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National Resource Center for The First-Year Experience and Students in Transition

Our Staff

Dallin George Young

Title: Assistant Director for Research, Grants, and Assessment
Department: Research, Grants, and Assessment
National Resource Center for The First-Year Experience and Students in Transition
Email: youngdal@mailbox.sc.edu
Phone: 803-777-2134
Resources: Curriculum Vitae [pdf] 
Google Scholar Profile 
Research Gate Profile
Dallin George Young

Dallin George Young, PhD, is the Assistant Director for Research, Grants, and Assessment at the National Resource Center for The First-Year Experience and Students in Transition. Dallin coordinates all the research and assessment endeavors of the National Resource Center and facilitates and disseminates three national surveys: the National Survey of First-Year Seminars, the National Survey on Sophomore-Year Initiatives, and the National Survey of Senior Seminars/Capstone Courses. He oversees a number of research collaborations and grant opportunities between the Center and the national and international higher education community as well as across the University of South Carolina (UofSC) campus. He coordinates the distribution of the Paul P. Fidler Research Grant, a competitive national honor that recognizes the development of research investigating the experiences of college students in transition.

Before joining the National Resource Center, Dallin worked in doctoral internships in the Office of the Associate Vice President of Student Affairs at Georgia Gwinnett College and in the Department of Student Affairs Assessment at the University of Georgia. Prior to this, he held professional positions in student housing at Dixie State College of Utah, the University of South Carolina, and California College of the Arts.

To this point, Dallin's research agenda has focused on professional preparation for practice in student affairs, student transition programs, and peer leadership. These seem to have coalesced around a line of inquiry that focuses on how novices are trained, socialized, and educated as they move from the periphery to full participation in academic communities of practice. More nascent areas of his research include using activity-based theoretical perspectives to interrogate student transitions into the academy; how graduate and professional students learn the rules, knowledge, and culture of their aspirational professional communities; and the impacts of educational structures on the success of these transitions, including investigating differential effects on student populations. Dallin’s research agenda has afforded him the opportunity to produce scholarly publications and presentations at national and international conferences. 

Educational Background  

  • Doctor of Philosophy – College Student Affairs Administration (2012), University of Georgia 
  • Master of Arts in Education – Educational Leadership and Policy Studies (2005), Virginia Polytechnic Institute and State University 
  • Bachelor of Arts – Liberal Arts and Sciences (2002), Utah State University

Publications

Henscheid, J. M., Skipper, T. L., & Young, D. G. (in press). Reflection, Integration, Application: Intentional Design Strategies for Senior Capstone Experiences. (Manuscript accepted to be included in a forthcoming volume of New Directions for Higher Education: Applied Learning in Higher Education: Curricular and Co-Curricular Experiences that Improve Student Learning)

Young, D. G. (2019). Supervised practice experiences and professional preparation of graduates from student affairs master’s programs. Journal of College Student Development, 60(3), 290-306.

Young, D. G. (Ed.). (2019). 2017 National Survey on The First-Year Experience: Structures for Supporting Student Success (Research Reports on College Transitions No. 9). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Young, D. G., Hoffman, D. E., & Frakes-Reinhardt, S. (2019). An exploration of the connection between participation in academic peer leadership experiences and academic success. Journal of Peer Learning, 12, 45-60.

Hatch-Tocaimaza, D. K., Garcia, C. E., Mardock Uman, N., Rodriguez, S., & Young, D. G. (in press). What works: Learning outcomes due to design variations in community college student success courses. Teachers College Record., 121(7), 1-46.

Young, D. G., & Keup, J. R. (2018). To pay or not to pay: The influence of compensation as an external reward on learning outcomes of peer leaders. Journal of College Student Development, 59(2), 159-176.

Keup, J. R., & Young, D. G. (2018). Investigating first-year seminars as a high-impact practice. In R. S. Feldman (Ed.), The First Year of College: Research, Theory, and Practice on Improving the Student Experience and Increasing Retention. Cambridge, England: Cambridge University.

Young, D. G. (2018). Outcomes assessment and sophomore programs: How assessment as organizational learning can improve institutional integrityIn L. A. Schreiner (Ed.), Sophomore success: Making the most of the second year (New Directions for Higher Education, No. 183, pp. 47-57). San Francisco, CA: Jossey-Bass.

