Capstone Projects, Higher Education and Student Affairs

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  Decisions, Decisions, Decisions: How Undecided, Second Year Students in the College of Arts and Sciences Engage in the Decision Making Process of Choosing a Major

  Angela Lucas

  Choosing an academic major is one of the first significant decisions college students make. The purpose of this study was to determine how students in the second year of their undergraduate education in the College of Arts and Sciences make a decision about a college major. This study utilized individual interviews with students enrolled at the University of Dayton to explore resources used, information gathered and influences consulted to help determine the decision-making process of these students. Results indicated that family, especially parents, were frequently consulted and had a considerable influence on the choice of major. Students also relied heavily on career considerations as well as self-reflection to determine their own interests and abilities. Most participants expressed that they felt an enormous amount of pressure, both internal and external, to make a decision, and felt a sense of relief once the decision was made. Implications of this study include the necessity for professionals working with undecided students, especially academic and career advisors, to allow those students to discover their own interests and abilities and how they connect with career options. These results can benefit the field of academic and career advising because those professionals can encourage students to think about important decisions they made in the past, to realize they are capable of making good decisions, and to use some of the same methods to choose a major.

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  Leadership Identity Development of LGBT-Identifying Students

  Jennifer M. Rentz

  Leadership identity has to do with who students are as leaders, their philosophy and perceptions of leadership, and their confidence in their abilities as leaders (Komives, Lucas, & McMahon, 2007; Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). There is a scarcity in research literature regarding the intersection of LGBT and leadership identities. This study looked at the ways in which LGBT students develop their identities as leaders by engaging in leadership opportunities. Specifically, the question of what affects LGBT students' leadership identity development was addressed. Themes from past research have correlated LGBT students' leadership identity development with the influence of strong peer and adult mentors, opportunities for self-reflection, and experiences being part of a minority group. Individual interviews gave students who identify as LGBT the opportunity to share their leadership experiences and perspectives on what it means to be a leader. Their insights will help student affairs professionals provide resources, skills training, and guidance for this group of students to engage in leadership opportunities among their peers and to develop a positive view of leadership on campus.

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  Learning Outside of the Walls: Extra Curricular Activities and Student learning

  Mohrah M. Alshawiyah

  Examining the various benefits of integrating curricular and co-curricular experiences for the students on college campuses, this study posed the questions: What was the impact of student engagement in co-curricular activities on cumulative grade point average? What was the impact of student engagement in co-curricular activities on their quality of relations with others and community? Dependent variables included: academic performance, sense of community, and quality of the students' relation with others. Participation in the co-curricular activities was the independent variable. A questionnaire adapted from the campus life involvement survey was used to determine the various impacts of co-curricular activities on college students. The target population for this study was undergraduate students at the University of Dayton in the School of Education. The study targeted 200 participants whose ages were no less than 18 years old. Descriptive statistics were used to report frequencies, distributions, and tendencies. Inferential statistics were used to report the relationship between students' engagement and their level of academic achievement. Findings of this research study provided valuable information that will increase understanding of co-curricular impacts on student achievement, their quality of relations with others and their senses of community. The study provided insights about the undergraduate students' impacts from participation co-curricular activities on college campuses. This study provided significant information for the educators in higher education about the impacts of participating in these activates. Understanding how such activities support students through their college lives, professionals may be urged to encourage students to participate as a way to enhance their academic achievement, their quality of relationships with others, and their community.

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  Not a Family Tradition: First-generation College Student Success

  Alicia Adams

  According to previous research done, first-generation college students (FGS) are twice as likely to leave four-year institutions as non-FGS's. This population is under-prepared for the struggles they will face throughout the development in a college setting. This study provides insight into some of the risk factors plaguing FGS as well as how they affect their success, gives a voice to an otherwise marginalized population, and supplies beneficial information to higher education professionals. Through focus groups, FGS were able to share their stories and struggles with other students on campus to help the researcher better understand the hurdles that they face throughout their college experience. Through verifying themes, major risk factors were identified and recommendations for ways to support this population were made to higher education professionals.

