Journal of Student Affairs Research and Practice

Published by De Gruyter

Volume 43 Issue 1

February 2006

Issue of Journal of Student Affairs Research and Practice

Contents
Journal Overview

Article

February 10, 2006

An Assessment of Skills and Competencies Necessary for Entry-Level Student Affairs Work

Jeffrey N Waple

Page range: 1-18

Abstract

This study identifies selected skills and competencies attained by entry-level student affairs professionals through masters-level graduate education and the degree to which these skills and competencies were perceived as necessary for entry-level student affairs work. Given a list of 28 skills drawn from preservice preparation and student affairs assessment literature, more than 1,200 new entrants to the student affairs field were asked to rate each skill in terms of (a) the degree to which the skill was attained in the respondents masters degree program and (b) the degree to which it was used in their first professional position.

February 10, 2006

Recreational Prescription Drug Use Among College Students

Ethan A Kolek

Page range: 19-39

Abstract

The purpose of this study was to explore recreational prescription drug use among undergraduate students. Although anecdotal accounts on this subject abound, empirical research is extremely limited. Data from a survey of a random sample of 734 students at a large public research university in the Northeast were examined. Results indicate that a substantial proportion of students reported having used prescription drugs for recreational purposes in the year prior to survey administration. Recreational prescription drug use was positively associated with the use of other substances including alcohol. Recreational prescription drug users were also more likely than other drug users to report negative consequences as a result of their drug use. Implications for future research and for student affairs are discussed.

February 10, 2006

Attitudes Toward Diversity and Living-Learning Outcomes Among First- and Second-Year College Students

Susan D. Longerbeam, William E Sedlacek

Page range: 40-55

Abstract

Authors examined attitudes towards diversity among college students who participated in a civic type living-learning program. The purpose of this longitudinal study was to examine the differences in students in a civic type living-learning program and a comparison group in undergraduate student understanding and appreciation of diversity. A construct of attitudes toward diversity was measured prior to matriculation and at the end of the first and third semesters of college. Students did not differ in their attitudes towards diversity from prior to matriculation to the end of the third semester. Nor did living-learning students differ from a comparison sample of students in the construct of attitudes toward diversity. The authors discuss several possible reasons for the lack of significant differences such as attitudes toward diversity generally do not change easily, relative to behaviors; the attrition inherent in a longitudinal study limited sample size; the general difficulty of quantifying significant outcomes of living-learning programs; the importance of allowing sufficient time for reflection (i.e., longer than the first 2 years of college) to reevaluate and then change ones attitudes; and the need to distinguish between understanding of and appreciation for diversity. Implications for educators are to enhance their understanding of diversity development in order to provide the best learning experience for students, and to measure small cumulative effects of diversity education over time periods longer than 2 years.

February 10, 2006

Greeks and Grades: The First-Year Experience

Robert DeBard, Tony Lake, Ron S Binder

Page range: 56-68

Abstract

After reviewing institutional records for more than 3,000 students, the authors consider how new members of Greek organizations at a Midwestern university performed academically when compared to non-Greeks, in terms of their predicted versus actual grade point averages and whether joining during the first or second semester made a difference in their performance. Implications for improving the first-year experience of Greek members are explored.

February 10, 2006

The Social Benefits of Intramural Sports

Lori Artinger, Lisa Clapham, Carla Hunt, Matthew Meigs, Nadia Milord, Bryan Sampson, Scott A Forrester

Page range: 69-86

Abstract

One of the distinguishing features of collegiate student recreational sports complexes is the sense of community that is intentionally introduced in the programs and services that occur within these facilities. Intramural sports programs provide a powerful medium for student interaction (Belch, Gebel, & Mass, 2001). This study was designed to examine the social benefits of intramural sports participation for undergraduate students at a midsized postsecondary institution. Surveys were randomly distributed to students (N = 349) participating in a variety of intramural sports programs. There were a number of significant differences in the reported social benefits of intramural sports participation between on-campus and off-campus students, first- and fourth-year students, males and females, and differences in reported social benefits based on the number of intramural sports played. Recreational sports programs should be linking participation in intramural sports with broader institutional goals of retention by emphasizing their role in socially integrating students into the university through participation in various recreational sports offerings. Suggestions for future research are made in the context of the limitations of the study.

