The purpose of this study was to describe what kind of student-faculty interactions are occurring in the context of academic student organizations as well as identify the quality and quantity of such interactions and what factors are involved with meaningful interactions. The study also determined how these interactions might differ from those occurring in other college activities and how the factors of classification, organizational status, and institutional size relate to quality and quantity of interactions in both contexts. An instrument was developed for the study using all student-faculty interactions identified by previous researchers. A total of 104 undergraduate students from four different institutions responded to the instrument. All were members of an academic student organization. Results indicated that almost all of the students had faculty advisors for their organizations. In addition, 99 percent of participants had at least one interaction with faculty since they started college. Another 81 percent had at least one interaction with faculty within their academic student organization, and 96 percent had at least one interaction with faculty within their other college activities. Over three-quarters (78 percent) said they had interactions with faculty in both their academic student organization and other college activities. Interactions were found to occur but were infrequent overall and did not differ significantly between academic student organizations and other college activities. However, there was a trend for participants to have a higher quantity of interactions within their organizations than through other activities. Most of the interactions reported by participants lasted longer than 10 minutes, which was the standard by which some researchers measured quality. For institutional size, a pattern of responses indicated that participants from small institutions may have a higher quality and quantity of interactions with faculty than their peers from large institutions. Whether or not a student served as a member or a leader in their academic student organization did appear to impact the interactions they had with faculty. Leaders reported more interactions with faculty in their organizational context than did members.

In colleges and universities, 55% of students involved in campus organizations participate in hazing activities (Allan & Madden, 2008). While there is research on the prevalence and frequency of hazing, there is little on why students choose to participate. The purpose of this qualitative research is to understand how organizational values, formal or informal, influence hazing as well as the student's explanations for engaging in hazing activities. The theories of bystander effect and moral disengagement are used to frame why students choose to be involved in potentially harmful situations. According to research on bystander effect, when individuals are in a group setting they are less likely to intervene in a given situation (Latne & Nida, 1981; Fisher et al, 2006; Berkowitz, 2009). Moral disengagement theory tells us that most individuals are unable to engage in morally ambiguous activities until they have been able to justify those activities through a larger purpose (Bandura, 1999). Currently there is no qualitative research that examines hazing through a lens of moral disengagement or the bystander effect. Despite secrecy surrounding the topic, 23 students participated in interviews to discuss their role in hazing activities. Each of the students was involved in one of four organizations that had been found responsible for hazing activities through the same university judicial process. The 23 participants came from three fraternities that lost recognition from the host institution, as well as one women's club sport team that was sanctioned for hazing. Participants were asked about the hazing activities they participated in, their role in the activities, the organizational values, and their personal values. The participants explained their decisions to participate in hazing using the various ways outlined in moral disengagement theory, and additionally demonstrated the bystander effect through their participation.

This study explored female international graduate students’ experiences in the Graduate Students’ Society (GSS) at the University of Victoria. The overall question that guided this study was: How does female international graduate students’ involvement with the Graduate Students’ Society shape their learning experiences? I used an arts-based methodology, and collected data through collage and photography and discussion in a series of three focus groups. Findings showed that GSS was in invaluable space of learning for women about culture, about organisations, about diversity and also, a place to acquire organisational skills. Learning, however, was almost all done ‘individually’ and there are challenges around exclusion, and sexism. Understanding the issues of sex and race needs to be addressed and collective learning environments needs to be created within the organization. / Graduate / 0745 / 0453

The problem of this study is the development of criteria for the evaluation of some of the guidance practices that are found in the student council and the home room organizations of a junior high school. The major consideration has been given to the development of the evaluative criteria, and not to the evaluation of the practices. The problem may be considered as three-fold in its scope. A solution has been attempted through the following steps: First, it will establish a method of evaluating the practices of the organizations mentioned. Second, it will analyze some of the common practices of these organizations through an application of the evaluative device to the practices. Third, it will record the findings, conclusions, and recommendations.

This study of 76,365 students from 82 U.S. institutions explored the relationship between involvement in a religious student organization and student capacities for socially responsible leadership, based on the Social Change Model of Leadership (SCM). Results from t-tests found students involved in both religious and secular student organizations reported statistically significantly higher scores on all eight measures of socially responsible leadership than students involved in only religious student organizations. Hierarchical multiple regression models explained between 26% and 29% of the variance in student reported levels of overall socially responsible leadership. Compared to students involved in no organizations, involvement in religious only, secular only, and both religious and secular organization types were found to be negative yet statistically insignificant predictors of socially responsible leadership. The highest predictors of socially responsible leadership were precollege capacities for socially responsible leadership, number of years in school, and collegiate student organization involvement frequency.

The purpose of this study was to examine the perceived leadership orientations of leaders and general members affiliated with the Corps of Cadets at Texas A&M University, assess the validity and reliability for the Competing Values Instrument for the cadet population, and identify differences in leadership orientations of leaders and members of a student organization. The survey instrument used was an adaptation of Quinn's 1988 Competing Values Instrument. The two-part 32-item instrument was theoretically based on Quinn and Rohrbaugh's (1981, 1983) Competing Values Framework of managerial-leadership. The instrument divided the items into eight groups of leadership role orientations: Innovator, Broker, Producer, Director, Coordinator, Monitor, Facilitator, and Mentor. The instrument was administered to 520 cadets enrolled in 28 randomly selected Reserve Officers' Training Corps (ROTC) and School of Military Science (SOMS) courses at Texas A&M University. Responses were compared using various background information and environmental factors. Responses were also examined to establish validity and reliability for the instrument when used with college student members of this student organization. Factor analysis procedures resulted in slight alteration of items within specific factors. Results supported the idea that perceived leadership orientations are associated with academic classification, Corps classification, gender, age, leadership experience prior to college, involvement in college leadership experiences other than the Corps of Cadets, contract status, level of leadership position in the student organization, and military service affiliation. The contributions the student organization made to the development of leadership were assessed, and a better understanding of leaders' and members' perceptions of their leadership tendencies and practices was obtained. Survey instrument data indicated the Corps of Cadets was effective in enhancing students' perceptions of their leadership orientations. Recognizable differences were found to have existed in relationship to the complexity and nature of the leadership position. The higher the level of leadership position held by members of the Corps of Cadets, the more frequent those members' practice of leadership and management behaviors became. Military cadets were also more likely to practice leadership and management behaviors more frequently than non-military cadets. The study provided evidence that the Corps of Cadets has some effect on leadership development.

