2004 Region III Research and Assessment Grants Recipients:

• Dr. Barry Lumsden & Cody Arvidson (University of North Texas) - "Research Topic: The Anatomy of Academic Dishonesty: Implications for Impact by Student Affairs Administrators"
  
  
• Dr. Joan Hirt, Catherine Amelink, Belinda Bennet & Terrell Strayhorn (Virginia Tech) - Research Topic: "Student Affairs Administration at HBCUs"
  
  
• Ms. Janet L. Trepka (University of North Texas) - Research Topic: "Wellness in Student Affairs: An exploration of the Profession and its Practitioners"
  
  
• Dr. Jeanette Barker & Dr. Norma Day-Vines (University of Georgia) - Research Topic: "Influencing factors in study abroad participation among Africa American undergraduates"

2003 Region III Research Grant Award Recipients:

• Audrey Jaeger (NC State University) - "Predicting Persistence & Academic Performance of First Year Students: An Assessment of Non-Cognitive Variables"
  
  
• Pamela A. Havice (Clemson University) - "Investigating Student Affairs Professionals Self-Perceived Multicultural Competence"
  
  
• Joan B. Hirt (Virginia Tech) - "Nature of Professional Life Among Student Affairs Professionals"
  
  
• Frank Shushok (Baylor University) - "Exploring the Affect of Residential Academic Partnerships: Engineering and Computer Science Living-Learning Center"

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Region III Research and Assessment

• Alexis Andres (The University of Virginia) - “Perfection, Effortless Perfection, & Academic Achievement: The Voices of High-Achieving Female Undergraduates”
  
  This study is first focused on identifying perfectionistic behaviors and emotions in a group of academically high-achieving female undergraduates. The study will then explore what behaviors and feelings, if any, are linked to effortless perfectionism, a phenomenon defined in a 2003 study as the need to demonstrate enormous proficiency in achievement, while flawlessly balancing all of life's pressures and stresses (Roth, 2003). Given the paucity of empirical research on effortless perfection, and the strong evidence in current literature detailing perfectionism's detrimental effects, I hope to expand the academy’s current understanding of effortlessly perfectionistic behaviors. It is intended that information gathering concerning the experiences of contemporary college women will help inform university faculty, administrators, and staff about the healthiest ways to support the growth and development of these students. Finally, the study is designed with the intention of helping female college students recognize perfectionistic tendencies and develop healthy coping strategies for responding to the pressures of perfectionism and effortless perfectionism.
  
  
• Janelle Perron Jennings (The University of Virginia) - “The University of Virginia Women’s Leadership Development Program and Participant Self- Confidence”
  The purpose of this study is to explore if women’s leadership programs affect participant self-confidence. Although research supports that student leadership opportunities are relevant, necessary, and important because of the positive impact on the undergraduate experience (Astin & Kent, 1983; Lynch, 2003; Romano, 1996), there are limited findings about the impact of women’s leadership programs on participants. Additionally, there is negligible information about the possible link between leadership programs and women’s self-confidence. This study will address this gap in the literature and specifically focuses on the following research question: Does participation in the University of Virginia’s women’s leadership development program affect participant self-confidence?
  
  
• Olga Rybalkina (Palm Beach Atlantic University) - “Assessing Spiritual Development in International Students”
  Many researchers have examined the issues and factors experienced by international students affecting the quality of their adjustment to college life in the US. Tamblyn and Comp (2007) compiled an annotated bibliography of 559 empirical articles and dissertations related to adjustment issues of international students and came to a striking conclusion that the impact of faith or religion on adjusting to college was scarcely (if at all) covered. The purpose of this study is to gain a better understanding of faith development in international students by evaluating (a) their feelings and orientation pertaining to their religious life; and (b) perceptions of the impact of various events and people on their spiritual growth while in college.
  
  
• Jerry L. Tatum (The College of William and Mary) - Rape Myth Acceptance and Hypermasculinity as Correlates of Moral Development: A New Direction For Understanding Sexually Aggressive Attitudes in First Year College Men”
  The purpose of this study is to assess the relationship between levels of moral development and the degree to which first year college men ascribe to rape supportive attitudes. By beginning to investigate how moral development and rape supportive attitudes are potentially interrelated, we can gain knowledge to help eradicate rape and sexual aggression from our college campuses. We owe today’s college students – both men and women – nothing less than the chance to learn in a safe and secure environment. Understanding how moral development and sexually aggressive attitudes are interrelated could move us in that direction.