February 10, 2006

The Impact of Institutional Size on Student Engagement

Adrianna J Kezar

Page range: 87-114

Abstract

This article reviews the results from an in-depth multisite case study of 20 institutions examining approaches to student engagement exploring differences by institutional type. The two research questions pursued were: Is size related to distinctive approaches for creating an engaging environment for students? If so, in what ways? The results demonstrate a relationship between size and four benchmarks. Implications for institutional and national policy are reviewed.

February 10, 2006

The Role of Living-Learning Programs in Students' Perceptions of Intellectual Growth at Three Large Universities

Karen Kurotsuchi Inkelas, Dawn Johnson, Zakiya Lee, Zaneeta Daver, Susan D. Longerbeam, Kristen Vogt, Jeannie Brown Leonard

Page range: 115-143

Abstract

The purpose of this study was to investigate how livinglearning (L/L) program participation similarly and dissimilarly affects college students intellectual growth at three large public research universities. L/L programs have been introduced at large universities in order to create more intimate peer communities that help foster students learning and development, as well as help them to become more involved and integrated in campus life. However, research on L/L programs has been largely limited to single-institution studies with restricted generalizability. This multiple-campus study shows that L/L programs affect students intellectual growth differently at different institutions, and that the impact of L/L programs on students perceptions of their cognitive growth is less influential than on their perceived growth in liberal learning.

February 10, 2006

Rethinking Criteria for Training and Selection: An Inquiry Into the Emotional Intelligence of Resident Assistants

Audrey J. Jaeger, Amy L.. Caison

Page range: 144-165

Abstract

The Resident Assistant (RA) position continues to expand and increase in complexity. The demands and responsibilities of the position can create a stressful environment for the RA. Choosing the right candidate for the RA position assists the residence life program, the institution, and above all the students. The results of this research present a relatively new theoretical construct, emotional intelligence, that may be helpful in selection and training of RAs. This research could be considered in the selection processes of other peer advisors and leaders on college campuses as well.

February 10, 2006

Effects of Involvement in Clubs and Organizations on the Psychosocial Development of First-Year and Senior College Students

John D. Foubert, Lauren A. Urbanski

Page range: 166-182

Abstract

Students at a midsized public university in the southeast completed the Student Development Task and Lifestyle Inventory at the beginning of their first year, beginning of their sophomore year, and end of their senior year. More involved students reported greater development in moving through autonomy toward interdependence and establishing and clarifying purpose. Uninvolved students had consistently lower developmental scores. Students who joined or led organizations reported more development than those who just attended a meeting.

February 10, 2006

Shaping Student Affairs Leadership Through Global Perspectives

Margaret A. Jablonski, Marilee J Bresciani, Cheryl Lovell, Tom Shandley

Page range: 183-202

Abstract

A unique professional development program took place for senior student affairs officers at The University of Salamanca (Spain) in June 2005. Participants had firsthand experiences with studying abroad and had opportunities to exchange ideas and perspectives with professionals from a variety of institutions from within and outside of the United States. This article will describe the purpose of the Institute, the workshops presented, and the learning outcomes attained. By examining the answers to those questions, a variety of themes emerged clarifying the participants learning outcomes and potential applications of how to use those new perspectives. Invited Article.

February 10, 2006

NASPA Journal vol 43 no 1

Page range: 203-404

About this journal

As of January 2015, JSARP is published by Taylor & Francis. Please visit the following link to view the journal. http://www.tandfonline.com/loi/uarp20#.VO-GRy4w0Xg