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  Partnering for Success: The Effects of Formal Mentoring on Graduation and Transfer Rates Among African American Students in an Urban Community College

  Ann B. Swartz

  Community colleges have become the gateway into college for many students due to their open access and reduced tuition rates. It has been estimated by Provasnik and Planty (2008) that in 2006, 35% of all post-secondary students were enrolled at community colleges and furthermore, community colleges serve a higher percentage of minority students and women. Graduation rates at community colleges are notoriously low at a time in Ohio's history when only 36% of adults have an associate degree or higher. Students who are underrepresented in post-secondary education are at greater risk of leaving school before earning a degree or certificate. In an effort to address the needs of African American students attending Sinclair Community College (SCC), the Urban African American Mentor Program (UAAMP) was started in 2009 with a core group of 32 students. The intent of this research was to engage in causal comparative research in comparing graduation and transfer rates among the UAAMP group with graduation and transfer rates among a randomly chosen group of SCC students with similar characteristics. Variables of gender and age were also examined to see if there were statistically significant differences among students. Through data analysis, an effect between participating in the formal mentoring group and graduation/transfer rates was established. An evaluation of the effectiveness of this formal mentoring program helps provide accountability for SCC and continue UAAMP's funding in the future.

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  Research exercise: Adjuncts: Part Time, Full Awareness

  Carrie L. Rogan Floom

  Adjunct faculty comprise the majority of faculty members at community colleges, yet there are many deficits in the research concerning them (Townsend & Twombly, 2007). It is difficult to get an accurate portrayal of who these instructors are not only for the benefit of researchers, administrators, and students but also for the adjuncts themselves. There are many professional and personal pathways that adjuncts can choose, thus it can be difficult for them to relate to one another given the diversity among the group. While many community colleges offer their adjuncts supports, less often are they offered an integrated resource that helps to situate their position within both the institution and the larger conversation of higher education. A new resource is in progress for one of Sinclair Community College's learning centers. Currently, Sinclair has many college supports: a handbook, orientation, professional development, a support person, and a community group web page for their adjuncts. The new resource will synthesize the available college resources and also provide opportunities for becoming involved and connected to the growing field of adjunct faculty. The resource can be given to new (or existing) adjuncts as an introduction to the college's resources and will present possibilities for sharing knowledge, discussion, and support. Townsend, B. & Twombly, S. (2007). Community college faculty: Overlooked and undervalued. ASHE Higher Education Report, 32(6). San Francisco, CA: Wiley.

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  Research exercise: Faculty Student Services Training: The Fourth Pillar of Faculty Life

  Frances M. Angerer, Curtis R. Nash

  There are three pillars of faculty life: research, teaching, and service. Faculty members are thus assessed in these three areas. If a faculty member is weak in one or more of these aspects, there are often seminars and training sessions to build skills. However, a fourth, pervasive pillar of faculty life often goes unmeasured and undeveloped. Students often come to faculty as gatekeepers of student services and resources. Faculty are trained as academic resources but not as student affairs professionals. Specifically, faculty of the Kettering College Physician Assistant (PA) Program have not been trained to have adequate knowledge of the services and resources offered to PA students. Kettering College is a Seventh Day Adventist higher education institution, which has offered a variety of allied health degrees since 1967. The PA program runs 27 months and offers a Master's degree. Each year, 40-45 students are accepted into the program. The program features intensive course work and out-of-class clinical work. Kettering College offers a wide variety of resources and services to students including: counseling, academic support, residential services, recreational opportunities, health and wellness programs, disability assistance, and student conduct. While student resources and services are plentiful, PA faculty are often at a loss to help students navigate the assistance that they need. In order to address this situation the presenters have created a training session and student services guidebook. Every summer, Kettering College PA faculty attend a week long (re)orientation. At this time, faculty will be introduced to the services offered to students and will receive training on when and how to refer students to the appropriate resource. Additionally, a guidebook will be given to faculty to use as a resource. The guidebook will provide information and protocols to aid faculty members as they liaison between students and student services.

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  Research exercise: Make It or Break It, You've Only Got Six Weeks: The Effectiveness of a College Readiness Program at For-Profit Colleges

  Ericka Bruce

  Colleges and universities attempt to fill the college readiness gap by offering developmental or remedial courses to enrolled underprepared students. One such remedial program, the Six Weeks to Success (SWTS) program at Delta Career Education Corporation, is designed to prepare low-scoring college students for the rigors of college level courses. Student data from five Delta Career Education colleges were obtained for Associate Degree students who enrolled between July 2011 and June 2012. An evaluation of the data from those who completed the program and those who did not was completed to determine if there was a statistically significant difference in student retention and Satisfactory Academic Progress (a combination of student Cumulative GPA and completion rate) between the two groups of students. This was used to determine how successful SWTS students are when compared to their counterparts who are not required to take the remediation program at all. First, student data were tracked to see how many quarters students remained enrolled and if they were meeting Satisfactory Academic Progress during their tenure. Second, data were analyzed to see if any trends were found in student major, demographic information, or location of the campus. Though results varied by campus, the Six Weeks to Success did have a positive effect on student retention and Satisfactory Academic Progress in most cases. Higher Education professionals designing remedial education programs for at-risk students may benefit from the results of this study.

