Our Research
Each member of the SSTAR Lab team is leading a research project oriented toward student success. SSTAR works under the supervision of an Institutional Review Board (IRB) authorized by the Office of Research Compliance. Oversight on research and data collection comes from the auspices of that office.
Research topics covered by the IRB include, but are not limited to:
- Innovative retention initiatives
- Deconstructing student success
- Academic performance both inside and outside of the classroom
- Academic standing
- Division of Undergraduate Education programs
Innovative Approaches to Humanities and Social Science Retention
This project investigates the impact of various hands-on learning experiences on first-year students’ retention to sophomore year, particularly among those in certain humanities and social science majors. Theoretically, the study incorporates a “moral economy” framework as a novel approach to explore retention with three primary goals in mind:
- To promote reciprocal and mutually beneficial relationships with faculty, instructors, and/or mentors,
- To provide academic support and skill building, and
- To bolster students’ economic and social safety to promote more equitable retention outcomes.
Lead Researchers:
Richard Tomczak, PhD, Director of Faculty Engagement
Jennifer Rodriguez, Associate Director, U-RISE
Tiana De Jesus, Lead Academic Success Advisor and Retention Specialist, U-RISE
Relevant References:
- Crowe, J. A. (2021). Creating a departmental climate that increases a student’s sense of belonging, perceived faculty support, and satisfaction with the major. Innovative Higher Education, 46, 95–109. https://doi.org/10.1007/s10755-020-09530-w
- Scott, J. C. (1976). The moral economy of the peasant: Rebellion and subsistence in Southeast Asia. Yale University Press.
Exploring Professional Development and Training Experiences to Promote Student Success
Developing knowledgeable, skillful, and supportive staff/faculty can play a key role in promoting undergraduate students’ success and retention. The purpose of this study is to examine staff/faculty perceived learning gains and development of new skills or practices as a result of participating in collaborative professional development or training program(s) oriented toward student success.
Lead Researcher: Jennifer Rodriguez, Associate Director, U-RISE
Relevant References:
- Lin, N., Shaw, C., Condon, K., Hammel, M., Tseng, Z., Janson, N., & Bryant, G. (2024). Driving toward a degree - 2024. Tyton Partners. https://tytonpartners.com/driving-toward-a-degree-2024/
- Wenger-Trayner, E., & Wenger-Trayner, B. (2017). Foreword. In McDonald, J. & Cater-Steel, A. (Eds.), Communities of practice: Facilitating social learning in higher education (pp. vii-x). Springer. https://doi.org/10.1007/978-981-10-2879-3
Employment Enrichment
This research explores how and to what extent on-campus employment with no minimum GPA requirement influences a students' perception of their college experience and academic outcomes.
Lead Researchers: Robert Drago, Associate Director, U-RISE
Lead Collaborator: Michelle Hassman, Student Employment Manager, Career Center
Relevant References:
- Burnside, O., Wesley, A., Wesaw, A., & Parnell, A. (2019). Employing student success: A comprehensive examination of on-campus student employment. NASPA Student Affairs Administrators in Higher Education. https://files.eric.ed.gov/fulltext/ED605714.pdf
Please contact Robert.Drago@stonybrook.edu regarding presentation materials.
Investing in Students: Early Alert Mini-Grant Programs
This research explores how and to what extent engagement with elements of a scholarship program influences a students' perception of their college experience and academic outcomes.
Lead Researchers:
Robert Drago, Associate Director, U-RISE
Danielle Dailey, Lead Academic Success Advisor and Retention Specialist, U-RISE
Relevant References:
- Smith, A. R., Garton, B. L., Killingsworth, J. L., Maxwell, L. D., & Ball, A. L. (2010). Does prior college credit matter? A longitudinal investigation of academic success, retention, and degree completion. Journal of Agricultural Education, 51(3), 76–87. https://doi.org/10.5032/jae.2010.03076
- Tampke, D. R. (2013). Developing, implementing, and assessing an early alert system. Journal of College Student Retention: Research, Theory & Practice, 14(4), 523-532. https://doi.org/10.2190/CS.14.4.e
Please contact Robert.Drago@stonybrook.edu regarding presentation materials.
Academic Hope for At-Promise Students
Research indicates a statistically significant positive correlation between hope and academic performance. This project aims to explore hope as a central function of student success after academic difficulty.
Lead Researchers:
Michelle Setnikar, Associate Director, U-RISE
Billy Martin, Lead Academic Success Advisor and Retention Specialist, U-RISE
Relevant References:
- Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., III, & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820–826.
- Wong, W. L., & Cheung, S. (2024). Hope and its associations with academic-related outcomes and general well-being among college students: The importance of measurement specificity. BMC Psychology, 12(398). https://doi.org/10.1186/s40359-024-01859-7
Past Projects
Publications and Presentations
Publications
Drago, R., & Setnikar, M. (2023). Where to start? Asset-based approaches for practitioners
in higher education. The Vermont Connection, 44(1).
Setnikar, M. (2023, September 1). From setbacks to superpowers. MASK The Magazine (The Power of Prevention Issue), Volume 13, 71-72.
Tomczak, R. (2024, July). Are these truths self-evident? Students recreate the Second Continental Congress. Perspectives on History, The American Historical Association.
Conference Presentations
Bjertnes, B., Hall, K., Poma, J., & Rodriguez, J. (2023, March). Supporting students through transitions [Conference session]. CELT Annual Teaching and Learning Symposium, Stony Brook, NY.
Drago, R. (2023, October 15-18). Influence of messaging designed with the growth mindset framework on student behavior [Conference session]. NODA Annual Conference, Minneapolis, MN.
Drago, R., & Dailey, D. (2025, February). Investing in students: Designing an early alert mini-grant program for college students [Presentation]. SSTAR Lab Town Hall, Stony Brook, NY.
Drago, R., & Rodriguez, J. (2023, April). Developing a comprehensive winter session support program to promote credit momentum among first-year students [Conference session]. SUNY Student Success Summit, online.
Germana, R., & Setnikar, M. (2025, January). Holistic student success for at-promise students: Stony Brook University Summer Academic Resilience Program [Conference presentation]. UERU National Conference, Washington, D.C.
Rodriguez, J. (2023, November). Understanding the Gen Z student [Roundtable session]. LICSPA Annual Conference, Garden City, NY.
Setnikar, M., & Martin, W. (2025, February). Summer academic resilience program (SARP) study [Presentation]. SSTAR Lab Town Hall, Stony Brook, NY.
Tomczak, R., Rodriguez, J., & De Jesus, T. (2025, February). The moral economy of retention: An innovative intervention for humanities and social science majors at risk for attrition [Presentation]. SSTAR Lab Town Hall, Stony Brook, NY.