Involvement In Student Organizations Research Articles

Comparative Study of Learning Outcomes among Students Engaged in Student Organizations and Those Not Participating in Student Organizations

This research aims to compare the learning outcomes of students who actively participate in student organizations with students who do not participate in student organizations in Basic Mathematics courses. The research design utilized a quantitative comparative approach with two sample groups, each consisting of 34 students who actively participate in organizations and 33 students who do not participate in organizations. The research instrument was a basic mathematics learning outcomes test, including objective and subjective aspects. The results of statistical tests indicated that the average score of students who actively participate in organizations (77.21) is higher than students who do not participate in organizations (72.58). Data analysis using the t-test showed a significant difference between the both groups (p = 0.026), confirming that students who are active in student organizations have better academic achievements. These findings support the alternative hypothesis, which states that there are significant differences in learning outcomes between the two groups. These results have the implication that participation in student organizations can make a positive contribution to student learning outcomes. Therefore, it is recommended for educational institutions and students to consider the potential benefits of involvement in student organizations as a strategy to improve academic achievement.

Black, No Question Mark: Black Student Organizations, (Multi)Racial Awakenings, and Reflective Resistance in Multiracial Families

The increasing visibility of multiracial college students has catalyzed debate about the need for organizations to better address the racialized experiences of these students. These debates are fueled by scholarship highlighting multiracial students’ feelings of exclusion and alienation from race-oriented student organizations. Yet, much of this research is predicated on the aggregated experiences of all multiracial students with minimal, or no specific attention to those who both have Black ancestry and indicate involvement in Black student organizations (BSOs). To fill this gap, I draw on interviews with 21 Black multiracial college students involved in BSOs to examine how they interpret the impacts of their involvement. In doing so, I elucidate how BSOs operate as critical activation sites for (multi)racial awakenings, through which students develop deeper understandings of and attachments to Blackness as well as demonstrate strengthened commitments to antiracism. I then introduce reflective resistance to account for the ways that these (multi)racial awakenings informed shifts in students’ navigation of intrafamilial relationships, leading many to adopt strategies meant to dismantle, confront, and even resist the racist logics perpetuated by loved ones. Black multiracial students’ engagement in reflective resistance illustrates how BSO involvement not only impacts understandings of race and racism but also provides the tools necessary to critically reflect and resist anti-Blackness in students’ social, political, and intimate lives.

Application of Advanced Class Determination System Using K-Means Clustering Method (Case Study: SMK Al-Badar Balaraja)

This research develops an information system and application program to classify advanced students at SMK Al-Badar Balaraja using K-Means Clustering. The main problems addressed are unclear classification and the absence of criteria for advanced classes. The research aims to design the system, develop the app, and determine advanced classes based on report grades, attendance, achievements, extracurricular activities, and student organization involvement. The K-Means Clustering algorithm is used to classify student data into clusters based on final evaluations. Focusing on 180 grade 11 Office Administration students, the system and app were successfully designed and tested, indicating reliable identification of advanced students. This research contributes to advanced student classification and enhances education quality at SMK Al-Badar Balaraja

An exploratory study on how mechanical engineering undergraduates perceive participation in professional disciplinary engineering student organizations that influence their engineering identity

Involvement in professional disciplinary engineering student organizations (PDESOs) positively influences engineering students’ college experience. While extensive research about engineering student societies and organizations has demonstrated various benefits for students, few studies explore professional disciplinary engineering student societies and organizations that provide unique opportunities tailored around specific engineering disciplines. To better understand how participation in PDESOs influences engineering undergraduates, we conducted an exploratory study, interviewing thirteen mechanical engineering undergraduates with six months to three years of experience with PDESOs. The overarching conceptual framework is derived from a combination of motivated identity construction theory and engineering identity, allowing us to see how participation in these organizations contributes to students’ engineering identity and professional development. Participants indicated that involvement in PDESOs provided unique professional development opportunities that enhanced their self-esteem and efficacy and provided a welcoming environment where they experienced a sense of belonging. These results demonstrate that participation in PDESOs contributes to professional development, interpersonal skills, and community engagement, preparing them for the engineering workforce, which contributes to a strengthened engineering identity.

