UMBC Division of Student Affairs
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The Division of Student Affairs facilitates learning and prepares students for success in our multicultural and increasingly global society. Through programs and services which augment the classroom experience, the Division of Student Affairs offers support to all UMBC students.
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Item Stooping Heads and Aspiring Shoulders: Advice for a Happy Marriage in Early Modern England(John Hopkins University, 2020) Power, MeredithThe Protestant Reformation in England began with Henry VIII's Great Matter in the early 1500s. Almost a century later, British society's understanding of what made a good and happy marriage had evolved alongside the broader shifts in church doctrine, and Puritan factions began to splinter from mainstream Anglican practices and teachings. Writing in 1617 from the Protestant stronghold of Oxfordshire, an influential minister named William Whately offered newlyweds and engaged couples advice regarding their duties to each other and to their community. This 'Bride-bush,' as he called it, sought to make marriage "a great Helpe" for those who "now finde it a little Hell." A close analysis of Whately's writing reveals that at its most basic level, early modern English marriage advice has much in common with advice offered today, despite its misogynist language and thoughts about the role of a wife in the household. Marriage remained a societal institution but the idea of marriage as a personal commitment, potentially including happiness with and love for one's spouse, had started to take root. Whately was an early, moderate voice amidst what would develop into a cacophony of Puritan teachings and factions, and his 'Bride-bush' pamphlet provides a glimpse into some of the practical concerns which may have plagued an everyday Englishman in the early seventeenth century.Item Broadening Participation in Agricultural Sciences through a STEM Intervention Program(The American Association for Agricultural Education, 2021) Clark, Quintana M.; Knobloch, Neil A.; Esters, Levon T.; Brown, Brittini R.The purpose of this study was to examine the perspectives of underrepresented minority students (URM) from several historically Black land-grant universities and minority-serving institutions (MSIs) who attended a STEM intervention program at a predominately White research-intensive university. Guided by expectancy-value motivation and self-efficacy, participants were asked various questions regarding changes in their perspectives of psychosocial and instrumental support and changes in their selfefficacy after participating in the STEM intervention program. Data were collected from participants (n = 80) who attended several historically Black colleges and universities (HBCUs). Findings provide essential insight into motivational, mentoring, and social cognitive experiences that can bolster the recruitment and retention of URM students into predominantly White institutions (PWI) STEM graduate programsItem Creating High Impact Academic Leaders: Residential Peer MentorsD’Eramo, Erica; Mrowka, Kaleigh; Shishineh, Laila