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  Research exercise: Preparing Medical Faculty to Teach End-of-Life Care

  Nancy P. Silverman

  This presentation will demonstrate the need and suggest activities for the professional development (PD) of medical school faculty who can embrace and role model end-of-life (EOL) care as integral to medicine. The concept of EOL care considers dying a normal process and aims to minimize the physical, psychosocial, and spiritual suffering of patient and family. It requires an empathetic and openly communicative physician as much as it does a knowledgeable one to be receptive to patient needs. Having focused upon the medical student, renewed efforts to educate the medical community should be directed toward the faculty charged with student learning. Although required for accreditation, curricular EOL learning is minimal within a majority of medical schools, minimizing student exposure to EOL learning and to the terminally ill patient. Faculty disinterest creates a hidden curriculum of negativity that impacts student attitudes. Creating faculty awareness of the problem and connecting the need for improvement becomes the impetus for faculty learning. Faculty PD will begin with a review of prevailing research on the gaps in EOL care and exit surveys of their schools' graduating students that reflect the faculty's impact on learning. Reflection on personal attitudes toward death and dying helps to reveal barriers that exist. Storytelling becomes a powerful way to illustrate issues and to objectify them for problem resolution. Vignettes, stories of personal experiences, death rounds, and small group discussion are a few of the modalities used to engage physicians in personal development. Opportunities that help physician faculty teach and role model excellent EOL care to future generations of physicians help to ensure the terminally ill experience a good death.

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  Research exercise: The Characteristics of Marianist Education: Finding Sustenance for Faculty Community

  Savio D. Franco, Sheryl McAndrew

  As a Marianist institution, the University of Dayton is called to sustain the characteristics of Marianist education that originate from the spirituality of its founder, Blessed William Joseph Chaminade, and the legacy handed down to us through 200 years of Marianist tradition and venture. Regardless of varied faith backgrounds, faculty play a central role in sustaining these characteristics. Furthermore, they are also beneficiaries of the nourishment and spiritual inspiration that these Marianist characteristics offer. Notably, the research across various institutional types indicates that the academy is changing, and faculty are facing numerous challenges because of it. Perhaps among the most significant factors reported is a decline in the sense of community within the faculty body itself. As described in the literature about faculty life, symptoms of this decline may include difficulty communicating about work issues, insufficient mentoring and guidance, weakening collegiality, and a sense of isolation, fragmentation, and loneliness. The University of Dayton, though, offers a uniquely rich source of community and shared values in the five characteristics of Marianist education. A foundational construct in our educational mission, these characteristics are: '1) educate for formation in faith, 2) provide an integral, quality education, 3) educate in family spirit, 4) educate for service, justice, and peace, and 5) educate for adaptation and change' (Society of Mary, 1996, p. 8). To support faculty, we will share a resource document that encapsulates the essence of the Marianist educational characteristics and provides a guide to the many Marianist resources the University of Dayton provides. In this work, faculty may find a helpful resource for sustaining a supportive faculty community, one that inspires and encourages faculty as they face the challenges of the modern professoriate. Reference: Society of Mary. (1996). 'Characteristics of Marianist Education.' Dayton, OH: Marianist Press.

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  Research exercise: Understanding Veteran Needs for Academic Success

  Laura Cotten, Jason C. Eckert

  With the Post 9-11 GI Bill increasing veteran benefits for higher education, institutions have seen an influx of veteran students to campuses nationwide. Often these students have little understanding of how the college admission process operates or resources available on campus once they are admitted. Veterans returning from combat experiences may have symptoms of Post-Traumatic Stress Disorder and other mental health issues. As older students, they may also require services such as child care or flexible class schedules. Understanding and addressing students with these unique needs is essential to their academic success. Engaging students in the learning process requires skill from dedicated faculty members. Because of their position as educators on campus, faculty members are a direct link to our veteran students. They know whether or not a student veteran is performing successfully in the classroom. To help these students achieve academic success, it is important for faculty to understand underlying circumstances that may affect academic performance. Faculty who understand the needs of veteran students and provide access to resources outside the classroom will enable students to perform to the best of their ability. This presentation will provide resources for faculty members wishing to better understand our veteran student population. Contact information for different services across the University of Dayton's campus and a handout with suggestions on how to support this unique student population will be provided. By providing this information to our faculty members, we hope to enhance the experience of student veterans at the University of Dayton and improve their overall academic success.

