Welcome to the spring semester and our fourth edition of SSTAR Lab Insights: Research in Action! With a new semester now underway, we look forward to bringing you more actionable
strategies to apply research to your daily work. We hope this semester’s series will
re-energize our shared commitment to creating meaningful experiences for our students
and promote their success and retention.
In this edition, we present an opportunity to fine-tune best practices focused on
a core concept within student success: Sense of Belonging. This issue highlights recent
research on belonging and informs us that small shifts can generate big impacts on
students’ experiences and sense of self. We hope you engage with this topic with curiosity
and an open mind. Let’s bring the research into action to ensure every student feels
they have a place at Stony Brook University!
Quick Take:This study highlights the effectiveness of a brief reading-and-writing activity focused
on social belonging among first-year students across multiple institutions nationwide.
Researchers discovered that framing social challenges while adjusting to college as
temporary and normal contributed to an increase in students’ retention, with even
greater benefits seen among historically underrepresented and first-generation students.
Fun Fact! Components of this research informed the development of the new SBU 101 curriculum
and related classroom activities, such as sharing stories of belonging and writing
letters to high school students about the college transition experience.
Deeper Dive
Why this matters for all higher ed professionals:
The Power of a Brief Intervention: This study found that when incoming students complete a short reflective writing
activity about social belonging, it can significantly increase the rate at which they
complete their first year and persist at their university. This strategy works by
normalizing everyday worries about belonging (such as academic struggles or homesickness)
as common experiences that typically improve over time. This brief but powerful message
provides a low-cost/high-impact approach that is scalable to multiple settings.
Shifting Perspectives: When students are uncertain about their belonging, especially those with minoritized
identities, they may view common setbacks as proof that “people like me” don’t belong.
However, when we find opportunities to shift this lens, it can validate students’
feelings and guide them to interpret transitional challenges as normal, temporary,
and not a personal deficit.
Institutional Responsibility: The benefits of this intervention do not exist in a vacuum. There is an institutional
responsibility to (1) provide widespread and consistent messages of belonging, and
(2) create supportive environments which validate students’ sense of place and offer
genuine opportunities for belonging. These efforts can help us achieve more equitable
outcomes for our students.
Try This
How to apply this framework, no matter your role:
From Research to Action: Sense of Belonging Inventory:As you think about the ways you or your team interact with students, consider how
each interaction can strengthen students' sense of belonging. How can we harness the
power of brief interventions, shifting perspectives, and institutional responsibility?
Branching Outward: Engaging with Students
1. Reframing Struggles as Normal and Temporary:
When working with a student experiencing academic setbacks, do we explicitly frame
the struggle as a common first-year transition rather than a reflection of their capability?
2. Beyond the Transaction:
Are we reaching out to students for reasons other than "business" to bridge connections
(e.g., checking in after a campus event or following a personal milestone)?
Are we coordinating across departments (e.g., advising to tutoring) to ensure students
don't feel lost when referred to a new office?
3. Lowering Barriers:
Are we simplifying processes (like research applications or event sign-ups) to engage
students who may not have prior experience?
4. Nudges of Support:
Are reminders sent to validate a student’s progress, rather than just warning them
of deadlines (e.g., tracking and celebrating achievements, not just focusing on what
has not been completed)?
5. Goal Setting:
Are we working with students to create and reevaluate goals in a way that makes them
feel like they have a say in their academic success?
Are we normalizing challenges and informing students of all their options to help
them find the best solution when obstacles arise?
Looking Inward: What is Our Departmental Role?
1. Departmental Self-Reflection:
Are staff working together to define what "proactive support" to promote belonging
looks like for your specific student population?
Does your team regularly gather evidence and reflect on how well they proactively
support students’ sense of belonging?
2. Data and Technology:
Are we using data to anticipate barriers to success and belonging before the student
encounters them?
3. The Feedback Loop:
Are we considering student feedback about their perceived barriers to belonging when
reflecting on and improving our practices?
Featured Research Partner
Julia Goodwin Undergraduate Colleges Advisor
Julia participated as the second SSTAR Lab Innovation Fellow in the Fall of 2025. During this time, Julia focused on exploring and understanding
the academic struggles unique to the international student population she serves.
