Capstone Projects, Higher Education and Student Affairs

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  Integrating Institutional Mission into Faculty Work

  Edel M. Jesse, Cody L. McMillen

  The integration of a faith-based university’s mission into the curriculum and the requirements that this identity imposes upon faculty members’ scholarship are often at odds with the concept of academic freedom (VanZanten, 2011). This common dilemma is an authentic and significant part of Catholic higher education. To balance a conceptual understanding of faith integration with practical tools for academic professionals looking for resources, the University of Dayton’s Commitment to Community (C2C) document provides a community approach to education (University of Dayton, n.d.). This document could be a valued resource to assist faculty in applying mission-based values into their teaching, research, and service. The principles and habits articulated in the C2C document—community is essential for learning and that community members should practice servant leadership—can assist in highlighting the university’s mission if applied to faculty work. To support faculty in integrating the institutional mission into their work, the presenters will share the philosophical assumptions behind the C2C document, highlighting the Catholic and Marianist mission that informs the principles contained in the document. Then, using literature on faculty work and integration of institutional mission, the presenters will highlight ways in which faculty can use the values of a Catholic and Marianist education to inform their work. Finally, some practical suggestions will be provided for faculty members to integrate and apply the C2C principles into their teaching, research, and service. References: University of Dayton (n.d.). Commitment to community: Catholic and Marianist learning and living. Retrieved from https://www.udayton.edu/studev/_resources/files/commitment_to_community.pdf; VanZanten, S. (2011). Joining the mission: A guide for (mainly) new college faculty. Grand Rapids, MI: Wm.B. Eerdmans.

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  Is It Worth It?: Experiences and Demands of Non-Scholarship Student-Athletes at a Division I Institution

  Joseph R. Vallee

  Student-athletes are some of the most stigmatized individuals at Division I institutions. A great deal of research focuses on the challenges and opportunities of scholarship student-athletes, but a look into the lives of non-scholarship student-athletes is not present in current literature. Through qualitative, semi-structured interviews with student-athletes who do not receive an athletic scholarship, a greater picture of the non-scholarship Division I student-athlete experience was gained. These student-athletes face greater pressure as financial aid is largely tied to maintaining higher grades and the demands of athletic participation are very high. Findings showed that though students feel supported, the rigorous demands of being a full-time student and athlete can be an inhibitor to full engagement on campus. Implications and recommendations of this study provide the need for more research on this sub-population and ideas of collaboration to allow for full involvement of these student-athletes at their institution.

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  Mentoring Essentials: Assisting Junior Faculty with Career Development

  Michael B. Kondritz

  As junior faculty progress within their careers an opportunity presents itself to provide this group with assistance in order to master the necessary components of teaching, research, and service expected within the profession. A key stakeholder within this support system may be senior faculty and the role they can play in fostering the career development of junior faculty.Junior faculty who are successfully mentored experience a wide variety of benefits that may provide a springboard to reaching both personal and professional goals and objectives. “Among these outcomes are an individual’s job satisfaction, research productivity, teaching effectiveness, socialization to the profession, salary level, and career advancement” (Bland, Taylor, Shollen, Weber-Main, and Mulcahy, 2009, p. 13). This project will examine mentoring and faculty literature in order to define the concept of mentoring, benefits, challenges, and various models to assist senior and junior faculty in working together in a collaborative effort to benefit both parties.From this literature, the presenter will provide a recommended plan to assist departments and/or institutions in implementing a formalized mentoring program to help junior faculty. This formalized mentoring program will also help in lowering the level of frustration for junior faculty and create a stronger learning community.

