New frontiers for student affairs professionals: Teaching and the first‐year experience

Hunter, Mary Stuart; Murray, Kathleen A.

doi:10.1002/ss.230

Cited by 17 publications

(33 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In order to successfully adjust personally and academically to college, students need to gain an expanded sense of self beyond what they came to college with, including a strong identification with academic domains and academically rigorous programs (Blake, 2007;Hollins, 2009;Hunter & Murray, 2007;Tovar, 2015). Academic self-confidence, achievement motivation, clear goals, drive to succeed, ability to manage external demands, and self-advocacy are non-academic factors that contribute to college success (Lotkowski et al, 2004;Martin, Galentino, & Townsend, 2014).…”

Section: Orientationmentioning

confidence: 99%

“…In the past two decades, increased attention and resources have been targeted to the needs students have, and the challenges students face as they transition to college (Hunter & Murray, 2007). This has become an even greater focus as the student population has become increasingly diverse, and more first-generation students are enrolling in college (Heinisch, 2016;Soria, Lingren Clark, & Coffin Koch, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, orientation programming needs to gradually transfer competence and responsibility to the students (Quaye & Harper, 2014;Shugart & Romano, 2008). Student success and retention begin with, and depend on this transition being successful, beginning with orientation, but often continuing through a student success or first-year experience program (Hunter & Murray, 2007). Orientation, supplemental instruction, student success courses, and learning communities are all ways to achieve these outcomes, and increase student engagement on campus (Shugart & Romano, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…This means both recruiting and retaining more students in college. It also means that higher education currently has a very large enrollment of students who have varied needs and educational backgrounds (Heinisch, 2016;Hunter & Murray, 2007). With the goal of serving students who might not otherwise attend college, community colleges have an especially important role in meeting the nation's workforce and college completion goals (Harbour & Smith, 2016;O'Gara, Mechur, & Hughes, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Understanding student needs, acknowledging cultural differences and multiple identities, defining student success, clarifying degree and program requirements, and preparing for effective teaching are all key outcomes for student affairs professionals who develop, lead, and teach college transition programming in all its various forms at community colleges (Hunter & Murray, 2007;Soria et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

View full text Add to dashboard Cite

With increased public pressure to impact student success, assess student learning and increase completion outcomes at community colleges, mandatory orientation can be an important first step on the path to success. Colleges also need to identify opportunities for assessing co-curricular learning in student affairs programs and functions. This study describes the process of implementing a mandatory new student orientation at a community college in Colorado. The program assessment included data collection at the individual student level to document student learning, and more broadly to demonstrate that the program contributed to increases in student retention outcomes and documented student learning from the beginning of the college transition process. The authors found statistically significant differences in student learning about key on boarding topics following orientation and the new student orientation also contributed to a seventeen percent increase in fall to spring retention of new students.

show abstract

Section: Orientationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

View full text Add to dashboard Cite

show abstract

Culturally engaging courses and campuses for LGBQ+ issues.

BrckaLorenz

Durán

Haeger

2021

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

Current literature underscores the need to address unwelcoming campus climates for LGBQ+ students both in and outside of the classroom by taking a critical look at the practices adopted at the institution. Using a large-scale, multi-institution quantitative and qualitative data set, this study examined student perceptions of the inclusion of LGBQ+ issues in curricula and how this relates to other forms of engagement. We found differences in student perceptions by major and sexuality, and that relationships between engagement and LGBQ+ curricular inclusion are strong for LGBQ+ and non-LGBQ+ students. Quotes from students highlight the disconnect felt between coursework and discussions of sexuality, as well as the great importance of creating inclusive spaces for the LGBQ+ community. CULTURALLY ENGAGING COURSES 3 Culturally Engaging Courses and Campuses for LGBQ+ Issues Y'all are not here for us. Step it up." -A queer identifying student's write-in responseWithin the field of higher education, scholars emphasize the reality that the experience of campus climate and culture varies by students' backgrounds and social identities (see Museus, 2014). What this body of research showcases is that students' perceptions of how accepting and welcoming their campus environments are differ based on a person's social location, especially relevant for collegians from historically marginalized identities (e.g., Museus, 2014;Museus, Yi,

show abstract

Class matters: Employing photovoice with first-generation poor and working-class college students as a lens on intersecting identities.

Jehangir¹,

Collins²,

Molengraff³

2024

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

This study examines how first-generation (FG) college students make meaning of their social class during their first-year of college. As a method, photovoice allowed for the creation of a rich set of data using student photos and accompanying narratives, through which three key themes were derived: (a) broken American dream, (b) honoring family sacrifices, and (c) lifting generations. This study informs both future practice and research by providing a deep understanding of the intersection of students’ individual identities, contexts, and motivations through the lens of the social class worldview model (SCWM).

show abstract

New frontiers for student affairs professionals: Teaching and the first‐year experience

Abstract: The first‐year experience movement opens a window of opportunity for student affairs professionals to extend their educational endeavors into the classroom, thus allowing entrance into segments of campus once reserved exclusively for faculty.

Cited by 17 publications

References 2 publications

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Culturally engaging courses and campuses for LGBQ+ issues.

Class matters: Employing photovoice with first-generation poor and working-class college students as a lens on intersecting identities.

Contact Info

Product

Resources

About