Journal of the Student Personnel Association at Indiana University <p>The&nbsp;<em>Journal of the Student Personnel Association at Indiana University </em>(formerly <em>The Journal of the Indiana University Student Personnel Association</em>) has been&nbsp;published annually since 1967 by the Student Personnel Association at Indiana University&nbsp;with support from the Higher Education and Student Affairs (HESA) Program. The Journal is produced expressly to provide an opportunity for HESA master’s students to publish articles pertinent to the field of student affairs. ISSN&nbsp;2334-1548.</p> Student Personnel Association at Indiana University en-US Journal of the Student Personnel Association at Indiana University 2334-1548 <h4>Authors who publish with the Journal of the Indiana University Student Personnel Association (hereinafter “the Journal”) agree to the following terms:</h4><p> </p><ol><li><p>By submitting to the Journal, the author grants to the Journal the non-exclusive right to reproduce, translate (as defined below), and/or distribute your submission worldwide in print and electronic format and in any medium, including but not limited to audio or video.</p></li><li><p>The author agrees that the Journal may, without changing the content, translate the submission to any medium or format for the purpose of preservation.</p></li><li><p>The author agrees that the Journal may keep more than one copy of this submission for purposes of security, back-up and preservation.</p></li><li><p>The author represents that the submission is his/her original work, and that s/he has the right to grant the rights contained in this agreement. The author also represents that his/her submission does not, to the best of his/her knowledge, infringe upon anyone's copyright.</p></li><li><p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</p></li></ol> Title IX: Rebuild or Rescind? <p>In light of the rescinding of two guiding pieces developed in President Obama’s era, the U.S. Department of Education’s Office of Civil Rights has begun to obscure the protocol of handling issues related to Title IX for many college and university professionals and mandated reporters of the institution (Brown, 2017). This discussion is in support of strengthening Title IX’s guiding pieces from the Obama-era. Followed by the views that support Secretary DeVos’s rescinding of these pieces and an institution’s increased flexibility to manage incidents of sexual misconduct, the author will examine how these arguments dismiss the due process for student survivors of sexual misconduct. The author will conclude with an argument that highlights why the reimplementation of President Obama’s Title IX guidelines and procedures are desirable for our students’ educational success.</p> Alejandro Rios ##submission.copyrightStatement## 2018-10-01 2018-10-01 Fulfilling the Promise through Sense of Belonging: Experiences of Norman Brown Diversity and Leadership Scholars at IUPUI <p>Museus (2014) describes sense of belonging as a crucial determining factor of success for students of color. Therefore, the researchers chose to study sense of belonging within this specific population. The individual interviews reveal whether students find sense of belonging within the Norman Brown Diversity and Leadership Scholars Program (NBDLSP) or elsewhere on campus. The researchers utilize their findings to provide recommendations to the director of the NBDLSP that are centered on the experiences of the current scholars. In addition, the researchers offer implications for practice and further research for student affairs professionals involved in similar programs.</p> Jennifer A. Azevedo Sydney M. Howell Luis Mora Paige L. Thomas Daniel Tovar ##submission.copyrightStatement## 2018-10-01 2018-10-01 Seeking Value Beyond Meal Points: Investigating Support for Residential Life Professionals <p>This assessment of Residential Life at Indiana University-Bloomington (IUB) investigates the support that residential life professionals feel from their department. Framing the study with the Culturally Engaging Campus Environments (CECE) model’s definition of holistic support (Museus, 2014), the research team asked (1) what constitutes support for professionals in Residential Life at IUB? and (2) do residence life professionals feel supported? As results were analyzed from an 82-item questionnaire, the team found that feelings of support depended largely on position in the department and that support connected to feeling valued. The findings provided further support for Museus’s definition and can provide insights for other institutions in evaluating their support for employees.