ABSTRACT
Student development theory and the ability to apply theory to practice are foundational to the field of student affairs. Student affairs practice is not formulistic. While faculty members, practitioners, and higher education and student affairs (HESA) graduate students can draw upon an array of theories to inform professional practice and institutional policy, the application of theory to advance student learning and development is an art that requires openness and flexible, nuanced approaches. Faculty members, practitioners, and HESA graduate students must develop and employ “power-conscious and intersectional approaches” to advance social justice and inclusion in student affairs practice. Faculty members, practitioners, and HESA graduate students must recognize the varied student experiences and external factors that affect student development and learning. Faculty members, practitioners, and HESA graduate students should pay attention to what is happening outside of college and universities that have implications for the advancement of social justice and inclusion.