Adaptation of the Turkish Language Version of the Inventory of New College Student Adjustment: The Roles of Resilience and Social Self-Efficacy in College Adjustment

Transition from high school to college can be a struggle for many students. To support the first-year college students during the transition, various factors can be taken into consideration. In this study, we focused on the role of resilience, social self-efficacy, college orientation, and student organization involvement in college adjustment among the first-year Turkish college students. Using snowball sampling, we distributed our online survey package across Turkey and recruited a total of 346 participants. To measure the concept of college adjustment, we developed and validated Turkish language version of the Inventory of New College Student Adjustment (INCA-T) due to the limitations of existing instruments. The confirmatory factor analysis results indicated that the 10-item INCA-T revealed a good fit with Turkish sample. Then, using INCA-T, we evaluated the relationship among college adjustment, resilience, social self-efficacy, attendance of a student orientation program, and involvement in student organizations. Multiple regression analysis results showed that resilience and social self-efficacy were significant predictors of college adjustment among the first-year students. Also, individuals participating in student orientation and student organizations reported significantly greater adjustment to college. Considering the findings of the present study, we discussed implications for faculty advisors and college counselors, then provided recommendations for future researchers.

Contributing Factors to On-Campus Student Organization Involvement

Well-respected experts of higher education, including those at the National Survey of Student Engagement (NSSE) and founding director Dr. Alexander Astin of the Higher Education Research Institute at UCLA, have demonstrated strong correlations between the amount of time and effort students put into “educationally purposeful activities” outside the classroom (e.g., student organizations) and positive outcomes of student success, such as satisfaction, persistence, and academic achievement (Astin, 1984, 1993, 1999; Berger and Milem,1993; Pascarella and Terenzini, 2005). This study evaluates student involvement in on-campus student organizations. What characteristics are most highly correlated with participation? Based on the results of previous studies, we hypothesized that student engagement in on-campus student organizations is positively correlated with proximity to campus and that the closer a student lives to campus, the more apt they are to be involved with on-campus student organizations. Not only will students living closer to campus be more active with on-campus student organizations, but they are also more likely to be involved with on-campus student organizations directly related to their major. We also hypothesized that female students are more apt to be involved in on-campus student organizations related to their major than males. Original survey results and future research ideas are discussed.

Reinforcing the Importance of Maintaining Internship Support for College Student Engagement and Anticipated Employment

The Covid-19 pandemic has created many challenges for universities around the world, including how to keep students engaged in their professional development, despite the challenges of remote learning and virtual student services. The goal of this study was to demonstrate the continued importance of Career Professional Development Center (CPDC) support (pre-pandemic to early stages of the pandemic) for business-related internships influencing student professional development engagement (PDE) and anticipated employment upon graduation. PDE encompasses typical CPDC resources (e.g., internship search support; involvement in student professional organizations (SPOs); professional development coaching; and job search assistance). A survey, the Senior Student Satisfaction Survey (SSSS) was deployed prior to graduation to business students. Using the SSSS, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). Pre-pandemic survey results showed that students having at least one internship experience (versus none) were more likely to: join an SPO sooner; attend more SPO meetings/semester; complete their professional development sooner; and anticipate “by graduation” full-time employment. Despite the drop in survey participation due to the pandemic onset, results consistent with this were found with the early pandemic survey. Like other academic-related and campus services in the face of the pandemic, the business school CPDC is adapting to the new remote ways of operating and successfully transitioned their delivery mode to a 100% virtual model to meet the resource challenge of supporting student PDE. It is hoped that the ideas discussed will be useful to a wider audience.