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  Muslim Saudi Female Student Development, Successes, and Learning Experience at a Catholic Institution

  Bayan K. Almrowis

  The number of Muslim Saudi female students is increasing at American institutions. This qualitative research explored the Muslim Saudi female student’s development, successes, and learning experiences at a Catholic institution. The main purpose of the research is to assist Privet Catholic institution in the United States to support the essential needs of Muslim Saudi female students. This research is going to provide valuable information which will help administrators, professors and students to understand the Muslim Saudi female student. Themes included: respect of other religions, meaning in catholic universities engaging Muslim Saudi female students, and the influence of the Intensive English program in helping Muslim Saudi female students. Challenges included: The language barrier; adjusting to the life style and the environment surrounding, developing and engaging at the university campus. Findings can be utilized to better support this growing group of students to ensure their assimilation into campus life while achieving their articulated academic goals.

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  Onboarding Career College Faculty: Helping Student Success

  Elizabeth M. Fogle-Young

  Students attending career colleges are typically at higher risk of dropping out or stopping out of school given many external factors such as working full-time or raising families. For these at-risk students, relationships with faculty and staff members on campus help create an environment that is more likely to help them succeed. In addition, Tinto (1993) described how important the instructor and classroom experience specifically are to student success and retention. As such, it is important that faculty members are prepared from the first day they enter the classroom to provide the necessary balance of support and challenge to these students. Lounder, et al. (2011) discussed recent studies suggesting that adjunct faculty in general may be less effective in the classroom. At a time when many colleges are using more adjunct faculty, finding ways to help these instructors be more prepared and effective should be of importance to all colleges and career colleges in particular. One way that career colleges can help instructors be prepared from day one is to institute more rigorous and impactful orientation or onboarding programs. The purpose of this presentation is to combine current research in faculty life with research in human resources and onboarding to suggest best practices for onboarding career college faculty.

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  Race or Culture? African American Student Experiences at a Predominantly White Institution

  Kelley McClain

  This qualitative study explores the experiences of African American students who attend predominantly White institutions. Several factors could benefit, hinder and/or frustrate African American students who have decided to pursue and complete higher education at a predominantly White institution. However, the responsibility of administrators to assist African Americans with this transition continues to be of major importance as they must take into consideration student experiences and cultures. The social, cultural, and academic adjustment process for African Americans varies based on the students’ culture, personal backgrounds and individual experiences not just race. For this research study African American students attending a predominantly White Midwestern institution participated in individual interviews and focus groups to share their experiences. Findings are presented to provide an overview of how best practices and policies regarding engagement, cultural integrity, academic support, awareness, and inclusion can assist in improving the climate and culture of the institution for African American students.

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  Should Syllabi and Course Materials be Faculty Intellectual Property?

  Reece E. Newman

  In order to teach students subjects, faculty create syllabi and course materials such as course notes, outlines, PowerPoint or other presentations, learning software, texts such as books and articles, images and video, test review and assessment materials, e-mail, and discussion group or forum written comments and suggestions. If property is a general term for the rules and policies that govern people’s access to, control over, and use of valuable resources, and syllabi and course materials are regarded as valuable intellectual resources in contrast to land on the one hand and ownership shares in artificial legal entities on the other, then what rules and policies, if any, should govern syllabi and course materials created by faculty in higher education? If intellectual property rules and policies should govern syllabi and course materials, should the intellectual property rules and policies be common in the sense that streets and parks are common property, collective in the sense that military bases and artillery pieces are collective property, or private in the sense that toothbrushes and bicycles are private property? Furthermore, if the intellectual property rules and policies should be private, should syllabi and course materials intellectual property initially be private to individual faculty members, private to individual higher education institutions, or private to some hybrid of individual faculty members and higher education institutions? This poster presentation is a conceptual exploration of proposed answers to these questions. Its aim is to promote a deeper understanding of the issues involved in answering the overall question that pertains directly to the professoriate, “Should syllabi and course materials be faculty intellectual property?”

