Special Education, Counseling, and Student Affairs Faculty Research and Publications
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Item Open Access Changes in Life Goals Over College: A Comparison Between Men and Women Majoring in STEM(Springer Science and Business Media LLC, 2022-06-13) Barth, Joan M.; Yang, YangInformed by goal congruity theory and emerging adulthood theory, this study examined changes over time and gender differences in the importance that college STEM majors placed on three life goals that have been hypothesized to explain the differential retention of men and women in STEM: Marriage-Family, Career-Status, and the desire to have a positive Social Impact. 251 students (n = 128, 51% women; n = 191, 76% White) completed three surveys, one year apart. Participants rated the importance of different life goals at each time point. Changes in importance ratings over time were moderated by gender. Men and women only differed in the importance placed on Marriage-Family goals at Time 1 and differences in Social Impact goals emerged at Time 3. Men’s ratings for Marriage-Family and Social Impact goals decreased over time, but women’s ratings did not significantly change. For both genders, ratings of Career-Status goals decreased over time. Secondary analyses suggest that gender differences in Marriage-Family and Social Impact goals emerge midway through college for STEM majors. Findings suggest that women who are retained in STEM majors place a high value on Marriage-Family and Social Impact goals, similar to non-STEM majors, but may be able to better visualize a future STEM career that affords these goals. Explanations for gender differences in STEM interest based on goal congruity theory should consider that the importance of different life goals may change over college.Item Open Access Understanding the Impact of an LSAMP Scholar Program(ASEE, 2023-06) Yang, Lydia Yang; King, Brenee; Betz, Amy R.; Bender, ShanaIn 2020, [a predominately white, midwestern, land grant institution] started a Scholar program as part of their Louis Stokes Alliances for Minority Participation (LSAMP) grant. The goal of this LSAMP grant is to increase the persistence, retention, and graduation rates of underrepresented minority (URM) students. The Scholar program is being piloted at this institution; but if successful, the program may become a model for other institutions within the alliance to implement. The goal of the Scholar program is for students to become more knowledgeable about themselves and what they need to succeed in their academic and personal success. Program description The Scholar program was developed using the theoretical framework of Kamphoff and colleagues’ Empowerment and motivation model (2007). Adapted from this model, the components of the Scholar program focus on four key areas - learning engagement, commitment to learning, awareness of self-management, and self-confidence with campus resources. Specifically, students are required to participate in an online course with modules focused on academic development, interface with campus resources attend scholar chats, and attend academic coaching sessions. Upon completion of the required activities, participants are provided with a stipend. Participants were asked to complete a self-assessment on the abovementioned four areas at the beginning of the Scholar program (pre-test) and after the completion of the program (post-test). Research Question This paper examines whether participants’ pre-test and post-test ratings differ in the following four areas: learning engagement, commitment to learning, awareness of self-management, and self-confidence with campus resources. We hypothesized that the Scholar program makes a difference in participants’ ratings on the pre-test and post-test in all four areas. Recruitment and Participants All current LSAMP recipients were invited to participate in the Scholar program. An email was sent out to eligible students to encourage participation. The invitation email noted a stipend would be provided upon active participation in program activities. Interested students were directed to complete a short application which included open-ended questions related to their cultural background, short- and long-term educational goals and activities in which they are committed. Measures The pre- and post- test questionnaire was developed by modifying from two existing instruments, Michigan State University Student Assets Survey (Livsey, 2003) and the NACADA Academic Advising Survey (2016). The instrument measures the four key areas: learning engagement (9 items), commitment to learning (6 items), awareness of self-management, and self-confidence with campus resources (2 items). Instrument details will be provided in the paper. Results All analyses were conducted using SPSS v27. Data was examined and cleaned first. 