ABSTRACT
This chapter discusses the implications of the findings of the Wabash National Study (WNS) and serves to connect foundational and emerging ways of thinking about undergraduate college student development in the 21st century. The authors share their individual and collective insights on how they have evolved as researchers over the course of the study and offer a summary of key WNS findings. This chapter argues that conceptualizations of development must be both identity conscious and power conscious, in line with the Interactionist Model of College Student Learning and Development. Finally, the chapter offers an invitation to readers to adopt five habits of mind to guide their praxis and practice in working to promote student development.