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  Someone Call the Interpreter: Experiences of At-Risk International Students at a Mid-Western Catholic Institution

  Deanna L. Althammer

  This study offers insight into the benefits of academic and career coaching courses for academically at-risk international students at a Mid-Western religious affiliated four-year private institution. It also explored how they relate to the perceived future academic success of international students. This study informs how academic coaching services can be designed to meet their unique needs so that future international students can thrive and succeed in U.S. higher education systems. Data was collected through qualitative in person interviews with current or former international students who were asked to participate in an academic and career-coaching course. This study revealed that despite the overall positive outcomes from participating in the academic and career-coaching course there were persisting challenges unique to international student experiences that were not directly addressed in the course.

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  Study Hard NOT Party Hard: Influence of High-risk Drinking on Academic Attendance and Participation

  Robert P. Hays

  This study examines the influence high-risk alcohol consumption has on academic, co/extracurricular student engagement. The effects of alcohol in relation to college students has been examined by researchers and leading academics. However, studies have not extensively examined the effects of high-risk alcohol consumption beyond its influence on student behavior or students’ interpretive “success” in college. This study focuses on attendance and participation as an essential attribute to academic success and completion. Ten student participants were selected based on initial survey responses from areas of Housing & Residence Life, Office of Multicultural Affairs, Office of Learning Resources, and Greek Life. The interviews focused on their observations and interpretations of high-risk alcohol consumption, college high-risk alcohol consumption culture, and corresponding attendance and participation in university directed sessions. The findings of this study showed a relationship between high-risk alcohol consumption and deterred attendance and participation rates; thus disproving the ability to “study hard, party hard” as made popular in the college culture. The implications of this study will assist administrators, faculty, and students alike to implement new policies, procedures, and strategies, to offset the influence of high-risk alcohol consumption’s influence on academic and co/extracurricular student attendance and participation.

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  The Complexity of Untold Stories: Experiences, Perceptions, Behaviors, and Outcomes of Collegiate Black Student-Fathers

  Karlos L. Marshall

  With the increased enrollment of untraditional student populations, the plight of collegiate Black student-fathers has yet to be examined. They are – Black men, Black men in college, Black fathers, college student-parents, and even collegiate student-athletes in some cases. Through in-depth one-on-one phenomenological interviews, chilling details, accounts, and revelations surfaced with regard to Black masculinity; fatherhood; support systems; student and parental development; and institutional resources. Findings revealed valuable information about the experiences, perceptions, behaviors, and outcomes of collegiate Black student-fathers. Recommendations are provided for faculty and administrative personnel to better assist, understand, and serve this unique student population.

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  The Importance of Faculty Mentoring for Graduate Students’ Success

  Lindsay Elrod Maxam

  Faculty members can play an important role in the development of graduate students. Faculty typically serve as academic advisers for graduate students navigating what experiences students have brought into the program as well as trying to map the best curriculum to match students’ academic and personal goals. In this relationship, it can be transformative or transactional depending on the input of both student and faculty with having different experiences. While advising is part of the faculty and student relationship, it is paramount for the relationship to also include mentoring and professional socialization. Through the socialization process, students need to be prepared to not only be a student, but also to be a professional. In addition, deeper immersion into graduate programs and other functions create new support systems, responsibilities, and opportunities like assistantships, clinical experiences, and other experiences that aid in professional socialization with faculty and practitioners. Students who are granted these opportunities have the learning experience while still preparing to be a full-time professional in their field concurrently (Weidman, Twale, & Stein, 2001).This presentation will explore the importance of faculty mentoring, advising, and socializing their students. It will also include best practices to expand the mastery of these skills.

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  The Lived Experiences of Gay Male Students at a Catholic Institution

  Stephen P. Zubritzky

  This qualitative research looks into the lived experiences of gay male students at a Catholic higher education institution. The experience of these students has traditionally not been analyzed, and this study takes a close look at what it means to be gay and attend a Catholic university. These students have experienced varying degrees of acceptance and support from their peers, faculty, staff and the institution as a whole. While acknowledging that the institution does provide some support, students found them to be uncoordinated, insufficient, and not of value, when compared to supports offered to students who identify with other minority groups. These students provided their own insights on what they are looking for in terms of support from the institution as a whole. Students’ recommendations formed the basis of implications for improved practices to increase notions of acceptance and support for this student population.