57 participants completed both pre-test and post-test and their data were utilized for the following analyses. Dependent samples t-tests were conducted to examine whether participants’ ratings in the pre-test and post-test differ in the four key areas. The preliminary results showed statistically significant increases in participants’ awareness of campus resources (t = 5.759, p < .001) and in knowing how to access campus resources (t = 5.80, p < .001). The final results will be provided in the paper.Item Open Access Pandemic Pivoting: The Use of Home Wi-Fi Accounts and Fast-Food Parking Lots for Teachers’ Internet Connectivity(Informa UK Limited, 2023-05-04) Trina Harlow, Trina; Yang Yang, Yang; Ackermann, Sarah; Dobberstein, Beth; Reeker, Bob; Needles, TimMany people and organizations worldwide are still trying to gain access to internet services (Buechner, 2020). The quest for the internet is ongoing, just as electricity was once a privilege when it was first invented and made available mainly to only scientists and engineers, then to people of financial means in primarily urban areas (Southern Oral History Program, n.d.), and continues to be a struggle even today in many parts of the world (Odarno, 2017). Thus, the development and implementation of the ever-morphing internet also continually changes. In early 2020, education was caught off guard by the COVID-19 pandemic. As a result, American education’s need for accessible, reliable internet services for all teachers and students became a prominent concern. In this second part of the National Art Education Association’s Public Policy and Arts Administration Special Interest Group 2020 Device and Internet Accessibility Study, various internet complexities of U.S. school art teachers during hybrid and remote teaching will be discussed.Item Open Access Impact of Academic Advising Activities on International Students' Sense of Belonging(STAR Scholars Network, 2023-09-22) Yuan, Xiao; Yang, Yang; McGill, CraigResearch on international students suggests they have a low sense of belonging at the U.S. institutions they attend. This study examined whether academic advisor’s cultural empathy, advisor-advisee rapport, and international students’ advising satisfaction influenced international students’ perspectives of belonging to the institution. We further examined whether cultural empathy and advisor-advisee rapport mediated the effect of advising satisfaction on international students’ sense of belonging. The cross-sectional quantitative study used a convenience sample of 209 international students enrolled in two institutions in the United States. Results indicated that cultural empathy and student advising satisfaction had a statistically significant influence on the sense of belonging, not advisor-advisee rapport, and cultural empathy mediated the effect of advising satisfaction on sense of belonging. We offered recommendations for institutions and academic advisors when working with international students.Item Open Access Pedagogical Considerations between Teaching Fitness and in Higher Education(Kentucky SHAPE, 2023-11-01) Rubin, Lisa M.; Stokowski, SarahThe purpose of this essay is to explore synergy between the pedagogy of teaching group fitness classes and that of teaching in higher education (i.e., undergraduate and graduate courses). The authors are both faculty and group fitness instructors. Through a brief review of literature, personal experiences as group fitness instructors, and perspectives of other faculty who teach fitness, the essay sought to explore pedagogical considerations between teaching fitness and teaching in higher education. Instructional differences, similarities, and overlaps were considered. In addition, teaching training and pandemic pivoting were also explored. The authors concluded with a call for more scholarly discourse on teaching in group fitness and higher education.Item Open Access Exploring the Influence of Student-Athlete Advisory Committee Participation on Leadership and Post-Graduate Career Development(2022-01-01) Heim, P.; Stokowski, S.; Springer, Daniel S.; Rubin, Lisa M.; Miller, M.T.The Student-Athlete Advisory Committee (SAAC) is comprised of student-athletes that provide insight on their experiences, influencing policies that affect rules and regulations at the institutional, conference, and national level(s). SAAC participation allows student-athletes to transfer the skills learned on the playing field into a professional setting. These skills are a foundational component for athletes’ character and moral development. Despite the proliferation of SAACs across the NCAA membership institutions, there is a dearth of empirical studies examining these committees and the outcomes they achieve. The purpose of this study is to explore the influence of SAAC participation on post-graduate career development. Using a phenomenological approach to research, semi-structured interviews and observations were conducted with eight former SAAC student-athletes to discover the impacts of their SAAC experience. Throughout the data, two major themes appeared, career preparation and future leadership preparation. Ultimately, the participants indicated that participating in SAAC translated into various leadership skills, helping this population prepare for post-graduation endeavors, and explore their self-concept beyond the athletic realm.Item Open Access A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines(2017-07-01) Yang, Yang; Barth, Joan MResearch on gender disparities in STEM (Science, Technology, Engineering, and Mathematics) has paid little attention to the fact that not all STEM disciplines experience the same degree of gender imbalance. Previous research has primarily examined a single STEM discipline or combined STEM disciplines in their analyses. This study addressed some of the limitations of previous research using an innovative statistical approach, Q factor analysis (QFA). QFA is used to explore multifaceted human perceptions, behaviors, and experiences. It enables researchers to categorize people based on their pattern of responses and opinions on a certain