Journal of college and character最新文献

{"title":"Relationship Rich Education: How Human Connections Drive Success in College","authors":"Laura Harrison","doi":"10.1080/2194587x.2021.1939724","DOIUrl":"https://doi.org/10.1080/2194587x.2021.1939724","url":null,"abstract":"When I came across this book, my first thought was that the premise was a bit obvious. Relationships are important to student success. One would be hard pressed to find a less controversial position in higher education. The authors preempt this argument by acknowledging it, then correctly pointing out that higher education leaders often fail to prioritize mentoring and other forms of relationship-rich education in their allocation of human and financial resources. Felton and Lambert devote the bulk of this work to highlighting institutional programs, policies, and practices that prioritize this human element. They discuss curricular and cocurricular initiatives in an integrated way, highlighting the importance of benefits offered by both kinds of engagement. A cocurricular example the authors discuss is California State University-Dominguez Hills’s Male Success Initiative, a mentoring program that takes a holistic approach to developing students’ academic and personal talents. For a book dedicated to what can be perceived as a soft topic, the authors take a refreshingly practical approach. They communicate in detail why relationships matter, following the aforementioned program highlight with the results of a 2014 Gallup-Purdue study of 30,000 college graduates showing a positive relationship between mentorship and workplace engagement (p. 25). The authors also provide several examples of curricular policies and practices that foster connection and corresponding evidence as to why they are worth the investment. They highlight Elon University’s curriculum re-structuring, which awarded four credit hours for most classes in order to allow faculty to teach fewer courses with more depth and student centeredness. Felton and Lambert also discussed Florida International University’s integration of learning assistants into large courses to provide more focused attention and personalized instruction. While some might balk at the price, the authors argue, “Yes, this kind of education may have additional costs, but the costs pale in comparison to higher attrition rates, greater likelihood of student loan default, and the huge social costs of students not reaching their full potential” (p. 151). By Peter Felten and Leo M. Lambert, 2020. Johns Hopkins University Press, 187 pages, ISBN 9781421439360, Hardback, $39.95","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"266 - 268"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41522087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Cave and Service-Learning: Developing a Sense of Belonging in Summer Bridge","authors":"H. Pichon","doi":"10.1080/2194587X.2021.1939720","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1939720","url":null,"abstract":"Abstract This article focused on findings of case study that explored the use of Plato’s “Allegory of the Cave” to supplement a service-learning project. The project was initiated in an academic orientation course as a part of a summer bridge program in order to foster a sense of belonging. Data from written reflections and a focus group centered around (a) belonging, (b) socio-academic integration, and (c) finding one’s self. Findings suggest that helping students transition into their new environment by using their strengths to help others through a service-learning project connects the students to the university, thus, reinforcing their sense of belonging.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"239 - 255"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42720736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Student Engagement With Campus Chaplains: A Pilot Study From a Residential Liberal Arts College","authors":"Elena G. van Stee, Taylor Paige Winfield, Wendy Cadge, J. Schmalzbauer, T. Steinwert, S. Rambo, E. Clifford","doi":"10.1080/2194587X.2021.1939721","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1939721","url":null,"abstract":"Abstract This article examines student engagement with chaplaincy services through a pilot survey administered at a private liberal arts college (n = 1043). Almost half of the respondents reported engagement with campus chaplains, which varied by religious tradition and race. Respondents who had engaged with chaplains were more likely to report integrating spirituality into daily life, feeling supported in wrestling with life’s big questions, and experiencing spiritual growth. They were not more likely to feel they were resilient or could manage stress. The authors encourage researchers to build on the model and findings presented here to identify empirically how chaplaincy services affect students.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"215 - 238"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45201284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Called to Counsel: Examining the Links Among Calling, Life Meaning, Life Satisfaction, and Burnout Among Law Students","authors":"R. Abouras","doi":"10.1080/2194587X.2021.1939723","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1939723","url":null,"abstract":"Abstract Adapting the work as calling theory (WCT), the present study used path analysis to examine the relations among calling, person-environment fit (P-E fit), life meaning, living one’s calling, academic burnout, and life satisfaction in a sample of law students (N = 245). Propositions of the WCT model were generally supported by data in which perceiving a calling predicted P-E fit, which in turn predicted life meaning. Life meaning predicted living out one’s calling in law school, which correlated positively with life satisfaction and negatively with academic burnout. Findings highlight the predictive role of calling in law student well-being. Implications for future research and practice are discussed.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"179 - 199"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45019336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Targeted and Omitted: Institutional Role of Protecting Minoritized Religious Groups Against Hate Crimes","authors":"Shafiqa Ahmadi, Jacob Boarnet, B. Garcia, Milie Majumder","doi":"10.1080/2194587X.2021.1939725","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1939725","url":null,"abstract":"Abstract Using data from the Federal Bureau of Investigation’s (FBI) Uniform Crime Reporting (UCR) Program and the Department of Education Government Accountability Office (DOE GAO), this study examines the prevalence of hate crimes directed at Muslim, Sikh, and Jewish students and explores whether hate crimes increased during the 2016 presidential election and Trump presidency. In this study we aggregate these groups as minoritized religious groups (MRG) in institutions of higher education (IHE). Conceptually grounded in the minoritized religious and spiritual campus climate framework (MRSCC), the findings indicate that offenses and incidents directed at MRG peaked from 2016–2018, and there were discrepancies in the reporting processes. Further research is needed to better understand how hate crimes directed at MRG are reported and its impact on policy and professional practice so that leaders in IHE are better equipped to address hate crimes.