Papers by Brian Peters, Ph.D.
NACADA Review
During the COVID-19 pandemic, academic advisors worked remotely and conducted virtual appointment... more During the COVID-19 pandemic, academic advisors worked remotely and conducted virtual appointments. One higher education advising unit in the Southeast United States resumed in-person appointments while maintaining virtual appointments in Fall 2021. To address whether significant differences occur in appointment modalities, this study conducted dual surveys to students and advisors and assessed a quantitative comparison between virtual and in-person advising. Students preferred virtual appointments and found them convenient for scheduling. The study observed no meaningful differences in quality between the modalities, but statistically significant differences in the virtual developmental advising approach. Implications from this study inform the advising field as advisors navigate in-person and virtual appointments in advising models post COVID-19.
NACADA Review, 2023
During the COVID-19 pandemic, academic advisors worked remotely and conducted virtual appointment... more During the COVID-19 pandemic, academic advisors worked remotely and conducted virtual appointments. One higher education advising unit in the Southeast United States resumed in-person appointments while maintaining virtual appointments in Fall 2021. To address whether significant differences occur in appointment modalities, this study conducted dual surveys to students and advisors and assessed a quantitative comparison between virtual and in-person advising. Students preferred virtual appointments and found them convenient for scheduling. The study observed no meaningful differences in quality between the modalities, but statistically significant differences in the virtual developmental advising approach. Implications from this study inform the advising field as advisors navigate in-person and virtual appointments in advising models post COVID-19.
The Journal of Negro Education, 2019
Abstract:This article focuses on the first African American students at two southern land-grant u... more Abstract:This article focuses on the first African American students at two southern land-grant universities, North Carolina State University and Virginia Polytechnic Institute & State University (Virginia Tech). Although these institutions integrated in the 1950s, most of the current desegregation scholarship focuses on other southern institutions in the 1960s. Using both primary and secondary sources, this study examines the integration process during the 1950s at two similar land-grant universities in two adjacent states. Importantly, this study offers a balanced comparison of institutional integration not previously examined. Desegregation at both North Carolina State University and Virginia Tech was a gradual process that was less physically violent compared to other southern institutions.
Community educators have long known the value of direct experience in the learning process. Parti... more Community educators have long known the value of direct experience in the learning process. Participatory Action Research (PAR) extends this philosophy to the realm of research. This article examines the value of using Single-Case PAR involving a member of an Appalachian camp staff community as a practitioner researcher working alongside university scientists in studying the type and conditions of transformative learning in young adult camp staff. The involvement of the practitioner researcher in the methodology, data analysis, data interpretation, and dissemination of findings resulted in a more accurate, richer, and thicker description of the camp staff members' transformative learning experiences. The benefits of involving practitioner researchers are examined, as well as promising practices for using Single-Case PAR in community-based educational environments.
PETERS, BRIAN ANDERSON. "My Education, Not Only for Me and My Family but My People”: Storied... more PETERS, BRIAN ANDERSON. "My Education, Not Only for Me and My Family but My People”: Storied Experiences of Native American Students' College Choice at Four-Year Institutions in North Carolina. (Under the Direction of Dr. Joy Gayles). While increased scholarship has begun to explore the stories of Native American students in higher education, less research has explored Native American student college choice. In this qualitative, narrative study, the experiences of seven Native American students’ college choice at four-year institutions in North Carolina were explored. Perna’s (2006) conceptual model of college choice provided a framework for the analysis. One research question guided this study: What were the storied experiences of Native American students from North Carolina when they chose to attend college? Findings from this study indicate that Native American students described their college choice process through four themes: family, Native identity and community, ext...
American Indian Quarterly, 2018
Abstract:Mixing oral history and document analysis, this article examines how the first historica... more Abstract:Mixing oral history and document analysis, this article examines how the first historically Native American fraternity and sorority (HNAFS), Alpha Pi Omega, was founded in 1994 at UNC–Chapel Hill by a group of women known as the Four Winds. This article also showcases why Native female students wished to create Alpha Pi Omega and how they fought the isolation they felt as Native American students at a primarily white institution in the mid-1990s. Using tribal critical race theory as a lens for analysis, the article explores the rationale for why and how Native American women wished to create a Greek organization.