topic, in contrast to the more commonly used R factor analysis that categorizes variables. QFA was applied to a sample of 98 female undergraduate students who were enrolled in introductory STEM courses. Participants competed a survey that assessed their attitudes, experiences and beliefs about math, science, and computers. Questions tapped into constructs typically used in social cognitive models of academic and career choices. Two typologies emerged from the analyses. The math-computer group had favorable attitudes and beliefs toward math and computers and less interest in science; whereas the science group had more favorable attitudes and beliefs towards science. Participants? major choice and self-reported academic support aligned with the two groups in ways that were consistent with the groups? interests. The study demonstrates the potential for QFA to be applied with various types of data on a wide range of topics and to address questions that are not easily answered using traditional statistical approaches.Item Open Access Examining the Effectiveness of Scholars Assisting Scholars Program Among Undergraduate Engineering Students(2018-06-23) Yang, Lydia Yang; Grauer, BetteRetaining engineering students is a critical issue in engineering education, especially in the first two years of college when the attrition rate in engineering has been stubbornly high. Peer tutoring and supplemental instruction are widely used techniques in order to help freshmen and juniors succeed in challenging courses in universities. Peer tutoring has shown to improve academic outcomes such as achieving higher GPAs, higher retention rates, and improving student connectedness. In this study, we are focusing on the effectiveness of a peer tutoring and supplemental instruction program implemented in a college of engineering at a large land grant research institution.Item Open Access Examining Students’ Epistemological Views of Engineering among First Year Engineering Students(2019-06-15) Yang, YangThis is a complete research paper. The research interest in engineering epistemology is growing as more engineering education researchers consider that students’ beliefs about the nature of engineering is essential to how they learn, which influences their professional preparation [1]. Epistemology refers to how individuals view the nature of knowledge and knowing in a particular domain, in this case, engineering [2].Item Open Access Examining the effectiveness of the Engineering Launch program for first-year engineering students(2022-08-23) Yang, Yang; Betz, Amy; Spencer, CraigMotivation and Background: This COMPLETE EVIDENCE-BASED PRACTICE PAPER examines whether participating in the Engineering Launch program at a large Midwestern land- grant university influences the academic readiness of engineering students before they enter Calculus I course. Many students enrolled in Calculus I are not prepared for it. The remedial program Engineering Launch aims to improve students’ math preparation in Trigonometry, Algebra I, Geometry, and Algebra II, and bridge the perceived gaps in math preparation to get students ready for Calculus I. Many universities around the country have implemented similar remedial programs. There are two common approaches. One is a workshop-style course which typically requires weekly class time in addition to regular lectures [1]. The other is to offer a bridge course before the semester starts, with duration from one-week long [2] to several weeks [3, 4] These programs have shown positive results by increasing student pass rates in Calculus. The Engineering Launch program takes the second approach by offering a summer bridge course prior to the fall semester. This course is offered as a zero-credit hour course, which consists of a three-week online component and several in-person events the week before classes start. The course combines both synchronous and asynchronous math instruction. All instruction and module content is provided and delivered by a seasoned Calculus I instructor, who has over 15 years of experience teaching courses in calculus sequence. The course also includes one-on-one tutoring from a GTA in the Department of Mathematics. Learning about the usefulness of the Engineering Launch program can inform researchers, instructors, and administrators how to improve the readiness of first year engineering students in Calculus I and make it an effective approach in helping engineering students succeed academically.Item Open Access Engineering Students’ Views on the Effectiveness of Peer Tutors in Scholars Assisting Scholars Program(2020-06-01) Yang, Yang; Grauer, Bette; Thornburg, Jennifer; Betz, AmyIn engineering education, retaining engineering students in the first two years of college is a critical issue when the attrition rate has been persistently high. Peer tutoring and supplemental instruction are widely used methods to help first year students and sophomores succeed in challenging courses in universities. Research has shown that peer tutoring improves academic outcomes such as achieving higher GPAs, higher retention rates, and improving student connectedness. In an earlier study we examined whether and to what degree a peer tutoring and supplemental instruction program called Scholars Assisting Scholars, SAS, implemented in a college of engineering facilitated student academic performance in a specific Calculus course. In this follow-up study, we focused on the impact of the peer tutoring and supplemental instruction