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Walking a Tightrope between Too Much Research or Too Much Practice in Student Success Initiatives

Sun, April 27, 11:40am to 1:10pm MDT (11:40am to 1:10pm MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 2G

Abstract

A primary way higher education practitioners become acquainted with theoretical background and professional behaviors originates during graduate education (Hirschy & Wilson, 2017; Komives & Carpenter, 2016; Liddell et al, 2014; Reason & Kimball, 2012). Common tropes overheard in higher education and student affairs (HESA) classrooms are theory-to-practice, scholar-practitioner, and intentional practice. These axioms suggest an explicit connection between theory and practice of HESA work. During this period, graduate programs socialize students to “knowledge, skills, and values necessary for successful entry into a professional career” (Weidman et al, 2001, p. iii). Despite explicit calls for theory-to-practice linkages, however, differing dialogues emerge whether student affairs professionals should be scholar- practitioners, scholars only, or practitioners only (Blimling, 2011; Broido, 2011; Sriram & Oster, 2012; Wawrzynski & Jessup-Anger, 2014). Becoming a scholar-practitioner is of paramount importance if HESA professionals are to use “an intentional approach” to their work (Evans & Reason, 2001, p. 372). Furthermore, without research and practice working cooperatively, HESA “work will deteriorate into ritual observance, which yields little assistance to growing students... personnel workers must be thoroughly trained in research methods” (p. 12).

In this presentation, I will take up the tensions inherent in having an uneven approach to the implementation of student success initiatives. I will share some guiding philosophies that I have used in directing a division that focuses on academic engagement, retention, and success at Ohio University. Drawing from my leadership experiences as a dean, I will share some of the challenges where people doubt research on how to better support students in favor of more practice-focused and anecdotal evidence. At certain points, accounting for the anecdotal evidence provides important insight into the students being served, much like when a research study is conducted at a different institution than the one where interventions take place. I will conclude my time in offering some specific examples of success and failure as it relates to finding a balance in student success initiative implementation.

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