Contributing Factors to On-Campus Student Organization Involvement

Well-respected experts of higher education, including those at the National Survey of Student Engagement (NSSE) and founding director Dr. Alexander Astin of the Higher Education Research Institute at UCLA, have demonstrated strong correlations between the amount of time and effort students put into “educationally purposeful activities” outside the classroom (e.g., student organizations) and positive outcomes of student success, such as satisfaction, persistence, and academic achievement (Astin, 1984, 1993, 1999; Berger and Milem,1993; Pascarella and Terenzini, 2005). This study evaluates student involvement in on-campus student organizations. What characteristics are most highly correlated with participation? Based on the results of previous studies, we hypothesized that student engagement in on-campus student organizations is positively correlated with proximity to campus and that the closer a student lives to campus, the more apt they are to be involved with on-campus student organizations. Not only will students living closer to campus be more active with on-campus student organizations, but they are also more likely to be involved with on-campus student organizations directly related to their major. We also hypothesized that female students are more apt to be involved in on-campus student organizations related to their major than males. Original survey results and future research ideas are discussed.

Exploring pharmacy residency program director preference of pharmacy student organization membership and leadership involvement on residency candidate interview selection

IntroductionPharmacy student professional organization involvement and leadership are important qualifications of a pharmacy residency candidate. It is unknown if membership in specific student pharmacy organizations or types of leadership roles within these organizations are preferred by residency program directors (RPDs). The purpose of the study was to determine preference and importance of specific pharmacy student professional organization membership and leadership involvement when selecting residency candidates for an interview by RPDs. MethodsA descriptive study was conducted using an online survey. Pharmacy RPDs with involvement in reviewing applicants for interviews were included. RPDs ranked the importance and preference of specific student professional organization membership, breadth versus depth of involvement, and leadership position held on selecting candidates for an interview. ResultsThe survey was sent to 2084 RPDs. A total of 232 respondents met inclusion criteria and completed the survey. The majority (95.5%) of RPDs reported student membership as important, while 28.6% had preference for a specific organization. A total of 56.3% of RPDs reported student leadership as “very important” and 76.1% preferred depth over breadth of involvement. A total of 55.6% of RPDs preferred applicants with a high-level leadership position. ConclusionsPharmacy student professional organization membership is important to RPDs when selecting residency candidates for an interview. The majority of RPDs have no preference for a specific organization, while 28.6% report a preference that affects interview selection. RPDs report leadership as important and place higher importance on depth versus breadth of involvement, with greater preference for a high-level leadership position.

Assessing the Co-Curriculum by Mapping Student Organization Involvement to Curricular Outcomes Using Mixed Methods

Objective. To use institution-specific curricular outcomes as a framework to map skill development opportunities available through cocurricular involvement in pharmacy student organizations. Methods. Participants completed a modified Extracurricular Involvement Inventory individually to measure the intensity of their involvement in each student organization. Participants also completed the Co-Curriculum Outcomes Assessment Mapping Survey (COAMS) instrument as a group to indicate what skills (ie, curricular outcomes) they developed through involvement in a student organization and student organization activities, programs, and events, and to provide examples of these skills. Data sources were triangulated to map skill development opportunities in the co-curriculum to curricular outcomes. Results. The COAMS identified all curricular outcomes as skills students have the opportunity to develop through student organization involvement in the co-curriculum. Communication was the most common skill identified. Other common skills included professionalism and ethical behavior, collaboration and influence, and in-depth knowledge and proficient skills. A co-curriculum heat map was used to illustrate the degree to which students reported these skills were emphasized through student organization involvement in the co-curriculum. Conclusion. Evaluation of activities in the context of curricular outcomes can provide a more comprehensive understanding of how the co-curriculum complements the curriculum, thereby complying with accreditation expectations. Cocurricular mapping provides valuable information regarding student skill development opportunities to multiple stakeholders (eg, students, faculty, curriculum leadership). This process can be applied to diverse programs, adapted to measure institution-specific experiences, and measure various constructs of interest.

