Research-Driven Practice in Student Affairs: Implications from the Wabash National Study of Liberal Arts Education: New Directions for Student Services, Number 147(J-B SS Single Issue Student Services)

As student affairs units face increasing pressure to use data and evidence to inform planning and decisions, the research related to higher education has become more complex and, in some cases, less accessible. This issue aims to bridge this gap by drawing implications for student affairs programs and practices from the results of the Wabash National Study of Liberal Arts Education, an investigation that followed thousands of college students at more than 50 colleges and universities. The authors identify research-based ways that student affairs practitioners can facilitate educational outcomes, including critical thinking, moral reasoning, and intercultural competence, while being sensitive to the needs of specific populations of students. This is the 147th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

Table of Contents:
EDITORS' NOTES 1 Georgianna L. Martin, Michael S. Hevel 1. Conceptualizing Research-Driven Practice and the Wabash National Study 3 Georgianna L. Martin, Michael S. Hevel, James P. Barber 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 (WNS). 2. Developing Moral Character 13 Tricia A. Seifert This chapter synthesizes WNS research that examined moral character and concludes with recommendations for student affairs practice. 3. Research-Driven Practice in Fraternity and Sorority Life 23 Michael S. Hevel, Daniel A. Bureau This chapter examines the findings, implications for practice, and directions for future research provided by the WNS research that focused on fraternities and sororities. 4. Making Diversity Work to Improve College Student Learning 37 Kathleen M. Goodman, Nicholas A. Bowman This chapter summarizes how diversity experiences influence college students' educational outcomes and offers recommendations for practice to maximize these benefits on all campuses. 5. The Effects of Student Interactions With Student Affairs Professionals on College Outcomes 49 Georgianna L. Martin, Melandie McGee This chapter explores how students' interactions with student affairs professionals influence college outcomes with a particular focus on applying findings to student affairs practice. 6. Exploring Students' Integration of Learning After Four Years of College 59 James P. Barber This chapter uses findings on integration of learning from the qualitative portion of the WNS to discuss how students make connections between skills, ideas, and knowledge across contexts. 7. What the Wabash National Study Can Teach Us About At-Risk Student Populations 77 Teniell L. Trolian This chapter surveys WNS results that explored how "at-risk" identities affect students' educational outcomes and offers advice on how to ensure the success of these students. 8. Becoming a Scholar-Practitioner in Student Affairs 89 V. Leilani Kupo This chapter explores the meanings of "scholar-practitioner" and explores habits of mind that encourage participation in scholarly activities and incorporating evidence in professional practice. INDEX 99

About the Author :
Issue Editors: Georgianna L. Martin is an assistant professor of higher education and student affairs at the University of Southern Mississippi. Michael S. Hevel is an assistant professor of higher education at the University of Arkansas. Series Editor-in-Chief: Elizabeth J. Whitt is vice provost and dean for undergraduate education at University of California, Merced.