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The present secondary data analysis was completed based upon an explanatory sequential mixed methods study, which explores the perceptions of sexual violence on campus among Interfraternity Council (IFC) members. Through a survey of 271 individuals and thematic coding of focus group responses from 10 individuals, participants demonstrate a comprehensive understanding of sexual violence, emphasizing consent, clear communication, and proactive risk management within their chapters. They recognize the shared responsibility among chapters, the Fraternity and Sorority Life Office (FSL), and the university in preventing sexual violence. Participants’ responses align with the sexual violence continuum framework, emphasizing proactive measures, prevention, and intervention. Implications for practice highlight the need for ongoing education, collaboration, and comprehensive support services. Recommendations for future research include evaluating safety measures, exploring peer-led programming, examining survivor support services, and conducting longitudinal studies. By implementing recommended practices and addressing research gaps, universities can foster a safer and more inclusive campus environment. Overall, this study provides valuable insights into sexual violence within the fraternity and sorority community, guiding prevention efforts and support for survivors. / Educational Administration

The top of the lineup is a baseball term that refers to the first few players at bat. In baseball it is a term to be revered as those players are considered exceptional. Baseball, as are many intercollegiate sports, is highly competitive. Therefore, with the high level of competition for a spot, in perspective, these college players are all the top of the lineup. However, at the college level these players have to make many sacrifices, meet challenges other students do not, and juggle to find a balance between being a student and being an athlete in order to allow for a successful college experience. Achievement goal orientation and individual beliefs and traits play a role in how these student athletes manage this task. It is important to determine however, if a particular goal orientation, such as ego orientation, and certain traits, such as narcissism, may be detrimental or beneficial to the college baseball player and how these traits are perceived by the player in the overall college experience. This study sought participants from a Division I baseball team to explore their perceptions and better understand the influence of traits and achievement goal orientation within the culture of the various divisions. Qualitative methodology was used to allow for the opportunity to explore the participants’ perceptions of the phenomena. The participants’ reflections created understanding of the relevance of a focus on hard work and task orientation to achieve success through teamwork. Narcissism as a personal trait was present but either set aside or used to the benefit of the team and its shared goals.

My case study focused on the message communicated through the university’s fundraising campaign titled For the Bold and sought to determine if the campaign messaging influenced decision-making of first-generation sophomores (FGS) attending William & Mary as they selected majors and formed career choices. The campaign message emphasized the benefits of boldness, and, for FGS, the campaign’s message could have shaped their self-efficacy beliefs as they pursued majors and professional aspirations. The study applied Bandura’s (1986) social cognitive theory to determine how self-efficacy contributed to the decisions made by participants. Additionally, the use of Bronfenbrenner’s (1993) developmental ecology model helped situate the participants’ motivations tied to the backgrounds and surroundings of FGS as they progressed through their second-year experience of higher education. An online survey was administered in Fall 2020 to all 149 FGS at William & Mary to determine the levels of self-efficacy beliefs among the group. A total of 42 students responded (28% response rate), and 30 volunteered to participate in a follow-up interview. Ultimately, 12 students participated in individual virtual interviews. Most of the 12 participants came into college with a major in mind or decided on a major in their first year after taking a series of courses. Findings from these interviews determined a high awareness of the For the Bold campaign among participants yet scant influence of the branded fundraising campaign on the decisions the participants made regarding their choice of major or career paths.

Graduate school may be the first time in a student’s higher education career where they apply ethical practices in a real-world study. Yet the problem of misconduct in graduate education has existed for decades. Specifically, students in graduate programs in business, pharmacy, and dentistry are the highest graduate student populations to admit to doing some form of cheating in their graduate program. This policy evaluation used Stufflebeam and Coryn’s (2014) context, input, processes, and products (CIPP) model of evaluation to examine the activities and processes of a scholarly ethics and integrity requirement for graduate students at a large rural land-grant institution. A mixed methods study was used to evaluate the ways in which randomly selected graduate programs articulate how they planned to meet the required topics of the scholarly ethics and integrity requirement, and how scholarly ethics and integrity are reflected in those plans. A content analysis was used for the first evaluation question on how the programs will meet the requirement and yielded quantitative data. A qualitative analysis using a priori coding was used to answer the second evaluation question on how scholarly ethics and integrity are reflected in the plans. The findings from this evaluation showed that the required topics of the scholarly ethics and integrity requirement are being met, yet further analysis indicated that how scholarly ethics and integrity are addressed differ by programs and disciplines. Programs relied heavily on program courses to meet the policy requirements. Additionally, the findings highlight a lack of evaluation of policy or process for assuring graduate students are well versed in ethics and integrity. While this study found that the requirements of the institution’s Scholarly Ethics and Integrity requirement were met, the institution has not conducted an evaluation of the policy in practice to learn if students have acquired the skills to conduct scholarly work using standards of ethics and integrity.

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