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  The Graying and the Disgruntled: A Needs Assessment of Associate Professors

  Grace L. Pregent

  Recent national surveys of associate professors (Modern Language Association, 2009; Jaschik, 2012) present a bleak picture: associate professors receive little support from institutions. Without this support, they frequently lose focus, motivation, and experience professorial burnout or melancholia (Baldwin, 1990; Schwab, 1983; Karpiak, 1996). The first part of this study reframed the definition of faculty development, reviewed the related literature, and investigated three themes: the portrait of the associate professor, the results of national surveys, and recent institutional programming efforts for these professors. Through an online qualitative survey, the second part focused on the collection and analysis of data regarding the needs of associate professors at the University of Dayton. Ultimately, this study sought to assess the climate for associate professors and to propose strategic initiatives for institutional administration to support these professors, encourage their self-authorship, and engage them as vital faculty.

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  The Impact of Advisors on Student Organizations

  Molly R. Robinson

  The purpose of this study was to examine the impact of student organization advisors on organizational success, based on the expectations set by the Council for the Advancement of Standards in Higher Education (2012). This study looked for differences in the perception of an advisor's involvement from the perspective of advisors and student organization presidents. The study also looked to see if there was a correlation between advisor involvement and student organization president's perception of organizational success. Participants of this study were asked to rate, using a lickert scale, the involvement of the advisor and how successful the student organization performed specific tasks. Due to the dearth of research on this particular topic, the study findings open doors for further research with larger sample sizes for more generalizable results. Results of this study may interest student organization leaders, advisors, and higher education professionals looking to increase organizational success.

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  The Jury's Still Out: Cognitive Development of First-Year Law Students

  Robert O'Hara

  Since the work of Erikson, researchers have striven to compile data and literature on the stages and patterns of college students' abilities to think, behave, relate, and learn (Chickering & Reisser, 1993). This study posed the question, if law students are stunted or hindered in their development, can they truly be good at what they do? The purpose of this study was to provide insights and data to the cognitive development and meaning making ability of first year law students. Designed from Baxter Magolda's (1992, 1999, and 2001) longitudinal research on college student epistemological growth, the research looked at the effect law school Socratic pedagogy had on first year law students (1Ls) ability to construct meaning from the material studied in the classroom. Law by its very nature is contextual, however, Socratic pedagogy can force students into what Baxter Magolda (1992) calls, absolute knowing, the stage of knowing where students accept the facts from the professor as the absolute truth. The results will provide law school faculty with evidence on how pedagogy affects students. Furthermore, it will provide the literature of student development theory with a more in-depth view of how students develop, at least in terms of cognitive growth. Information collected throughout the study will also help law schools determine if a single strict pedagogy is appropriate for lawyers in this century. Having a better understanding of how students think and how they come to understand knowledge is valuable information that may inform educational planning.

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  Train, Test, Send out the Best: Teaching styles and student achievement among military training

  Jessica A. Siehl

  The purpose of this quantitative study was to examine if there was a relationship among teaching style and student academic achievement. The research focused on a statistical analysis drawn from the results of student test taking. The analysis showed areas where there were challenges within the curriculum. The study used exam results from two classes within the Bioenvironmental Engineering military career field. Approximately 66 students' scores were analyzed and compared with the teaching style that was used while learning the information. The quantitative report may assist in understanding the weaker areas within the curriculum and, in turn, allow possible revisions. This study may be of help to the military career field and the training standards by explaining how teaching style is an important factor in the way a student performs.

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  Understanding Chinese students in a Global Context

  Ya You

  Nowadays, more and more Chinese students choose to study in American higher education institutions. According to "Open Doors," the number of Chinese students enrolled at American colleges jumped 23% between 2010 and 2011, to 194,029, which is 25% of the total number of international students enrolled at American colleges. Along with that increase various challenges arise. The need to address global-centered settings becomes more and more urgent in American higher education. American universities set up curriculum and co-curriculum based on the assumption that every student has some certain knowledge or skills, which are usually lacking in the case of international students. Future research need to be done on how to help institutions become global-centered instead of American-centered. Few research studies addressed this question based on the cultural dimension of Chinese students as a group. This study followed that line to explore what Chinese students think their greatest struggles are in American higher education; why Chinese students act differently than other college students; and what constitutes success for a Chinese student? Utilizing a qualitative approach, this research focused on Chinese students enrolled in the University of Dayton to understand Chinese students based on their own expectation, personal consideration, academic consideration and cultural consideration. This poster provides a better understanding of Chinese students by connecting with their cultural background and recognizing the major challenges that Chinese students face. Presenting goals and challenges to local and foreign students, the poster may assist administrators who currently work with Chinese students and provide insights to faculty members to create a global centered curriculum.

