Education Commons^™

Is Three A Crowd? Exploring The Development And Satisfaction Of Students In Triples, Larry D. Long, Kyle Kujawa

Larry D. Long

Tripling, the assignment of a third resident to a room designed for two, is a common practice at many colleges and universities across the United States. Most of the research on tripling was conducted three or four decades ago, and research exploring how living in a triple affects the educational gains and satisfaction of college students is limited. The researchers compared the residential experience of residence hall residents who lived in standard double rooms to the experience of residents who lived in triples. The results revealed the residential experience of students in triples was comparable to the experience of students …

Inclusive And Catholic: Challenging The Myth With Reality, Nasser A. Razek

Nasser A Razek

Complex Perceptions Of Identity: The Experiences Of Student Combat Veterans In Community College, Shane P. Hammond

Shane P Hammond

This qualitative study illustrates how complex perceptions of identity influence the community college experience for student veterans who have been in combat, creating barriers to their overall persistence. The collective experiences of student combat veterans at two community colleges in northwestern Massachusetts are presented, and a Combat Veteran Conceptual Identity Model to illustrate the ongoing negotiation of identity combat veterans experience while in college is intro- duced. Notable implications for future research and practice in Student Affairs are discussed.

Precursors To And Pathways Through Conversion: Catalytic Experiences Of Born Again Christian College Students, John D. Foubert, Matthew W. Brosi, Angela Watson, Dale R. Fuqua

John D. Foubert

Born again Christians are a significant religious population in the United States, and throughout the world. The process by in which a born again identity is assumed is not clearly described in the research literature. Therefore, we asked 18 born again Christian college students a series of questions designed to uncover what led to their identity of being born again. Responses fell into three overarching themes. First, participants described exposure within relationships to God’s principles. Second, participants noted the influence of introspection and reflection on their lives apart from the influence of God. Third, participants had an active response in …

Christian Academic Motherhood In Secular Higher Education: The Experiences Of One Evangelical Christian, Christy M. Craft, Jo Maseberg-Tomlinson

Christy Moran Craft

Although some scholars have highlighted the challenges faced by academic mothers in secular higher education and others have investigated those of Christian academic mothers in Christian higher education, none have looked at the experiences of Christian academic mothers in secular higher education. This autoethnographic study was conducted to analyze and to interpret one evangelical Christian’s experiences as a new academic mother at a secular university. The results of this study suggest that religious academic mothers working in secular higher education might benefit from drawing on religious-based strategies for dealing with the unique challenges that they face in their pursuit of …

Bridging The Gap: Technology And Veteran Academic Success, Shane P. Hammond, David Cass

Shane P Hammond

This paper presents two unique yet confluent perspectives regarding the use of technology to support student veterans in college, and is meant to ignite discussion of the blending of high impact practices with technology to promote their academic success. The authors highlight the historical trends of student veterans in the academy and discuss the barriers to success for this unique population of students. Uvize—an online mentoring and advising platform for student veterans—is introduced, and preliminary results from three forward thinking institutions are discussed. This article further defines why student veterans are a special student population on our campuses and require …

Development Of A Scale To Measure Academic Capital In High-Risk College Students, Rishi Sriram, Christa Winkler

Rishi Sriram, Ph.D.

This study presents a psychometric instrument that measures academic capital in college students. Academic capital is a set of social processes that aid students in acquiring the knowledge and support necessary to access and navigate higher education. This study establishes the validity and reliability of the Academic Capital Scale. In addition to validating the six components of academic capital identified by St. John, Hu, and Fisher (2011), two additional components of academic capital were identified. Providing scholars and practitioners with a measure of academic capital allows institutions to critically examine and restructure their current support programs for high-risk college students.

The Impact Of Social Capital On The Access, Adjustment, And Success Of Southeast Asian American College Students., Robert T. Palmer, Phd, Dina C. Maramba, Phd

Robert T. Palmer, PhD

Given that Southeast Asian American (SEAA) students are severely underrepresented in higher education and less likely to persistence to graduation compared to other ethnic groups in the Asian American Pacific Islander (AAPI) community, this study explored critical factors to their college success. Indeed, several themes emerged from this national sample of 34 participants from five public, four year colleges and universities. In this present article, we discuss one of the salient themes—the role of social capital as facilitators of college access and success. This article concludes with implications for research and practice.

Beyond The Call Of Duty: An Analysis Of The Effects Of Othermothering At Historically Black Colleges And Universities (Hbcus)., Alonzo Flowers, Phd, Jameel Scott, Jamie Riley, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

No abstract provided.

A Delineation Of Asian American And Latino/A Students' Experiences With Faculty At An Historically Black College And University, Robert T. Palmer, Phd, Dina C. Maramba, Phd

Robert T. Palmer, PhD

No abstract provided.