Schreiner, L. A., Schaller, M., & Young, D. G. (2018). Future directions for enhancing sophomore success. In L. A. Schreiner (Ed.), Sophomore success: Making the most of the second year (New Directions for Higher Education, No. 183, pp. 109-112). San Francisco, CA: Jossey-Bass.

Young, D. G., Chung, J. K., Hoffman, D. E., & Bronkema, R. (2017). 2016 National Survey of Senior Capstone Experiences: Expanding our understanding of culminating experiences (Research Reports on College Transitions No. 8). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Young, D. G. (2016). Academic policies, processes, and resources. In D. Weigel & D. Friedman (Eds.), Transitions. Columbia, SC: University of South Carolina.

Henscheid, J. M., Skipper, T. L., & Young, D. G. (2016). National practices for combining first-year seminars and learning communities. In L. Chism Schmidt & J. Graziano (Eds.), Building synergy for high-impact educational initiatives: First-year seminars and learning communities. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Young, D. G., & Keup, J. R. (2016). Using hybridization and specialization to enhance the first-year experience in community colleges: A national picture of high-impact practices in first-year seminars. In G. Crisp & D. K. Hatch (Eds.), Promising and high-impact practices: Student success programs in the community college context (New Directions for Community Colleges No. 175, pp. 57-69). San Francisco, CA: Jossey-Bass.

Young, D. G. (2016). The case for an integrated approach to transition programmes in South Africa’s higher education institutions. Journal of Student Affairs in Africa, 4(1), 17-32.

Young, D. G., & Dean, L. A. (2015). Overall alumni confidence and effect of culminating experiences on learning in student affairs preparation programs: Examining CAS Professional Studies standards. College Student Affairs Journal, 33(1), 66-86.

Dunn, M., Glassmann, D. N., Garrett, J. M., Badaszewski, P., Jones, G., Pierre, D., Fresk, K., Young, D. G., Correll-Hughes, L. R. (2015). Faith and sexual orientation identity development in gay college men. Journal of Student Affairs Research and Practice, 52(4), 374-386.

Young, D. G., & Dean, L. A. (2015). Validation of subject areas of CAS Professional Studies standards for master's level student affairs professional preparation programs. Journal of College Student Development, 56(4), 386-391.

Young, D. G., Schreiner, L. A., & McIntosh, E. J. (2015). Investigating sophomore student success: The National Survey of Sophomore-Year Initiatives and the Sophomore Experiences Survey – 2014 (Research Reports on College Transitions No. 6). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Young, D. G., & Hopp, J. M. (2014). 2012-13 National Survey of First-Year Seminars: Exploring high-impact practices in the first college year (Research Reports on College Transitions No. 4). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Young, D. G., Dean, L. A., Franklin, D. S., & Tschepikow, W. K. (2014). Effects of assessment on collegiate recreation programs. Recreation Sports Journal, 38(1), 82-95.

Young, D. G., & Janosik, S. M. (2007). Using CAS standards to measure learning outcomes of student affairs preparation programs. NASPA Journal, 44(2), 341-366.

Presentations

Nelson, M., & Young, D. G. (2019, January). Profiles in preparedness: How South Carolina schools prepare students for college and careers. Presentation at the South Carolina Education and Business Summit, Greenville, SC.

Young, D. G., & Bunting, B. (2018, November). Legitimate peripheral participation as a framework for approaching college transitions. Paper presented at the 2018 ASHE Annual Conference, Tampa, FL.

Young, D. G. (2018, October). Examining the national picture of assessment of first-year experience programs. Presentation at the 2018 Assessment Institute in Indianapolis; Indianapolis, IN.

Young, D. G. (2018, September). Data from the 2017 National Survey on The First-Year Experience: Creating connections to go beyond traditional thinking. Presentation at the Midwest First-Year Conference, Joliet, IL.

Gordon, T., Henning, G., Young, D. G., Drechsler Sharp, M., & Livingston, V. (2018, March). Using cross-functional assessment frameworks and multi-standard self-study processes (CAS). Presentation at the ACPA annual convention, Houston, TX.

Young, D. G. (2018, March). Presenting data from the 2017 National Survey of First-Year Experiences. Presentation at the ACPA annual convention, Houston, TX.

Bunting, B., & Young, D. G. (2018, March). Community, access, & thriving: Theory-based approaches to supporting first-year transitions. Presentation at the ACPA annual convention, Houston, TX.

