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Exploring the Developmental Journeys of Campus Tradition Builders Old Dominion University ODU Digital Commons Educational Foundations & Leadership Theses & Dissertations Educational Foundations & Leadership Summer 2019 Punctuations in Life: Exploring the Developmental Journeys of Campus Tradition Builders Preston Scott Reilly Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/efl_etds Part of the Educational Psychology Commons, and the Higher Education Commons Recommended Citation Reilly, Preston S.. "Punctuations in Life: Exploring the Developmental Journeys of Campus Tradition Builders" (2019). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/cczm-yt86 https://digitalcommons.odu.edu/efl_etds/202 This Dissertation is brought to you for free and open access by the Educational Foundations & Leadership at ODU Digital Commons. It has been accepted for inclusion in Educational Foundations & Leadership Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. PUNCTUATIONS IN LIFE: EXPLORING THE DEVELOPMENTAL JOURNEYS OF CAMPUS TRADITION BUILDERS by Preston Scott Reilly B.A. May 2009, Bowling Green State University M.S. May 2011, Florida State University A Dissertation Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY HIGHER EDUCATION OLD DOMINION UNIVERSITY August 2019 Approved by: Dr. Chris Glass (Director) Dr. Felecia Commodore (Member) Dr. Kim Sibson (Member) ABSTRACT PUNCTUATIONS IN LIFE: EXPLORING THE DEVELOPMENTAL JOURNEYS OF CAMPUS TRADITION BUILDERS Preston Scott Reilly Old Dominion University, 2019 Director: Dr. Chris Glass Campus traditions are powerful vehicles that can shape college life (Cowley & Waller, 1979). Students foster smaller identities through their involvement in traditions on campus, and these traditions often ritualize coming-of-age or the start of American adulthood (Bronner, 2012). However, the climate of higher education today may be putting campus traditions and the purposes they achieve at risk. Often mistaken as frivolous and unnecessary parts of campus life (Manning 1994), these critical meaning-shaping events could fall prey to cost-cutting and downsizing as college campuses continue to evolve. Guided by narrative analysis methods described by Patton (2002) and the Standard Life Story Interview (McAdams & Guo, 2014), this study investigated the developmental journeys of 16 full-time, undergraduate campus tradition builders. Participants were asked to complete a brief story map reflection exercise to guide reflection on their experiences as a tradition builder. This reflection was used to guide a narrative interview which explored the student's developmental journey. Data were collected through story map submissions, interview transcripts, and extensive researcher field notes. Themes were drawn from examination of three key pillars of developmental journeys. These pillars included initiations, flashbulb memories, and graduations. Interesting counter narratives are also shared to help illustrate the diverse experiences of tradition builders. Initiation themes suggest that tradition builders both randomly fell into opportunities or intentionally sought them out. Participants often experienced traditions as an outsider first or were inspired by a “gatekeeper” to get further involved. Flashbulb memories surrounded three areas, including relationships, identity, and challenges. Graduation themes surrounded future career plans, craving the comforts that come from being a part of a community, and increasing leadership experience. The documented journeys all lead to traditions builders either wanting to maintain a connection to their organization/institution or needing a break. Experiences were typically framed by pressures that may be unique to the tradition builder experience. Implications for policy, practice, and future research are also discussed. iv Copyright, 2019, by Preston Scott Reilly, All Rights Reserved. v DEDICATION This dissertation is dedicated to tradition builders of the past, present, and future. From the halls of ivy, to the campus scene, your work is seen and appreciated. May your enthusiasm always inspire the next generation. vi ACKNOWLEDGMENTS I would like to recognize and express my appreciation for everyone who helped me along my doctoral journey, most notably, those listed below: • Thank you Dr. Chris Glass for your steadfast guidance, support, and mentorship. I truly could not have finished this milestone without your help. I am fortunate to have you in my corner. • Thank you Dr. Felicia Commodore for your advice and expertise, especially surrounding my journey as a qualitative researcher. Your example has empowered me to not only do research that I love, but to be proud of it as well. • Thank you Dr. Kim Sibson. Your support has meant the world to me throughout this process. From dissertation seminar to crossing the stage at commencement, you have been there alongside of me every step of the way. I am so thankful for all of your help. • Eternal thanks to my amazing partner Alison Kukla. I would not have earned this degree without your love and support. You have encouraged and inspired me since the second I met you. You are my rock and have always been there as a sounding board. Thanks for always having my back. • Thank you to my good friend Dr. Mike Vecchio, who has always been a mentor and role model for me both in and out of the classroom. I appreciate your unwavering support brother, going all the way back to my days as an undergraduate. Always. • Thank you to my family for always supporting my dream of becoming Dr. Reilly. I am blessed to have come from such a supportive family. Special thanks to my parents, Preston and Mary Beth, who have always inspired me to pursue my dreams. Thank you to my brothers, Nick and Mitch for always being there. vii • Thank you to all of my colleagues from ODU’s Higher Education Program that helped push me along throughout this journey. The supportive environment created by so many wonderful people helped was truly remarkable. Extra special thanks to Dr. Amy Kurfist who was with me every step of the way, from our first class to our last, and throughout the dissertation process. Thank you to Josh Howell for welcoming me and taking me under his wing. Thanks to Courtney and Janet for their motivation and support. Thank you also to my friend Rodin for always holding me accountable and keeping me moving towards my goals. • Last but certainly not least, thank you Dr. Don Stansberry for the constant support and guidance as I progressed through my coursework. I am lucky to have learned from your example. I am even more fortunate to call you a mentor and friend. I am so thankful ODU brought us together. viii TABLE OF CONTENTS Page LIST OF TABLES .......................................................................................................................... x LIST OF FIGURES ....................................................................................................................... xi CHAPTER I: INTRODUCTION .................................................................................................... 1 Statement of the Problem ................................................................................................................ 2 Purpose of the Study ....................................................................................................................... 2 Research Question .......................................................................................................................... 3 Summary of the Research Design ................................................................................................... 3 Significance of the Study ................................................................................................................ 5 Practical Implications...................................................................................................................... 5 Theoretical Implications ................................................................................................................. 5 Assumptions, Limitations, and Scope ............................................................................................. 6 Chapter Summary ........................................................................................................................... 6 CHAPTER II: A REVIEW OF THE LITERATURE..................................................................... 8 Narrative Identity ............................................................................................................................ 8 The Formation of Narrative Identity ................................................................................... 9 Student Development .................................................................................................................... 10 Development as a Journey ................................................................................................ 11 Development in College ................................................................................................... 11 Traditions ...................................................................................................................................... 12 Tradition Defined .............................................................................................................
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