Thriving in the Second Year of College: Pathways to Success

Schreiner, Laurie A.

doi:10.1002/he.20289

Cited by 12 publications

(14 citation statements)

References 7 publications

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“…For example, interactions focused on remediation or personal critique do not contribute in a positive manner to student's building their leadership capacity and efficacy. Student-faculty interaction contributed significantly to building leader capacity in all students, indicating that the more students interact with faculty, the greater their level of engagement in learning, investment of effort in academics, satisfaction with life, and optimism about the future, regardless of the type of student and their life circumstances (Schreiner et al, 2011).…”

Section: Resultsmentioning

confidence: 99%

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Exploring Leadership Learning Through Short-Term Study Abroad Experiences

Beatty¹,

Manning‐Ouellette²

2022

Journal of Leadership Education

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Pre COVID-19 there were a growing number of opportunities for study abroad across higher education in the United States, (Rosch & Haber-Curran, 2013;Martinez, 2012). This paper aims to examine phenomena surrounding outcomes of student abroad experiences while centering students' leadership learning. Centering leadership learning as a framework, findings indicate participants in the study grew in the of areas of leadership efficacy and capacity through the short-term study abroad.

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Section: Resultsmentioning

confidence: 99%

“…However, the type of interaction seems to be critical (Cole, 2007(Cole, , 2010Lundberg & Schreiner, 2004;Schreiner et al, 2011). For example, interactions focused on remediation or personal critique do not contribute in a positive manner to student's building their leadership capacity and efficacy.…”

Section: Resultsmentioning

confidence: 99%

Exploring Leadership Learning Through Short-Term Study Abroad Experiences

Beatty¹,

Manning‐Ouellette²

2022

Journal of Leadership Education

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“…The survey is a part of a larger project instituted at several higher education institutions across the United States. Researchers have found the survey items have high reliability and validity (Schreiner, McIntosh, Nelson, and Pothoven, 2009). We embedded additional items in the survey to measure students' participation in strengths-based discussions in student organizations.…”

Section: Methodsmentioning

confidence: 99%

Strengths-based Approaches in Co-Curricular and Curricular Leadership: Opportunities to Magnify Students’ Thriving

Soria¹,

Werner²,

Roholt³

et al. 2019

Journal of Leadership Education

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The purpose of this article was to examine the effects of strengths-based approaches in co-curricular and curricular leadership on first-year students' holistic thriving, academic thriving, social thriving, and psychological thriving. We used propensity score matching and regression analyses with survey data from the Thriving Quotient, which was administered to first-year students at a large, public research university (n = 548). The results suggest students' enrollment in a strengths-based leadership minor course was associated with higher levels of thriving in social, academic, and psychological domains. Students' participation in strengths-based student organizations was associated with higher thriving in social domains, while concurrent enrollment in the strengths-based leadership class and participation in strengths-based student organizations was associated with significantly higher holistic thriving, social thriving, and psychological thriving.

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“…The scholarly literature exploring college students in science, technology, engineering, and mathematics (STEM) fields has grown substantially over the past two decades (Morelock, 2017; Rodriguez et al, 2018). This has occurred alongside growing attention to coordinating retention efforts beyond the initial college year (Schaller, 2018; Schreiner, 2018; Sterling, 2018). Although much has been written about the persistence and matriculation of first‐year college students, less attention has been given to the sophomore‐year experience.…”

Section: Introductionmentioning

confidence: 99%

Photovoice: Visualizing the engineering identity experiences of sophomore students

Henderson,

McGowan,

Wawire

et al. 2023

J of Engineering Edu

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BackgroundResearchers have shown that students leave undergraduate engineering programs during the first 2 years. Justifiably, many studies have tried to tackle engineering student persistence and attrition, especially during the first year, and then developed interventions to address the challenges. Although those interventions have improved freshmen retention in some institutions, less has been published on the impacts of these interventions on the sophomore student experience.PurposeTo contribute to the knowledge base about all engineering students, we examined the experiences of sophomore engineering students and explored how these experiences might be related to their identities as engineers.Design/MethodWe conducted this study using photovoice, a methodology in which participants submit photographs to describe their experiences and give recommendations on improving their experiences and resolving their concerns. Participants submitted three sets of pictures (at the beginning, middle, and end of the semester) and participated in focus groups to aid in illuminating their experiences. We analyzed data using thematic analysis.ResultsWe inductively determined three themes: on the frame, out of focus, and prefigures. These themes illustrate the experiences of sophomore engineering students, enabling us to see what interest, competence, and recognition as engineers looked like from their perspectives.ConclusionsParticipants grappled with the tension between their personal, social, and engineering identities. Photovoice empowered them to author and illustrate that they could exist beyond the murky middle.

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Thriving in the Second Year of College: Pathways to Success

Abstract: This chapter defines thriving as a holistic definition of student success that forms the desired outcome of the sophomore year, highlighting the pathways that contribute to thriving and how those differ among students of color.

Cited by 12 publications

References 7 publications

Exploring Leadership Learning Through Short-Term Study Abroad Experiences

Exploring Leadership Learning Through Short-Term Study Abroad Experiences

Strengths-based Approaches in Co-Curricular and Curricular Leadership: Opportunities to Magnify Students’ Thriving

Photovoice: Visualizing the engineering identity experiences of sophomore students

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