Young, D. G. (2018, February). Presenting data from the 2017 National Survey of First-Year Experiences. Presentation at the Annual Conference on the First-Year Experience, San Antonio, TX.

Bunting, B., & Young, D. G. (2018, February). Community, access, & thriving: Theory-based approaches to supporting first-year transitions. Presentation at the Annual Conference on the First-Year Experience, San Antonio, TX.

Keup, J. K., & Young, D. G. (2017, November). The stars in the constellation: Results from the 2017 National Survey of The First-Year Experience. Poster presentation at the 2017 ASHE Annual Conference, Houston, TX.

Young, D. G., & Stolzenberg, E. B. (2017, November). Opening the book: Outcomes of first-year common reading programs. Paper presented at the 2017 ASHE Annual Conference, Houston, TX.

Young, D. G., Hoffman, D. E., & Frakes-Reinhardt, S. (2017, November). The role of peer leadership engagement in academic success. Paper presented at the 2017 ASHE Annual Conference, Houston, TX.

Young, D. G., & Keup, J. K. (2017, November). The Stars in the constellation: Results from the 2017 National Survey of The First-Year Experience. Poster presentation at the National Symposium on Student Retention, Destin, FL.

Young, D. G. (2017, October). Epilogue and prologue: A national picture of senior capstone experiences. Presentation at the National Conference on Students in Transition, Costa Mesa, CA.

Love, M., Nelson, M., & Young, D. G. (2017, June). Profiles in preparedness: How South Carolina schools prepare students for college and careers. Presentation at the South Carolina Education and Business Summit, Greenville, SC.

Young, D. G. (2017, March). Reporting institutional support of a critical transition: Senior capstone experiences. Presentation at the ACPA annual convention, Columbus, OH.

Henning, G., Drechsler Sharp, M., Gordon, T., Livingston, V., & Young, D. G. (2017, March). Using new CAS cross-functional assessment frameworks and multi-standard self-study processes. Presentation at the ACPA annual convention, Columbus, OH.

Young, D. G. (2017, February). Senior capstone experiences: Institutional support of the gateway to life beyond college. Presentation at the Gateway Course Experience Conference, Las Vegas, NV.

Young, D. G., Stolzenberg, E. B. (2017, February). (Common) reading is fundamental? Exploring outcomes of common reading programs. Presentation at the Annual Conference on The First-Year Experience, Atlanta, GA.

Young, D. G., Hoffman, D., Chung, J., Love, M., & Nelson, M. (2017, February). Surveying statewide college and career readiness programs in South Carolina. Presentation at the Annual Conference on The First-Year Experience, Atlanta, GA.

Kenedy, R. L., & Young, D. G. (2017, February). Canadian peer leader experiences: Intersectional concentric circles of solidarity. Presentation at the Annual Conference on The First-Year Experience, Atlanta, GA.

Keup, J. R., Drechsler Sharp, M., Young, D. G., & Wells, J. (2017, February). Using CAS cross-functional frameworks to facilitate a collaborative FYE approach. Presentation at the Annual Conference on The First-Year Experience, Atlanta, GA.

Hatch, D. K., Garcia, C. E., Mardock Uman, N., Rodriguez, S., & Young, D. G. (2016, November). What works and why: Impact heterogeneity and designs of community college student success courses. Paper presented at the 2016 ASHE Annual Conference, Columbus, OH.

Eagan, K. M., Keup, J. R., Kinzie, J., McNair, T. B., & Young, D. G. (2016, November). Building coherence through vertical integration of high-impact practices across the undergraduate curriculum. Topical paper session presented at the 2016 ASHE Annual Conference, Columbus, OH.

Young, D. G. (2016, October). An evidence-based discussion of aligning first- and second-year transition programs. Poster presentation at the National Conference on Students in Transition, New Orleans, LA.

Young, D. G., & Van Scoy, I. (2016, October). Senior capstones: National perspectives and one capstone journey. Presentation at the National Conference on Students in Transition, New Orleans, LA.

Young, D. G. (2016, June). An evidence-based discussion of aligning objectives, experiences, and assessment in the first-year seminar to carry the high impact into the second year and beyond. Poster presentation at the annual conference of the Higher Education Data Sharing Consortium, Asheville, NC.

Young, D. G. (2016, April). An evidence-based discussion of integrating high-impact transition programs in the first and second college years. Presentation at the Gateway Course Experience Conference, Atlanta, GA.

