Andrew J. Ryder

Using History to Promote Reflection: A Model for Reframing Student Affairs Practice.

Abstract Though history has long been a part of graduate preparation in higher education administration, new student affairs professionals often struggle to see its relevance to their work. We present a conceptual framework that links organizational ecology, institutional culture and climate, and student development through a historical lens. We then provide concrete recommendations regarding the framework’s use as a reflexive tool

Engineer of 2020 outcomes and the student experience

An NSF Scholarships in STEM (S-STEM) program has provided scholarships for cohorts of undergraduate engineering students since 2009, giving specific attention to the National Academy of Engineerings vision for the engineer of 2020 (E2020). Four E2020 outcomes are emphasized in Iowa States program: leadership, global awareness and understanding, systems thinking, and innovation and entrepreneurship. These outcomes, or pillars, are being integrated into curricular and co-curricular activities. The four pillar areas are introduced in a one-semester first-year seminar and reinforced in a two-semester second-year seminar. These seminars supplement the regular program of study for engineering students. In this paper, we describe the curriculum and its planned integration beyond the scholarship program. We present student feedback about their experience in the program. We also introduce relevant core competencies associated with the outcomes as judged by faculty and industry representatives.

Improving Student Outcomes of Community-Based Programs through Peer-to-Peer Conversation.

Scholars and organizations have called for a renewed emphasis on civic outcomes of higher education such as active citizenship, civic engagement, and social responsibility (Adelman, Ewell, Gaston, & Schneider, 2014; National Task Force, 2012). These and other authors (e.g., Schamber & Mahoney, 2008; Steinberg, Hatcher, & Bringle, 2011) cite student participation in communitybased programs (CBP) as a catalyst to the development of these essential civic outcomes. CBP are often formally connected to courses, such as service learning (Jacoby & Ehrlich, 2009) or public scholarship (Cahill & Fine, 2014), but can also be free-standing, such as neighborhood partnerships (Guarasci, 2014; Reason, 2013). Steinberg and colleagues (2011) found that participation in CBP contributed “to a graduate’s ability and sense of responsibility to become an active and engaged citizen” (p. 19). The importance of reflection and discussion to student learning are common findings within the literature (Mabry, 1998; Steinberg et al., 2011). Schamber and Mahoney (2008), for example, applied Kolb’s experiential learning theory to explore the effects of community-based learning experiences on engaged citizenship and civic development. They explained that community-based learning experiences engage students in active learning, help students understand how their personal actions affect social issues, and promote students’ civic engagement. The integration of a critical understanding of social issues into community-based experiences should allow students to engage in more meaningful reflection and discussion. Previous studies have shown that service learning, as a civic and academic pedagogy, is more effective when students discuss their experiences with instructors and site supervisors (Mabry, 1998). We did not find any studies that focus on the effect of peer-to-peer discussion as a mechanism to encourage reflection and learning in CBP. The absence of study on peer-to-peer discussion means we might be overlooking an important pedagogical tool to encourage civic outcomes from CBP. Smith and colleagues (2009) cited a number of studies outside of civic engagement that support the value of peer discussion. Discussion is an effective pedagogical strategy because it engages students with peers and instructors, enhances learning, and promotes understanding. In a study more directly related to civic engagement, Klofstad (2010) found a direct connection between “civic

The Costs of Belonging: How Spending Money Influences Social Relationships in College

This study sought to better understand the relationship between access to spending money and students’ social relationships with peers through a survey and four follow-up focus groups at a public regional comprehensive university. Using sense of belonging as a conceptual lens, findings demonstrated that spending money was a significant influence on students’ social relationships in college. Additionally, access to spending money factored into students’ sense of belonging or, conversely, their sense of social exclusion.