Higher Education Administration Commons^™

Bold, Resilient, Educated, And Determined: A Proposal For The Creation Of A First-Generation Student Success Center On The Campus Of Kentucky State University, T'Ebony N. Torain

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by T’Ebony N. Torain on November 18, 2024.

20241107: Marshall High School "Lab School" Yearbooks, 1941-1969, College Of Education And Professional Development

Guides to University Archives

These items include materials from the College of Education and Professional Development at Marshall University from 1941-1969. Items were received in prior to 1990 but were processed in 2024. Materials in this collection contain Brigadier yearbooks from the outlined time period. And "The Echo" from 1947-1948. Please download inventory for full list of contents.

20241106: Student Affairs, 1970-1980, 1986, Student Affairs

Guides to University Archives

These items include materials from the offices of Residence Life and Student Activities between 1977-1980 and 1986, respectively. Items were received prior to 1990 but were not accessioned until 2024. Materials include Residence Life events and calendars (a lot), Cultural Arts, Student Organization Handbooks, Student Conduct, and

20241105: Student Affairs, 1981-1990, Student Affairs

Guides to University Archives

These items include materials from the office of Student Affairs at Marshall University from 1981-1990. Items were received in the early 1990s, but the actually date was not recorded. Materials in this collection include items from several departments housed under student affairs, including International Students, Women's and Gender Center, Student Health Educational Programs, Upward Bound, and Orientation. Please download the finding aid for a full list of contents.

Collaborative Alignment Theory In Career Development: A Constructivist Grounded Theory Study Of Small College And University Career Centers, Kathleen Wooldridge

Graduate Theses, Dissertations, and Capstones

The American higher education system is in a time of profound change (Levine & Van Pelt, 2021). Pressures such as shifting student demographics (Grawe, 2021), evolving technologies (Crawford, 2021; McCarthy, 2007), and increasing financial strains on institutional operating models (Marcy, 2020) are just a few of the stresses reshaping the landscape. Postsecondary leaders also face heightened scrutiny from prospective students and their families regarding the value of a college degree (National Association of Colleges and Employers, 2022). While improving job prospects remains the primary reason most student enroll in higher education (Gallup & Strada, 2017), the long-term economic return on …

A Qualitative Study Of The Career Experiences Of Asian And Asian American Female Administrators In U.S. Higher Education, Yunru Shen

Electronic Theses and Dissertations

This qualitative phenomenological study explored the experiences of Asian and Asian American women administrators’ career paths in U.S. higher education. The research fills a gap in the literature regarding the careers of Asian and Asian American women administrators. The recruitment process was completed between May 13 and July 9, 2024. Recruitment emails were sent to 25 potentially qualified participants, including a network of 17 people made up of mentors, professors, and colleagues, as well as eight professional associations and LinkedIn. The participants were six Asian and Asian American biologically female administrators at U.S. colleges and universities. These participants currently hold …

The Minutes Of The Marshall University Graduate Council Meeting, October 25, 2024, Marshall University Graduate Council

Graduate Council Minutes

No abstract provided.

October 25, 2024 Minutes, Swosu Faculty Senate

Faculty Senate Minutes

No abstract provided.

He Minutes Of The Marshall University Staff Council Meeting, October 2024, Marshall University Staff Council

Staff Council Minutes

No abstract provided.

Sisterhood And Authenticity: The Experiences Of Generation Z Sorority Women In National Panhellenic Council (Npc) Chapters, Pietro A. Sasso, Kim E. Bullington, Melissa Bidinger

New York Journal of Student Affairs

Generation Z (Gen Z) has entered higher education and is not the traditional undergraduate student (18-24) and are the contemporary members of sororities. Gen Z is different from their Millennial predecessors and requires a reexamination to meet the needs of college students today. This qualitative study examined how National Panhellenic Conference (NPC) sorority members who are in Gen Z described their connectedness through sense of belonging and their own generation. We identified two themes: (1) the importance of authenticity and deep connections and (2) emerging Gen Z group identity. Recommendations for practice include more interpersonal recruitment efforts and leadership development …

20241002: Sigma Alpha Epsilon, 2018-2024, Student Organizations

Guides to University Archives

These items include materials from the Marshall University chapter of Sigma Alpha Epsilon from 2018-2024. Items were received in 2024 from a former member, Austin Stewart. Please download the finding aid for a full list of contents.

Anderson University Student Handbook, 2024-2025, Anderson University - South Carolina

Handbooks

The Anderson University student handbook for the 2024-2025 school year.

Dedication: Keith Garbutt, Linda Frost

Journal of the National Collegiate Honors Council Online Archive

Special issue on forum on student mental health, dedication to Keith Garbutt, Dean of the Honors College at West Virginia University.

Guest Editor's Introduction, Linda Frost

Journal of the National Collegiate Honors Council Online Archive

Guest editor's introduction to volume 25, issue 2 of the Journal of the National Collegiate Honors Council (Fall/Winter 2024), special issue: Forum on student mental health.

