Resource Library

Read the latest Campus Activities research in this spring 2025 issue of JCAPS.

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 leaders and staff coordinators make meaning of their roles in a Living Learning Community (LLC).

In this portraiture study, John Smith III & Pietro Sasso capture the reflective narratives about the US educational experiences of international alumni and offers insight into how institutions provide student support and services for international students.

Read the latest in Campus Activities research on student engagement, involvement, and development amongst students in residence hall councils, Black men at PWIs, students of color employed on-campus, and Arab American students.

The incoming (Dr. Brittany Devies) and outgoing (Dr. David Rosch) editor in chiefs for JCAPS penned a short editorial about the future of the journal.

Burnett and Taylor explored how 12 graduates of Color developed soft skills working an on-campus position.

In this study by Sounny-Slitine on Arab American college students, participants discussed how they understand their Arab American identity and how they belong at their institution, as well as how engagement in student organizations and other means of student involvement impacted their experience with sense of belonging.

In this qualitative study, Pierre and Dunn explored how participating in a residence hall council impacted students’ conceptualization of leadership and their individual leadership development.

In this qualitative, phenomenological study, Johnson and Best aimed to explore Black men’s lived experiences at predominantly White institutions (PWIs) through a student involvement lens.

Gary Pike and Dawn Wiese describe their quantitative research showing the connections between fraternity or sorority membership and student engagement and campus learning outcomes, using NSSE data.

Clyde Barnett of Discover Without Barriers Consulting LLC, describes qualitative case study research of the transitions that needed to occur in advising student government organizations through and out of the Covid-19 pandemic – and changes that have sustained since then.

Faculty and staff advisors have taken students to professional conferences for generations. Megan Friesen conducted a qualitative case study examining what students gain from these experiences.

A team of researchers led by Meghan Grace and Pietro Sasso identified a popular “Emerging Leaders” program in a national fraternity organization in a longitudinal study, showing its affects and providing suggestions for leadership educators who work with college students.

Desiree Forsythe led a team of researchers who studied minoritized students in student organizations focused on minoritized identities, identifying both benefits and challenges associated with their involvement.

Ron Riggio describes a concrete model designed to be implemented in co-curricular environments for educators and advisors to help student develop their skills.