Zoë B Corwin
Biographic Data
| ID | 3621053 |
|---|---|
| NAME | Zoë B Corwin |
| GIVEN NAMES | Zoë B |
| FAMILY NAME | Corwin |
| SIGNATURE | CORWIN Z B |
| AFFILIATIONS | University of Southern California |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Individual and Collective Learning Through Professional Learning Communities: Institutionalizing Student Success
After decades of training and professional development focused on individual learning, researchers now argue for moving toward collaborative learning models with the potential to shift institutional culture. To offer an example of such an approach, this study describes how cross-functional Professional Learning Communities (PLCs) fostered an iterative, individual and collective learning process among student affairs and academic affairs professio…
Latin* College Students’ Major and Career Self-Efficacy: A Familial and Community Cultural Wealth Analysis
Latin* students often navigate their major and career pathways with family and home community assets that go unrecognized by postsecondary institutions. Leveraging longitudinal interview data collected from 44 Latin* college students, we illustrate the significant role of familial capital in shaping Latin* students’ major and career self-efficacy. Findings have implications for postsecondary practitioners, student success programs, and academic a…
Email Overload: Rethinking University Communication with At-Promise Students
Postsecondary institutions tend to overwhelm students with e-mail communications, consequently affecting how students (dis)engage with campus information and navigate campus resources. Drawing on a three-year research-practice partnership and ecological validation theory, the study reveals how two campuses strategized to improve e-mail communications with at-promise students. Action-oriented findings underscore the importance of coordinated, vali…
Promoting Low-Income College Student Success through Peer Mentoring: A Mixed Methods Examination
Background: Low-income students face cultural and social challenges navigating college environments that privilege middle- and upper-class norms, knowledge, and values; these challenges lead to difficulty transitioning to college and disparities in student success for low-income students relative to their higher-income counterparts. Peer mentoring, where a more experienced peer transfers critical knowledge needed to successfully transition to col…
Developing Shared Leadership for Transformational Change Aimed at At-Promise Student Success
The Relationship Between Low-Income College Students’ Time Use and Well-Being: A Mixed Methods Exploration
Maintaining Validation through Empathy: Exploring How Higher Education Practitioners Supported At-Promise Students during Covid-19
At-promise students (low-income, first-generation college students, and/or racially minoritized) have long encountered disproportionate barriers in navigating higher education, resulting in disparate impacts during the COVID-19 pandemic. In this study, we examined how higher education practitioners in three comprehensive college transition programs facilitated the validation of at-promise students during the pandemic. By drawing upon empathy, pra…
Understanding How Student Support Practitioners Navigated Ideal Worker Norms During Covid-19: The Role of Job-Crafting
Student support practitioners (SSPs) play a key role in supporting at-promise (low-income, first-generation college, and/or racially minoritized) students in higher education. However, delivering such support can lead to stress and burnout when practitioners do not receive commensurate support and flexibility to do their jobs. In this study, we examined how SSPs supported students while fulfilling their needs during the COVID-19 pandemic. Using d…
Understanding How Student Support Practitioners Navigated Ideal Worker Norms During Covid-19: The Role of Job-Crafting
Student support practitioners (SSPs) play a key role in supporting at-promise (low-income, first-generation college, and/or racially minoritized) students in higher education. However, delivering such support can lead to stress and burnout when practitioners do not receive commensurate support and flexibility to do their jobs. In this study, we examined how SSPs supported students while fulfilling their needs during the COVID-19 pandemic. Using d…
Maintaining Validation through Empathy: Exploring How Higher Education Practitioners Supported At-Promise Students during Covid-19
At-promise students (low-income, first-generation college students, and/or racially minoritized) have long encountered disproportionate barriers in navigating higher education, resulting in disparate impacts during the COVID-19 pandemic. In this study, we examined how higher education practitioners in three comprehensive college transition programs facilitated the validation of at-promise students during the pandemic. By drawing upon empathy, pra…
Understanding How Student Support Practitioners Navigated Ideal Worker Norms During Covid-19: The Role of Job-Crafting
Student support practitioners (SSPs) play a key role in supporting at-promise (low-income, first-generation college, and/or racially minoritized) students in higher education. However, delivering such support can lead to stress and burnout when practitioners do not receive commensurate support and flexibility to do their jobs. In this study, we examined how SSPs supported students while fulfilling their needs during the COVID-19 pandemic. Using d…
The Relationship Between Low-Income College Students’ Time Use and Well-Being: A Mixed Methods Exploration
Promoting Low-Income College Student Success through Peer Mentoring: A Mixed Methods Examination
Background: Low-income students face cultural and social challenges navigating college environments that privilege middle- and upper-class norms, knowledge, and values; these challenges lead to difficulty transitioning to college and disparities in student success for low-income students relative to their higher-income counterparts. Peer mentoring, where a more experienced peer transfers critical knowledge needed to successfully transition to col…
Developing Shared Leadership for Transformational Change Aimed at At-Promise Student Success
Individual and Collective Learning Through Professional Learning Communities: Institutionalizing Student Success
After decades of training and professional development focused on individual learning, researchers now argue for moving toward collaborative learning models with the potential to shift institutional culture. To offer an example of such an approach, this study describes how cross-functional Professional Learning Communities (PLCs) fostered an iterative, individual and collective learning process among student affairs and academic affairs professio…
Latin* College Students’ Major and Career Self-Efficacy: A Familial and Community Cultural Wealth Analysis
Latin* students often navigate their major and career pathways with family and home community assets that go unrecognized by postsecondary institutions. Leveraging longitudinal interview data collected from 44 Latin* college students, we illustrate the significant role of familial capital in shaping Latin* students’ major and career self-efficacy. Findings have implications for postsecondary practitioners, student success programs, and academic a…
Email Overload: Rethinking University Communication with At-Promise Students
Postsecondary institutions tend to overwhelm students with e-mail communications, consequently affecting how students (dis)engage with campus information and navigate campus resources. Drawing on a three-year research-practice partnership and ecological validation theory, the study reveals how two campuses strategized to improve e-mail communications with at-promise students. Action-oriented findings underscore the importance of coordinated, vali…
Higher education (6 works) · Higher Education Research Studies (5 works) · Psychology (5 works) · Medical education (4 works) · Medicine (4 works) · Political science (4 works) · Higher Education Practises and Engagement (3 works) · Pedagogy (3 works) · Sociology (3 works) · COVID-19 and Mental Health (2 works)