ERIC Number: ED446300
Record Type: RIE
Publication Date: 2000
Linking Theory to Practice: Case Studies for Working with College Students. Second Edition.
Stage, Frances K., Ed.; Dannells, Michael, Ed.
This revised edition presents student affairs professionals with current issues pertaining to practice. It offers twenty-six case studies that reflect the complexity of today's environment at colleges and universities, and the changing student affairs profession. The case studies describe situations that arise from campus violence, student activism, and diversity on campus. Campus settings range from large research institutions to community colleges. The book can be used to supplement readings within student affairs preparation courses, as material for workshops, or for paraprofessionals. It is organized into two major sections. Part One, "Theories, Practices, and Case-Study Analysis," includes the first three chapters. Chapter One presents an argument for the use of case studies in linking theoretical study with practice. Chapter Two provides an overview of four areas that comprise the study of college student affairs: student development; college environments; organizational theory; and changing student body. Chapter Three introduces an algorithm to be followed in conducting case study analysis. Part Two, "Case Studies," includes the remaining six chapters, each containing case studies. The chapters are divided into the following topics: organization and administration; advising and counseling; residence life; student activities; academic issues; and legal and judicial matters. (Contains an index to case studies, a subject index, and 108 references.) (JDM)
Descriptors: Case Studies, College Environment, College Students, Diversity (Student), Educational Trends, Higher Education, Student Behavior, Student College Relationship, Student Personnel Services, Student Personnel Workers, Violence
Taylor & Francis Group, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064 (Toll Free).
Publication Type: Books; Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A