Young, D. G. (2016, February). Leveraging first- and second-year transition programs to improve transfer. Presentation at the annual conference of the National Institute for the Study of Transfer Students, Atlanta, GA.

Kenedy, R., & Young, D. G. (2016). Canadian and international peer leader experience: Theoretical and research-based perspectives. Presentation at the Annual Conference on The First-Year Experience, Orlando, FL.
 
Young, D. G., Nelson, M., & Love, M. (2016, February). College and career readiness: Setting up first-year student success. Presentation at the Annual Conference on The First-Year Experience, Orlando, FL.

Young, D. G. (2015, November). First-year seminar characteristics predicting institutional retention rates. Paper presented at the 2015 ASHE Annual Conference, Denver, CO.

Young, D. G., Keup, J. R., & Frakes, S. J. (2015, November). Telling the story of common reading programs in first-year seminars. Paper presented at the 2015 ASHE Annual Conference, Denver, CO.

Young, D. G., Conley, D. T., Jimenez, J., Duncheon, J., & Keup, J. R. (2015, November). A 360 view of the policy, practice, and promise of college and career readiness and success. Panel presentation at the 2015 ASHE Annual Conference, Denver, CO.

Young, D. G. (2015, October). An evidence-based discussion of aligning objectives, experiences, and assessment in the first-year seminar to carry the high impact into the second year and beyond. Presentation at the 2015 Assessment Institute in Indianapolis; Indianapolis, IN.

Young, D. G., & Keup, J. R. (2015, March). An evidence-based discussion of integrating first- and second-year transition programs. Presentation at the ACPA annual convention, Tampa, FL.

Keup, J. R., & Young, D. G. (2015, March). Telling the “story” of common reading programs using national data. Presentation at the ACPA annual convention, Tampa, FL.

Bunting, B., & Young, D. G. (2015, February). Providing a high-impact and transformative peer leader experience. Facilitated discussion at the Annual Conference on The First-Year Experience, Dallas, TX.

Keup, J. K., Andersen, C., & Young, D. G. (2015, February). A look at the book: Research evidence on common reading programs. Presentation at the Annual Conference on The First-Year Experience, Dallas, TX.

Young, D. G., & Schreiner, L. A. (2014, October). Supporting sophomore student success: Student- and institution-level results from two national surveys. Presentation at the National Conference on Students in Transition, Denver, CO.

Griffel, M., Oelschlager, S., & Young, D. G. (2014, June). ACUHO-I related findings from the 2013 National Survey of Peer Leaders. Presentation at the ACUHO-I annual conference and exposition, Washington, DC.

Keup, J. R., & Young, D. G. (2014, March). The power of peers: Exploring the impact of peer leadership experiences. Presentation at the American College Personnel Association annual convention, Indianapolis, IN.

Young, D. G., & Hopp, J. M. (2014, February). Surveying the national landscape of first-year seminars, a high-impact practice. Presentation at the Annual Conference on The First-Year Experience, San Diego, CA.

Keup, J. R., & Young, D. G. (2013, November). The impact of compensation models on the outcomes of peer leadership experiences. Paper presented at the Association for the Study of Higher Education annual conference, St. Louis, MO.

Young, D. G., & Hopp, J. M. (2013, October). Recent evidence on prevalence and outcomes of undergraduate peer leaders working with first-year students: Results from two national surveys. Presentation at the annual National Conference on Students in Transition, Atlanta, GA.

Young, D. G. (2013, May). Examining the national picture of assessment of first-year seminars. Presentation at the Association for Institutional Research Annual Forum, Long Beach, CA.

Dean, L. A., & Young, D. G. (2013, March). What difference does it make? Reported outcomes of program assessments. Presentation at the American College Personnel Association annual convention, Las Vegas, NV.

Young, D. G., & Keup, J. R. (2013, March). Reporting institutional support of a critical transition: Senior capstone experiences. Roundtable presentation at the American College Personnel Association annual convention, Las Vegas, NV.

Young, D. G. (2012, November). Measuring reported learning from supervised practice experiences of graduates of master’s programs in student affairs: The CAS supervised practice study. Paper presented at the Association for the Study of Higher Education annual conference, Las Vegas, NV.

Young, D. G. (2012, March). The CAS professional studies learning outcomes study. Paper presented at the American College Personnel Association annual convention, Louisville, KY.


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