Small institutions must be agile and creative in successfully sustaining and expanding in today's higher education climate. Collaborating with external partners is an excellent choice for small institutions whose funding and staffing are limited. Our intention with this article is to focus on collaboration with external partners including…

This article explores developmental readiness, efficacy, and design sequencing considerations in college service experiences. Drawing on developmental theory and best practices, this article offers a roadmap to more effectively align student development with the design of community service experiences. It includes implications for practice and…

Student-led service requires powerful partnerships with governmental, business, and community organizations to ensure access, quality, and opportunity. Never has this been more important than in the shifting landscape of higher education characterized by rapid diversification of students, enrollment and financial challenges, and questions about…

McCloud offers guidance on fostering a culture of intentionality within the scholarship of teaching, learning, and practice highlighting the role of collaborative partnerships, ongoing assessment, and professional development in advancing this critical agenda.

Indigenous students from rural communities attending postsecondary institutions can face unique challenges that negatively impact persistence and retention rates. Unfortunately, most postsecondary institutions are ill-equipped to understand and support this population. This chapter briefly outlines the challenges rural Indigenous students…

This article highlights several examples of student affairs practitioners and graduate preparation faculty engaging in the scholarship of practice. In doing so, these individuals merit a designation as scholars of practice because they are conducting research using their disciplinary knowledge and skill to address an institutional problem or…

All undergraduate students at Saint Mary's College of California, a small, private institution, are required to complete an engaged learning (EL) course or experience for graduation. This graduation requirement was established to provide students with the opportunity to learn in and from the community; an important value from the principles of the…

This chapter provides an overview of current legal issues in college sports and offers implications for supporting student-athletes and the academic mission of higher education institutions.

Policy can and should be used as a tool of sexual violence prevention and response. In this chapter, we explore the historical, social justice, compliance, and best practice rationales for approaching policy development and revision differently.

In this chapter, the authors consider the controversy surrounding Teach For America and their alliance with Black and Latinx fraternities and sororities, and conclude with suggestions for community service and best practices for these organizations.

This chapter examines the growing inclusion of transgender student-athletes as well as the barriers that transgender student-athletes continue to face in intercollegiate athletics. The chapter concludes with a discussion of suggested practices and implications.

This chapter highlights issues of racism and neoliberal capitalism that exist within the market-like structure of intercollegiate athletics on college campuses, as well as some of the consequences for student-athletes. We discuss the importance of using critical frameworks to better understand and shift the culture and structure of athletic…

The chapter will focus on the role of career services in external relations. It will provide the basis for this connection along with best practices in developing and maintaining a mutually beneficial relationship between career centers and on-campus and off-campus partners.

This chapter describes how career services professionals and academic advising units can partner to serve college students. Observations are also provided regarding the role of advising and best practices to meet the growing need for a shared approach to the academic and career needs of students.

This chapter explores the practices of learning communities designed for specific, underserved student populations, highlighting on-campus examples and culminating with a synthesized list of core practices from these "inclusive" learning communities.