program on students who utilized the peer tutoring program across a wide range of core courses.Item Open Access Examining Incoming Credit Differences Between First-Year and Transfer Students(2018-12-01) Yang, Yang; Briggs, Kelly; Avalos, Sandra; Anderson, Christina M.In this study, the difference in the number of initial credits between incoming transfer and first-year students entering a land grant university in a professional education program was examined (N = 488). A multivariate analysis of variance revealed that transfer students transferred significantly more total credits and more credits that counted toward degree programs than did first-year students. Undergraduates who had graduated from small high schools transferred more credits and more credits that counted than did those from large high schools. However, first-year students transferred a significantly higher percentage of total credits that counted toward the degree programs than did transfer students. Implications for advisors, institutions, and policy makers are discussed.Item Open Access Using Leaves as a Model for Teaching Watershed Concepts in Natural Resources Science and Engineering Programs(2018-01-04) Anandhi, Aavudai; Yang, Yang; Hubenthal, MichaelCore Ideas Watershed is an important concept in science and engineering of natural resources. Introducing watershed concept using a leaf that students see every day is novel. Using leaf analogy, watershed concept can be taught universally. This article examines the effects of using leaves, something most students see every day and have some familiarity with, as an analogy for the concept of watersheds in an undergraduate water resources engineering course. The ultimate goal of the leaf/watershed analogy and associated instruction is to increase students’ understanding of hydrology principles, which in turn may facilitate better watershed management through increased public awareness, increased adoption of appropriate best management practices, and improved policy decisions. The assessment was performed with junior and senior undergraduate students enrolled in a Water Resource Engineering course. The assessment results showed that overall, students benefitted from the leaf analogy as a tool for learning watersheds. However, this effect varied depending on students’ learning style preferences.Item Open Access Enhancing Financial Literacy among College Athletes(2021) Rubin, Lisa M.; Joseph, Mindy; Lutter, Sonya; Roberts, Daron K.; Jones, Julian J.College students, including athletes, have limited exposure to financial education prior to enrolling in college (Britt et al., 2015). Athletes juggling two full-time roles as athlete and college student have limited time for financial education and the opportunity to work. Some athletes receive athletic scholarships and some do not, but either way, many athletes must seek additional funding and student loans to pay for college. Huston’s (2010) model demonstrated connections between financial literacy, behaviors, and education to serve as a framework for our study. The purpose of this study was to determine college athletes’ subjective and objective financial literacy, how they applied this knowledge, and their preferred mode(s) of financial education to pilot financial literacy education geared specifically for athletes based on their preferences. Data was collected from two institutions in the same Power 5 conference: monthly spending logs, focus groups, interviews, a financial knowledge survey, and pre- and post-tests flanking a financial literacy module in first-year experience courses and summer bridge. A Money 101 course was piloted over eight weeks, and peer financial counseling was offered. As athletes might gain access to their name, image, and likeness (NIL) for potential income in the near future, financial education is paramount.Item Open Access Reflections on the Undergraduate Research Experience of Three Former NCAA Division I Athletes(2020) Rubin, Lisa M.; Lombardi, Alyssa A.; Felice, Kennedy; Donato, Michael A.; rubinUndergraduate research (UR) opportunities are important for college students to engage in areas of interest, gain valuable skills, and contribute to their learning outside of the classroom (Mahatmya et al., 2017). There have been a few studies on college athletes engaged in high impact practices (HIPs) like study abroad programs (Navarro et al., 2020), first-year seminars (Grafnetterova et al., 2020), and learning communities (Mamerow & Navarro, 2014). However, little has been studied on athletes’ engagement in UR (also a HIP). While athletes may not be a large percentage of an institution’s student population, they are more visible in the campus community. College athletes face time constraints, balancing two full-time roles of student and athlete, often with limited time remaining to devote to extracurricular activities (Ishaq & Bass, 2019; Rubin & Moses, 2017). They also endure negative stereotypes, seen as outsiders by the student body and faculty, isolating themselves from campus involvement (Rubin & Moses, 2017; Simons et al., 2020). These stereotypes include the idea of the “dumb jock,” in which athletes are incapable of handling collegelevel work and require additional support to pass classes (Simons et al., 2007). Many campuses offer academic support in facilities designated specifically for athletes, beyond the typically weekday work hours (Rubin & Moses, 2017). Besides attending classes on campus, athletes spend most of their