"Throughout my time with SSTAR Lab during the Fall 2025 semester, I was provided with
the necessary encouragement and support to allow me to learn more about my student
population and better support their success here at SBU. As an advisor to international
students in the Undergraduate Colleges, I wanted to develop a better understanding
of the academic struggles my students may experience during their first year and what
might contribute to attrition rates for this population.
Through SSTAR Lab, I was able to participate in a collaborative and supportive environment.
I'm thankful to the entire team for being so welcoming and providing such thoughtful
feedback and ideas while I was working on my research project. In particular, Jen
Rodriguez served as a wonderful mentor who guided me throughout the process and engaged
meaningfully with my project in a way that I really appreciated and valued.
Ultimately, I was able to collect and interpret data about my students' academic performances
throughout their first year, particularly in relation to their writing placements
and subsequent performance in their writing courses. I am also thankful to my supervisor
Sam Zinke, who encouraged me to bring my findings back to my team. We are actively
working to improve our programming, advising, and outreach services to better support
students whose writing placements may put them at higher risk of attrition.
I've really valued my time working with SSTAR Lab and would encourage others in our
division to engage with any opportunity for collaboration that SSTAR Lab comes up
with in the future!"
Are you an academic advisor looking for more opportunities to apply research and theories
to your advising practice? Consider joining one (or more!) of the upcoming Virtual Academic Advising Roundtables, facilitated by Assistant Provost for Academic Advising, Dr. Ryan Braun, and SSTAR
Lab Coordinator, Dr. Jen Rodriguez. These one-hour Zoom sessions will provide a collaborative
space for advisors to explore current research and best practices through open discussion
about practical advising topics.
Research Roundup
Want to learn more about this topic? Here's what we've been reading:
Welcome to our inaugural edition of SSTAR Lab Insights: Research in Action! This new publication provides highlights about interesting research and best practices
in higher education, while including actionable steps you can take to apply research
to your everyday work. We aim to appeal to a diverse audience and intend to cover
a variety of topics with relevance across our different units, roles, and levels of
expertise. You can expect topics to range from building foundational knowledge, reinforcing
existing practices, or introducing novel ideas to bring innovation to our work. We
invite you to explore this new resource with curiosity and see how SSTAR Lab can help
you turn research into action!
Featured Study
Rust, M. M., & Willey, A. E. (2024). Defining and institutionalizing proactive advising:
Insights from a national survey. NACADA Journal, 44(2), 83-109. https://doi.org/10.12930/NACADA-23-11
Quick Take: Proactive, advisor-initiated outreach is widely recognized as an effective advising
technique to promote students' success, but it can be even more effective when adopted
as an institutional strategy. This study recommends engaging in coordinated, multilevel efforts to define and
embed proactive approaches to enhance services for students.
Deeper Dive
Why this matters for all higher ed professionals.
Defining the Work: Proactive outreach involves intentional and individualized communication with students.
It aims to anticipate and respond to potential barriers to students' success. It also
serves to establish meaningful connections between students and trusted campus professionals
and can lead to improved outcomes.
It Takes a Team: Broad implementation of proactive strategies requires collaboration and coordination
across academic advisors, administrators, and campus leaders to define their proactive
approaches and identify shared goals.
Making Data-Informed Decisions: Leveraging data is important to identify students in need of additional support,
respond to early alerts with targeted outreach, evaluate our interventions, and guide
resource allocation to support staff training and development.
Try This
How to apply this framework, no matter your role.
Proactive Strategies Inventory: A good researcher needs to gather evidence first! Use this quick inventory to reflect
on how well you (or your department) proactively support students. Rate each item
from 1 (Never) to 5 (Always).
Outreach & Communication
Do we reach out before students ask for help?
Are reminders sent ahead of key deadlines?
Do we follow up with unresponsive or higher need students?
Student Engagement
Are we building ongoing relationships, not just transactional ones?
Do we recognize and act on early alerts (e.g., missed classes, disengagement in advising
meetings, no advising)?
Are we informing students of all their options? Are we working with them to establish
and reevaluate their academic goals?
Data & Research
Are we using data to identify and support students who may be in need of additional
support?