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"256 - 265"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43750500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What’s With the Attitude? Implicit Attitudes and Critical Thinking in Traditional Undergraduate Student Leaders","authors":"Russell W. Waltz, Pietro A. Sasso","doi":"10.1080/2194587X.2021.1939722","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1939722","url":null,"abstract":"Abstract Current faculty and other stakeholders for higher education have cited a lack of critical thinking within traditional undergraduate students. Some have touted this “soft skill” as a necessary competency for postgraduate employment because others within the private sector have challenged higher education to reconsider how this skill is taught to students. Higher education leaders purport that critical thinking can also be taught through experiential learning across the cocurricular activities of leadership experiences. This non-experimental, descriptive study examined critical thinking development in a sample of traditional undergraduate student leaders at two land-grant universities in which students took the Cornell Critical Thinking Test Level Z (CCTT-Z) and the Wason Rule Discovery Task (WRDT). Results from the study suggested there was a relationship between the incidence of implicit attitudes and poorly demonstrated critical thinking skills, and when controlling for academic level, there were no significant differences between students. Implications for practice include a reasoned account for why such implicit attitudes hinder students’ critical thinking development and why efforts should be made to lessen such biases’ influence.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"200 - 214"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45453806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Producing Athletes and Centering Whiteness: Reexamining Non-Revenue Generating Collegiate Athletic Cultures","authors":"Kirsten Hextrum","doi":"10.1080/2194587X.2021.1898982","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1898982","url":null,"abstract":"Abstract Creating racially just campuses requires dismantling the cultural imperialism of Whiteness—how Whiteness becomes the norm to which all else is measured, compared, and excluded. Little is known about how Whiteness shapes the most prevalent athletic cultures: non-revenue teams. Using critical Whiteness studies and life-history interviews with 47 rowers and track and field college athletes, I propose three components of athletic cultures: isolation, compliance, and competition. Athletes learn these elements are neutral and necessary for athletics; however, they normalize White persons’ overrepresentation in sport, require loyalty to one (White) cultural form, and position social outcomes as individually and fairly won.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"114 - 133"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2194587X.2021.1898982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Do Colleges and Universities Support Multifaith Chaplaincy? The Causes and Effects of Different Institutional Approaches","authors":"Elena G. van Stee, Wendy Cadge, R. Barton","doi":"10.1080/2194587X.2021.1898981","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1898981","url":null,"abstract":"Abstract This article examines institutional approaches to multifaith chaplaincy across private institutions of higher education. Based on a pilot study of eight nonreligious colleges and universities, the authors identify a continuum of models for multifaith chaplaincy. At one end of this continuum, universities facilitate access for chaplaincy affiliates they do not pay; at the other end, universities employ staff chaplains. The authors find that smaller institutions and those historically affiliated with a religious group tend to employ more staff chaplains. Chaplaincy models affect how deeply chaplains and affiliates are involved on campus and the possibilities for interfaith engagement.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"134 - 155"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2194587X.2021.1898981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Campus Prophets, Spiritual Guides, or Interfaith Traffic Directors? The Many Lives of College and University Chaplains","authors":"J. Schmalzbauer","doi":"10.1080/2194587X.2021.1898984","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1898984","url":null,"abstract":"Abstract What is the role of the chaplain on the 21st century campus? Comparing today’s chaplains to their mid-century counterparts, this article presents findings from the National Study of Campus Ministries. Based on a 2006 survey of 1,659 campus religious professionals, it focuses on a subsample of 335 chaplains employed in private colleges and universities and 80 in-depth interviews with college chaplains conducted prior to the survey. While chaplains perform many different roles, this study focuses on three that capture the changing place of the profession in the 21st century: campus prophets, spiritual guides, and interfaith traffic directors.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"156 - 162"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2194587X.2021.1898984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43633638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding Muslim College Students’ Sense of Belonging and Mattering at HBCUs","authors":"Darnell G. Cole","doi":"10.1080/2194587X.2021.1898986","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1898986","url":null,"abstract":"Abstract With a sample of 160 Muslim college students attending 34 historically Black colleges and universities (HBCUs), ordinary-least-squares regression analyses were conducted to examine students’ sense of belonging and mattering. Conceptually grounded in the minoritized religious and spiritual campus climate framework (MRSCC), the findings indicated that Muslim students who felt comfortable talking with non-Muslim peers about critical social issues (i.e., racism, sexism, Islamophobia, etc.) were unlikely to feel like an outsider. Muslim students who indicated that they felt supported by administrators and faculty were more likely to report feeling like they matter. Support from administrators was also significant for Muslim students’ belonging.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"163 - 170"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2194587X.2021.1898986","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41493540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}