A Scholar-Practitioner Workshop Rishi Sriram, Ph.D. | Jeff Strietzel, M.A. | Leia Duncan, M.A.

Objectives: Understand and define a scholar-practitioner Discuss key barriers (extrinsic and intrinsic) Provide tools to replicate our group

Student Affairs Fast Slow &

Daniel Kahneman

Thinking Fast Thinking Slow Logic/ Reason Intuition Attention & Effort Automatic Requires Energy

Thinking Fast Please DO NOT answer the following question in your mind: 2 + 2 =

Thinking Slow Please DO NOT answer the following question in your mind: 15 x 17 =

Fast Slow

What’s Wrong with Thinking Fast? Prone to systematic errors Answers easier questions than what it is asked Little understanding of logic and statistics

[Scholar-Practitioner] What Does it Mean to Think Slow in Student Affairs? [Scholar-Practitioner]

The Scholar-Practitioner Model Prove Assessment Defend React to Demands Improve Research Discover Commit to Projects

How the Group Started Lisa Hatfield A Guide to Becoming a Scholarly Practitioner in Student Affairs Spoke at Student Learning & Engagement Retreat Graduate student (Corina Kaul) had the idea for a workshop Approached Rishi Sriram about the idea He said it would not work (nobody would come)

Recruitment & Promotion Got a financial sponsor (SLE)? Mentioned at student life luncheon Created a video Sent out an email Had to ‘apply’ – gave it legitimacy and made it sound elite! Got 11 paricipants

Workshop Details Spring Semester Met 11 times, approximately 3 times a month Rule of 3 (3 misses and you are out) Time coincided Student Affairs Assessment Committee so most already had booked for that. (off-week for Group) Sponsored by Student Learning and Engagement – provided notebooks, binders, graduation certificates, announced at end of year Student Life banquet

Workshop Details Sponsored by Student Learning and Engagement – provided notebooks, binders and food.

Workshop Details 10:00-10:30 Read on own 10:30-10:45 Walk to meeting location 10:45-11:45 Open discussion/ teaching on reading

Workshop Details Four Symbols Light Bulbs: New knowledge Question Marks: Questions you have about the reading? Ears: Passages where you thought, “I know someone who needs to read this!” Arrows: Something you want to do differently in response to this reading

Workshop Details Fast Feedback Date:_____________ Take a few minutes to answer the following questions: 1.) What is the most important thing you learned in class today? (you can list more than one if you like) 2.) What is the muddiest point in class today, question you have? (you can list more than one) 3.) What is you self-assessment of your participation/engagement for today and why?

Student Affairs Quantitative Research Competency Assessment Pre- & Post-test 73 items

Quantitative Knowledge Pretest range: 63-27 = 36 Posttest range: 67-38 = 29 r = .58 M = 36.5 (SD = 10.1) M = 48 (SD = 9.5) A paired samples t-test demonstrated significant increase in quantitative knowledge from pre- to post-test t(10) = 4.25, p = .002. There is a large effect Cohen’s d = 1.285 Effect size corrected for between-subjects studies per Morris and DeShon (2002)

Student Affairs Quantitative Research Competency Perception Pre- & Post-test 25 questions using 6-point Likert Scale Example:

Student Affairs Quantitative Research Competency Assessment Pretest range: 128-75 = 53 Posttest range: 134-81 = 53 r = .58 M = 96.5 (SD = 14.7) M = 107.8 (SD = 15.4) A paired samples t-test demonstrated significant increase in quantitative knowledge from pre- to post-test t(10) = 2.72, p = .021. There is a large effect Cohen’s d = .823. - Effect size corrected for between-subjects studies per Morris and DeShon (2002)

Qualitative Research Method: 8 pre- and post-interviews 12 questions in 5 groups 8-30 minutes each Structured

Qualitative Research Survey Questions: Have you tried to learn about research? Did you feel successful or unsuccessful? Do you identify as a scholar-practitioner? What motivates you to develop? What are significant barriers to developing?

Qualitative Research Question Rationale To explore: Strategies, autonomy, and perceived competence Identity, perceptions of role in higher education Motivations, honor experience Obstacles Expectations and Outcomes

Qualitative Research Findings: Perceived Competence- Formal Education Mixed Feelings of Success Participating in the Scholar-Practitioner Workshop incrementally increased sense of competence

Qualitative Research Findings: Scholar-Practitioner Identity- Uncomfortable with the “label” Imbalance; more Practitioner than Scholar “Not Smart Enough” Not Published Scholar Practitioner

Qualitative Research Findings: Scholar-Practitioner Identity- Earning the “label” Using Research to Inform Practice (when needed) Doing Assessment Years of Experience

Qualitative Research Findings: Motives to Develop- Extrinsic Workplace Priorities Need for Competency Increasing Student Affairs Credibility

Qualitative Research Findings: Motives to Develop- Intrinsic Personal Mission, Sense of Calling “Search for Truth” and Scholarship Care for Students and Student Affairs “It makes us better”

Qualitative Research Findings: Barriers to Development- Institutional Priorities Culture Lack of Support, Especially from Supervisor

Qualitative Research Findings: Barriers to Development- Individual Limited Time “That’s not my Thing” Intimidation, Anxiety, Risk/Reward

How to Create A Scholar Practitioner Workshop

Find a Coach (or Two)

In Preparation

Partnership

Recognizing Participants

A Scholar-Practitioner Workshop Questions? Rishi Sriram, Ph.D. | Jeff Strietzel, M.A. | Leia Duncan, M.A. Rishi_Sriram@baylor.edu Jeff_Strietzel@baylor.edu Leia_Duncan@baylor.edu