A. Gansemer-Topf, Paige Haber-Curran, Shannon R. Dean‐Scott, Brenda L. McKenzie, Emelia Dunston, K. Schrum, Diane Cardenas Elliott, Alex C. Lange, Paul E. Bylsma, John M. Braxton
In the previous article, we defined the scholarship of teaching and learning (SoTL) and the scholarship of practice (SoP) and identified characteristics and qualities related to these topics. In this article, we provide examples of scholars who have conducted a SoTL project related to student affairs. Each of these entries describes the project and gives us insights into why scholars choose to engage in this work and the impact of their work on teaching and learning.
{"title":"SoTL in student affairs graduate preparation programs","authors":"A. Gansemer-Topf, Paige Haber-Curran, Shannon R. Dean‐Scott, Brenda L. McKenzie, Emelia Dunston, K. Schrum, Diane Cardenas Elliott, Alex C. Lange, Paul E. Bylsma, John M. Braxton","doi":"10.1002/ss.20503","DOIUrl":"https://doi.org/10.1002/ss.20503","url":null,"abstract":"In the previous article, we defined the scholarship of teaching and learning (SoTL) and the scholarship of practice (SoP) and identified characteristics and qualities related to these topics. In this article, we provide examples of scholars who have conducted a SoTL project related to student affairs. Each of these entries describes the project and gives us insights into why scholars choose to engage in this work and the impact of their work on teaching and learning.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"42 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140259257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Gansemer-Topf, Amarjargal Mendee, John M. Braxton
The concepts of scholarship of teaching and learning and the scholarship of practice are relatively new; therefore, their value within student affairs and institutions of higher education may be questioned. Unfamiliarity with these activities may also impede student affairs graduate faculty and scholar‐practitioners from engaging in this work. In this article, we outline why these activities should be viewed as scholarship and demonstrate how student affairs faculty and practitioners may already possess the skills needed to engage in this work.
{"title":"Guiding principles and processes of scholarship of teaching and learning and scholarship of practice","authors":"A. Gansemer-Topf, Amarjargal Mendee, John M. Braxton","doi":"10.1002/ss.20506","DOIUrl":"https://doi.org/10.1002/ss.20506","url":null,"abstract":"The concepts of scholarship of teaching and learning and the scholarship of practice are relatively new; therefore, their value within student affairs and institutions of higher education may be questioned. Unfamiliarity with these activities may also impede student affairs graduate faculty and scholar‐practitioners from engaging in this work. In this article, we outline why these activities should be viewed as scholarship and demonstrate how student affairs faculty and practitioners may already possess the skills needed to engage in this work.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"45 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140259342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Gansemer-Topf, Laila I. McCloud, John M. Braxton
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.
{"title":"Defining the scholarship of teaching and learning (SoTL)","authors":"A. Gansemer-Topf, Laila I. McCloud, John M. Braxton","doi":"10.1002/ss.20502","DOIUrl":"https://doi.org/10.1002/ss.20502","url":null,"abstract":"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.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"111 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John M. Braxton, A. Gansemer-Topf, Laila I. McCloud
This article introduces the concept of a scholarship of practice and its potential for improving student affairs research and practice. Student affairs graduate preparation faculty members and student affairs scholar‐practitioners can engage in a scholarship of practice by using research to inform their practice and using the findings of their research to guide their own work. We focus on the notion of the scholarship of practice as a two‐way loop between practitioners to researchers and researchers back to practitioners. We apply these concepts to student affairs.
{"title":"Improving student affairs through the scholarship of practice","authors":"John M. Braxton, A. Gansemer-Topf, Laila I. McCloud","doi":"10.1002/ss.20504","DOIUrl":"https://doi.org/10.1002/ss.20504","url":null,"abstract":"This article introduces the concept of a scholarship of practice and its potential for improving student affairs research and practice. Student affairs graduate preparation faculty members and student affairs scholar‐practitioners can engage in a scholarship of practice by using research to inform their practice and using the findings of their research to guide their own work. We focus on the notion of the scholarship of practice as a two‐way loop between practitioners to researchers and researchers back to practitioners. We apply these concepts to student affairs.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"81 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John M. Braxton, Nicholas MacKenzie, Alexander Liepins, Thomas J. Grites, Joan Giblin, Mounira Morris
This article highlights several examples of student affairs practitioners and graduate preparation faculty engaging in the scholarship of practice. In doing so, these individuals merit a designation as scholars of practice because they are conducting research using their disciplinary knowledge and skill to address an institutional problem or inform future student affairs practice.
