SCHOOL OF EDUCATION & ALLIED PROFESSIONS
Veterans Voices: Veteran Success in Higher Education
STUDENTS Brittany Arthur ADVISORS Abd El Nasser A Abd El Razek LOCATION, TIME LTC Forum, 4:30 PM-6:30 PM Counselor Education and Human Services, Poster - Graduate Research Veteran students' experiences within higher education are different compared to their nonveteran peers. Veterans enter institutions with experiences that are unique to their military background. The purpose of this study is to understand what veterans attribute to their success, or what they believe would help them in being successful. Findings provide insight into the experiences of veteran students at a Midwest religiously affiliated campus. The research question examined is what resources assist veterans to be successful in higher education. In regards to veteran's experiences, data analysis identified their interpretations of their experiences in college, their needs within higher education, and their suggestions for institutional change. The results of this research may help institutional administrators, specifically veteran affairs offices, in planning programs and services to help their veteran students be more successful.
Learning Outside of the Walls: Extra Curricular Activities and Student learning
STUDENTS Mohrah M Alshawiyah ADVISORS Abd El Nasser A Abd El Razek LOCATION, TIME LTC Forum, 4:30 PM-6:30 PM Counselor Education and Human Services, Poster - Graduate Research Examining the various benefits of integrating curricular and co-curricular experiences for the students on college campuses, this study posed the questions: What was the impact of student engagement in co-curricular activities on cumulative grade point average? What was the impact of student engagement in co-curricular activities on their quality of relations with others and community?Dependent variables included: academic performance, sense of community, and quality of the students' relation with others. Participation in the co-curricular activities was the independent variable. A questionnaire adapted from the campus life involvement survey was used to determine the various impacts of co-curricular activities on college students. The target population for this study was undergraduate students at the University of Dayton in the School of Education. The study targeted 200 participants whose ages were no less than 18 years old. Descriptive statistics were used to report frequencies, distributions, and tendencies. Inferential statistics were used to report the relationship between students' engagement and their level of academic achievement.Findings of this research study provided valuable information that will increase understanding of co-curricular impacts on student achievement, their quality of relations with others and their senses of community. The study provided insights about the undergraduate students' impacts from participation co-curricular activities on college campuses. This study provided significant information for the educators in higher education about the impacts of participating in these activates. Understanding how such activities support students through their college lives, professionals may be urged to encourage students to participate as a way to enhance their academic achievement, their quality of relationships with others, and their community.
Leadership Identity Development of LGBT-Identifying Students
STUDENTS Jennifer M Rentz ADVISORS Abd El Nasser A Abd El Razek LOCATION, TIME LTC Forum, 4:30 PM-6:30 PM Counselor Education and Human Services, Poster - Graduate Research Leadership identity has to do with who students are as leaders, their philosophy and perceptions of leadership, and their confidence in their abilities as leaders (Komives, Lucas, & McMahon, 2007; Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). There is a scarcity in research literature regarding the intersection of LGBT and leadership identities. This study looked at the ways in which LGBT students develop their identities as leaders by engaging in leadership opportunities. Specifically, the question of what affects LGBT students' leadership identity development was addressed. Themes from past research have correlated LGBT students' leadership identity development with the influence of strong peer and adult mentors, opportunities for self-reflection, and experiences being part of a minority group. Individual interviews gave students who identify as LGBT the opportunity to share their leadership experiences and perspectives on what it means to be a leader. Their insights will help student affairs professionals provide resources, skills training, and guidance for this group of students to engage in leadership opportunities among their peers and to develop a positive view of leadership on campus. 125