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The typical educational stressors experienced by college students, in conjunction with developmental stressors such as separation from parents, individuation, and perceived social support, can interact to impact adaptation significantly. First generation college students (students who are the first in their family to attend college) can experience stressors beyond the typical educational stressors experienced by later generation college students, including lack of support from family and peers as well as financial difficulties that can interact to impact the pursuit of an education beyond the undergraduate level. The present study examined factors that may be especially influential in the pursuit of a higher education for first generation college students. Results indicated that aspects of family enmeshment were related to academic motivation for first generation students, but not for later generation students. Exploratory analysis showed that family and finances were mentioned more often among first generation students when compared to later generation students as stressors that strongly influence the desire to continue beyond the undergraduate level.

Thesis (Ph. D., Education)--University of Idaho, Spring 2009. / Major professor: Terry R. Armstrong. Includes bibliographical references (leaves 151-163). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 201. Thesis director: Martin Ford. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Jan. 11, 2009). Includes bibliographical references (p. 190-200). Also issued in print.

Many universities currently support the expansion of credit-based experiential learning opportunities for undergraduate students. Libraries can support this institutional objective by offering high quality, for-credit internships. Targeting undergraduates rather than library school graduate students means that internships can be offered to students in a wide array of disciplines in universities across the country. While it is still not the norm for library faculty to teach their own courses, librarians can work within their institutional structures to make this happen. This innovative approach to internship design is beneficial for librarianship (which lacks feeder undergraduate programs), for students interested in careers in librarianship, and for institutions interested in increasing opportunities for experiential learning. This poster session will provide viewers with information to stimulate ideas and a game plan to shepherd those ideas from incubation to realization by using a project at the University of Saskatchewan as an example. / This is a poster presentation for the OLA Super Conference (Toronto, ON), January 28, 2016

Thesis (Ed. D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 6, 2009). Includes bibliographical references (p. 109-117).

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In the monthly event designed for students seeking to learn more about faith and religion in an inviting social environment, James Fleming, SJ, introduced the audience to Jesuit spirituality. He explained the prayer map under development at Boston College. / with James J. Fleming, SJ / Hillside Cafe

A West Coast university has had an increase of students who have experienced anxiety or depression over the last few years and have not sought professional assistance. Students have stated that multiple factors contributed to their anxiety or depression, including difficulty adjusting to their new college environment. This challenge has disrupted students' academic performances and often left them without professional help to deal with their anxiety or depression. The purpose of this qualitative narrative inquiry was to increase understanding of factors that lead undergraduate students to experience anxiety and depression and factors that led to their decision to seek or not seek assistance on campus during their 1st year of college. The conceptual framework that was used encompasses how Ajzen's theory of planned behavior relates to help-seeking behaviors of students. Research questions addressed factors that contribute to an undergraduate's anxiety or depression and what led them to seek or not seek professional assistance during their first year. Eleven undergraduates with a history of anxiety or depression were asked to participate in face-to-face interviews to address the research questions. Narrative analysis was used to analyze the data. The most common themes that were found to have contributed to mental health challenges were pressure, transition and adjustment, and roommate and familial challenges. In addition, the factors that led participants to seek or not seek professional help included influence by peers, affordability, and perceived stigma. Based on findings from the study, a white paper was developed to attempt to improve the institution's culture of mental health by encouraging students to seek assistance for their anxiety and depression without any internal and external barriers.

The purpose of this study was to understand how traditional-aged undergraduate students describe their experiences with social media. Another focus was to gain students’ perspectives to contribute to the growing body of research that currently exists. Constructivist grounded theory methodology was used. Each of the 17 students who participated in this study self-identified as a traditional-age undergraduate student who were social media users. The sample was comprised of participants ranging from the ages of 18 to 24 years of age. No other factors were considered for eligibility criteria. Themes and nested subthemes were developed, and the analysis of data ultimately led to the development of the Theory of Social Media Literacy and Identity Influence. This study is relevant to both student affairs professionals and faculty members because social media brings with it developmental factors impacting students that are not present in the current literature as it pertains to undergraduate students. / Department of Educational Studies