</p> Manjari Agrawal Leslie W. Boey Drew Donaldson Monica Fung Lindsey Snow Meredith D. Young ##submission.copyrightStatement## 2018-10-01 2018-10-01 Physical Environment as an Indicator of Cultural Validation in Counseling and Psychological Services and the Center for Human Growth at Indiana University <p>With minority groups constituting roughly forty percent of the United States population (Miller &amp; Garren, 2017), there is a growing number of students on college campuses with non-majority identities. Psychological well-being is a critical component of overall college student success, and individuals of underrepresented identities still experience perceptions of marginalization and isolation that accompany barriers to receiving psychological support (Ahmed et al., 2011). This study uses the Culturally Engaging Campus Environments (CECE) Model to examine cultural validation through the physical space of two offices that provide mental health services for students on the Indiana University Bloomington campus. The study names elements of each physical space that validate minority identities within the counseling space. Additionally, the study outlines areas of improvement for both services to offer to represent or support specific non-majority identities.</p> Kaamil Al-Hassan Katherine Hornell Alexander Moon Markie Pasternak Da'Shaun Scott Jason Simon ##submission.copyrightStatement## 2018-10-01 2018-10-01 Bros & Booze: Assessing the Impact of Alcohol Skills Training Program on Fraternity Drinking <p>The Alcohol Skills Training Program (ASTP) is designed with the goal of providing students a better understanding of how alcohol affects the body and focuses on how to engage in drinking behaviors in a less risky manner. No research has been conducted at IUB since Student Life and Learning adopted the program for the Fraternity and Sorority Life community in 2014; however, findings from this research study provide insight to IUB professionals for future practice.</p> <p>&nbsp;</p> Gino M. Andreano Abigail Ford Alexis L. Karwoski Chase K. Wilson ##submission.copyrightStatement## 2018-10-01 2018-10-01 International Branch Campuses: Reviewing the Literature through Tierney’s Organizational Cultural Framework <p>Much has been written about international branch campuses (IBCs), but a gap in the literature exists in the application of a cultural framework to understand the organizational culture of IBCs. This paper advances the study of IBCs by analyzing the current literature utilizing Tierney’s (1988) framework of organizational culture. Applying Tierney’s (1988) framework can assist in addressing conflicting influences, powers, and symbolic dimensions and improve performance within institutions of higher education, both locally and globally.</p> Jayson J. Deese Esen Gokpinar-Shelton Lauren A. Wendling ##submission.copyrightStatement## 2018-10-01 2018-10-01 Setting the Stage for Change: The Groups Scholars Program at Indiana University <p>After the Second World War (WWII), a shift in access to higher education shaped many colleges and universities, including Indiana University (IU). The 1960s at IU ushered in change for educational equality for “disadvantaged students” through the establishment of the Groups Scholars Program (Groups) founded in 1968. The importance of the foundational practices established by the Groups program is addressed along with its longevity at IU. This historical analysis of the Groups program and the environment at IU was completed through archival and secondary sources. Through this historical analysis, the first section of this paper addresses how Black student activism influenced diversity at IU and in the community in the 1960s, the second section addresses the factors that contributed to the establishment of Groups in 1968, and the final section provides suggestions and concluding thoughts.</p> Shanalee S. Gallimore ##submission.copyrightStatement## 2018-10-01 2018-10-01 “Tambien nosotros podemos aprender”: The Struggle for Latinx Student Support Services at Indiana University in the 1970s <p>The establishment of student cultural centers on college and university campuses occurred primarily as a result of student demands to create spaces on campus for students of color. Having a thorough understanding of why these centers were created and the purpose they serve for students is important for educators to know. The purpose of this paper is to explore the creation of La Casa, Latino Cultural Center at Indiana University, Bloomington in November 1973.</p> Berenice Sanchez ##submission.copyrightStatement## 2018-10-01 2018-10-01 Table of Contents, Journal Information, Letter From the Editors <p>&nbsp; &nbsp; &nbsp;</p> Vandana Pawa Drew A. Donaldson Rebecca Kates ##submission.copyrightStatement## 2018-10-01 2018-10-01