Editor: Daniel W. Newhart | Year: 2019 | Issues: 1
Tricia R. Shalka
Student affairs practitioners are increasingly called upon to engage in their work through the lens of trauma-informed practice. There is simultaneously a need for data that grounds this work in evidence-based strategies specific to the experiences of college student survivors of trauma. Yet, there has been limited discussion in student affairs literature about the impacts of assessment or research of college student trauma on those engaging in the inquiry. The purpose of this autoethnographic study was to investigate the implications of a qualitative exploration of college student trauma for the researcher and contributes to a broadened understanding of the possible impacts for higher education researchers and assessment professionals engaged in understanding college student trauma.
Sara R. Gordon, Pamelyn Shefman, Bill Heinrich, and Kathryn Gage
With student affairs functions listed in accreditation guidelines, the future of student affairs place/space within higher education will rely, at least in part, on the profession’s ability to engage in the accreditation process and be included as meaningful contributors. When student affairs is visible, included, and understood as part of the accreditation environment, the work of student affairs is valued and recognized for contributions to the outcomes of higher education. This paper helps prepare student affairs professionals for inclusion in the regional accreditation process by providing a brief primer of the accreditation process and discussing how student affairs work fits into accreditation standards, including providing suggestions for how student affairs work is valued through processes like accreditation. The paper also provides a case example of how assessment and evaluation data from student affairs activities and programs can be collected in a way that contributes to accreditation, as well as suggestions for how student affairs professionals can align assessment practices to allow student affairs data to be an important contribution in the accreditation process.
Kortney B. Merrell, Jared F. Edwards, Morgan N. Swisher, and Yong Jhao Chu
Career barriers can limit or distort a student’s perception and pursuit of a career. Social Cognitive Career Theory includes multiple points where career barriers can discourage or derail goal selection and goal directed behavior related to career development and, by extension, the opportunity to enhance career development by addressing career barriers. In an attempt to better understand ways to address career barriers, college students were given a computer administered version of the Career Barriers Inventory-Revised (CBI-R) then spent 20 minutes exploring information available through the O* NET. Next, they completed the CBI-R again. We found significant decreases in reported barriers for one subscale, Difficulties with Networking or Socialization, and the total scale. Based on our results, exposure to the O* NET predicts a decrease in reported career barriers of students. Those seeking to increase students’ openness to career and academic options may have a low cost intervention that offers a beneficial impact.
Genia M. Bettencourt
Social media has changed how students create social and political change beyond traditional forms of activism. However, little is known about how student leaders navigate online environments for purposes of activism and the connections between online and in-person activism. Through a mixed methods approach that drew upon surveys and interviews, this study examines the perceptions and behaviors of undergraduate student leaders in using social media as a tool to create social or political change at Research University (RU), a large public research institution in the Northeast. Findings suggest that students used social media to promote awareness of key causes and to develop their voice. Moreover, they perceived social media as a tool to serve diverse needs and to gauge social opinion. However, the need to avoid complacency by connecting online efforts to in-person actions was particularly salient in the qualitative interviews. Recommendations for using this research to guide institutional assessment and practice are included.