About The Nchc Monograph Series

Journal of the National Collegiate Honors Council Online Archive

About the National Collegiate Honors Council monograph series.

About The Authors [Jnchc 2024, 25(2)]

Journal of the National Collegiate Honors Council Online Archive

About the authors of volume 25, issue 2 of the Journal of the National Collegiate Honors Council (Fall/Winter 2024); special issue: Forum on student mental health.

Front And Backmatter [Jnchc 2024 25(2)]

Journal of the National Collegiate Honors Council Online Archive

Front and back matter for volume 25, issue 2 of the Journal of the National Collegiate Honors Council (Fall/Winter 2024); special issue: Forum on student mental health.

Note From The Incoming Editor, Amy Mecklenburg-Faenger

Journal of the National Collegiate Honors Council Online Archive

Note from the incoming editor in journal 25, issue 25 of the Journal of the National Collegiate Honors Council (Fall/Winter 2024); special issue: Forum on student mental health.

Journal Of The National Collegiate Honors Council (Fall/Winter 2024) 25(2): Whole Issue

Journal of the National Collegiate Honors Council Online Archive

Contents

Editorial Policy, Deadlines, and Submission Guidelines

Dedication to Keith Garbutt, Linda Frost

Guest Editor’s Introduction, Linda Frost

Note From the Incoming Editor, Amy Mecklenburg-Faenger

FORUM ESSAYS ON “STUDENT MENTAL HEALTH”

Face-to-Face: A Sociologist Looks at College Students’ Mental Health, Maureen Kelleher

Out of the Cave: Technology and the Importance of Community to Learning and Mental Health, Richard England

Fostering Relationships with Faculty, Peers, and Parents to Support Undergraduate Honors Students’ Mental Health, Allison A. Buskirk-Cohen and Alicia N. Shenko

Honors Is More Than a Grade: Removing the Experiential Ceiling in Honors, Justin L. Rheubert, Marisa Prisco, Paige A. …

Out Of The Cave: Technology And The Importance Of Community To Learning And Mental Health, Richard England

Journal of the National Collegiate Honors Council Online Archive

This essay draws upon Plato’s “Allegory of the Cave” to examine student use of personal electronic devices and emphasize the value and power of conversation in learning communities. Observing the isolation that often characterizes the five minutes prior to class time, the author considers the psychosocial challenges to building classroom community in a technological age. Literature review provides ample testimony on how emergent technologies contribute to social fragmentation, emotional instability, and pedagogical hurdles. Noting current smartphone bans in K–12 education, the author acknowledges similar challenges to tertiary education, suggesting that individualized “caves” of ubiquitous personal (and highly personalized) technology are …

Fostering Relationships With Faculty, Peers, And Parents To Support Undergraduate Honors Students’ Mental Health, Allison Buskirk-Cohen, Alicia N. Shenko

Journal of the National Collegiate Honors Council Online Archive

Honors students are typically high-achieving, academically motivated individuals. Confronting the stressors of emerging adulthood makes them particularly vulnerable to heightened levels of anxiety, depression, and stress surrounding their performance and support networks. This essay blends developmental theories and research with personal reflection to underscore the importance of nurturing relationships among students and faculty, peers, and parents for promoting student well-being. Authors advocate honors programs and practitioners facilitate positive social interaction, appropriate parental involvement, and personal development. Strategies, such as smaller class size, non-traditional assessment, extracurricular engagement, and familial support, can help create caring communities within honors. Authors suggest that prioritizing …

Honors Is More Than A Grade: Removing The Experiential Ceiling In Honors, Justin L. Rheubert, Marisa Prisco, Paige A. Grum, Abby L. Kalkstein

Journal of the National Collegiate Honors Council Online Archive

The stress created by academic pressure may prevent honors students from exploring curricula beyond that required by their majors. Challenged with additional workload and extracurricular requirements, students in honors often confront added stress caused by a desire to perform favorably in all academic pursuits. This pressure may result in hesitancy to explore new ideas, nurture curiosity, or break free from the rigors of a defined program of study—the opposite of what honors pedagogy and practice purport. This essay presents the process of converting a weighted grading system to pass/fail in an effort to provide students with opportunities for academic exploration …

You Are Not Alone: An Innovative, Collaborative Approach To Student Wellness And Mental Health In Honors, Sheryl Ford, Joshua Stockley

Journal of the National Collegiate Honors Council Online Archive

This essay presents an innovative, proactive solution to the growing mental health needs of honors students. Authors discuss the ways in which one program at a large public university revised curriculum, created programming, and formed strategic partnership with the university’s Marriage and Family Therapy Program to understand and address student mental health in honors. Acknowledging a growing national trend of depression, anxiety, and suicide among college students, authors posit that dynamic outreach and dialogue with students about their struggles with assignments, activities, and academic expectations can create effective strategies for nurturing student development and well-being.

