Current Affiliate Scholars
Bryce Bunting
Bryce D. Bunting, Ph.D, is an assistant clinical professor in the Department of Student Development Services at Brigham Young University (BYU), in Provo, Utah, with a concurrent appointment in the Academic Support Office. In these roles, he teaches courses exploring deep learning and student success, and advises students in academic recovery. The former Associate Director of the Office of First-Year Experience, Bunting is still highly involved in admissions, orientation, and the first-year experience at BYU, serving on the Executive Committee for Thriving and the Undergraduate Admissions Committee.
Project: International Survey of Peer Leaders
Jennifer Keup
Jennifer Keup, Ph.D., is the Executive Director of the Coalition of Urban Serving
Universities (USU) and Vice President of Urban Initiatives at the Association of Public
and Land-grant Universities (APLU), where she provides leadership for all the organization’s
operational, programmatic, strategic, and scholarly activities. Keup’s research interests
focus on two complementary areas of scholarship: (a) the first-year experience and
students in transition and (b) high-impact practices and institutional interventions.
Under the umbrella of this agenda, she has engaged in scholarly work, leadership,
teaching, and service on many topics, including college student characteristics; the
impact of college on students; student access, development, learning, and success;
curriculum and student services; peer leadership; community colleges and transfer;
student performance, adjustment, and attainment; and institutional effectiveness and
assessment.
Projects: Advising Success Network
Dallin George Young
Dallin George Young, Ph.D., is an assistant professor in the College Student Affairs
Administration and Student Affairs Leadership graduate programs at the University
of Georgia. His research focuses on a line of inquiry that investigates how novices
are trained, socialized, and educated as they move from the periphery to full participation
in academic communities of practice. His research and practice includes: theoretical
perspectives to interrogate student transitions into the academy; how graduate and
professional students learn the rules, knowledge, and culture of their fields; the
transformative potential for students engaged in peer leadership; and the (differential)
impacts of educational structures on the success of students in transition.