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  Veterans Voices: Veteran Success in Higher Education

  Brittany Arthur

  Veteran students' experiences within higher education are different compared to their nonveteran peers. Veterans enter institutions with experiences that are unique to their military background. The purpose of this study is to understand what veterans attribute to their success, or what they believe would help them in being successful. Findings provide insight into the experiences of veteran students at a Midwest religiously affiliated campus. The research question examined is what resources assist veterans to be successful in higher education. In regards to veteran's experiences, data analysis identified their interpretations of their experiences in college, their needs within higher education, and their suggestions for institutional change. The results of this research may help institutional administrators, specifically veteran affairs offices, in planning programs and services to help their veteran students be more successful.

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  Warm-Ups to Business Suits: Identity development of female student-athletes at the University of Dayton

  Ann T. Burkhardt

  This study strived to determine the impact of being an intercollegiate female student-athlete had on females' ability to develop an identity and internal voice. In order to determine how females integrated their athletic experiences with their sense of self, intercollegiate female student-athletes were asked a series of questions about how their college experiences in general as well as how their academic experiences had affected them. The proposition was that female student-athletes have a challenging time moving to a place where they can listen to their internal voices because the college athletic system is designed in a way where this group is consistently responding to a variety of external authoritative voices during their college experiences such as coaches, advisors, and trainers. Furthermore, previous research suggested that student-athletes who had a stronger manifestation of their student-athlete identity had a more challenging time determining a future path if it is not connected to athletics. Results suggested that the majority of female student athletes experienced a substantive influence on their identity from external authorities and the regimented lifestyle. The choices each student makes in how to handle this pressure determine how the athlete facilitates growth or continues to listen to authority rather than an internal sense of self. Many professionals in the field of higher education would be interested in learning the results of this study including, but not limited to: athletic academic advisors, learning specialists, coaches, career advisors and others. This information may assists higher education professionals to recognize the need to emphasize greater self-reliance in student decision making processes in terms of developing personal identity.

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  After-school Programs and Parental/Guardian Impact on Literacy

  Rebecca A. Olinsky

  The purpose of this research was to gain an understanding of parent/guardian views on literacy and to gain information on how high quality after-school programs can impact literacy development. After-school programs and facilities can have a positive impact on children who attend on a daily basis. This research project utilized focus groups at a high quality after-school facility, Adventure Central in Dayton, to learn more about the needs and desires that the parents would want. The focus groups consisted of parents who have children attending the community based program two times per week. The after-school facility is a partnership with Ohio State University Extension, 4-H, and Five Rivers MetroParks. The focus is positive youth development and utilizing nature and science to enhance young childrenâs lives.

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  A Qualitative Study of Returning Resident Assistants Reflecting on Their First Year

  Robert L. Hengesbach

  The purpose of the study was to explore the way in which Resident Assistants make meaning of their first year in the position. Second and Third Year Resident Assistants from different living areas at the University of Dayton were interviewed about their first year as a Resident Assistant. The use of returning Resident Assistants was based on the Subject-Object Shift Theory by Kegan (1994). Each Resident Assistant was asked to reflect on how s/he developed as a person and as a Resident Assistant over their first year. The Resident Assistant position proved to be a developmental experience in the interpersonal, intrapersonal and cognitive dimensions of the students experiencing it. The tools of interview summary and thematic analysis were used to explain the common experience of the participants.

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  First-Generation Students and Retention at the University of Dayton

  Michela A. Buccini

  Choy (2001) found that first-generation students were twice as likely to leave a four-year institution in comparison to students who are non first-generation students. This study was done in a phenomenological research framework to hear the stories of first-generation students at the University of Dayton in order to understand the barriers these students would face in this context. The one-to-one interviews that were conducted gave a group of first-generation students an outlet to voice their concerns and successes to assess the support systems for first-generation students at the University of Dayton. Findings suggest that students are interested in support, however fear being othered.

