In the Supporting Student Success research team’s travels, we routinely hear student affairs and services staff members recalling how important supporting student success is to them. Participants have shared how happy and full of joy they are when they see students who have struggled walk across the stage at convocation. They have told us stories about helping students develop the skills they need to be successful, not only in the classroom but as contributing members of their community.
I recently published a new article in Journal of Student Affairs Research and Practice, and thought you might enjoy reading it. It examines the relationship between students’ interactions with student affairs professionals and cognitive growth in the first year of college. You can download the full text at no charge from the journal’s website. Please forward this along to any other colleagues who may be interested.
Martin, Georgianna L. and Seifert, Tricia A. (2011) “The Relationship Between Students’ Interactions With Student Affairs Professionals and Cognitive Outcomes in the First Year of College,” Journal of Student Affairs Research and Practice: Vol. 48 : Iss. 4, Article 1.
Available at: http://journals.naspa.org/jsarp/vol48/iss4/art1
This study explored the impact of students’ interactions with student affairs professionals and growth on cognitive outcomes in the first year of college. Interactions with student affairs professionals were associated positively with growth on measures of need for cognition, attitude toward literacy, and academic motivation. A small, negative relationship was found between interactions with student affairs professionals and students’ critical thinking. Implications for student affairs research and practice are discussed.