Do we have systems in place to monitor student progress and engagement?
Are we staying informed and up to date with ongoing trends in higher education and
using them to inform our practice?
Continuous Improvement
Do we reflect on and improve our practices regularly?
Is proactive outreach a team and leadership priority?
Are we taking student feedback into consideration when reflecting on and improving
our practices?
How did you score?
What are your top three strengths in proactive strategies?
What are your top three areas for growth?
Featured Research Partner
Marina Fandaros, PhD
Assistant Director for Undergraduate Research Engagement URECA (Undergraduate Research & Creative Activities)
Marina participated as the inaugural SSTAR Lab Innovation Fellow in Summer 2025. During this time, Marina focused on exploring the impact of undergraduate
students' knowledge capital in obtaining research in the humanities and social sciences.
"This summer in SSTAR I explored potential factors underlying the success of our first-year
humanities research assistantships which paired first-year students with faculty mentors
on research projects. I proposed that the structure of the program could be related
to the students' success by lowering traditional research capital barriers, key knowledge
about the process, to engage first-year students who may not have experience through
email outreach and a simple application process.
As the central hub for undergraduate research on campus, we want to support and engage
as wide a population as possible. Making informed and actionable decisions when structuring
our programs is key to lowering barriers to engagement and having this high-impact
experience continue to thrive. I want to thank SSTAR for this opportunity to zoom
out and evaluate the program from this perspective." - Marina Fandaros, PhD
Research Roundup
Want to learn more about this topic? Here's what we've been reading...
Welcome to our second edition of SSTAR Lab Insights: Research in Action! This edition takes us “into the archives” to explore one of the foundational frameworks
on student retention often referenced in higher education research and literature.
We hope this serves as an introduction to the theory for some and a refresher for
others who may be familiar with the work of Vincent Tinto.
Quick Take: One of the most influential frameworks in higher education, Vincent Tinto’s theory
of retention posits that student persistence is strongly tied to their academic and
social integration into the institution. According to the model:
Students who feel academically connected and socially integrated are more likely to
persist and graduate.
The model emphasizes the importance of institutional commitment and how well the university
creates an environment that supports student success.
This theory laid the groundwork for many institutional practices like learning communities,
early alert systems, and student support initiatives to promote retention.
Deeper Dive
Why this matters for all higher ed professionals:
According to this model, a student’s decision to persist at their university is influenced
by the extent to which they are socially and intellectually integrated into the campus
community. As students engage with the academic and social components of their college
experience over time, their goals and institutional commitment are either strengthened
or diminished. Academic and social integration can occur in both formal and informal
ways:
Students’ engagement in the learning process
Receiving feedback on academic performance / earning grades
Interactions with faculty when attending office hours
Interactions with staff during advising meetings or while navigating campus resources
Participation in official university activities such as clubs or co-curriculars
Peer group interactions at campus events or in residence halls
Ultimately, institutions can capitalize on opportunities to promote positive social
and academic experiences for students. We as higher education professionals should
consider the degree to which these formal and informal interactions occur and students’
perceived quality of these relationships. Fortunately, we can encourage students to
build relationships with their peers, faculty, and staff to increase their sense of
belonging and foster meaningful academic interactions.
Try This
How to apply this framework, no matter your role:
Micro Student Journey Audit
As discussed above, one of the key tenets of Tinto’s theory involves students' integration
into the college environment and the positive outcomes on retention.
Below we have provided a brief “audit” that we challenge you to take! The purpose of this audit is to give you a quick way to inventory one or more recent
student interactions you’ve had. With this inventory, you can reflect on what you have done well, what you can improve,
and how Tinto’s framework can be applied to every interaction we have with students.
Step 1: Pick a recent interaction you had with a student (this can be an advising session,
tutoring appointment, outreach phone call, student supervision, etc.).
Step 2: Examine the following questions about the interaction:
If the student were to review your conversation, would they state they felt seen and
heard by you? Would they feel the interaction promoted connection or disconnection?
Is the student experiencing any barriers to participation (financial, cultural, procedural)?
How did you try to address those barriers? Are there any barriers that you were unable
to address yourself due to barriers out of your control?
