Channing Briggs Small Research Grant

The Foundation will only fund direct costs related to conducting the research project. This might include the costs of transportation to conduct the research, the purchase of instruments, the costs of transcription, and costs of a graduate student to assist in conducting the research up to $3,000 of the total amount requested. Graduate students participating in the study may be included in authorship as appropriate.

The Foundation will not fund the following: costs of travel to and from NASPA conferences or any other conference in order to gather data or present the findings; funding for salaries of faculty or staff conducting the research; a percent for institutional indirect cost recovery or overhead; funding for gifts, food, or incentives to participate in the research study; funding for equipment used in the research, or the costs of graduate tuition and fees.

• Theoretical research: research that may not lead to immediate use or application, but is original and provides insight into a problem.
• Applied research: research that solves problems by utilizing well known and accepted principles and theories and in which the main focus is on analysis of an issue or problem and how to best resolve it.
• Quantitative research: research based on numeric figures or numbers in which the aim is to measure the quantity or amount and compare it with past records; it investigates the what, where, and when of decision making.
• Qualitative research: research that presents a non-quantitative type of analysis conducted through collecting, analyzing, and interpreting data by observing what people do and say; it is more subjective and uses different methods of collecting information, mainly individual, in-depth interviews and focus groups to investigate the why and how and decision making processes.
• Mixed methods research: research that relies on both qualitative and quantitative methodologies.
• Historical method: collection of techniques and guidelines used to research and write histories of the past

NASPA strives to be a champion and role model of innovation for higher education and student affairs associations. As such, this grant application would be ideally tied to one of NASPA’s four guiding principles of integrity, innovation, inclusion, and inquiry.

Although there must be a staff member to serve as the grant administrator, the grant is conferred to the institution. If the staff member leaves the institution, a new grant administrator must be identified within 30 days or the grant may be forfeited by the institution.

All funds must be used within 12 months of conferral. Once the project is completed, recipients are expected to present findings at a NASPA conference session or poster presentation or submit to a NASPA journal and be published within 18 months.

$30,000 was awarded among the 2022 January Channing Briggs grant awardees. Thank you to the NASPA Foundation donors for making these awards possible!

Kaleb Briscoe, Assistant Professor, Mississippi State University, Experiencing Anti-black Racism: Black Student Affairs Professionals Stories of Anti-blackness Rhetoric in Campus Statements

Di-Tu Dissassa, Doctoral Candidate/Project Coordinator, University of Maryland-College Park, Exploring the lived experiences of Black Residential Student Affairs Professionals regarding occupational wellness at Historically White Institutions

Catherine Hartman, Postdoctoral Research Associate, University of South Carolina, Sense of Belonging and Transitions: Exploring Connections between Transfer Students and Their Institutions

Rebecca Natow, Assistant Professor of Educational Leadership and Policy, Hofstra University, Higher Education Title IX Administrators as Policy Actors: Experiences Advocacy and Political Consciousness

Gudrun Nyunt, Assistant Professor of Higher Education, Northern Illinois University, What Drove Them to Leave?: Exploring Student Affairs Professionals’ Experiences That Led Them to Leave the Field During the COVID-19 Pandemic

Stephen Santa-Ramirez, Assistant Professor of Higher Education, University at Buffalo, So What Happens Now? The Career Preparation and Post-graduation Transitional Experiences of Collegians who are Undocu/DACAmented

Tricia Shalka, Assistant Professor, University of Rochester, A Mixed Methods Investigation of How College Student Trauma Shapes Faculty-Student Interactions in Academic Environments

Rachel Smith, Assistant Professor, Iowa State University, Mapping Community Networks of Student Success

