Experiences of College Sophomores' Utilization of Counseling Services at a Faith Based University

We designed this qualitative research study to better understand the experiences of college students in a United States context who do not seek counseling for their perceived need for help, and to address barriers that prevent them from doing so. The results of this phenomenological study indicate three barriers: negative feelings based upon ones’ past-experience with counseling, the stigma that surrounds a need for counseling, and the messages participants received from their parents regarding counseling. This research paper will elaborate on this study and will provide helpful information related to breaking these barriers.

Critical Reflections of College Sophomores About Preparation and Persistence During Their Freshman Year

The purpose of this study was to explore the needs and experiences of college freshman with the hope of informing universities how to improve freshman preparation and persistence. Focusing on students at a public "metro-commuter" university, this qualitative study extends previous research on the topic. Using participatory research methodology, this study utilized dialogues to explore the critical reflections of students who have successfully completed their freshman year. This study found that during the preenrollment phase, it is critical that students and their families experience programs and services that educate students about the transition to college, increase students' commitment to the institution, and help students develop realistic expectations for college. Several factors were found to contribute to college freshman persistence including support for social and academic integration, academic engagement, fostering student development, and promoting internal locus of control. The author argues that preenrollment programs must be viewed as critical to student success, and should be mandatory and carried out utilizing current students who are trained in issues of transition. He concludes that more programs are needed throughout the first year to help students develop social support networks.

Alternate Reality Games as Simulations

This chapter discusses Alternate Reality Games (ARGs) as simulated experiences, and presents the conceptual framework that informed the design and development of an institutional capstone course aimed at fostering global thinking and real-world problem-solving skills. The course engages community college sophomores in a capstone experience in which learners design and develop an alternate reality game (ARG) based on the theme of global sustainability and the United Nations Millennium Development Goals.