study gathered data from over 60 college sophomore men to better understand their perceptions and expression of masculinity. The data is then utilized to provide professionals with recommendations for practice.

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  White Identity Salience and the Effect on Campus Climate

  Hannah K Williamson

  Since the election of President Obama, many have argued that the issue of racism and equality has been resolved and the United States had moved to a “post-racial” society (Vega, 2014). In recent years, racial tensions have been rising as seen by the shootings of Trayvon Martin and Michael Brown, protests in Ferguson, and national social media campaigns such as #blacklivesmatter. Given these and many other events, Higher Education and college campuses provide a space to confront and discuss race and racial identity. This study focused on White identity awareness at a predominantly White, religiously-affiliated, private university in the Midwest and any effects on the campus climate as a result of identity awareness. Eight participants were interviewed with interviews transcribed and evaluated to develop a thematic understanding of the students’ perception of their White identity and a connection to the campus climate. Findings discuss the variety and similarities of experiences and identity development of the eight students and the potential affect it has on the campus. Finally, recommendations are presented to support further racial development of White students and institutional educational programs to enhance a more racially aware campus climate.

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  All we do is Drink: Impact of Alcohol Culture on First-Year Experiences at a Private University

  John Reynolds

  First-year students are at risk due to a university’s alcohol culture. This is creating a distorted reality of what college is about for many incoming students. First-year students assimilate into college with various external factors impacting their decisions; among these is whether or not to participate in high-risk alcohol consumption. Previous research focused on college environment, peers and the developmental stages of first-year students separately to identify how these factors impact a student’s decision to consume in high-risk ways. However, little research focused on the holistic impact of all three factors on the first-year student’s experience and alcohol consumption. This study demonstrated the effect of alcohol on first-year students and their overall experience by delving into their stories to understand their lived experiences. Eight interviews were completed, transcribed, and evaluated to develop a thematic understanding of their lived experience. By understanding each student’s story and their common experiences, interventions can be intentionally developed to assist students who are struggling or who might be at risk for issues throughout their college careers.

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  A Match or a Mismatch: Comparing College Stated Learning Goals to Student Learning Goals and Perception of Educational Quality

  Michelle D. Foster

  An institution’s ability to meet students’ learning expectations influences student perceptions of educational quality and usefulness. Currently, colleges and universities are trying to provide evidence of these attributes through various summative assessment instruments. However, the content and structure of most assessment instruments measures what students have retained, not actual cognitive change or instances of goal achievement. This study surveyed a random sample of students at a four-year liberal arts college asking them to describe their personal learning goals and quantify the quality and usefulness of the education they received. The students’ goals were then compared to the stated goals of the institution. Findings revealed valuable information about how achievement of personal goals is tied to student perception of quality, and the implications of matching or mismatching students with institutions that can meet their predetermined expectations.

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  American and International Students on Body Image and Pop Culture:Self-Perceptions of Domestic and International Students Side by Side in the Mid-West

  Rhia Batson

  This quantitative study took an interesting look into determining factors of self-image through the eyes of both international and domestic students in Southwest Ohio. In an effort to find comparative data, Self-Perceptions of Domestic and International Students Side by Side in the Mid-West USA provided a unique glimpse into perception and appearance. Survey participants included 84 International students and 26 American students, with 52 Undergraduate and 58 either Graduate or enrolled in an intensive English program. Expanding internationalization is a cultural trend among both populations and is relational to altered perceptions as a result of foreign, peer counterparts. While this study is applicable, more research is needed among this growing student dynamic.

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  A Personal Touch to Advising: A Comparison of Two Academic Advising Models at a Mid-Western Catholic Institution

  Erin T. Brown

  This research explored the differences between advisers in the school of business and the engineering department. It provides an interactive opportunity for participants to share their opinions. The significance of this qualitative study is to help higher education institutions continue to develop an environment, which will best fit students with their different needs. According to the research that has been found, both faculty and professional advisers have positive and negative attributes (Filson 2011). This research shows that it is vital for student affairs professionals to take a closer look at the effect academic advisers have on the student experience.

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  Bridging the Gap: The Impact of an Intensive English Program on Female Middle Eastern Muslim Students Social Experiences

  Nicole M. Martin

  This study investigates the impact of intensive English program (IEP) on female Middle Eastern Muslim student abilities to interact with native English speakers at a Catholic institution. The sample consisted of eight female Middle Eastern Muslim students who already completed IEP, currently enrolled in IEP, or was able to waive IEP requirements through testing. Through a qualitative approach, factors associated with female Middle Eastern Muslim students’ social experiences were explored. Findings detailed challenges based on religion, English proficiency, cultural differences, and campus support. Recommendations are presented for staff members, IEP instructors, and students to assist in improving the social success of female Middle Eastern Muslim students.

