Student development theory and the ability to apply theory to practice are foundational to the field of student affairs (ACPA & NASPA, 2015; McEwen, 2003; McEwen & Talbot, 1998; Patton, McEwen, Rendón, & Howard-Hamilton, 2007; Patton, Renn, Guido, & Quaye, 2016). However, pracitioners can experience difficulty in applying theory to professional practice or may not consider the application of theory in their professional practice (Jaeger, Dunstan, Thornton, Rockenbach, Gayles, & Haley, 2013; Renn & Jessup-Anger, 2008). The purpose of this book was to serve as a critical resource for applying theory to student affairs practice. Specifically, the editors and the authors sought to provide cases that allowed readers an opportunity to apply theory to advance social justice and inclusion in student affairs practice. As we conclude the book, the editors offer three considerations for moving beyond the case analysis for social justice and inclusion through student learning and development. The three considerations include:

Develop flexible, nuanced theory application to student affairs practice

Develop and employ “power-conscious and intersectional approaches” in student affairs practice (Linder, 2019, p. 17)

Recognize the varied student experiences and external factors that affect student development and learning.