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  #TrendingNow: Social Media Use and its Effect on First Year Millennial Students Interpersonal Relationships during College Transition

  Meghan Mettling

  Constantly connected to one another via various forms of technology, Millennial generation of students interact with one another in new ways, which represents a challenge and an opportunity for higher education professionals to reach out to students and help them to connect to campus and to one another. The purpose of this quantitative study is to find out how first year Millennial students at a mid-size private institution used social media during their first semester on campus to connect and form relationships with peers, faculty, and staff in the campus community. Data was collected via a survey sent to a random sample of first year residential students. Data analysis showed a positive correlation between students who used social media to connect to others in the campus community during their first semester and a positive social adjustment to college.. Higher education practitioners may use the results of this research to design new and innovative practices for connecting electronically with first year students during the college transition process and increasing second year retention rates.

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  Where Do I Belong? LGBT Experiences in On-Campus Housing

  Chelsie W. Fuller

  Studies have shown that for many who identify as gay, lesbian, bisexual, transgender and/or Queer (LGBTQ) students, navigating through higher education is a difficult task full of opposition and challenges preventing them from achieving their full academic potential. While these challenges present themselves through several outlets on campus, Housing and facilities is one of the main areas that have the potential to challenge and educate students as they connect their learning experiences to their living realities. For students who are feeling that they do not belong, or that there is no “space” for them, navigating higher education and the campus culture can be all the more difficult. Taking a closer look at the ways in which residence halls and on-campus living facilities impact the experiences for students identifying as LGBTQ could help to show exactly how student affairs professionals and campus administrators can go about making useful changes to support these students. Interviewing students who identify as LGBTQ and gauging their experiences within on-campus housing may shed some light on whether there is a correlation between the experience of LGBTQ students, and their choice to continue to live within on-campus housing. Findings of this qualitative study may help student affairs practitioners identify common student experiences and how they relate to retaining students to live in on-campus housing.

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  All the Single Ladies: Romantic Partnering and Its Influence on the Self-Esteem of Female College Students

  Kate A. Marrero

  As college students understand and vocalize their needs, supports, and decisions, they begin to believe in their own choices and build confidence and self-esteem. Early on in their undergraduate years, many female students define themselves by their social relationships and cannot separate themselves from whom they are associated with. Thus, those in a committed romantic relationship may have more validation and support for fostering self-esteem than those who are not romantically involved. The current study seeks to understand the relationship between 250undergraduate female students’ levels of self-esteem and romantic partnerships, and projected changes if the relationship status were to change. Quantitative methodology will allow for a comparison of group averages and make supported judgments about whether or not there is a correlation between being in a romantic relationship and self-esteem in young female undergraduates. With the study findings, further research can dive deeper into the identity development of female students on college campuses and create more effective support systems for them.

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  But It's a Party School: The Impact of Alcohol Culture on Student Initial College Choice

  Leah Shamblin

  While many aspects can affect a student’s decision to attend a specific institution, a college’s alcohol culture can have a positive or negative effect on student choice. Research explains one of the biggest aspects to aid in a students’ decision to attend a university is the perception of alcohol culture on campus (Parker, 2009). Lifestyle choices can also affect this decision. Therefore, there is a need for an examination of why students select a college based on perceived drinking culture of that institution. This study will offer an insight into why first-year students in the fall of 2013 decided to attend University of Dayton as it relates to the perceived alcohol culture of the institution. Findings allow for a better understanding of how students perceive the alcohol culture on a campus and how much it affects their decision to attend an institution.

