Abstract:Over the past 5 years, ACPA and NASPA have promoted conversations about an exploration of scholarship in the field through dedicated special issues of their journals (2001 and 2002 respectively) to the topic. The leadership of NASPA called a summit in 2006 for scholars and practitioners to gather and discuss the state of scholarship in the field of student affairs. The purpose of the summit was to make recommendations for the future production and dissemination of scholarship. This article provides an overvi… Show more
“…Jablonski et al () discussed the challenges practitioners encounter trying to incorporate scholarship with practice: Most practitioners do not have time within their current positions to include research and writing. The ‘tyranny of the immediate’ impedes the ability of student affairs educators to engage in scholarship.…”
Section: Intersections Of Scholarship and Practicementioning
confidence: 99%
“…The term “scholar‐practitioner” has been used to describe a practice where the work of the professional student affairs practitioner and faculty member or researcher conducting scholarly research are integrated into daily work (Jablonski, Mena, Manning, Carpenter, & Siko, ). Manning defined the scholar/practitioner as an individual whose “scholarship is a combination of original research but often includes reflective pieces about practice in the field” (Jablonski et al., , p. 192). Manning continues the discussion about practitioner/scholars by stating, “Practitioner/scholars… these folks are out in the field as administrators and educators.…”
“…Manning continues the discussion about practitioner/scholars by stating, “Practitioner/scholars… these folks are out in the field as administrators and educators. But they write and make contributions to the field in terms of reflection and research” (Jablonski et al., , p. 192). These definitions are critical to understanding the complexities surrounding the conversations regarding scholar‐practitioner.…”
The previous chapters in this volume highlight key findings from the Wabash National Study (WNS) with implications for student affairs professionals. The findings explored are fascinating and have critical implications to the work we do as student affairs practitioners. As I reflect on these findings, I grapple with what to do with this information. Research is a key element in justifying the importance of student affairs work and describing its impact on students' educational outcomes. As a practitioner, I have to think about how I can translate the WNS findings in a manner that is meaningful to campus decision makers and find ways to use it to inform my daily practice. Though this is part of the work, these exercises can be difficult and exhausting. In this chapter, I explore my own process of using research to inform practice with a particular emphasis on how I, and others, can use findings from studies like the WNS to inform and strengthen practice.
Defining "Scholar-Practitioner""Theory to practice." "Practice informed by evidence." "What does the literature say?" These phrases echo in my mind as I engage in daily work. I hear the voices of peers, faculty, supervisors, and mentors constantly emphasizing the importance of theory-informed practice. These questions are constant reminders of how I engage in daily reflective practice and serve to center the value of scholarship in my own professional practice. This value frames the choices I make and guides my approach to the work I do in student affairs as a scholar-practitioner. Over the past few years I have been privileged enough to be included in conversations about the role of a scholar-practitioner. The work is based on a framework of values, habits of mind, and the ability to balance and integrate "doing" with "knowing."NEW DIRECTIONS FOR STUDENT SERVICES, no. 147, Fall 2014
“…Jablonski et al () discussed the challenges practitioners encounter trying to incorporate scholarship with practice: Most practitioners do not have time within their current positions to include research and writing. The ‘tyranny of the immediate’ impedes the ability of student affairs educators to engage in scholarship.…”
Section: Intersections Of Scholarship and Practicementioning
confidence: 99%
“…The term “scholar‐practitioner” has been used to describe a practice where the work of the professional student affairs practitioner and faculty member or researcher conducting scholarly research are integrated into daily work (Jablonski, Mena, Manning, Carpenter, & Siko, ). Manning defined the scholar/practitioner as an individual whose “scholarship is a combination of original research but often includes reflective pieces about practice in the field” (Jablonski et al., , p. 192). Manning continues the discussion about practitioner/scholars by stating, “Practitioner/scholars… these folks are out in the field as administrators and educators.…”
“…Manning continues the discussion about practitioner/scholars by stating, “Practitioner/scholars… these folks are out in the field as administrators and educators. But they write and make contributions to the field in terms of reflection and research” (Jablonski et al., , p. 192). These definitions are critical to understanding the complexities surrounding the conversations regarding scholar‐practitioner.…”
The previous chapters in this volume highlight key findings from the Wabash National Study (WNS) with implications for student affairs professionals. The findings explored are fascinating and have critical implications to the work we do as student affairs practitioners. As I reflect on these findings, I grapple with what to do with this information. Research is a key element in justifying the importance of student affairs work and describing its impact on students' educational outcomes. As a practitioner, I have to think about how I can translate the WNS findings in a manner that is meaningful to campus decision makers and find ways to use it to inform my daily practice. Though this is part of the work, these exercises can be difficult and exhausting. In this chapter, I explore my own process of using research to inform practice with a particular emphasis on how I, and others, can use findings from studies like the WNS to inform and strengthen practice.
Defining "Scholar-Practitioner""Theory to practice." "Practice informed by evidence." "What does the literature say?" These phrases echo in my mind as I engage in daily work. I hear the voices of peers, faculty, supervisors, and mentors constantly emphasizing the importance of theory-informed practice. These questions are constant reminders of how I engage in daily reflective practice and serve to center the value of scholarship in my own professional practice. This value frames the choices I make and guides my approach to the work I do in student affairs as a scholar-practitioner. Over the past few years I have been privileged enough to be included in conversations about the role of a scholar-practitioner. The work is based on a framework of values, habits of mind, and the ability to balance and integrate "doing" with "knowing."NEW DIRECTIONS FOR STUDENT SERVICES, no. 147, Fall 2014
“…Still others suggest a more complex way of viewing the spaces student affairs educators occupy with respect to the scholarship in the field. Manning pondered the division between faculty and practitioners in student affairs by proposing a continuum from pure scholar to pure practitioner, arguing that not all educators in student affairs should contribute to the creation of scholarship (Jablonski, Mena, Manning, Carpenter, & Siko, ). In her model, there are pure scholars , individuals who have exclusively contributed to the scholarship in the field and who have spent little time as administrators.…”
This chapter explores the concept of research‐driven practice in student affairs and provides an overview of the Wabash National Study of Liberal Arts Education.
Since its conception as a distinctive form of scholarship, the Scholarship of Teaching and Learning (SoTL) has evolved into a legitimized field. Despite its rapid evolution, there still exists confusion surrounding its definition and distinctions from scholarly teaching. Additionally, although it is widely recognized across many disciplines, there have been few conversations about the role of SoTL within the field of student affairs and student affairs graduate preparation programs. This article sets the foundation for this discussion. It provides an overview of the definitions and characteristics of SoTL and offers suggestions for the potential role of SoTL in student affairs.
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