Social and Behavioral Sciences Commons^™

Small Group Learning Is Associated With Reduced Salivary Cortisol And Testosterone In Undergraduate Students, Kristin Snopkowski, Kathryn Demps, Ross Griffiths, Karen S. Fulk, Scott May, Kimberly Neagle, Kayla Downs, Michaela Eugster, Tessa Amend

Anthropology Faculty Publications and Presentations

Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across …

Sport Management Clubs And Their Relationship To Sport Management Student Success, Keith Christy, Erica J. Zonder, Emily J. Houghton, Brenda A. Riemer

Human Performance Department Publications

Participation in student-led sport management clubs can be beneficial for college students who are pursing sport management careers. These clubs can help give students the development and networking tools needed for success in the sport industry.

The purpose of this presentation is to discuss the role and benefits of sport management clubs at three universities across three NCAA divisions, with a focus on networking, fundraising, event planning, and professional development.

Our discussion will also include specific events that our students have completed as well as how the clubs provide students with opportunities to develop the skills and abilities to succeed …

Advising Student-Athletes For Success: Predicting The Academic Success And Persistence Of Collegiate Student-Athletes, April A. Brecht, Dana D. Burnett

Educational Leadership & Workforce Development Faculty Publications

Stakeholders at institutions across the United States are continuously looking for ways to improve the academic success and retention of students. We used logistical regression in an examination of noncognitive, cognitive, and demographic factors as predictors of academic success and retention of Division I first-year student-athletes. The results indicated that high school GPA is the best predictor for academic success. The Transition to College Inventory index, self-confidence, institutional commitment, and independent activity focus can be used in the prediction of academic success. Retention was most accurately predicted by students' first-year cumulative GPA. University advisors can use the results of this …