Research-Driven Practice in Student Affairs E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SS Single Issue Student Services
• Sprache: Englisch

Seitenzahl: 216

Veröffentlichungsjahr: 2014

Beschreibung

As student affairs units face increasing pressure to use data and evidence to inform planning and decisions, the research related to higher education has become more complex and, in some cases, less accessible. This issue aims to bridge this gap by drawing implications for student affairs programs and practices from the results of the Wabash National Study of Liberal Arts Education, an investigation that followed thousands of college students at more than 50 colleges and universities. The authors identify research-based ways that student affairs practitioners can facilitate educational outcomes, including critical thinking, moral reasoning, and intercultural competence, while being sensitive to the needs of specific populations of students. This is the 147th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

Leseprobe

New Directions for Student Services

Elizabeth J. Whitt EDITOR-IN-CHIEF

John H. Schuh ASSOCIATE EDITOR

Research-Driven Practice in Student Affairs: Implications from the Wabash National Study of Liberal Arts Education

Georgianna L. Martin

Michael S. Hevel

EDITORS

Number 147 • Fall 2014

Jossey-Bass

San Francisco

RESEARCH-DRIVEN PRACTICE IN STUDENT AFFAIRS: IMPLICATIONS FROM THE WABASH NATIONAL STUDY OF LIBERAL ARTS EDUCATION Georgianna L. Martin, Michael S. Hevel (eds.) New Directions for Student Services, no. 147

Elizabeth J. Whitt, Editor-in-Chief John H. Schuh, Associate Editor

Copyright © 2014 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; [phone]; fax [phone]. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder's consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

NEW DIRECTIONS FOR STUDENT SERVICES (ISSN 0164-7970, e-ISSN 1536-0695) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. POSTMASTER: Send address changes to New Directions for Student Services, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

New Directions for Student Services is indexed in CIJE: Current Index to Journals in Education (ERIC), Contents Pages in Education (T&F), Current Abstracts (EBSCO), Education Index /Abstracts (H.W. Wilson), Educational Research Abstracts Online (T&F), ERIC Database (Education Resources Information Center), and Higher Education Abstracts (Claremont Graduate University).

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EDITORIAL CORRESPONDENCE should be sent to the Editor-in-Chief, Elizabeth J. Whitt, University of California Merced, 5200 North Lake Rd. Merced, CA 95343.

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Contents

Editors' Notes

Chapter 1: Conceptualizing Research-Driven Practice and the Wabash National Study

Defining Research-Driven Practice

Overview of the Wabash National Study

Using the WNS Findings to Inform Practice

References

Chapter 2: Developing Moral Character

Review of the Literature

Student Demographic and Background Characteristics

Context

Content

Conditions

Recognizing Developmental Phases

Discussion

References

Chapter 3: Research-Driven Practice in Fraternity and Sorority Life

WNS Contributions to the Scholarship on Fraternities and Sororities

Research Results

Using the WNS to Understand and Improve Fraternity and Sorority Life

Toward Research-Driven Practice in Fraternity and Sorority Life

References

Chapter 4: Making Diversity Work to Improve College Student Learning

Defining Diversity

Strengths of the Wabash Study

Diversity Works for All Students

Diversity Provides an Additional Boost for Some Students

Sustained and Repeated Engagement Matters

Meaning Making and Nuances From a Qualitative Understanding of Diversity

Diversity-Related Practices and Policies to Improve Learning for All Students

Conclusion

References

Chapter 5: The Effects of Student Interactions With Student Affairs Professionals on College Outcomes

Guiding Values in Student Affairs

Measuring the Impact of Student Affairs Work

The Missing Link? Exploring the Direct Effects of Student Affairs Professionals on Student Learning

What We've Learned From the WNS

Implications for Student Affairs Practice

Conclusion

References

Chapter 6: Exploring Students' Integration of Learning After Four Years of College

Theoretical Framework

Methods

Findings

Discussion

Implications for Research-Driven Practice

Conclusion

Note

References

Chapter 7: What the Wabash National Study Can Teach Us About At-Risk Student Populations

Wabash National Study and At-Risk Student Populations

Discussion and Recommendations for Student Affairs Practice

Conclusion

References

Chapter 8: Becoming a Scholar-Practitioner in Student Affairs

Defining “Scholar-Practitioner”

Intersections of Scholarship and Practice

Final Thoughts

References

Advert

Index

End User License Agreement

List of Tables

Chapter 6

Table 6.1

Table 6.2

Guide

Cover

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Editors' Notes

Today, having a good rapport with college students and being able to plan popular programs is not enough to be considered an effective student affairs professional. Indeed, over the past two decades, student affairs professionals have faced increasing pressure to use research to inform their practice. Phrases that entered the field's lexicon representing this shift include “scholar-practitioner,” “evidence-based practice,” and “research-driven practice.” These calls for more informed practice have occurred at the same time that student affairs practice has become more complicated. Larger numbers of students are enrolling in American higher education, these students are more diverse, the emphasis on retaining students has increased, and politicians and policymakers have called for even greater participation in higher education. As the numbers and diversity of students have expanded, student affairs professionals faced a variety of other issues that made their work more challenging, such as the explosion of technology, the growth in mental health issues, and the higher costs of attending college. Fortunately, as the call for evidence-based practice coincided within a more complicated higher education environment, the research related to higher education and student affairs has broadened.