Advances in Educational Marketing, Administration, and Leadership
The concept of gamification has gained significant attention from practitioners and academics ali... more The concept of gamification has gained significant attention from practitioners and academics alike. Using game mechanics and dynamics to support an e-learning platform can increase learners' motivation, engagement, and retention areas, which have been proven to be challenging in the past. This chapter proposes a conceptual gamified e-learning framework which addresses some of the issues facing such environments. Further work needs to be done to standardize the framework by testing and applying it to a gamified e-learning environment.
Journal of Youth Development, 2009
A strong body of research has developed over the last decade regarding the developmental outcomes... more A strong body of research has developed over the last decade regarding the developmental outcomes of camp experiences of children and adolescents. However, few formal studies have taken place to determine how camp experiences lead to deep personal change in young adults. Mixed methods were used to better understand how camp is transformative in lives of young adult camp staff and to identify conditions in the camp setting that facilitate change. A change model and conditions of change model were developed. Recommendations for future research are provided.
Journal of Negro Education, 2019
This article focuses on the first African American students at two southern land-grant universiti... more This article focuses on the first African American students at two southern land-grant universities, North Carolina State University and Virginia Polytechnic Institute & State University (Virginia Tech). Although these institutions integrated in the 1950s, most of the current desegregation scholarship focuses on other southern institutions in the 1960s. Using both primary and secondary sources, this study examines the integration process during the 1950s at two similar land-grant universities in two adjacent states. Importantly, this study offers a balanced comparison of institutional integration not previously examined. Desegregation at both North Carolina State University and Virginia Tech was a gradual process that was less physically violent compared to other southern institutions.
American Indian Quarterly, 2018
Mixing oral history and document analysis, this paper discovered how the first Historically Nativ... more Mixing oral history and document analysis, this paper discovered how the first Historically Native American Fraternity and Sorority (HNAFS) formed at UNC-Chapel Hill. Founded by the Four Winds in 1994, this paper showcased why Native female students wished to create Alpha Pi Omega and how they fought isolation they felt as Native American students at a primarily white institution in the mid-1990s. Using Tribal Critical Race Theory as a lens for analysis, the rationale for why and how Native American women wished to create a Greek organization was explored. (in press, Summer 2018)
Community educators have long known the value of direct experience in the learning process. Parti... more Community educators have long known the value of direct experience in the learning process. Participatory Action Research (PAR) extends this philosophy to the realm of research. This article examines the value of using Single-Case PAR involving a member of an Appalachian camp staff community as a practitioner researcher working alongside university scientists in studying the type and conditions of transformative learning in young adult camp staff. The involvement of the practitioner researcher in the methodology, data analysis, data interpretation, and dissemination of findings resulted in a more accurate, richer, and thicker description of the camp staff members' transformative learning experiences. The benefits of involving practitioner researchers are examined, as well as promising practices for using Single-Case PAR in community-based educational environments.
Community educators have long known the value of direct experience in the learning process. Parti... more Community educators have long known the value of direct experience in the learning process. Participatory Action Research (PAR) extends this philosophy to the realm of research. This article examines the value of using Single-Case PAR involving a member of an Appalachian camp staff community as a practitioner researcher working alongside university scientists in studying the type and conditions of transformative learning in young adult camp staff. The involvement of the practitioner researcher in the methodology, data analysis, data interpretation, and dissemination of findings resulted in a more accurate, richer, and thicker description of the camp staff members' transformative learning experiences. The benefits of involving practitioner researchers are examined, as well as promising practices for using Single-Case PAR in community-based educational environments.