What is one word/phrase you utilized in your interaction that helped promote integration?
If you were meeting with the student again right now, what else would you say to them
to improve their experience?
Theory Through the Years
Read how Tinto's theory has developed over the years, including more updated and modern
takes!
Student characteristics and enrollment trends outlined in the 1975 article are clearly
outdated and untrue among today’s undergraduates. Tinto acknowledges these drawbacks
as well, and his theory has evolved over the years to be inclusive of diverse experiences
of college students. Core elements of the original theory still hold true and serve
as a foundation for understanding student retention.
Welcome to our third edition of SSTAR Lab Insights: Research in Action! Our previous edition took us into the archives to explore Vincent Tinto's foundational
research in higher education. In this edition, we will be looking forward to a more
recent theory and its applications to students' success and retention. Borrowing from the field of positive psychology, we will examine how Hope Theory can
help us reimagine our perspective on academic success.
This will be our final edition of the fall 2025 term. We appreciate the time you spent
reading and engaging with SSTAR Lab Insights and for the feedback we received. We
look forward to providing more opportunities to turn research into action in the spring
semester!
Quick Take: Hope is a measurable psychological construct which can positively contribute to students'
academic outcomes. Students with higher levels of academic hope are more likely to
earn higher cumulative GPAs and have a greater likelihood of graduating from college.
Deeper Dive
Why this matters for all higher ed professionals:
Evidence suggests hope positively contributes to students' academic performance, persistence,
and success. There are three primary components of hope which function together:
When students are able to set clear and realistic goals,
Feel a sense of agencyto achieve these goals,
And can identify multiple pathwaysto make progress toward those goals, they are more likely to have higher levels of
academic hope!
Fortunately, hope is measurable and can be fostered and strengthened. This means we
can design programs and interventions which bolster feelings of hope among undergraduate
students. These efforts can span individual and group settings, like academic advising
or tutoring sessions, or even inform institutional policy and success strategies.
Try This
How to apply this framework, no matter your role:
As you think about the ways you or your team interact with students, consider how
each interaction can strengthen hope. Think back on individual meetings you have with
students, existing programs your department facilitates, and any other daily touchpoints.
Then reflect on and identify actionable opportunities to enhance each of the three
components of hope: Goals, Agency, andPathways.
Goals: The desired outcomes which are specific, realistic, and for which the student
is well-suited.
Do you help students engage in meaning-making about their college experiences?
Do you support students in clearly identifying their academic goals?
Do you guide students as they clarify their desired future?
Do you regularly encourage students to reflect on their purpose in college?
Do you assist students in assessing the suitability and attainability of their goals?
Bottom line: Look for opportunities to clarify purpose.
Agency: The belief in one's ability to make progress and sustain the motivation to
pursue goals.
Do you help students develop or practice their academic skills?
Do you encourage students to track their academic and personal progress?
Do you support students in focusing on lessons learned from setbacks?
Do you guide students in connecting with their motivation drivers?
Do you highlight areas of students' growth to build their confidence?
Bottom line: Look for opportunities to build confidence.
Pathways: The perceived ability to generate routes forward and make plans to reach
one's goals, especially when things don’t go as planned.
Do you help students learn about all their options?
Do you guide students as they explore strategies to move toward their goals?
Do you support students in increasing their awareness of resources and how to access
them?
Do you work to minimize barriers that students may encounter when possible?
Bottom line: Look for opportunities to create strategies.
Michelle Setnikar and Billy Martin shared their work on the applications of Hope Theory
as a framework to build academic hope among at-promise students.
Danielle Dailey and Robert Drago presented a poster highlighting their initiatives
to promote students' success through scholarships and campus employment.
Jennifer Rodriguez shared a poster about engaging colleagues in communities of practice
to promote collaborative learning. She also presented on asset-based advising strategies
to support students' success.
Research Roundup
Want to learn more about this topic? Check out these further readings, including Michelle and Billy's resource from the
NODA conference!
Feldman, D.B, & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement:
Distinguishing constructs and levels of specificity in predicting college grade-point
average. Learning and Individual Differences, 37, 210-216. http://dx.doi.org/10.1016/j.lindif.2014.11.022