{"title":"Engaging in the scholarship of practice: Examples from the field","authors":"John M. Braxton, Nicholas MacKenzie, Alexander Liepins, Thomas J. Grites, Joan Giblin, Mounira Morris","doi":"10.1002/ss.20505","DOIUrl":"https://doi.org/10.1002/ss.20505","url":null,"abstract":"This article highlights several examples of student affairs practitioners and graduate preparation faculty engaging in the scholarship of practice. In doing so, these individuals merit a designation as scholars of practice because they are conducting research using their disciplinary knowledge and skill to address an institutional problem or inform future student affairs practice.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"98 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines how appreciative inquiry can be a helpful tool to improve the supervision of graduate assistants in student affairs. Representing the future of the field, these emerging professionals need supervisors willing to invest in their development, a process that can be improved when approached with appreciative frameworks.
{"title":"Supporting the first steps: Appreciative supervision for student affairs graduate assistants","authors":"Ryan W. Erck, Sean Strehlow","doi":"10.1002/ss.20495","DOIUrl":"https://doi.org/10.1002/ss.20495","url":null,"abstract":"This article examines how appreciative inquiry can be a helpful tool to improve the supervision of graduate assistants in student affairs. Representing the future of the field, these emerging professionals need supervisors willing to invest in their development, a process that can be improved when approached with appreciative frameworks.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"45 7-8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139191739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The authors share their stories on how they moved from unknowingly using appreciative frameworks in their life and work in higher education to knowingly applying it as appreciative educators. They share a co‐created definition of being an appreciative educator and how appreciative inquiry can be used today in higher education.
{"title":"Being an appreciative educator in today's world: Unknowingly and knowingly using appreciative frameworks in higher education","authors":"Brian C. Gano, Symphony D. Oxendine","doi":"10.1002/ss.20489","DOIUrl":"https://doi.org/10.1002/ss.20489","url":null,"abstract":"The authors share their stories on how they moved from unknowingly using appreciative frameworks in their life and work in higher education to knowingly applying it as appreciative educators. They share a co‐created definition of being an appreciative educator and how appreciative inquiry can be used today in higher education.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139193354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the critical role advisors play in student success and strategies for ensuring that institutions retain them. By using an Appreciative Advising Framework, supervisors can support the advisors on their teams in co‐creating their professional narratives leading to greater job satisfaction, staff retention, and better advising.
{"title":"Beyond student support: Leveraging appreciative advising frameworks to increase academic advisor retention","authors":"Jennifer Englert-Copeland","doi":"10.1002/ss.20497","DOIUrl":"https://doi.org/10.1002/ss.20497","url":null,"abstract":"This article explores the critical role advisors play in student success and strategies for ensuring that institutions retain them. By using an Appreciative Advising Framework, supervisors can support the advisors on their teams in co‐creating their professional narratives leading to greater job satisfaction, staff retention, and better advising.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"55 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139193352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many systems and institutions of post‐secondary education narrowly focus on simply trying to balance budgets rather than strategic priorities that lead to transformative change. In doing so, the emphasis remains on preserving current business practices in higher education, which often recycles dysfunctional and low‐performing programs and services rather than helping systems and institutions evolve into realizing the best outcomes. Effective Appreciative Inquiry practitioners engage people to share their memorable experiences, which lays the groundwork and creates a flow of dialogue that influences the processes for facilitating a strengths‐based approach to budgeting.
{"title":"Budgeting reflective (of) appreciative inquiry ethics and principles: BRAVE","authors":"Denise Henning, Irlanda Gonzalez Price","doi":"10.1002/ss.20498","DOIUrl":"https://doi.org/10.1002/ss.20498","url":null,"abstract":"Many systems and institutions of post‐secondary education narrowly focus on simply trying to balance budgets rather than strategic priorities that lead to transformative change. In doing so, the emphasis remains on preserving current business practices in higher education, which often recycles dysfunctional and low‐performing programs and services rather than helping systems and institutions evolve into realizing the best outcomes. Effective Appreciative Inquiry practitioners engage people to share their memorable experiences, which lays the groundwork and creates a flow of dialogue that influences the processes for facilitating a strengths‐based approach to budgeting.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"58 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139188437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Appreciative‐Based Change (ABC) Model of Community Engagement focuses on strengthening partnerships and maximizing impact by using an appreciative approach to service‐learning while addressing the challenges of community‐university partnerships. The model offers phases that identify and leverage unified strengths, assets, and resources to create positive change.
{"title":"The ABCs of appreciative‐based change: An appreciative service‐learning model","authors":"Christie Poteet","doi":"10.1002/ss.20490","DOIUrl":"https://doi.org/10.1002/ss.20490","url":null,"abstract":"The Appreciative‐Based Change (ABC) Model of Community Engagement focuses on strengthening partnerships and maximizing impact by using an appreciative approach to service‐learning while addressing the challenges of community‐university partnerships. The model offers phases that identify and leverage unified strengths, assets, and resources to create positive change.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139194242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：