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  Can They Ever Feel at Home?: Saudi Student Experiences in Residence Halls

  Beth Cahill

  Saudi students are choosing to pursue higher education at institutions in the United States at an accelerated rate. As a result, it is essential that administration develop ways to better serve this population. The residence halls at American institutions provide a unique challenge for Saudi students because of certain elements of their culture including religion, gender dynamics, and more. Currently, there is a lack of research on this particular topic. In a one hour semi-structured interviews, participants reflected on their experience in the residence halls as well as provided suggestions for future programming and physical space. Information collected through this study provides considerations for college and university administrators when structuring the on-campus residential experience.

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  First Year Chinese Student Engagement in Residence Halls: A Mixed Methods Study

  Jamie Chong Brown

  Social adjustment is tumultuous for first year international students, especially for those living in residence halls. Yet, research focused specifically on international residents in this environment is lacking (Paltridge et al., 2010). This mixed methods study assessed first year Chinese students perception of racial climate in the residence halls at a mid-sized, Midwestern private institution. The quantitative results indicated that the students’ perceptions of a positive racial climate directly impacted their personal and social learning outcomes. Students’ first impression of the hall environment impacted how they subsequently perceived the sense of community. The qualitative analysis revealed aspects of the social adjustment and help-seeking behavior of Chinese students, their perception of American culture and peers, and adjustment process to life in the U.S. Results suggest that the participants’ stringent high school experiences positively influenced their adjustment into residential hall living. Preferring informal interactions with peers to hall programs, students may not fully capture the learning opportunities that are intentionally offered for in the residence halls. With insights on Chinese student perception and experiences, practitioners can tailor programming and educational initiatives to engage them.

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  Thou Shall Not: The Impact of Faith on Female Students' Decision to Engage in Risky Behaviors

  Heather Vlack

  Alcohol abuse and other risky behaviors, such as illegal drug use and unplanned sex, are not uncommon on college campuses. Peers often influence these behaviors and students continue to believe involvement in them is connected to their college experience where students examine life’s meaning and purpose (Dodd, Glassman, Arthur, Webb & Miller, 2010). Therefore, an understanding of this relationship is needed. Qualitative, one-on-one interviews were conducted with eight female undergraduate students. Participants were all actively involved in a faith-based student organization on campus. Findings revealed students’ tendency to avoid risky behaviors due to their desire to honor their spiritual beliefs. Family, spiritual mentors and other members of their faith communities play a significant role in their decision-making process.

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  Unfamiliar Territory: A Phenomological Study of International Students Enrolled in a Large Urban Community College

  Laurie L. Malone

  International students are choosing community colleges for reasons of affordability, easy access, and as a good place to start their education, especially if English is their second language. There is a deficiency of research surrounding this student population despite an increase in enrollment. With little representation of the ICCS in current literature and with institutions recognizing their value more than ever, an understanding of their experience is needed. This qualitative study sought to explore and understand the shared experience of the international college student enrolled in a large Midwestern urban community college. The method of data collection included personal interviews with international students currently enrolled in a large urban community college and faculty and staff practicing at that same institution. Interviews were examined for common themes and compared and contrasted with existing research and literature. The study answer questions like why international students chose to attend community college, where ICCS’ get support and information, and what are the barriers that challenge their success. Fresh information surrounding social integration was revealed, illuminating a disparity between faculty/staff perception and the ICCS experience. The findings may be of interest to professionals who work in the community college setting directly with international students and/or with students and staff who interact with ICCS.

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  Wanted: Bromances: Impacts of Hegemonic Masculinity on the Relationships of Sophomore Men

  Zach Hooten

  Hegemonic masculinity is constructed in a way that pressures men into certain behaviors and mindsets. Traditional genders roles emphasized in hegemonic masculinity call for alcohol and drug abuse, unprotected sex, and other prohibited behavior (Edwards & Jones, 2009). There is a significant lack of research aimed specifically on the sophomore year experience for college students (Gardner et al., 2010). Hegemonic masculinity (Arxer, 2011) and its foundations give way to how men translate the pressures of masculinity into relationships. The research for this study revolved around the success of sophomore students and hegemonic masculinity. The study attempted to gain a new perspective into the real issues of sophomore men. Findings will assist higher education professionals in designing support systems for sophomore men.

