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Thesis advisor: Theresa O'Keefe / The landscape of religious belonging is rapidly changing in the United States. This dissertation contributes to conversations concerned with how to engage young adults in faith development in the rise of religious disaffiliation. This dissertation specifically engages the lived reality that while many young women struggle with belonging in the Catholic Church, they are negotiating ways to participate and resist from within the community of the faithful. An experience of ambivalence often manifests from the dialectical nature of this negotiation. Drawing from the work of religious scholar Mary Bednarowski, I argue that ambivalence, cultivated as a virtue, can serve as a prophetic posture from which to participate in transforming the Church. I suggest a narrative pedagogical approach of critique, conserve, and transform to encourage prophetic participation. The articulation of ambivalent belonging towards institutional religion can serve as an access point for belonging and faith development for young adult women. This work is rooted in an ecclesiology that articulates the ambivalent nature of the pilgrim Church, grounded in the vision of Vatican II, that is open to how the Spirit is working through all the faithful, revealing God’s hope-filled mission in the world. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

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Members of the Church of Jesus Christ of Latter-day Saints are a minoritized and marginalized population in the United States and on most college and university campuses (Rockenbach, Bowman, et al., 2017). Recent studies highlight the negative characteristics of campus environments that affect Latter-day Saint undergraduate students' experiences. Furthermore, non-Latter-day Saint college students know little about Latter-day Saint beliefs and do not dedicate time to learn about them during college (Rockenbach et al., 2020). This qualitative study aimed to explore the question: How might interfaith engagement take shape for Latter-day Saint undergraduate students in the context of the interfaith learning environment? I used a post-intentional phenomenological research approach (Vagle, 2018) to investigate the research question and guide my study. The findings revealed that students' Latter-day Saint identity and the context of their experiences shaped their interfaith engagement. Additionally, both intrafaith and interfaith engagement influenced students' interfaith learning and development while in college. This study has implications for university administrators, faculty, and staff, Latter-day Saint Institute Directors, and Latter-day Saint students. The findings also have implications for future research on interfaith engagement, interfaith learning and development, and experiences of Latter-day Saint undergraduate students. / Doctor of Philosophy / Students who belong to the Church of Jesus Christ of Latter-day Saints are not as accepted in the United States or on college campuses. However, they also hold privileges other religious groups do not, including Christian privilege and the ability to choose when and with whom they tell about their religion. This study aimed to explore Latter-day Saint undergraduate students' interfaith engagement. Interfaith engagement means having intentional experiences where people from different religions interact. As a result, educators can create places for students with different religious beliefs to engage in meaningful ways. In this study, I examined how Latter-day Saint students' faith identity shaped their interactions with others and how interfaith engagement influenced their faith identities. This research shows that faith identity and environment affect Latter-day Saint students' interaction with other faith traditions. Moreover, the extent of their engagement within and outside of their religion helps shape their interfaith learning and development in college. This study is important because it helps us learn more about what Latter-day Saint students experience within an interfaith learning environment. In addition, this study is the first of its kind, filling an essential gap in the literature about the interfaith learning and development of Latter-day Saint college students.

Career development theory suggests that the exploration process, an important stage of early adulthood, is facilitated by meaningful involvement in a variety of activities. This theoretical tenet is widely accepted, yet little empirical evidence exists to demonstrate the extent to which exploratory behaviors, as exhibited in undergraduate involvement in out-of-class activities, serve to enhance the career development process and, consequently, the quality of occupational choice after graduation. The purpose of this study was therefore to analyze the degree to which college student involvement in educational, work, and leisure out-of-class experiences related to career development status and three dimensions of the initial work experience-career satisfaction, career stability, and occupational mobility. Survey data were collected from 243 liberal arts and sciences bachelor’s degree recipients in Spring of 1986 who did not pursue additional education or homemaking on a full-time basis (52.6 percent return rate). Step-wise multiple regression results demonstrated modest, yet significant, relationships between involvement in categorical and summed educational, work, and leisure activities, as well as academic factors (college major and QCA), and satisfaction in career progress, satisfaction in current employment, career stability, and occupational mobility (R-squares ranged from .01 to .18). Relatively low Differential Career Status Scores made it impossible to generate significant results for the career development status criterion. These results provided little assistance in helping to define exploratory behaviors. In contrast, participation (a critical component of involvement) in specific undergraduate activities indicated strong, yet curious, relationships with all criteria variables when compared to those who did not participate. Interestingly, t-tests demonstrated that former students who met with career counselors, referred to career-related written materials, used computer assistance programs, and attended related seminars were less satisfied with their current employment, less stable, and more mobile. Conversely, those who were members of professional and social organizations, employed in internships, and engaged in intramural sports, and enrolled in the Cooperative Education and ROTC Programs experienced opposite results. Participation in various activities, therefore, may serve to facilitate or inhibit aspects of the career development process. / Ed. D.

This study is a qualitative review to identify factors impacting on the management and provision of student development and support in higher education in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socioeconomic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation in the higher education sector by means of interviews with national policy makers, institutional and unit managers as well as focus groups with practitioners make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the macro/international, meso/national and micro/institutional levels as well as the intricate relationships between the various factors. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within higher education in a developing country to ensure that it effectively positions the function within higher educ as a key component of the core business. Copyright / Thesis (PhD)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

The purpose of the study was to determine if there were significant differences in the perceived importance and responsibility of student development goals between chief academic officers (CAOs) and chief student affairs officers (CSAOs). The population for this study consisted of CAOs and CSAOs at liberal arts institutions located in 15 southern states.

Published Article / The value of interactive reflective activities in the development of a universal orientation among service-learning students is explored. Psychology students participated in a service-learning module that incorporated various reflective activities. The hypothesis that exposure to reflective activities would result in change with regard to students' universal orientation, was confirmed. The most significant changes were seen in students who were involved in interactive reflective activities. These results support the value of dialogue and group interaction in students' development toward a universal orientation to life. Interactive reflection (embedded in the philosophy of human mediated constructivist learning and connected knowing) models the idea of interdependence and maximises students' perspectives of "we-ness".