Noncognitive Skills, College Success, and Career Readiness: What Matters and to Whom?

Prelicensure Nursing Students’ Reflections on Institutional Response to the 2020 COVID-19 Crisis

“…According to Savitz-Romer et al (2009) , academic support is strategies built to promote students’ mastery of subject matter “through deliberate activities, structures, policies, and expectations” (p. 6). In contrast, perceived academic support is “the belief that significant others value and encourage student learning and progress by modeling, helping, and providing guidance and information when necessary” ( Song et al, 2015 , p. 823) to facilitate academic success.…”

“…Some studies broadly defined support as combining academic and social support when determining the impact of support on nursing students’ success ( Gibbons, 2010 ; Martin et al, 2018 ; Porteous & Machin, 2018 ). Savitz-Romer et al (2009 , p. 6) described social support as “consisting of strategies that foster and fortify social networks, school-connectedness, self-confidence, and academic motivation through intentional services, behaviors, structures, and expectations.” Gibbons (2010) explored the relationship between sources of stress and psychological burnout in 171 final-year nursing students. They concluded that adequate support was significant in high self-efficacy, dispositional control, and burnout reduction.…”

“…Positive feedback and support from faculty and mentors helped students develop self-efficacy and motivation to succeed and facilitated their quest for learning and determination to graduate from the nursing program ( Porteous & Machin, 2018 ). In essence, many students perceive academic support to include social support from peers and faculty beyond the narrow definition of academic support provided by Savitz-Romer et al (2009) .…”

Multiracial identity at work: Navigating career and professional dynamics postcollege

“…For multiracial individuals, this experience may be incredibly challenging as organizational environments continue expanding acceptance, recognition, and inclusion of individuals with multiple racial and ethnic identities (Hernández, 2018). Practitioners in higher education who are responsible for supporting students entering the workforce, often career services staff (Savitz‐Romer & Rowan‐Kenyon, 2020), may be underprepared to specifically serve multiracial individuals due to the dearth of research and attention on including multiracial identity in the workplace. Consequently, the onus falls on multiracial individuals to prepare themselves for what they may face in professional settings and acquire resources to navigate these complex dynamics.…”

A Program to Improve Student Engagement at Research-Focused Universities

“…Taken together, these findings underscore the need to design and implement programs that target a diverse group of psychology students. A critical next step for programming within research-focused psychology departments is to create initiatives that connect a large and diverse pool of students with available resources and that help to engage the majority of students in the department (see Savitz-Romer, Jager-Hyman, & Coles, 2009, for a similar discussion). Thus, the goal of this research was to evaluate the efficacy of a cohort-based program designed to causally improve engagement among a diverse group of psychology students early on in their degrees.…”