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  We're Here to Help: Accessing the Needs of Transfer Students.

  Dynea Pope

  The need to assist transfer students is particularly important because transfer students enter into new institutions with unique needs, perspectives, and experiences compared to non-transfer students. Many orientation programs do not address the needs of transfer students and focus on freshman students. Little is known about the correlation between transfer students and orientation attendance. Therefore, this study aimed to identify transfer student needs, increase their attendance of orientation programs, and to provide effective programming for them. Participants were asked questions regarding barriers to program attendance and institutional support. This qualitative study focused on eight undergraduate students at a private, midsized, religious affiliated institution that transferred during the 2013-2014 academic year. Students were interviewed and responded to a series of questions regarding reason for transfer, previous orientation experience, and recent orientation experience. The results provide student affairs professionals with future implications for designing orientation programs that directly address transfer student needs and ways to increase their participation.

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  Who Needs Friends…I'm a Leader!: Peer Support's Effect on Student Leadership

  Justin Cox

  The relationship between student’s leadership development and the role in which peer support enhances it, creates a phenomenon which is experienced at the University of Dayton. The concept of Propinquity explains peer support as a catalyst within a student’s leadership development and provides insight for their various leadership skills and competencies. This research looks at University Dayton students' leadership competencies and strength of peer support through quantitative analyses of an online survey. Results offer insights for college professional staff and administrators in leadership programming.

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  Bridging the Gap: Identity Crises and Self-Authorship of Veterans in Higher Education

  Todd K. Schilling

  Public and private institutions have seen one of the greatest influxes of veterans using their veteran benefits since World War II (DiRamio & Jarvis, 2011). Veterans enter higher education with a diverse, individualistic background and experience, and encounter a number of issues that traditional students do not experience. The purpose of this study was to explore the various ways that veterans' transition into higher education, as well as their ability to make meaning of their military experience. The research questions guiding this study were: (a) what are the identity crises and transitions that veterans experience when enrolling in college; (b) how do veterans make meaning of their military experience and use it in their new role as a student? The participants in this study consisted of veterans of the United States Military currently attending college. In one hour semi-structured interviews, participants shared their military background as well as their experiences in higher education. Participants also reflected on their military experiences and how they led them to their current role as students. Findings suggested that veterans experience college differently than the traditional student and feel that, due to their military experience, they have a different understanding and appreciation for higher education. Higher education professionals working with veterans may benefit from the study results because it provides a first-hand insight into personal experiences of veterans. They will be able to understand the difficulty of their transition and explore new practices to better serve this unique category of students.

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  Building and Supporting Faculty & Student-Athlete Relationships

  Jenifer L. Gerard

  Previous research has demonstrated the benefits to part-time faculty when strong partnerships are fostered within the campus community. Additionally, past studies have highlighted the effects of positive relationships between faculty and student-athletes. This presentation provides new faculty (particularly adjunct and part-time) with a better understanding of the diversity within the student-athlete population at the University of Dayton, as well as the role that The Office of Academic Services for Student-Athletes (OASSA) takes in assisting students during their transition into intercollegiate athletics and the college experience, while ensuring that all student-athletes work toward successful completion of a baccalaureate degree, meeting requirements set by NCAA and other governing bodies. Through a review of relevant literature, the presenter identifies ways to build productive relationships between adjunct and part-time faculty and the community of approximately 400 student-athletes who represent the University of Dayton in 17 Division I sports while pursuing studies across a wide variety of majors. This presentation will also propose an agenda for a future open house hosted by OASSA which will allow faculty, OASSA staff, and student-athletes to meet in order to build and strengthen partnerships in learning.