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Elizabeth Jach

Policy and Planning Analyst, University of Wisconson-Madison
Chapter Member: Wisconsin SSN
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About Elizabeth

Jach's research focuses on undergraduate student experiences and outcomes. Jach has publications on topics such as the importance of applied learning and student-faculty interactions. Jach has also published on the topic of creating more equitable opportunities for undocumented students. Jach serves as an Academic Staff Assembly representative within shared governance at the University of Wisconsin-Madison.

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Contributions

Change Is Overdue in Collegiate Women’s Running

Commentary,

Publications

"Defining Applied Learning and Related Student Outcomes in Higher Education" (with Teniell L. Trolian). Applied Learning in Higher Education: Curricular and Co‐Curricular Experiences that Improve Student Learning (2019): 7-11.

Defines applied learning and considers related student outcomes.

"Understanding Views on Undocumented Students’ Access to Higher Education: A Critical Review and Call for Action" Journal of Critical Scholarship on Higher Education and Student Affairs 5, no. 1 (2019).

Examines previous literature on opinions of undocumented immigrants in the United States as well as undocumented students’ access to higher education through a consideration of the context of the current political climate, and interrogates going beyond raising consciousness towards taking action, as invoked by Freire’s (2000) liberatory praxis and postcolonial feminism.

"Shaping Students’ Career Attitudes toward Professional Success: Examining the Role of Student-Faculty Interactions" (with Teniell L. Trolian and Gwendolyn C. Archibald). Innovative Higher Education (2020).

Examines the relationship between student-faculty interaction in college and students’ fourth-year career attitudes toward professional success. Suggests that some interactions with faculty, such as frequency of student-faculty interaction, are positively associated with students’ fourth-year career attitudes toward professional success. 

"First-Year Undergraduate Employment and Students’ Academic Motivation" (with Teniell L. Trolian). Journal of College Student Retention: Research, Theory and Practice (2020).

Investigates first-year undergraduate student employment and its relationship with academic motivation. Uses the Wabash National Study of Liberal Arts Education (WNS), a longitudinal survey study designed to examine student outcomes, to consider whether paid employment was associated with changes in students’ academic motivation during their first year of college.