The Publication

Hatfield, Lisa J.; Wise, Vicki L.

doi:10.4324/9781003442783-5

Cited by 2 publications

(2 citation statements)

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“…This study reiterates the importance of student affairs graduate preparation programs that utilize a scholar-practitioner model of student affairs education—a model that pairs content knowledge with experience (Hatfield & Wise, 2015). Through pedagogical strategies such as case studies, simulations, and problem-based learning, students can begin to integrate content knowledge of theories, concepts, and processes with other key factors such as institutional context, political, and financial realities (Gansemer-Topf & Ryder, 2017).…”

Section: Implications For Practicementioning

confidence: 71%

Values, Contexts, and Realities: Senior Student Affairs Officers’ Decision-Making During the COVID-19 Pandemic

Gansemer-Topf

2022

American Behavioral Scientist

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Senior Student Affairs Officers (SSAOs), whose primary responsibility is the health, safety, and well-being of students, were at the forefront of leading their campuses through the COVID-19 crisis. In Fall 2020 a diverse group of 23 SSAOs was interviewed to understand the contexts and issues that influenced decision-making during the pandemic. A focus on students, alignment with institutional contexts, and financial realities were consistently identified as key influencers of decision-making. Effective decision-making often entails a balancing act of several factors. The implications of this study can be used to inform student affairs practice and the professional development of graduate students and future and current SSAOs.

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Section: Implications For Practicementioning

confidence: 71%

Values, Contexts, and Realities: Senior Student Affairs Officers’ Decision-Making During the COVID-19 Pandemic

Gansemer-Topf

2022

American Behavioral Scientist

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“…Given the importance of scholarship to the field, however, we believe that rewards and incentives for this activity need to be established (Ribera et al., 2012). Sharing advice from senior student affairs officers, Hatfield and Wise (2015) noted that promoting scholarship and scholarly identity for student affairs practitioners will require organizational structures that develop and support scholarly work through mentoring, professional development, and rewards.…”

Section: Defining Scholarly Teaching and Sotlmentioning

confidence: 99%

Defining the scholarship of teaching and learning (SoTL)

Gansemer‐Topf,

McCloud,

Braxton

2024

New Drctns for Student Srvcs

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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.

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The Publication

Cited by 2 publications

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Values, Contexts, and Realities: Senior Student Affairs Officers’ Decision-Making During the COVID-19 Pandemic

Values, Contexts, and Realities: Senior Student Affairs Officers’ Decision-Making During the COVID-19 Pandemic

Defining the scholarship of teaching and learning (SoTL)

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