The purpose of this study was to investigate the relationship between the utilization of student support services and overall satisfaction in medical school. Utilization of services, and overall satisfaction were analyzed by gender, race/ethnicity, and medical specialty choice. In addition, the study identified the most utilized support service, and explored whether utilization of services and overall satisfaction were correlated with academic performance. Two medical schools in the state of Florida were used for the study, University of South Florida Morsani College of Medicine (USF MCOM), and Florida State University College of Medicine (FSU CoM). Separate anonymous, three-part, on-line surveys were created and administered to fourth-year students. Data were collected on the utilization of the specific academic and psychological support services available at each school. Data were analyzed by medical school (n = 87; n = 71), and as a combined set (N = 158). Results of a multiple regression analysis, using each support service as predictors, indicated that the utilization of the primary service for academic counseling at both medical schools was inversely related to overall satisfaction. Results also revealed that no significant differences existed for utilization of support services and overall satisfaction by gender, race/ethnicity, and medical specialty choice. The most utilized service at USF MCOM was the Office of Student Affairs. At FSU CoM, the Office of Student Counseling Services was the most utilized. The findings indicated that utilization of USF MCOM services increased as academic performance decreased; however, there was no significant relationship between academic performance and utilization of services at FSU CoM. A significant relationship existed between academic performance and overall satisfaction; as students’ experience of academic difficulties increased, their overall satisfaction with medical school decreased. The implications from this study can help facilitate an initiative, at both medical schools, to broaden the scope and utilization of the academic and psychological support services to possibly increase their influence on student resiliency, and the overall medical school experience.

This dissertation examined chief student affairs officers’ perceptions of institutional crisis management, preparedness, and response. A goal of this study was to uncover findings that can benefit crisis management protocols or best practices regarding crisis management team training, plan communications, and emergency management personnel on campus, as well as, learn if size of enrollment impacts crisis preparedness and response. Research questions assessed if a significant relationship exists between preparedness in responding to crisis with the number of training topics covered with a crisis management team, the number of modes used to communicate the crisis management plan, size of enrollment and the impact of a director of emergency management position on campus. Next, the study assessed if significant relationships exist between size of enrollment with adequacy team training and perceived manner of crisis response. The sample comprised of Chief Student Affairs Officers from either institutions that previously participated in a similar study in 2001 and 2007, or are NASPA domestic member institutions that are four-year, public or private with an enrollment of 5,000 students or more. It was discovered that four to five training topics delivered and between three to six modes used to communicate the crisis management plan were optimal frequencies for this population. Institutions with a director of emergency management perceived themselves as more prepared, and institutions with 10,000-20,000 students enrolled perceived themselves as the most prepared and proactive. In contribution to the field of conflict resolution studies, this research study connected crisis management to conflict management through a systems design approach

The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and progress of student affairs services.

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This thesis explored how involvement in Asian ethnic-identity based organizations affected stud~nts' racial identity development and leadership development. There were five Asian ethnic-identity based organizations in this study; each organization served as a case and together created a collective case study. Participants for this study were the Asian American students in the five organizations. The conceptual framework included Input- Environment Outcome model, Student Involvement theory, Asian American Identity Development model, and Leadership Identity Development model. Involvement in Asian ethnic-identity based organizations contributed to a more positive perception of one's racial/ethnic identity. Students had greater cultural exploration and commitment to their ethnic identity. Involvement positively contributed to development of leadership identity specifically greater leadership self-efficacy and the ability to collaborate. The study provided insights into how the practice of leadership was affected by organizational structure and membership level. Ethnic-identity based organizations were the venues where students found an inclusive, supportive and encouraging community that fostered racial identity development. Eventually, these students assumed leadership responsibilities to spread cultural awareness and developed other student leaders to sustain their community. Discussed were the implications for practice and future research.

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Despite the critical contributions that student affairs professionals make to college students' learning and development and campus operations, mid-level professionals are at risk of leaving the field altogether. The current study investigated the role of sense of belonging in mid-level student affairs professionals' experiences and their turnover intentions through a qualitative, phenomenological analysis. Ten mid-level student affairs professionals from various institutions were interviewed about how they experience belongingness within their work, and how their evaluation of belonging influences their intention to stay at their institution or in the field of student affairs. The results demonstrate that sense of belonging is experienced by mid-level student affairs professionals, but in varied ways, and it is shaped through relationships, being trusted for professional expertise and competence, and feeling supported by others. Salient identities, especially marginalized identities, can shape the experience of belonging as can professional networks outside of institutional experiences. Furthermore, the findings demonstrate that sense of belonging, whether it was experienced or lacking, influenced the intentions of many participants to stay at their institution and in the field of student affairs more broadly. Should colleges and universities be committed to addressing the attrition of mid-level student affairs professionals, they should commit to supporting and cultivating sense of belonging as it does indeed matter. / Policy, Organizational and Leadership Studies

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