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  Closing the Gap: Examining Humanities Majors' Perceptions of Career Services

  Eilis Wasserman

  Connecting one’s degree in the humanities to a career path can be an ambiguous challenge in a society focused on job preparation. Career services offices in higher education institutions are at the forefront of helping students advance in their career development, yet little research has explored student insights and perspectives about these resources. This study explores humanities majors’ perceptions, insights, and knowledge of career services at a private institution in the Midwest. A mixed methods approach provided evidence of over 125 students’ knowledge and utilization of career services while supported by in-depth insights of students' experiences. Humanities majors revealed their satisfaction with their degree of study, while simultaneously exposing their lack of awareness and understanding of career services resources, guidance and overall career readiness knowledge. Findings implied that the mission and brand of career services must be marketed in meaningful and intentional ways to connect to and guide humanities majors as they navigate their college experience.

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  Confessions of a Sorority Woman: Impacts of Hazing on New Members of Panhellenic Greek Lettered Organizations

  Kaci E. Durham

  The purpose of this study was to examine how Panhellenic Greek lettered organizations might choose to haze their new members and how being hazed impacted a new member, physically and mentally. Participants responded to a web-based survey that asked individuals to identify what they believed constitutes hazing, hazing acts they have been asked to engage in, and outcomes of joining a Panhellenic organization. Both new members and initiated members received the survey. For data analysis, participant responses were compared using an Analysis of Variance (ANOVA). New members of Panhellenic Greek-lettered organizations defined organizational unity and mental/emotional instability as an outcome of joining a Panhellenic organization.

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  Cultural, Linguistic, and Emotional Adjustment: Adaptation of International Students into a U.S. College

  Tong Li

  International students’ enrollment at academic institutions in the U.S. has expanded in the last decade. Plenty of research studies show that these international students experience acculturation difficulties in adapting to both academic performance and residence life (Gebhard, 2012). This study aimed at exploring the cultural, linguistic, and emotional stresses that international students experienced as well as the adjustment they g through to adapt at an American institution. The qualitative approach was used to study international students at an urban, mid-sized, Midwestern university. The findings of this study indicated that international students’ adaptation and adjustment into college learning community could be accelerated by various sources of motivation, cultural interaction services, and language improvement activities provided by education administrators.

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  Did That Just Happen? Acts of Bias and Perception of Campus Racial Climate of Racially Minority Students at a Predominantly White Institution

  Jasmine Whitlow

  Whether covert or overt, racism, racial prejudice, stereotyping, discrimination, and microaggressions are acts in which many marginalized students’ experience, particularly on predominantly white colleges. The study was designed to examine the perception of the campus racial climate among racial minority students after a bias incident has occurred and identify coping strategies and support structures that promote the students ability to matriculate and persist. This examination is critical in properly addressing issues on campus and ultimately supporting students who experience daily challenges as it relates to their perceived racial identification. Findings provided an overview of student experiences on campus as it relates to bias incidents. Recommendations are presented to assist higher education administrators to improve the campus climate for racial minority populations on college campuses.

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  Expanding TAGS: Facilitating Interaction between Teachers and International Students

  Sky Lantz-Wagner

  The purpose of this presentation is to explore means for supporting faculty who teach international students. One of the challenges facing institutions of higher education in general, and the University of Dayton in particular, is the increasing diversity of student enrollment. This diversity includes international students from different countries, cultures, and educational backgrounds. The greater numbers of international students create both challenges and opportunities for faculty members. One such challenge for faculty members is lack of awareness and support from their administration, who may be similarly unprepared to handle increased diversity or to empower international students in their academic goals. In an attempt to bridge the gap between professors and international students, the Academic Affairs and Learning Initiative (AALI) at UD has created a program called Teaching a Global Student Community (TAGS), a workshop series providing faculty with a generalized look at the interaction of culture, students, and learning. We believe that faculty in a variety institutes of higher education would benefit from an initiative such as TAGS’ ideals and values. Our proposal is to offer pedagogical and intercultural support for faculty members at colleges and universities in Ohio. To provide this support, we will identify schools with a large percentage (10 or more) of international students or that recruit international students, search for existing support systems for faculty, and make recommendations based on the TAGS philosophy. Means of support will come in the form of in-service workshops, but other methods may prove more practical based on each school’s needs. Anticipated areas we will address in training include responding to international students’ writing, understanding and supporting dynamic interaction patterns in the classroom, supporting student understanding of intellectual property and the principles of academic integrity, and implementing appropriate learning/classroom support for non-native speakers (NNS).

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  Experiences of Indian Graduate Students at a Mid-Western Catholic Private Institution

  Rajalakshmi Ananthraja

  The aim of this research was to analyze the experiences of Indian graduate at a Mid-Western Catholic private institution. An online survey was conducted among 210 Indian graduate students. Twelve individual interviews were conducted for deeper study. From the analysis of individual interviews, four common elements were extracted that reflected students experience. Valuable findings are presented for the faculty, staff and higher administrative officials of academic units, Enrollment Management, Center for International programs, Counseling Center and Career Service staff.