21st Annual Student Life Research Symposium View Other Sessions

As part of the Student Success Initiative housed in the Office of the Vice Provost for Undergraduate Education, this study examines the implementation of the Ecological Validation Model of Student Success (EV) within academic advising and coaching. Recognizing that student persistence is shaped by a validating campus ecology, we aim to assess current EV knowledge, identify gaps in practice, and develop campus-wide training recommendations. 

A mixed-methods approach was utilized to gather data. A survey measuring EV-aligned practices and comfort levels was distributed to campus advisors and coaches, with closed-ended responses analyzed via descriptive statistics and open-ended responses evaluated through thematic analysis. Simultaneously, the Validation Training Task Force used an action research framework to guide the development of an asynchronous training course that includes pre-, post-, and 3-month follow-up assessments to collect additional data. 

Preliminary insights indicate that fostering an ecosystem of validation requires intentional institutional commitment and robust professional development, which serve to address structural barriers and the gap between EV endorsement and advisors' and coaches' ability to apply EV concepts. This presentation will detail survey outcomes, showcase the training course, and outline future collaborations to foster a culture of validation on campus that elevates student success.

The Planet Blue Student Leaders are contributing to a more sustainable campus, one that is circular and more resilient. As a result of their efforts with the FreeStore, Sustainability Lending Library, and Repair Cafe, students are getting real opportunities to solve problems, practice skills, learn who they are, and work toward change. Come discover what these students are learning, the impact they are having, and how they are doing it!

Mentorship, both formal and informal, plays a key role in the growth and development of all students as they prepare for their lives and career after graduation. In this session, the presenter will share findings from her dissertation research, a study which explored the professional mentorship experiences, both at work and through other communities, of women and gender expansive emerging professionals of color (W+EPoC). This study utilized semistructured interviews, thematic analysis, and Yosso’s (2005) Community Cultural Wealth as a theoretical framework to explore connections between mentorship experiences and sense of cultural wealth. The session will highlight some key findings that are relevant to higher education professionals supporting women and trans people of color as they prepare for their careers after school. The presenter will also share specific recommendations based on the research findings for best practices to better support this population of students, and give participants time to explore how they might apply those recommendations in their own work. 

This presentation, based on the data from my doctoral research, explores the institutional barriers and challenges to international students engaging in and utilizing campus resources. Using Tara Yosso’s model of Community Cultural Wealth, it identified the ways in which international students creatively problem-solve by co-creating non-institutional support for one another.

It will offer a reconceptualization for how institutions think about and respond to needs among non-traditional and marginalized student populations, moving beyond a deficit-based model, and emphasizing the creativity, adaptability and problem-solving potential that these student populations possess.

It will include concrete ideas for how to incorporate these concepts into existing programs, as well as how to structure programs to ensure they are as effective as possible for all students.