It’s Not Just You: Engaging Self-Care as Collective Action

By: Ashley N. Robinson, University of Connecticut As a labor organizer in higher education spaces, one of the biggest challenges that I have faced is helping student affairs educators and educational researchers break down insidious messages about burnout as being…

Write-Edit-Write-Repeat: Reflections of Making It Through your Doctoral Writing Examination

By: Quortne Hutchings, Loyola University Chicago In July 2019, I submitted my 10-week writing exam for my doctoral program in higher education. Now that my writing exam is over, I have done some much-needed reflection on things I learned about…

Perspectives on Critical Quantitative Research II

By: Daniel Corral, University of Wisconsin-Madison Inspired by my academic and research experience as a McNair Scholar, I entered graduate school interested in applying critical theoretical frameworks to explore disparities as they relate to college access and success of Students of Color.  Similar to experience of my colleague Na Lor (read her post blog post here ), I was…

Are Higher Education Programs Failing to Practice What They Teach?

By: Tyler Hallmark, The Ohio State University  It has long been discussed among higher education researchers how to ultimately translate research into practice, evidenced in the American Educational Research Association’s upcoming 2020 conference theme “The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders…

The Importance of Being Flexible With Your Time: Advice for New Doctoral Students who Like to Plan Ahead

By: Cinthya Salazar, University of Maryland, College Park  When I started my doctoral program in Student Affairs during the fall 2015 semester, I could not have predicted the way graduate school was going to unfold and how much I was…