Kathleen M Goodman

Miami University | MU · Department of Educational Leadership

Need for cognition is the enjoyment of and motivation to think, solve problems, and actively use one’s mind, characteristics that are vital to learning. Diversity has been associated with many learning outcomes, yet critics of diversity claim that viewpoint diversity-not racial diversity-is sufficient for learning; therefore, I explored the effects...

Small, J. & Goodman, K. (2012, March). Atheist college students: Faith, spirituality, and meaning Making. Online webinar presented by the American College Personnel Association.

Goodman, K. (2014, March). The power of integrative learning: From research to practice. Poster presented at the Diversity & Learning conference of the Association of American Colleges and University, Chicago, IL.

Goodman, K., Caceras, C., & Mueller J. (2014, March). Faitheism: Fostering interfaith conversations that include atheists and agnostics. Workshop presented at the annual convention of the American College Personnel Association, Indianapolis, IN.

Goodman, K. (2014, April). Getting to know atheist college students: An exploratory study. Research poster presented at the annual convention of the American College Personnel Association, Indianapolis, IN.

Goodman, K. (2014, November). Secular students and spirituality. Research presentation at the annual conference of the Nonreligion and Secularity Research Network, Los Angeles, CA.

Goodman, K. (2015, January). Spirituality and liberal education: Possibilities and provocations to become more inclusive. Seminar session at the annual conference of the Association of American Colleges and Universities, Washington, DC.

This chapter summarizes how diversity experiences influence college students’ educational outcomes and offers recommendations for practice to maximize these benefits on all campuses.

This chapter demonstrates that the effects of good teaching and academic challenge on leadership and psychological well-being during the first year of college differ for African-American and White students, which suggests that institutional researchers should disaggregate data by race or other relevant student characteristics when trying to underst...

Drawing upon semi-structured interviews with 10 self-identified atheist men in the American Midwest, this qualitative study explored their perspectives regarding atheism, gender, and feminism. The data was analyzed using consensual qualitative research methodology (Hill, Thompson, & Williams, 1997). Results indicated these men had a proclivity for...

Kathleen M. Goodman, Marcia Baxter Magolda, Tricia A. Seifert, and Patricia M. King review both quantitative and qualitative data to understand students' college experiences and provide powerful information to guide educators.

This chapter opens with a literature scan examining the use of longitudinal pretest-posttest designs in college impact research. With that in mind, the authors present an example of how researchers can mis-estimate college impact if pretest-posttest designs are not used.

Using longitudinal data, this chapter expands the use of Weidman's Model of Undergraduate Socialization by applying it to components of college student socialization, social class, and race and how these elements work together to influence need for cognition.

This study details the collection, analysis, and interpretation of data from a national multi-institutional longitudinal mixed methods study of college impact and student development of liberal arts outcomes. The authors found three sets of practices in the quantitative data that corroborated with the themes that emerged from the qualitative data:...

Liberal arts colleges have prided themselves on providing students with a quality undergraduate education among a scholarly community who are interested in their holistic development. Past research has found students who attended liberal arts colleges more frequently experienced Chickering and Gamson’s (1987, 1991) good practices in undergraduate e...

This chapter describes atheism in higher education and provides suggestions for student affairs practitioners interested in understanding and responding to the needs of atheist students.

As practitioners and scholars of student affairs administration, we are committed to the development and growth of the whole student, a concept that has guided our profession since its inception (American Council on Education, 1937; American College Personnel Association & National Association of Student Personnel Administrators, 2004). Likewise, a...

People who follow trends in higher education are aware of a renewed emphasis on religious plurality and spirituality on college campuses. But all the articles, conferences, and campus activities surrounding religion and spirituality rarely, if at all, acknowledge one group: students who are atheists. If colleges are to be truly inclusive, they shou...

Despite scholars’ praise of liberal arts education as a model form, very little research has examined the actual impact of liberal arts education on learning outcomes. The elaborate rhetoric and anecdotal support, long used to advance liberal arts education as the premier type of education with value for all, is no longer sufficient. The practices...

Excessive alcohol consumption by college students is a ubiquitous problem with potentially negative consequences, both academic and otherwise, for many students. National samples of college students demonstrate that two thirds of all students report consuming alcohol within the past month (O'Malley & Johnston, 2002). Of these students, more than ha...

Across virtually every facet of life, college students enter postsecondary educa􀆟on already immersed in an increasingly interconnected global village. Upon college gradua􀆟on, this genera􀆟on must be prepared to successfully interact across all kinds of differences, whether in the professional realm of the workplace, the social realm of interpersonal...

ABSTRACT ,College impact studies are one of the most frequent ways that researchers assess how colleges add value to student learning. The present study provides an example of how cross- sectional design (the most frequent research design used in college impact studies) can lead to undetectable selection bias, which may confound inferences about co...