• Dana Winters, Doctoral Student, University of Pittsburgh; "College Student Development: Self-Authorship in an Era of Increased Parental Involvement"
• Blake Silver, Doctoral Student, University of Virginia; "Navigating the Senior-Year Transition: A Qualitative Study of the Experiences of First-Generation American Students"
• Cheryl Warmann, Director of Enrollment Services, Oakton Community College; "How Generalists Function as a Community of Practice in Community College One-Stop Student Services Center"
• Heather Rowan-Kenyon, Associate Professor, Boston College; “Racialized Aggression and Social Media on Campus”
• Susan Marine, Assistant Professor, HE, Merrimack College; “Campus Sexual Violence & Prevention Educators’ Use of Gender in Their Work: A Critical Exploration”
•  Daniel Tillapaugh, Assistant Professor, Counselor Ed, Cal Lutheran; “Shattering Perceptions: Experiences of Men Who Survived Sexual Violence in College”
•  Elizabeth Niehaus, Assistant Professor, University of Nebraska &  Letitia Williams, Asst. VP Student Support Services, University of Trinidad & Tobago; “Exploring Student Engagement and Student Development in Caribbean Tertiary Education”
•  Will Simpkins, Director Career Services, CUNY & Doctoral Student, NYU; “Welfare Recipients at a Four- Year College: Reaching for a BA in the “Work-First” Era of Public Policy”

• Ahlquist, Josie, "Developing Digital Student Leaders:  A mixed methods study of student leadership, identity and decision making on social media"
• George Mwangi, Chrystal, "Foreign-Born Black Collegians Learning Race in a U.S. Context"
• Vigil, Darsella,  "Institutionalizing Support for Undocumented Students in American Higher Education: Through a Racist Nativist Framework"
• McDaniel, Anne, "Undergraduate international students’ perspectives on student engagement"
• Daoud, Nina, "I (Too) Am: A phenomenological exploration of microaggressions in higher education"
• Cho, Ah Ra, "What Does Direct Evidence Via Card Swipe Tell Us About Student Engagement and Retention?: A Study of the Engagement Research Index Project"
• Linder, Chris, "Theory to Practice in Student Affairs: A Photo-Elicitation Study"
• Sax, Linda J., "Exploring student-parent communication patterns during college: Considerations of race, class, and gender"
• Tillapaugh, Daniel, "The Experiences of High-Achieving First-Generation College Males from Rural Maine"
• Hughes, Bryce, "How a Jesuit University Addresses LGBT Issues: A Case Study"
• McClelland, Molly, "Understanding the Expectations and Transitions of For-Profit Transfer Students to the Four- Year Institution"

• Appel-Silbaugh, Cara, "Within scope but out of sight: A study of wellness culture at a high achieving   STEM institution"
• Gipson, John, "A Comprehensive Investigation of High-Achieving African American Students Attending Community Colleges: A Mixed Methods Research Study"
• Chinn, Nancy, "Concussion Knowledge and Community College Student-Athletes: Uncovering Factors that Influence Self-Reporting"
• Jodoin, Elizabeth, "Assisting Distressed College Students: Assessment of an Online Interactive Training for Student Support Professionals"
• McGuire, Keon, "The Stories We Tell"
• Poon, OiYan, "Student-initiated conferences: A phenomenon of Asian American student agency and community leadership"  
• VanDerLinden, Kim, "The Role of Student Affairs Divisions in Regional Accreditation"
• Whitford, Heidi, "Contextualizing the Higher Education Opportunity of Undocumented Students in Florida: Perspectives of Student Services Administrators"

• Cox, Bradly, Self-Authorship Among Active Student Affairs Professionals
• Godlewska, Anna, Engaging and Retaining Aboriginal (First Nation, Métis and Inuit) Students in University by Transforming Awareness and the Environment
• Jenkins, Toby, All in the Family: The Importance & Utility of Integrating Family into the Co-Curricular College Experience
• Sriram, Rishi, The Continual National Measurement and Assessment of Student Affairs Competencies
• Vacchi, David, Defining and Describing the Contemporary Student Veteran Population

• Harper, Sean, Teaching and Learning about Race in SA & HE Graduate Programs
• Stebleton, Michael, The Experience of Immigrant College Students Attending Large Research Universities in the US
• Weber, Stacy, How College Access Programs Facilitate Access to Higher Education for Low-income, first generation college students