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  Illuminating Transformative Learning, Context, and Meaning Making in Adults: A Student Perspective

  Catherine Anderson

  Transformative learning has played a pivotal role in adult education since Jack Mezirow analyzed perspective transformation over 30 years ago. However, despite numerous empirical studies addressing theoretical and practical dimensions, little data exists regarding the individual experience of perspective transformation and its contextual influences. Using an autoethnographic methodology that is as contemplative as the subject matter itself, this unique qualitative study examines transformative learning and select conceptual underpinnings--including critical reflection, spirituality, authenticity, and self-transformation--as they relate to adult learning both in and outside of the classroom. Data collection techniques include: a study of artifacts; self- and participant interviews incorporating the Action-Reason-Thematic Technique (or ARTT); personal narrative comprising journal writing, critical incidents, and metaphor analysis; as well as conceptual mapping. Through careful self-examination and systematic reflection, the researcher explores abstract ways of "coming to know," considering intrapersonal, interpersonal, and cognitive dimensions. Due to its sensitive, intertwined, and evolving nature, such epistemic practice may prove difficult to investigate otherwise, using alternate, large-scale means. The study offers a conduit between what is personal and what is cultural, providing an intimate, experiential account of meaning making, while relating it to context. As the nature of modern life becomes increasingly pluralistic, interdependent, and complex--forcing individuals to grapple with notions of "self," "universe," and "other"--the implications for self-discovery and society are immense. The researcher addresses possibilities for personal and social change, as well as multiculturalism, highlighting an intricate process of challenging individual and cultural assumptions as she navigates uncertainty. Presentation material includes select concept maps, as well as creative work and personal photography.

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  Maximizing Faculty Motivation in International Programming

  Heather A. Schieman

  Internationalization of college and university campuses is a growing trend around the country. In recent years the number of incoming international students has continually risen, creating an even more significant imbalance with the number of domestic students studying abroad. University faculty, who serve as a key factor in recruiting student participants, are often hesitant to get involved in international programs and curriculum integration. With that in mind, the intent of this research is to discover the motivational factors that bring faculty to international programming. The University of Dayton, and its long running faculty-led programs, has established a number of committed faculty members to the task of expanding the UD classroom to an international arena. Through analysis of individual interviews with faculty participants, across departments and disciplines, key themes were found for their involvement in international programming, as well as possible areas of improvement and continued support. By pinpointing the motivational factors that drive their involvement, as well as areas of concern, the intent of this research is to be able to create a framework for faculty development. In turn, recommending an environment that will increase participation by both the faculty and student populations in international programming.

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  Student Involvement and Alcohol Consumption

  Christopher M. Johnson

  High-risk alcohol use is a concern on college campuses. It has been suggested that participation in student activities can impact high-risk drinking (Harvard, 2001). This study examines possible correlations between alcohol consumption and a studentâs involvement in campus activities and student organizations at the University of Dayton. Previous studies at other universities have been inconclusive, as campus and organizational culture can differ greatly from institution to institution. This correlational research study measures student involvement and alcohol use, using data collected on a survey combining the Educational Benchmarking, Inc. (EBI) and Association of College Unions International (ACUI) Student Activities Assessment and the World Health Organization Alcohol Use and Disorders Identification Test (AUDIT). The study investigates multiple variables for measuring student involvement, including number of organizations/events involved in and time spent in an organization, as well as two factors related to alcohol, alcohol consumption and alcohol-related consequences. Results of the study will indicate the relationship of student involvement and alcohol consumption at UD, and open the door to further research on specific populations.

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  Students Perception of Alcohol Induced Blackouts at the University of Dayton

  BaShaun H. Smith

  With the research of the Alcohol Task Force at the University of Dayton, professionals realize that there is an epidemic of high alcohol consumption by some students on Dayton's campus. The purpose of this study was to better understand students'ÂÂ perceptions of their drinking patterns with a specific focus on alcohol induced blackouts. This study focused on college students at the University of Dayton, a mid-size Catholic institution in the Midwest. The students who were surveyed ranged from first year students to seniors. Two populations of students were surveyed. These included a purposeful sample of students who had an alcohol related sanction in Community Wellness and a convenience sample of students enrolled in English classes at Dayton. The survey asked a series of questions regarding their use of alcohol, family history, frequency, and awareness of their own experiences of blackouts and those of others. The survey allowed students to reflect on their past experience as it pertains to alcohol induced blackouts.