A New Theory-to-Practice Model for Student Affairs: Integrating Scholarship, Context, and Reflection

Reason, Robert D.; Kimball, Ezekiel

doi:10.1515/jsarp-2012-6436

Cited by 45 publications

(55 citation statements)

References 16 publications

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“…As such, we aimed to provide empirical data on the experiences of student affairs professionals who teach in the classroom. To make meaning of our data we worked within a constructivist paradigm (Denzin & Lincoln, 2005) and we explored our data using Reason and Kimball's (2012) theory-to-practice framework, as well as writings on the process and value of reflection as it relates to teaching.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…This reflection is vital to establishing personal and professional learning outcomes as well as committing to continuous self-improvement as student affairs educators and college teachers (ACPA & NASPA, 2015;Roper, 2003). Additionally, it has been suggested that critical reflection, which involves not only reflecting on one's actions but as the systems and structures that influences one's beliefs about one's work, is a necessary component of good practice (Brookfield, 1998;Reason & Kimball, 2012).…”

Section: Reflective Practicementioning

confidence: 99%

“…REASON AND KIMBALL'S THEORY-TO-PRACTICE MODEL Reason and Kimball's (2012) framework presented a way of understanding theory-to-practice as situated in institutional contexts and assessed through reflective practice. They explained how professionals use a combination of formal (Evans & Guido, 2012), informal (Love, 2012), and implicit theories (Bensimon, 2007) in their practice.…”

Section: Reflective Practicementioning

confidence: 99%

“…They explained how professionals use a combination of formal (Evans & Guido, 2012), informal (Love, 2012), and implicit theories (Bensimon, 2007) in their practice. To maximize use of theory in practice, Reason and Kimball (2012) suggested professionals consider the unique characteristics of their environments. In doing so, professionals were better positioned to reflect upon how their institutional context shaped their use of theory and the ways professionals thought about students.…”

Section: Reflective Practicementioning

confidence: 99%

“…In doing so, professionals were better positioned to reflect upon how their institutional context shaped their use of theory and the ways professionals thought about students. Reason and Kimball (2012) argued for professionals to engage in reflective practice in order to better understand how and why they approached their work. In particular, Reason and Kimball advocated for professionals to engage in the reflective practice of interrogating the ways in which they use formal theories or operate out of informal or implicit theories.…”

Section: Reflective Practicementioning

confidence: 99%

See 4 more Smart Citations

Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom

Lewis

Boss

McConnell

2017

JSPTE

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Aim/Purpose The purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background Increasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology This qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings The findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research Our research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of student affairs professionals who teach in discipline specific areas.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Reflective Practicementioning

confidence: 99%