“I Never Would Have Talked to This Person”: The Power of an Assignment to Encourage Engagement

References

• Alleman, N. F., Robinson, J. A., Leslie, E. A. & Glanzer, P. L. (2016). Student constructions of fit: Narratives about incongruence at a faith-based university. Christian Higher Education, 15(3), 169–184. https://doi.org/10.1080/15363759.2016.1164440
   Web of Science ®Google Scholar
• American College Health Association [ACHA]. (2018). Fall 2018: Reference Group Executive Summary. American College Health Association. https://www.acha.org/documents/ncha/NCHA-II_Fall_2018_Reference_Group_Executive_Summary.pdf
   Google Scholar
• Ash, A. N., & Schreiner, L. A. (2016). Pathways to success for students of color in Christian colleges: The role of institutional integrity and sense of community. Christian Higher Education, 15(1–2), 38–61. https://doi.org/10.1080/15363759.2015.1106356
   Web of Science ®Google Scholar
• Berger, C. R., & Calabrese, R. (1975). Some explorations in initial interaction and beyond: Toward a developmental theory of interpersonal communication. Human Communication Research, 1, 99–112. https://doi.org/10.1111/j.1468-2958.1975.tb00258.x
   Google Scholar
• Bunting, B., Dye, B., Pinnegar, S., & Robinson, K. (2012). Understanding the dynamics of peer mentor learning: A narrative study. Journal of the First-Year Experience & Students in Transition, 24(1), 61–78.
   Google Scholar
• CCCU Advance Magazine. (2020, Spring). Diversity within the CCCU. https://www.cccu.org/wp-content/uploads/2020/04/Spring-2020-Advance-low-res.pdf.
   Google Scholar
• Cole, J., Gonyea, R., & Rocconi, L. (2018). With retention, the key is “act locally.” In R. S. Feldman (Ed.), The first year of college: Research, theory, and practice on improving the student experience and increasing retention (pp. 187–211). Cambridge.
   Google Scholar
• Cope, M., Jackson, J., Muirbrook, K., Ward, C., Park, P., & Smith, G. (2021). Sense of community on collegiate campus and graduation expectations: An exploratory study. SN Social Sciences, 1, 57. https://doi.org/10.1007/s43545-021-00063-3
   Google Scholar
• Gurin, P., Dey, E. L., Hurtado, S., Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 71(3), 332–366. https://doi.org/10.17763/haer.72.3.01151786u134n051
   Google Scholar
• Hall, W., Cabrera, A., & Milem, J. (2011). A tale of two groups: Differences between minority students and non-minority students in their predispositions to and engagement with diverse peers at a predominantly white institution. Research in Higher Education, 52(4), 420–439. https://doi.org/10.1007/s11162-010-9201-4
   Web of Science ®Google Scholar
• Harmon, B. (2006). A qualitative study of the learning processes and outcomes associated with students who serve as peer mentors. Journal of The First-Year Experience & Students in Transition, 2, 53–82.
   Google Scholar
• Hurtado, S. (2007). Linking diversity with the educational and civic missions of higher education. Review of Higher Education, 30(2), 185–196. https://doi.org/10.1353/rhe.2006.0070
   Web of Science ®Google Scholar
• Hurtado, S., Milem, J., Clayton-Pederson, A., & Allen, W. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practice. Review of Higher Education, 21, 279–302. https://doi.org/10.1353/rhe.1998.0003
   Web of Science ®Google Scholar
• Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Reports, 26, 1–50.
   Google Scholar
• Keup, J. R., & Young, D. G. (2018). Investigating the first-year seminar as a high-impact practice. In R. S. Feldman (Ed.), The first year of college: Research, theory, and practice on improving the student experience and increasing retention (pp. 93–154). Cambridge.
   Google Scholar
• Kuh, G. D., O’Donnell, K., & Reed, S. (2013). Ensuring quality and taking high-impact practices to scale. Association of American Colleges and Universities.
   Google Scholar
• Lee, A., Williams, R., & Kilaberia, R. (2012). Engaging diversity in first-year college classrooms. Innovative Higher Education, 37, 199–213. https://doi.org/10.1007/s10755-011-9195-7
   Google Scholar
• Locks, A. M., Hurtado, S., Bowman, N. A., & Oseguera, L. (2008). Extending notions of campus climate and diversity to students’ transition to college. Review of Higher Education, 31(3), 257–285. https://doi.org/10.1353/rhe.2008.0011
   Web of Science ®Google Scholar
• Merriam, S. B. & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
   Google Scholar
• Paredes-Collins, K. (2013). Cultivating diversity and spirituality: A compelling interest for institutional priority. Christian Higher Education, 12(1–2), 122–137. https://doi.org/10.1080/15363759.2013.739436
   Google Scholar
• Poppinga, A., Larson, M., & Shady, S. (2019). Building bridges across faith lines: Responsible Christian education in a post-Christian society, Christian Higher Education, 18(1–2), 98–110. https://doi.org/10.1080/15363759.2018.1542906
   Web of Science ®Google Scholar
• Skipper, T. L. (2017). What makes the first-year seminar high impact? An exploration of effective educational practices. (Research Reports No. 7). University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
   Google Scholar
• Smith, D. I. (2021a, February 24). Students and vocation in the present tense: Part 1. Christian Scholars Review. https://christianscholars.com/students-and-vocation-in-the-present-tense/
   Google Scholar
• Smith, D. I. (2021b, March 29). Students and vocation in the present tense: Part 2. Christian Scholars Review. https://onchristianteaching.com/students-and-vocation-in-the-present-tense-part-2/
   Google Scholar
• Smith, D. I. (2021c, April 14). Students and vocation in the present tense: Part 3. Christian Scholars Review. https://christianscholars.com/students-and-vocation-in-the-present-tense-part-3/
   Google Scholar
• Smith, D. I. & Smith, J. K. (2011). Teaching and Christian practices: Reshaping faith and learning. Wm. B. Eerdmans.
   Google Scholar
• Smith, D., Kurkechian, M., Green, B., & Cheng, A. (2019). Assessing Christian learning: Vocation, practices, and investment. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/86
   Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. SAGE.
   Google Scholar
• Twenge, J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—And completely unprepared for adulthood. Atria Books.
   Google Scholar