Our Research

Each member of the SSTAR Lab team is leading a research project oriented toward student success. SSTAR works under the supervision of an Institutional Review Board (IRB) authorized by the Office of Research Compliance. Oversight on research and data collection comes from the auspices of that office.

Research topics covered by the IRB include, but are not limited to:

• Deconstructing student success
• Academic performance both inside and outside of the classroom
• Academic standing
• Division of Undergraduate Education programs

 

Defining Student Success

This research investigates first-generation students’ perceptions of academic success using a counterstorytelling framework to deconstruct existing narratives and elevate students' voices.

Lead Researcher: Jennifer Rodriguez, Associate Director,  U-RISE

Relevant References:

• Evans, R., Stansberry, D., Bullington, K. E., & Burnett, D. (2020). First in college: A qualitative exploration of experiences of first-generation students. Inquiry: The Journal of the Virginia Community Colleges, 23(1), 7–38. Retrieved from https://commons.vccs.edu/inquiry/vol23/iss1/5
• Weatherton, M. & Schussler, E. E. (2021). Success for all? A call to re-examine how student success is defined in higher education. CBE Life Sciences Education, 20(1), 1-13. https://doi.org/10.1187/cbe.20-09-0223

 

Academic Warning Messaging With The Growth Mindset Framework

This research explores how academic warning messaging designed with the growth mindset framework influences students' experience in a program intended to promote improved academic performance.

Lead Researcher: Robert Drago, Associate Director,  U-RISE

Relevant References:

• Buchanan, T. M., Brown, A., Chirco, P., Klein, D., & Purgason, A. M. (2022). Messaging matters: The impact of advising micromessages on student affect and behavior across diverse university campuses. NACADA Journal, 42(2), 45–61. https://doi.org/10.12930/nacada-22-04 
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Kyte, S. B., Collins, E., & Deil-Amen, R. (2020). Mindset messaging: Fostering student support and confidence through micro-messaging in advisor communication. NACADA Journal, 40(1), 36–48. https://doi.org/10.12930/nacada-19-08

Publications:

• Drago, R., & Setnikar, M. (2023). Where to Start? Asset-based approaches for practitioners in higher education. The Vermont Connection, 44(1). 

Presentations:

• Drago, R. (2023, October 15-18). Influence of messaging designed with the growth mindset framework on student behavior [conference presentation]. NODA Annual Conference, Minneapolis, MN, United States. 

Please contact Robert.Drago@stonybrook.edu regarding presentation materials.

 

A Focus on Assets: Students’ Experience of Academic Probation

This project aims to shed light on the experiences and stories of students who have experienced academic probation and identify key characteristics, strengths, resources, strategies, and supports that can be applied on a larger scale to improve outcomes for more students during the academic probation process.

Lead Researcher: Michelle Setnikar, Associate Director,  U-RISE

Relevant References:

• Brady, S. T., Kroeper, K. M., Ozier, E. M., Henderson, A. G., Mathias, K. M., Walton, G. M. & the College Transition Collaborative (2021). Academic Probation and the Role of Notification Letters [Research Brief]. http://collegetransitioncollaborative.org/wp-content/uploads/sass_toolkit_researchbrief_2021.pdf
• Kellogg, B. T. (2021). An Asset-Based Approach to Understanding College Students as Sources of Support. Journal of College Student Retention: Research, Theory & Practice, 0(0). https://doi.org/10.1177/152102512110252

Publications:

• Drago, R., & Setnikar, M. (2023). Where to Start? Asset-based approaches for practitioners in higher education. The Vermont Connection, 44(1).