JCAPS Vol. 7 Issue 1 - Spring 2025

Meghan Grace, Dawn Wiese, & William Foran examine how undergraduate men, particularly in fraternities, understand and engage in peer accountability, revealing greater confidence and participation among fraternity members compared to their unaffiliated peers.

In this mixed-methods study, Leda Cempellin led a team from South Dakota State to assess how a campus artist-in-residence program influences student creativity, interdisciplinary thinking, and engagement across arts, STEM, and social science disciplines.

Gyasmine George-Williams led a team from Cal Poly Pomona to explore the impact of the Activism Growth Model (AGM) on student learning and identity development across interdisciplinary courses, highlighting how students apply self-awareness, community connection, and social justice advocacy to their academic and personal lives.

Jean Patterson & Chelsea Redger-Marquardt’s qualitative study uses sensemaking theory to evaluate how students make meaning of their experiences in a Living Learning Community (LLC), particularly in developing belonging and academic identity.

In this portraiture study, John Smith III & Pietro Sasso capture the reflective narratives of international alumni to understand how their U.S. educational experiences shaped their personal and professional trajectories post-graduation.