Journal•ISSN: 1949-6605
Journal of student affairs research and practice
Taylor & Francis
About: Journal of student affairs research and practice is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Student affairs & Higher education. It has an ISSN identifier of 1949-6605. Over the lifetime, 591 publications have been published receiving 6742 citations. The journal is also known as: JSARP.
Papers published on a yearly basis
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TL;DR: In this article, the authors used quantitative survey data to test a model of what causes alienation on campus among student veterans and present quotations from student veterans describing the types of situations they find alienating.
Abstract: U.S. universities are witnessing an influx of student veterans who have been under chronic stress, have suffered injuries, and currently exhibit symptoms of Post Traumatic Stress Disorder (PTSD). This study utilized quantitative survey data to test a model of what causes alienation on campus among student veterans. We then present quotations from student veterans describing the types of situations they find alienating. The results have direct implications for how student affairs professionals may help veterans succeed in college.
206 citations
TL;DR: The authors explored the impact of study abroad on intercultural competence while accounting for a host of precollege characteristics, institutional differences, college experiences, and study abroad intent, finding that the evidence is less clear than the rhetoric suggests.
Abstract: International educators have long asserted that study abroad improves students’ intercultural competence. However, the evidence is less clear than the rhetoric suggests. Examining longitudinal data from a national study of college students, this study explores the impact of study abroad on intercultural competence while accounting for a host of precollege characteristics, institutional differences, college experiences, and study abroad intent. Results challenge prior assertions and complicate our understanding of the educational impact of study abroad
203 citations
TL;DR: In this article, an ethnographic study of lesbian, gay, bisexual, and transgender (LGBT) faculty, staff, graduate students, and undergraduates expands the higher education conversation about campus climate beyond the traditional organizational-level paradigm.
Abstract: This ethnographic study of lesbian, gay, bisexual, and transgender (LGBT) faculty, staff, graduate students, and undergraduates expands the higher education conversation about campus climate beyond the traditional organizational-level paradigm. Findings suggest that LGBT individuals with similar organizational roles shared common experiences and perceptions that were informed by localized socio- spatial environments, or microclimates.
141 citations
TL;DR: In this article, the authors suggest that social media offers higher education professionals an opportunity to catch up with changing technologies and take advantage of the opportunities they offer for use on the college campus, and offer an approach to these a la carte technologies that can be adapted and integrated to achieve many productive outcomes for professionals in the academy.
Abstract: Recently, it has been speculated that higher education has neither kept abreast of changing technologies nor taken advantage of the opportunities they offer for use on the college campus (Fischman, 2010). We suggest that social media offers higher education professionals an opportunity to catch up. To this end, we offer an approach to these a la carte technologies that can be adapted and integrated to achieve many productive outcomes for professionals in the academy.
136 citations
TL;DR: In this paper, the authors systematically reviewed the data-based peer-reviewed research examining student service members/veterans (SSM/V) in higher education and found that SSM exhibit disproportionately higher rates of health risk behaviors and psychological symptoms, and personal and educational adjustment difficulties (i.e., inability to connect with peers and faculty on campus).
Abstract: We systematically reviewed the data-based peer-reviewed research examining student service members/veterans (SSM/V) in higher education. Compared to civilian peers, SSM/V exhibit disproportionately higher rates of health risk behaviors and psychological symptoms, and personal and educational adjustment difficulties (i.e., inability to connect with peers and faculty on campus). Combat-related trauma is a contributing factor to these differences. The current evidence-base is scant, lacking nationally representative and/or longitudinal data to inform policies and programs for SSM/V.
132 citations