During a time when most institutions of higher education are in search of underrepresented student participation, Georgia State University (GSU), a majority White institution, has observed a lack of involvement of White students in co-curricular activities. The purpose of the research study was to critically examine White students’ (dis) engagement in traditional student organizations at this university that has a significant student of color population. I used case study methodology that allowed for a breadth of conceptual frameworks and research options. The methods of collecting data included interviews (formal, informal, and oral history) of current and former students, as well as campus administrators. In addition, the use of archived texts and photographs, yearbooks, organization rosters, and university enrollment statistics allowed for crystallization of data, layered interpretations, and document analyses. I used the data sources to interpret GSU White students’ perceptions of campus climate, racial interactions, leadership among students of color, and racial identity that influence their (dis) engagement in traditional student organizations and campus life. In exploring the “rhetoric of diversity,” I argue that the experiences and attitudes of White students can inform the policy debate on institutional mission and offerings.

abstract: The purpose for this doctoral action research study was to discover if and how an updated training and development curriculum benefited residential student organization advisers at Arizona State University (ASU). Eleven advisers of residential student organizations completed a pilot training and development program and agreed to participate in a focus group. This program consisted of nine 60-minute workshops as well as a journaling experience. Data was collected through a focus group at the completion of the nine workshops to document the practical value of the training and development program and to determine how prepared advisers were for their professional roles. Study participants named six important themes in understanding the most effective methods for training and developing advisers: interaction among advisers, the experiences of seasoned advisers, the dialogues and other learning techniques, the structure and timing of the training workshops, the training curriculum itself, and the general understanding of how to support students best. Participants also reported practical value in the effectiveness of the program, positive reactions to the overall training curriculum, and mixed perspectives on the value of journaling as a part of the development experience. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

abstract: The purpose of the study is to explore the identity development and organizational culture of a student organization, the National Association of Latino Fraternal Organizations council (NALFO) by implementing a community of practice approach at a large, public university in southwestern United States. The objective is to construct a sustainable camaraderie among the existing Latino fraternal organizations at the university to influence leadership development, work toward a common vision, and a cohesive and systematic approach to collaboration, consequently transforming organizational culture. This study investigates the factors that contribute to and/or inhibit increased communication and collaboration and to describe the experiences of Latino fraternal members who are purposefully engaged in a community of practice. There are 57 fraternal organizations in five umbrella councils at the university, including predominately Caucasian, historically African American, Latino, and Multicultural groups, whose platforms are commonly leadership, scholarship, and philanthropy. This action research examines the experiences of six NALFO members individually and working as a community with the guidance of a mentor (the researcher). The researcher employs use of an anonymous initial and post electronic survey, a participant personal statement, an intentional and purposeful community of practice, a semi-structured individual interview, and focus groups to collect data. Findings suggest that length of membership and fraternal experience influence participant responses; however, the themes remain consistent. Building relationships, perception (by members and outsiders), identity development, organizational management, and challenging perspectives (from outside influences) are factors that influence the organizational culture of the organization. On the post electronic survey all participants indicate that the implementation of an intentional community of practice can benefit the organization by encouraging participation and increasing communication. While participants suggest activities for encouraging member engagement, they determine that actual participation would be dependent on individual motivation. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2013

<div> <div> <div> <p>Outreach initiatives are typically framed as informal learning environments that provide an opportunity to increase the participants’ interest in science. Research on chemistry outreach has primarily focused on designing and implementing demonstrations for outreach. Recent studies indicate student organizations are at the forefront of chemistry outreach, describing their outreach practices and facilitators’ conceptual understanding of demonstrations. Although leadership has been linked to success of groups and organizations, the leadership structure of student organizations is an understudied aspect of chemistry outreach. Here, we conceptualize student organizations participating in chemistry outreach as a community of practice (CoP) with the goal of expanding the chemistry education community’s knowledge of this CoP. Specifically, we aim to characterize leadership styles within the student organization in the context of an outreach event; and, to explore how factors related to diversity and inclusion play a role in boundary processes of the student organization as a CoP. Using a case study approach, we collected multiple sources of data, including the organization’s outreach practices, an assessment of leadership style, observations, and semi-structured interviews. Results indicate leaders of the student organization, particularly those in charge of planning outreach events, displayed behaviors associated with the transactional and laissez-faire leadership styles more frequently than behaviors associated with the transformational leadership style. This study also suggested students’ prior experiences related to gender, race/ethnicity, education and other outreach events play a role in their reasons for doing chemistry outreach, how they contribute to planning of events and how they interact with the audience of outreach events. As a long-term outcome for this study, the results can be used by national organizations to inform the development of new workshops for leadership training, with the purpose of teaching practices to leaders that can bring success to their chapter or local group. </p> </div> </div> </div>