- Events and Education
NODA Catalyst Grant Fund
2019/2020 Catalyst Grant Winners
Latinx First-Generation Degree Completion: The Effect on The Student and Their Families
The purpose of this study is to understand how orientation, retention, and transition (OTR) experiences facilitate undocumented college students' sense of belonging on campus. The research questions guiding this study are: What are undocumented college students' experiences with orientation, retention, and transition efforts on campus? And, how do undocumented students perceive their orientation, retention, and transition experiences relate to their sense of belonging on campus?
Undocumented College Students: Sense of Belonging from Orientation, Retention, and Transition Experiences
While there are several studies that describe barriers faced by first-generation students attempting to complete a college degree there is no literature that addresses the outcomes that degree completion has on a student's family. This study aims to address this gap by exploring the impact and effects of first-generation student degree completion on their immediate family.
Diversity in Admissions and Transfer: Perceptions of HBCU and PBI Admissions and Transfer Professionals
This descriptive qualitative project will accomplish the following objectives: 1) identify the different considerations admissions and transfer professionals give to diversify HBCUs and PBIs; 2) Deepen understanding the tensions and challenges admissions and transfer professionals encounter as they attempt to diversify and uphold the missions HBCUs and PBIs; 3) Provide new insight in the processes of admissions and transfer and how these processes support or limit diversity goals; and 4) Raise questions about how HBCUs and PBIs can better negotiate and balance the goal of diversifying and upholding the legacy of educating Black students.
Dr. Sosanya Jones has over sixteen years of experience as an administrator, researcher, and educator in higher education. Her research interests focus on the nexus between policy and practice for diversity, equity, and inclusion in higher education; diversity professionals and diversity work in different institutional contexts, including PWIs, HBCUs, and PBIs; and programmatic interventions and strategies for supporting minoritized and marginalized populations. Dr. Jones is a 2015-2016 Fulbright Visiting Chair and a 2016-2018 Illinois Education Research Council Faculty Fellow. She has co-authored two books and written several journals articles related to policy and practice related to equity, diversity, and interventions for supporting minoritized students in higher education. Dr. Jones is currently an assistant professor in Higher Education Leadership and Policy Studies program at Howard University where she teaches courses on governance, administration, and qualitative research.
An Examination of Rural Students in Higher Education Through a Non-Deficit Framework
Since the 2016 Presidential election, higher education institutions hold a newfound vigor for recruiting and retaining rural students. However, limited research on rural students and their orientation, transition, and retention in postsecondary education exists, and the literature that does often utilizes deficit-based thinking about this population. These research gaps encouraged us to conduct the following study, utilizing a strengths-based framework to ask, "What traits, characteristics, knowledge, and cultural background, based upon being from a rural area, do rural students possess that can help them succeed in higher education and can inform college and university OTR practices and policies?"
Ty McNamee is pursuing his Doctor of Education in Higher and Postsecondary Education from Teachers College of Columbia University. He currently resides in Fort Collins, Colorado, where he is working remotely on his doctoral exams and dissertation. Prior to Columbia, Ty received his Master of Arts in Higher Education and Student Affairs from the University of Connecticut in 2015 and his Bachelor of Arts in English from the University of Wyoming in 2013. Ty's research interests focus on equity and access for underrepresented and marginalized students in higher education, particularly students from rural areas; teaching and learning at rural colleges and universities; and the experiences of faculty at rural higher education institutions. Throughout his higher education career, Ty has served in multiple administrative and teaching roles at Columbia University, Yale University, and the University of Connecticut. Currently, Ty serves as an Academic Success Coordinator at Colorado State University and as a Research Assistant and Administrative Fellow for Teachers College of Columbia University