Identifying and Mapping Skill Development Opportunities Through Pharmacy Student Organization Involvement

Objective. To describe a process for identifying skills that students can gain through co-curricular involvement and to map these skills to curricular outcomes. Methods. This pilot study used a mixed-methods approach involving document reviews, student involvement surveys, and focus groups/interviews to evaluate skill development opportunities in three pharmacy student organizations. Investigators reviewed key documents (eg, student organization websites, annual review forms) to identify skills emphasized by the organization. Student participants completed modified Extracurricular Involvement Inventory surveys to measure the intensity of their student organization involvement. Two student focus groups, one student leader focus group and one general student member focus group, were held for each student organization. Interviews were conducted with each student organization's faculty advisor. Data sources were triangulated to identify and map skill development opportunities to program core competencies. Results. Six of nine core competencies were identified as skills pharmacy students can develop through involvement in the pilot student organizations. All three organizations provided opportunities for members to develop communication skills and in-depth knowledge and proficient skills of the discipline of pharmacy. Two organizations provided opportunities for students to develop collaboration skills. Conclusion. A mixed-methods approach can be used to identify and map skills that students can develop through co-curricular involvement. This approach provides several advantages: objective evaluation and triangulation of skill development opportunities, evaluation of students' involvement, and identification of linkages between the co-curriculum and curriculum in the context of curricular outcomes.

Undocumented Latinx College Students’ Perceptions of Campus Climate

This qualitative study explored 16 undocumented Latinx college students’ perceptions of campus climate through the lens of sense of belonging. Barriers to belonging include: (a) experiencing racism and hostility from majoritized students, (b) limited visibility of other Latinx and/or undocumented students, and (c) blocked social opportunities. Pathways to belonging include identity-based student organization involvement. A discussion of the culturally engaging campus environment model explores promoting sense of belonging, followed by recommendations for future research.

The Differential Effects of High School and Collegiate Student Organization Involvement on Adolescent Leader Development

We examined the relationship between high school and collegiate organizational involvement and their differential and collective effects on the development of leader self- efficacy, motivation to lead and leadership skill. Our goal was to better understand how the student leader development process unfolds at different points in time over young adulthood. The study investigated members of registered student organizations (n=757) during the Fall 2016 semester. Results of the study indicated strong developmental relationships between past high school involvement, current collegiate involvement and leader capacity change. Positional leadership and students’ priority placed on their involvement during high school were predictive of leader skill and self-efficacy, while in college, only mental and physical engagement in organizations predicted leader development.

The Determinants for Best Employability Skills and Job Opportunities for Undergraduate Students Majoring in Chinese in Thailand

Currently, those Thai universities offering Chinese majors do not include any specific provisions for employability training. This research was thus conducted using an employer survey ( N = 418) to determine employer needs and direct interviews with academics, students, and employers to identify the most effective training methods and how to integrate them into the curriculum. The survey identified the desirable skills and traits in graduates and their importance for successful fieldwork. The academic interviews determined which identified skills and traits can be enhanced using in-class and outside-class training. The proposed matrix model for three training approaches (internship, work experience, and outside activities) and their focuses was further refined via participant input. It is recommended that Thai university-level Chinese programs should implement more specific requirements for internships and external professional experience, including volunteer and student organization involvement.

Factors influencing professional state association membership decisions among recent pharmacy graduates

IntroductionState pharmacy association membership levels have remained stagnant in recent years despite active student organization involvement among student pharmacists and an increased number of pharmacy schools producing new pharmacy graduates in the United States. The objective of this project was to examine factors considered by recent pharmacy graduates when deciding to join state pharmacy associations. MethodsA 16-item cross sectional survey of recent pharmacy graduates collected respondents’ demographic profile, professional student organization involvement, association memberships, and membership decision factors. ResultsThe most influential factors in membership decisions included continuing education (62.8%), opportunity to advance pharmacy practice (51.1%), email updates (39.4%), and networking opportunities (37.2%). State pharmacy association meeting attendance (p = 0.004 and p = 0.028 for the Kentucky Society of Health-System Pharmacists and the Kentucky Pharmacists Association respectively), student organization membership (p = 0.038), committee service (p = 0.025), and state association board participation (p = 0.021) during pharmacy education increases the likelihood of membership in state associations. ConclusionsEarly engagement in state pharmacy associations during pharmacy school improves the likelihood of new practitioner membership. Pharmacy schools should engage with state association leaders to promote student committee participation, association board participation, and attendance at state meetings to ensure the continued success of state pharmacy associations.