Meeting the college completion goals set by the United States Government, the Lumina Foundation, ... more Meeting the college completion goals set by the United States Government, the Lumina Foundation, and others will require the completion of an additional eight million associate's or bachelor's degrees (Kelly & Schneider, 2012). As part-time students will make up to 40 percent of college students by 2023 (NCES, 2015), educational policymakers will need to adjust their completion agenda to account for the high number of part-time students in higher education. Drawing from the literature on part-time students and performance-based funding, the authors in this chapter propose that better attention to part-time students and factors that signal their success, combined with performance-based funding that acknowledges the need for the success of more part-time students, would be a worthwhile approach for increasing the accessibility of higher education.
Extension faculty and administrators have suggested Cooperative Extension's goal and niche is... more Extension faculty and administrators have suggested Cooperative Extension's goal and niche is transformative education—to bring about deep change in individuals, families, and communities. However even though transformative learning appears to be a desirable approach to Extension education, few scholars and practitioners have examined the conditions in Extension learning environments that promote transformation. In fact, Extension agents and faculty ask what they can do to increase the likelihood their work will result in transformation. The research reported here explored conditions that catalyze transformation in two Extension educational contexts: 1) Cornell Cooperative Extension agent/specialist Catalyzing Transformation: Conditions in Extension Educational Environments that Promote Change 08/24/09 08:24:14 1/8 work teams and 2) Virginia 4-H Camps. A number of Extension faculty and administrators have suggested that Cooperative Extension's goal and niche is transformativ...
Thesis Chapters by Brian Peters, Ph.D.
While increased scholarship has begun to explore the stories of Native American students in highe... more While increased scholarship has begun to explore the stories of Native American students in higher education, less research has explored Native American student college choice. In this qualitative, narrative study, the experiences of seven Native American students’ college choice at four-year institutions in North Carolina were explored. Perna’s (2006) conceptual model of college choice provided a framework for the analysis. One research question guided this study: What were the storied experiences of Native American students from North Carolina when they chose to attend college?
Findings from this study indicate that Native American students described their college choice process through four themes: family, Native identity and community, external factors, and growth and opportunities. Native American students in this study were inspired by their families and Native communities to pursue higher education. The participants pursued medical and human services disciplines to return and support their Native communities after completing their degrees. To be successful and have a “home feeling” on campus, they looked for universities with thriving Native communities through student organizations and supportive Native faculty and staff. Factors such as distance from home, academic preparation, and federal recognition impacted the participants choice. Through the four themes of Native college choice, higher education researchers, policymakers, and administrators have a better understanding of how to connect and serve Native American students. With increased attention, Native American student participation rates within higher education may increase as they have a home feeling on campus and perceive higher education as a gateway for success for their families and communities.
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Papers by Brian Peters, Ph.D.
Thesis Chapters by Brian Peters, Ph.D.
Findings from this study indicate that Native American students described their college choice process through four themes: family, Native identity and community, external factors, and growth and opportunities. Native American students in this study were inspired by their families and Native communities to pursue higher education. The participants pursued medical and human services disciplines to return and support their Native communities after completing their degrees. To be successful and have a “home feeling” on campus, they looked for universities with thriving Native communities through student organizations and supportive Native faculty and staff. Factors such as distance from home, academic preparation, and federal recognition impacted the participants choice. Through the four themes of Native college choice, higher education researchers, policymakers, and administrators have a better understanding of how to connect and serve Native American students. With increased attention, Native American student participation rates within higher education may increase as they have a home feeling on campus and perceive higher education as a gateway for success for their families and communities.
Findings from this study indicate that Native American students described their college choice process through four themes: family, Native identity and community, external factors, and growth and opportunities. Native American students in this study were inspired by their families and Native communities to pursue higher education. The participants pursued medical and human services disciplines to return and support their Native communities after completing their degrees. To be successful and have a “home feeling” on campus, they looked for universities with thriving Native communities through student organizations and supportive Native faculty and staff. Factors such as distance from home, academic preparation, and federal recognition impacted the participants choice. Through the four themes of Native college choice, higher education researchers, policymakers, and administrators have a better understanding of how to connect and serve Native American students. With increased attention, Native American student participation rates within higher education may increase as they have a home feeling on campus and perceive higher education as a gateway for success for their families and communities.