Chris R. Glass

Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate

This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be associated with international undergraduates’ learning, development, and perception of campus climate. The study uses multiple regression analysis of a stratified random sample of international student respondents to the Global Perspective Inventory (GPI; n = 437). The results suggest that international students who participate in leadership programs, interact with others from their own culture, and take courses where professors facilitate intergroup dialogue, report more positive perceptions of campus climate. International students who participate in leadership programs, community service, and campus-organized diversity discussions, interact with people from diverse cultural backgrounds, and take courses with materials on race and ethnicity report greater levels of learning and development.

The Economic Impact of Community College Capacity Development in Developing Countries: A Longitudinal Analysis

ABSTRACT Developing countries have significantly expanded efforts to import more flexible short-cycle institutions based on the United States community college model. The U.S. community college model addresses human capital needs of the labor market in developing countries by increasing access to an affordable education. However, there is limited research on the effects of importing the U.S. community college model on economic growth. This study addressed this gap by examining the effects of importing the U.S. community college model on macroeconomic growth in developing countries that have engaged in partnerships via the Community College for International Development (CCID). A longitudinal analysis of macroeconomic growth of 176 countries from 1995–2014 was conducted. The results provide evidence for the positive economic impact of community college capacity development in developing countries, as well as a comparative advantage of labor for developing countries that have engaged in partnerships. Implications for policy and research are discussed.

Educational Reform Related to Personal and Social Responsibility: The Case of Core Commitments

This study details a case study of educational reform at seven institutions that participated in the Association of American Colleges and Universities’ Core Commitments initiative. It concludes with recommendations on using institutional data in reform efforts and connecting educational reform related to personal and social responsibility within existing institutional priorities.

The Development of the Secondary Trauma in Student Affairs Professionals Scale (STSAP)

College student affairs professionals increasingly act as first responders to student crises. This article describes the development and validation of an instrument designed to measure symptoms of secondary trauma within a sample of student affairs professionals (n = 617). Using exploratory and confirmatory factor analysis, the instrument and its subscales were found to demonstrate evidence of validity and reliability. Authors discuss implications for research and practice regarding secondary trauma in student affairs.

When Internationalization Funding Feels Tight: Satisfaction With Funding and Campus Internationalization Strategies

This study investigated predictors of satisfaction with an institution’s strategy for campus internationalization among international affairs staff (N = 1,520) and compared the varying perceptions of their institution’s funding to fulfill this mandate. This study identified factors that influenced these individuals’ sense of their institution’s internationalization strategy. Among international affairs staff who were most dissatisfied with their institution’s funding, satisfaction with how their institution managed the outsourcing of university functions, and perceived competition with other universities most influenced their perceptions of strategy. For those moderately satisfied with funding, retention of senior university leadership most influenced their perceptions of strategy. Support from senior administration, communication with faculty, and capacity to support increased student enrollment influenced perceptions of strategy for all respondents. The results of this study suggest the negotiation of the educational and entrepreneurial rationales for internationalization are far more complex—and dependent on far more factors—at institutions where international affairs staff perceive fewer human and financial resources to be available.

Faculty as bridges to co-curricular engagement and community for first-generation international students

The proportion of first-generation international students at US institutions ranges from one-tenth to one-half of the total international student body. First-generation status is an underexplored, and potentially significant, demographic factor in international students’ adaptation to college. Researchers used structural equation modelling (SEM) to examine how faculty interaction out-of-class, engagement with cultural variation in-class, and students’ interest in cross-cultural interaction relates to sense of community and co-curricular engagement among first-generation (n = 508) and non-first-generation (n = 955) international students’, respectively. The primary contribution of this study is providing evidence for the importance of interactions with professors out-of-class and engagement with cultural variation in-class on international students’ sense of community and co-curricular engagement, especially first generation students. Implications for research and practice are discussed.

Examining the Future of Service-Learning: Three Recent Publications that Challenge the Current Paradigms

The author of this article reviewed three publications that framed provocative questions about the future of service-learning. Authors of the three publications openly considered changes necessary to advance service-learning and in doing so they raised issues such as inclusion of new voices in the conversation on service-learning in higher education; degree to which service-learning should be embedded in academic majors, minors, and interdisciplinary programs; and social and political forces shaping the future of service-learning.