time in athletic facilities for meals, workouts, tutoring, and practices. In classes, they are more likely to sit with other athletes who understand their schedule and lifestyle (Rubin & Moses, 2017). Their rigid schedules might prohibit them from exploring student organizations or UR. Because of this, engaging athletes in UR is not as easy or obvious for faculty as it may be with other students. Yet, Gaston-Gayles and Hu (2009) discovered that athletes who engage in educationally purposeful activities, including faculty interaction and collaborative learning, improve in cognitive and academic outcomes. Since athletes’ college experience may differ significantly from that of other students, it is important to learn from former athletes’ participation in UR.Item Open Access Primary-Role Academic Advising Professional Socialization/Identity(2020) McGill, Craig M.; Puroway, Drew; Duslak, Mark; cmcgillThe following reflection protocol was developed by Craig M. McGill, Drew Puroway and Mark Duslak for the purpose of exploring our socialization to the emerging profession of academic advising. Collaborative autoethnography (CAE) is a research method in which a group of individuals draw upon their own lives and experiences to explore an issue. In CAE, therefore, the researchers are also the participants.Item Open Access Faculty Beliefs about the Nature of Intelligence(2019-02-21) Rubin, Lisa M.; Dringenberg, Emily A.; Lane, Jessica J.; Wefald, Andrew J.; rubinEducators shape the learning experiences of students in the classroom. Their views on intelligence influence the beliefs students have about their own abilities to learn. Astin (2016) cautioned, "The faculty culture regards smartness in an almost reverential fashion" (p. 4). Research on academic mindsets has focused mainly on secondary education (e.g., Dweck, 2016; Yeager & Dweck, 2012). There is a gap in the literature about educator views about intelligence in higher education. The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in an eight-term Mindset survey. Position was the only statistically significant demographic factor.Item Open Access Burnout Among Student-Athlete Services Professionals(2018-03-22) Rubin, Lisa M.; Moreno-Pardo, Maria D.; rubinLiterature on job burnout in athletics is limited to coaches, trainers, athletes, and administrators. Among student-services professionals, studies have focused on those in student support services, student affairs and mid-level administration. The purpose of this study was to explore factors why student-athlete services professionals burn out and consider leaving the profession. Themes from the literature on burnout include work overload, work environment/autonomy, evaluation/supervision, social support, and values/motivation/expectations. Burnout also serves as the theoretical framework for this study based on these six themes. The researchers sought volunteers from the N4A membership willing to be interviewed about burnout in the student-athletes services profession. We conducted interviews in Fall 2016 with 38 professionals in the field including directors, assistant/associate directors, advisors, learning specialists, and student-athlete development professionals with varying levels of experience in the field, which inform athletic administrators of the factors which lead to burnout and high turnover. The goal is to share this information as a mode of preventing burnout among talented student-athletes services professionals and their leaving the profession.Item Open Access Who Are Athletic Advisors? State of the Profession(2017-01-01) Rubin, Lisa M.; rubin; Rubin, Lisa M.The field of athletic advising has existed since the 1970s. In the early 1990s, the National Collegiate Athletic Association mandated that higher education institutions provide academic support for student-athletes. Few researchers have identified those serving as athletic advisors, so the literature features little data on advisor demographics, training, education, and work responsibilities. Therefore, the background and experiences of 277 members of the National Association of Academic Advisors for Athletics, who responded to a survey, were explored. Specifically, athletic advisor educational and training background, burnout levels, meaning of the profession as participants describe it, advice for prospective advisors, and the knowledge they wish they had gained before entering the field are addressed. Dramaturgy was utilized as a framework for analyzing this research.Item Open Access Athletic Subculture within Student-Athlete Academic CentersRubin, Lisa M.; Moses, Ron A.; rubin; rmoses; Rubin, Lisa M.; Moses, Ron A.Over 400,000 student-athletes participate in NCAA intercollegiate athletics programs. Due to their dual roles as student and athlete, they have a different college experience than the general student population. Specialized academic centers and resources for student-athletes are part of the reason they are separated and often isolated from the rest of campus. Teams have their own unique academic subculture that influences each student-athlete in his or her academic pursuits. The purpose of this study is to explore the athletic academic subculture among student-athletes at the Division I level and the role the athletic academic center and special resources play in cultivating a separate culture from the campus culture. Symbolic interactionism was the framework used as the lens to view the results of this study in the context of neoliberalism.
