A Guide to Becoming a Scholarly Practitioner in Student Affairs

Foreword by Kevin Kruger
Paper: 978 1 62036 152 8 / $19.95
 
Published: February 2015  

Cloth: 978 1 62036 151 1 / $95.00
 
Published: February 2015  

Lib E-Book: 978 1 62036 153 5 / $95.00  
About Library E-Book

Published: June 2015  

E-Book: 978 1 62036 154 2 / $15.99
 
Published: June 2015  

Publisher: Stylus Publishing
112 pp., 6" x 9"
Student affairs professionals are increasingly being called upon to become scholar practitioners, to reflect on and share their experiences to further the knowledge of the field, and to disseminate practices to promote student learning and development.

This book offers practical guidance to anyone in the field interested in presenting at conferences or publishing in scholarly and professional journals, and sets the work of scholarly practice in the context of its vital role of influencing and shaping the future of student affairs, and in promoting continuous learning.

The authors demystify the processes of producing research and scholarly work; address motivation and barriers such as time-constraints or confidence; and provide advice on developing ideas, writing, getting feedback, staying on task, identifying the appropriate outlets and venues for ideas, submitting proposals, as well as on speaking and presentation skills. It also directs readers to books and online resources and presents the reflections of senior student affairs officers on scholarship in the profession.

As the authors state, student affairs professionals are often in the best position to test the myths about what really works for college students to have access, persist, and graduate. Through their daily interactions with students they develop the grounding for theories and strategies to improve the college experience, none of which can be advanced without scholarship, without presenting and writing, and the debate that they stimulate.

This book is intended for student affairs professionals at all levels. It sets the context for those starting their careers as they navigate and understand their new roles; aims to inspire mid-level professionals to present or write about their experiences and contributions; and offers senior administrators strategies to pursue their own scholarship while creating a supportive environment for their staff to do so, and develop their agency and professional growth in the process.

Table of Contents:
Foreword
Introduction

Chapter 1: Why Student Affairs Professionals Should Pursue Scholarship (And Why We Don’t)
Chapter 2: We Love Feedback: Fear Feedback No More!
Chapter 3: The Presentation
Chapter 4: The Publication
Chapter 5: Strategies for Staying With Writing
Chapter 6: A Brief Guide to Style
Chapter 7: Scholarship Support Groups
Chapter 8: The Future of Research and Scholarship in Student Affairs: Insights From Senior Student Affairs Officers

References
Index


Teachers - Request Exam Copy Sample Chapter 1

Share
Reviews & Endorsements:
"This is a practical guide that will inspire student affair educators to become scholar practitioners. By demystifying the presentation and publication process, the authors provide step-by-step insights and guidance for promoting the worthwhile scholarship of student affairs professionals."
- Sarah Marshall, Associate Professor of Educational Leadership and Director of the Doctor of Education Program at Central Michigan University
"I would recommend this book to my Chief Student Affairs Officer as well as the doctoral students in our program, and everyone in between. Hatfield and Wise give clear and effective suggestions that will help student affairs educators move from ideas to articles. A Guide to Becoming a Scholarly Practitioner in Student Affairs is a comprehensive resource for student affairs educators to use as they start the presenting and writing process or if they need encouragement and strategies at any point in their career."
- Audrey J. Jaeger, Alumni Distinguished Graduate Professor, and Executive Director, National Initiative for Leadership & Institutional Effectiveness, College of Education , North Carolina State University