Resource Library

JCAPS focuses on publishing rigorous, relevant, and respected scholarship related to postsecondary education co-curricular campus activities, and translating such scholarship to practice.

Lauren White, Florida State University crafts a theory-to-practice brief to provide support for working with minoritized students at Primarily White Institutions in the contemporary political climate.

Shanice White (Mississippi State) and Masha Krsmanovic (University of Southern Mississippi) studied the experience of students in collegiate marching bands and its effects on a variety of student outcomes.

Carly Gilson (Ohio State), Luis Morissette (University of Idaho), Sehrish Skikarpurya (University of Maryland), Ghazeleh Raei Dehaghi (Ohio State), and Anna Fedewa (Princeton) conducted important research on peer mentoring programs in student organizations designed to integrate students with intellectual and developmental disabilities (IDD).

Amy French from Bowling Green State University (BGSU) and Ilana Stouffer from BGSU-Firelands conducted interesting and timely research focused on how mid-level student-facing student affairs staff have shifted in the ways they communicate to student bodies.

Heidi Gailor and a team of scholars from William Peace University studied a campus-wide student dialogue program and its effects on students’ beliefs regarding polarization on campus. 

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.