“…Given the benefits and the necessity of practitioner research engagement, it would seem reasonable that practitioners would be drawn to engage in this work regularly. However, the literature suggests that many practitioners do not engage in regular research activities (Hatfield & Wise, 2015;Jablonski et al, 2006), which can negatively impact practitioners' ability to make data-informed decisions regarding services and programming (Carpenter, 2001;Schuh et al, 2016;White, 2002). This lack of practitioner engagement in research is due to three key factors: the busyness of daily practice (Schroeder & Pike, 2001;Sriram, 2011), the perception that research is irrelevant to applied practice in higher education (Kezar, 2000), and inadequate training in research methodologies and skills (Daniel et al, 2016;Herdlein, 2004;Schroeder & Pike, 2001;Sriram, 2011;Waple, 2006;Young & Janosik, 2007).…”