Georgianna L. Martin & Michael S. Hevel 
Research-Driven Practice in Student Affairs [PDF ebook] 
Implications from the Wabash National Study of Liberal Arts Education: New Directions for Student Services, Number 147

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 Mc Gee
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 9

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.