UMBC Office of the Vice President of Student Affairs

Permanent URI for this collectionhttp://hdl.handle.net/11603/21851

The Division of Student Affairs facilitates learning and prepares students for success in our multi-cultural and increasingly global society and workforce.

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Now showing 1 - 7 of 7

Bridging educational communities to creatively explore social justice topics through film and dance
(University of North Carolina, 2018) DeVita, James; Liao, Christine
This school-university partnership collaborative project was student-centered andfocused on supporting learning goals for three different groups of students through knowledgesharing and translating theory into practice. Students from three levels of education (high school, undergraduate, and graduate students) engaged in a multi-semester, integrated arts project that culminated in the performance of film and dance representations of social justice topics in education. The project engaged the community through the public performance and connected school, university and the community to advocate for social justice and the arts. We share the student learning outcomes from this project to demonstrate that the school-university partnership can provide valid pedagogical support for the collaborators. The mutual non-hierarchicalrelationship between the partners was the key to the success of the collaboration.
"Confidence to Continue": A Qualitative Investigation of College Students’ Experiences of Microaffirmations
(Florida State University, 2024-01-30) Demetriou, Cynthia; McNulty, Carol; Powell, Candice; DeVita, James
Colleges and universities are under increasing pressure to retain students and increase degree completion amid multiple social and economic threats to undergraduate stu-dent enrollment. A sense of belonging, motivation, and confidence are foundational to student success and essential components of strategic approaches to enrollment challenges. Microaffirmations, brief acts communicating care, listening, and support, can be a powerful tool within these efforts for promoting belonging. This study exam-ined how 350 undergraduate students experienced microaffirmations and the meaning of the microaffirmations to their educational lives. Findings indicate that students identify multiple forms of microaffirmations and that these promote positive benefits, including perceived improvement in academic performance, persistence to remain in college, and assistance in navigating challenges. In short, microaffirmations provide students with the confidence to continue by influencing their perspectives on self- efficacy and support
Preventing and Protecting Against Internet Research Fraud in Anonymous Web-Based Research: Protocol for the Development and Implementation of an Anonymous Web-Based Data Integrity Plan
(JMIR, 2022-09-12) Hohn, Kris L.; Braswell, April A.; DeVita, James
Background: Data integrity is a priority in any internet research study; it should be maintained to protect the safety and privacy of human participants and to maintain the validity and reliability of research findings. However, one noteworthy risk of web-based research is fraudulent respondent activity. When investigators must utilize anonymous web-based recruitment techniques to reach hidden and expanded populations, steps should be taken to safeguard the integrity of data collected.Objective: The purpose of this paper is to present a novel protocol in the form of an anonymous web-based research data integrity plan (DIP) protocol that outlines steps for securing data integrity while conducting anonymous web-based data collection.Methods: In this paper, we discuss a protocol regarding the development and implementation of a specific DIP in response to fraudulent activity in an original large-scale mixed methods study launched in April 2021. Four primary steps, each with a set of affiliated procedures, are presented: (1) defining the risks, (2) planning research protocols, (3) securing data collection and recruitment, and (4) determining enrollment.Results: Following the relaunch of a large-scale original study and implementation of the DIP protocol, preliminary analyses demonstrated no fraudulent activity. A pre-post analysis is underway to evaluate the effectiveness of the DIP strategies from February 2022 through May 2023.Conclusions: Implementing the DIP protocol could save valuable research time, provides a process to examine data critically, and enables the contribution of rigorous findings to various health fields.
Arts-Based Research in Precarious Pedagogy-Making Experiences
(LEARNing Landscapes, 2022-06-23) Liao, Christine; DeVita, James
Framing through the concept of precarity, we share our arts-based research on the experiences of creating a collaborative performance-making project focused on connecting students from different education levels, to create a film-dance integrated performance to advocate for social justice issues in education. We, as instructors and researchers, embarked on an arts-based research journey creating sketches, poems, videos, and a dance performance to analyze and represent our research findings. Our performance from the performative inquiry shows our understanding of the collaboration project through the same art form we required our students to utilize: film and dance-integrated arts performance.
Collages of Arts-Based Collaborative Performances on Social Justice
(The Pennsylvania State University, 2022-12-31) DeVita, James; Liao, Christine
This visual narrative focuses on the arts-based learning aspect of a multi-year and multi-level collaborative film and dance performance project. We use collage as an arts-based method to represent the complex process of engaging students across multi-levels of education (graduate, undergraduate, high school, middle school) in a collaborative learning project. The collages included images captured during class activities and the final performances and demonstrate multiple outcomes of the project associated with arts-based learning, embodied learning, and crystallization of learning. The accompanying narrative provides context about the project including details about the collaborative process, course activities, and development of the final film and dance integrated performance.
University of Maryland Baltimore County A Cross-Institutional Collaborative Effort to Increase Financial Literacy and Resilience in First-Year Students
(National Resource Center, 2023-11-21) Lindbeck, Colleen; Mozie-Ross, Yvette; Shishineh, Laila M.
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 programs

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