Charting A Course For Belonging: Creating An Honors Mindfulness Learning Community, Kristy Spear, Gayathry Prabhakaran

Journal of the National Collegiate Honors Council Online Archive

In today’s post-pandemic world, a sense of belonging within and in the larger relational world is something that many people struggle with, particularly those individuals leaving home to enter college. Socially engaged mindfulness can connect individuals with their breath, thoughts, emotions, and one another to promote and support well-being. This essay presents a programmatic overview of a Mindfulness Learning Community (MLC) in honors. Created for incoming first-year students (N = 31) to aid in their transition to college life, the multi-semester academic, social, and experiential-based learning community aims to teach honors students the psychological and physiological value of mindful practice, …

Mental Health Among Honors College Students: Evidence From College Entry Essays, Mohini Gobin, Jaclyn Kopel, Eric Osborne-Christenson, Anna Shostya

Journal of the National Collegiate Honors Council Online Archive

This study explores the effect of preexisting mental health issues on college students’ academic performance. Using unique data from the honors college at a medium-sized urban private university, authors examine college entry essays (N = 1,062) in five classes (two pre-pandemic and three post-pandemic), as well as advisors’ (N = 7) notes. Mental health (MH) concerns are grouped into six non-mutually exclusive categories: depression/anxiety, neurodiversity/learning disabilities, identity-related concerns, grief/loss, trauma, and the mental health of others whose lives impact the student. The study finds that the number of honors students citing mental health in their entrance essays more …

The Well-Being Of Honors College Students Compared To Non-Honors College Students Accounting For Prior Gifted Experience, Hannah C. Dewald, Allyson S. Graf

Journal of the National Collegiate Honors Council Online Archive

Student wellness is a growing concern among educators. Previous studies on the well-being of honors students as compared to other undergraduates result in mixed findings. This study examines the trajectory of gifted programming in education and specific challenges to the collegiate experience, presenting differences between honors students (N = 49) and non-honors peers (N = 138) using two well-being indicators (academic anxiety and academic self-efficacy) and three related factors (perceived past school competitiveness, maladaptive perfectionism, and pressure due to labeling). While authors posit that honors students may have higher academic anxiety and lower self-efficacy than those not enrolled …

Face-To-Face: A Sociologist Looks At College Students' Mental Health, Maureen Kelleher

Journal of the National Collegiate Honors Council Online Archive

While both individual honors programs and their broader campus communities have implemented new initiatives and intervention strategies to address undergraduate mental health, significant needs remain unmet and concerns unaddressed about the long-term implications for students. This paper provides a framework for understanding the current (2023) environment on many campuses by presenting national legislation that shapes campus response, offering cases of specific institutional responses to crisis, and exploring the impact of face-to-face interaction between faculty and students in classrooms. Awareness of these three levels of response—national, campus, and classroom—equips and empowers the honors community to understand and effectively deal with myriad …

Competing In The Stress Olympics: Mid-Level Managers And Their Experiences Of Work Stress As Impacted By Their Supervisors And Organizational Climate, Melissa Jane Hecker Scott

Educational Leadership & Workforce Development Theses & Dissertations

Student affairs has a problem due to staff attrition (Rosser & Javinar, 2003). Most professionals leave the field due to job dissatisfaction, unhealthy work environments, high stress, and low morale (Marshall et al., 2016; Rosser & Javinar, 2003). Researchers have identified a relationship between job stress and burnout and intentions to leave the field of student affairs (Mullen et al., 2018). Turnover of positions is financially detrimental to the institution due to the cost of recruitment, hiring, and training the replacement employee (Agovino, 2019). In addition to the financial impact, when mid-level managers leave, there is a loss of institutional …

Experiential Learning From Stakeholder Perspectives At A University Partnership Program, Maggie M. Shader

Doctor of Education (Ed.D)

The purpose of this non-experimental, quantitative survey study was to determine the stakeholders' perspectives on experiential learning at Canvas College. Experiential learning has potential benefits for students as stakeholders, and internship can be a vehicle for experiential learning. Experiential learning can involve benefits such as employability, real-world experience, calling confirmation and spiritual growth, soft skills, and immediate application of learning. Stakeholders in an internship are not limited to students. Faculty and internship leaders are also stakeholders; however, a partnership program encompasses more stakeholders, including church staff, alumni, and host university staff. The survey was researcher developed and the Cronbach’s alpha …

Principals' Perspectives Of The Impact Of Faculty Engagement, Self-Efficacy, And Resiliency On First-Year African American College Student Retention, Hattie Marie Jones

Electronic Theses and Dissertations

Abstract

This study examined principals’ perceptions of the impact of faculty engagement, student resiliency, and student self-efficacy on the retention of first-year urban and rural African American college students. The aim of the study was to determine why students from this demographic leave their higher education institutions after the first year. In the United States, about 30% of students, regardless of race or ethnicity, drop out of college after the first year. Further, given 6 years, about 50% of students drop out before obtaining a degree. Researchers have identified African American students as having a high college dropout rate. This …