Relationship Among Gender, Athletic Involvement, Student Organization Involvement and Leadership

Leadership development is important for society, and participating in athletics and student organizations has provided opportunities for young adults to develop and display leadership qualities (Dobosz & Beaty, 1999; Knoppers, 2011; Todd & Kent, 2004; Williams, Roberts, & Bosselman, 2011). The empirical research examining the leadership development through athletics and student organizations involvement has, unfortunately, been limited. Thus, the purpose of this study was to identify and investigate the relationship among gender, athletic involvement, and student organization involvement in relation to transformational leadership skills. Stratified random sampling and the Salant and Dillman (1994) survey methodology procedure were adopted for data collection. Data were collected from 992 college students (493 females and 495 males) in a Mid-Atlantic university. The Transformational Leadership Scale (Hellriegel & Slocum, 2004) was used as the instrument to measure the variables. Descriptive statistics and factorial ANOVA were used for data analysis. Results showed significant differences existed among gender, athletic involvement, and student organization involvement in relation to transformational leadership skills. Females, athletes, and student officers received significantly higher scores than males, nonathletes and nonstudent officers in transformational leadership.

Practicing Professional Values: Factors Influencing Involvement in Social Work Student Organizations

One of the most promising avenues for the development of professional values is involvement in professional student organizations. A convenience sample of baccalaureate social work students (n = 482) was drawn from 15 institutions. Regression analyses revealed several predictors of involvement in social work student organizations, including student mentorship, involvement in other student organizations, and type of institution (public/private). These results suggest that involvement in professional student organizations (e.g., social work, nursing, law) may be amenable to interventions such as structured educational/social events and peer mentorship programs which, in turn, may help in the development of professional values.

Latina/o College Student Organization Involvement and its Effect on Members Twenty Years After College Attendance

Former members of one large umbrella-type Latina/o student organization at a four-year public, flagship university located in Texas were interviewed approximately twenty years after their college attendance. The participants were involved in the organization between the years 1988 and 1992. The primary purpose of this exploratory study was to learn more about the possible long-term effect of Latina/o student organizations. The study found that former members still worked to promote the organization’s goals of cultural advocacy, awareness, and pride twenty years after their college involvement. Recommendations are provided for further investigations on ethnic student organization involvement and its longterm effects.
 
 Editor’s note: The research in this paper was conducted with a TACUSPA research grant.

Faculty Involvement in Student Organizations

This article examines how college students benefit from faculty being involved in their student organizations. Substantial research has been carried out on how such involvement impacts college students, for example, on their skills, values, aspirations, attitudes, job and even personality characteristics. Beyond the opportunities provided for students to gain academically-related information, such interactions have a wider impact on students’ general ways of thinking, methods of solving problems, and interests in life goals. Increased involvement of faculty with students’ programs is one way of increasing students’ satisfaction with academic and other non-academic programs, thus helping to retain highly motivated and qualified individuals who can remain loyal to the learning institution and support its programs. Such interactions also foster students’ occupational decisions, increase students’ persistence at the college, influence academic and intellectual development, and foster social or personal development. Research on the impact of faculty-student interaction concludes that more is better.

Birds of a Feather Do Not Always Flock Together: A Critical Analysis of Latina Engineers and Their Involvement in Student Organizations

While an abundance of literature addresses undergraduate students’ lack of success in engineering programs, fewer studies examine the persistence of minority females, especially of Latinas. This study employed a qualitative method of inquiry to gain insight into the reasons why Latina undergraduate engineering majors sought membership in student organizations. Data analysis emerged the following findings: (a) fulfilling academic and social needs, (b) seeking a sense of belonging, and (c) choosing not to coalesce on the basis of race. The categorization of the aforementioned broad themes provides greater insight into the reasons why Latinas sought membership in certain student organizations.