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Student Development in College Theory, Research, and Practice

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ISBN-10: 1118821815

ISBN-13: 9781118821817

Edition: 3rd 2016

Authors: Lori D. Patton, Kristen A. Renn, Florence M. Guido, Stephen John Quaye, Nancy J. Evans

List price: $75.00
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Description:

The third edition of Student Development in College presents practitioners, scholars, and graduate students with the most recent information pertaining to student development theory, research, and its application to practice. Considered the key resource for those most committed to conscious and intentional student affairs practice, this updated third edition offers several new features: A condensed version of student development history, which now draws connections between student learning and student development and expands on theoretical worldviews and paradigms that have been used to guide the development and construction of theory. It also introduces an integrative framework to help readers view theory and student development in a more holistic, integrated, and complex way. Social identities take a central focus and include the addition of three new chapters focusing on social class; disability; and emerging theoretical perspectives that highlight generational and age identity, national identity, and digital identity. The chapter focusing on faith and spirituality includes information on religious, atheist, and agnostic identities. The chapter on gender is also updated with the latest research on men and masculinities. Part Three offers a combined emphasis on psychosocial and cognitive-structural theories, with some information being condensed and revised to allow self-authorship to be used as an anchoring theory to present a more integrated approach to viewing identity as a meaning-making process that involves both psychosocial and cognitive processes. Part Four introduces new strategies for student affairs practitioners to engage in difficult dialogues about theories, teaching theory, and the importance of being reflective educators and consumers of theory. New vignettes of key characters' storylines are woven throughout the chapters, allowing readers to witness the developmental trajectories of the characters as they move from chapter to chapter. Each chapter concludes with a set of discussion and reflection questions for readers to consider. A supplemental downloadable instruction guide connects information from the book with sound teaching strategies and ideas that can be implemented to enhance learning environments.
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Book details

List price: $75.00
Edition: 3rd
Copyright year: 2016
Publisher: John Wiley & Sons, Incorporated
Publication date: 2/29/2016
Binding: Hardcover
Pages: 560
Size: 7.00" wide x 9.50" long x 1.50" tall
Weight: 2.354
Language: English

Shaun R. Harper is an Assistant Professor in the Higher Education Management Program at the University of Pennsylvania. He maintains an active research agenda that examines race and gender in higher education; African American male college achievement; racial/ethnic minority student retention; the effects of college environments on student behaviors and outcomes; student affairs at historically Black colleges and universities; and gains associated with educationally purposeful student engagement, both inside and outside of the classroom. His dissertation study on high-achieving African American men at predominantly White universities received the 2004 National Association of Student Personnel Administrators (NASPA) Melvene D. Hardee Dissertation of the Year Award. In addition, Dr. Harper is recipient of the 2005 Emerging Scholar Award and the 2006 Annuit Coeptis Award for early career achievement, both given by the American College Personnel Association. He has presented over 100 research papers, symposia, and workshops at national higher education and student affairs professional conferences since 2000. He is the editor of three forthcoming books and author of 34 peer-reviewed journal articles, book chapters, and other scholarly publications. Additionally, Dr. Harper currently serves as Director of Research on the NASPA International Board of Directors; an editorial board member for the Journal of College Student Development and NASPA Journal; and a member of the Advisory Committee for the National Conference on Race and Ethnicity in American Higher Education.Stephen John Quaye will soon begin a tenure-track Assistant Professorship in the College Student Personnel Program at the University of Maryland, College Park. He currently serves as a Research Assistant in the Center for the Study of Higher Education at The Pennsylvania State University. His research concentrates on the influence of race relations on college and university campuses, specifically the gains and outcomes associated with inclusive racial climates, cross-racial interactions, and color-conscious pedagogical approaches. Over the past three years, he has presented 17 sessions at national higher education and student affairs conferences. Stephen is lead editor (with Peter Magolda) of the forthcoming book, Educational Awakenings: Meaningful Rites of Passage of Graduate Students, and author of nearly a dozen peer-reviewed journal articles, book chapters, and other scholarly publications. He currently serves as a Department Editor for About Campus, Associate Editor of Higher Education in Review (a national student-run, peer-reviewed journal at Penn State), and an editorial board member for the Journal of the Professoriate.Shaun R. Harper is an Assistant Professor in the Higher Education Management Program at the University of Pennsylvania. He maintains an active research agenda that examines race and gender in higher education; African American male college achievement; racial/ethnic minority student retention; the effects of college environments on student behaviors and outcomes; student affairs at historically Black colleges and universities; and gains associated with educationally purposeful student engagement, both inside and outside of the classroom. His dissertation study on high-achieving African American men at predominantly White universities received the 2004 National Association of Student Personnel Administrators (NASPA) Melvene D. Hardee Dissertation of the Year Award. In addition, Dr. Harper is recipient of the 2005 Emerging Scholar Award and the 2006 Annuit Coeptis Award for early career achievement, both given by the American College Personnel Association. He has presented over 100 research papers, symposia, and workshops at national higher education and student affairs professional conferences since 2000. He is the editor of three forthcoming books and author of 34 peer-reviewed journal articles, book chapters, and other scholarly publications. Additionally, Dr. Harper currently serves as Director of Research on the NASPA International Board of Directors; an editorial board member for the Journal of College Student Development and NASPA Journal; and a member of the Advisory Committee for the National Conference on Race and Ethnicity in American Higher Education.Stephen John Quaye will soon begin a tenure-track Assistant Professorship in the College Student Personnel Program at the University of Maryland, College Park. He currently serves as a Research Assistant in the Center for the Study of Higher Education at The Pennsylvania State University. His research concentrates on the influence of race relations on college and university campuses, specifically the gains and outcomes associated with inclusive racial climates, cross-racial interactions, and color-conscious pedagogical approaches. Over the past three years, he has presented 17 sessions at national higher education and student affairs conferences. Stephen is lead editor (with Peter Magolda) of the forthcoming book, Educational Awakenings: Meaningful Rites of Passage of Graduate Students, and author of nearly a dozen peer-reviewed journal articles, book chapters, and other scholarly publications. He currently serves as a Department Editor for About Campus, Associate Editor of Higher Education in Review (a national student-run, peer-reviewed journal at Penn State), and an editorial board member for the Journal of the Professoriate.