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While considerable research on college student surviving and thriving has been conducted in the United States, fewer studies exist that examine these phenomenon multinationally. This mixed methods study, conducted at a large multi-campus university in the United Kingdom, examines factors purported to contribute to college student retention and engagement in a British context. Data were collected and analysed in the five theme categories of belonging, student support services, academic engagement, decision-making and resilience. Significant differences were found in student engagement by metropolitan vs. suburban campus, and in levels of engagement in academic and student life by gender.

Sexual assault in the military has become a prominent societal concern. A recently released Department of Defence report on military sexual abuse concluded that sexual abuse continues to be a significant problem in the armed forces. To address this issue, systematic and cultural change, including training military personnel on sexual assault and the prevention and protection against sexual abuse, is needed. A study examining the effectiveness of a week-long workshop using the Gracie Defense Systems was conducted. The results suggest that Gracie training designed to empower military personnel to prevent and protect themselves against sexual abuse and teach sexual awareness was effective. The overall effects of the training (f2 = .41; large ES) appear to affect underlying constructs such as self-efficacy, self-determination, vigilance and vulnerability. In addition, differences were found between males and females prior to training (f2 = .44) and after training (f2 = .29) as well as differences between those who had prior self-defence training and those that did not have such training (f2 = .35). Recommendations include field testing and validating a measure that adequately examines self-efficacy, self-determination, vigilance and vulnerability as well as continued efforts to implement sexual abuse training throughout the military and improve policies.

This chapter examines the process that graduate students in a Student Affairs in Higher Education class used to implement real-time polling in group presentations. Students used Poll Everywhere to create their own real-time polls. This process is examined through the lens of Kolb's (1984) Experiential Learning Cycle. The researchers in this study reviewed students' experiences using real-time polling in each of the four stages of the Experiential Learning Cycle (ELC): Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). The chapter also captures the successes and challenges of implementing real-time polling at each stage. The data from this study suggests that students had high levels of success in all four of the ELC stages when implementing real-time polling. The results also identify challenges which were realized during the process and areas of improvement for future consideration.

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