NEW BOOK AVAILABLE!
A Practitioner's Guide to Supporting Graduate and Professional Students
This guide helps faculty and student affairs practitioners better serve graduate and professional school students as they navigate what can be an isolating, taxing, and unfamiliar context. This book provides tools, resources, communication strategies, and actionable theory-to-practice connections for practitioners, professionals, and faculty at all levels who work to support post-baccalaureate student thriving.
Use Code FLA22 at checkout for a 20% discount
A Practitioner's Guide to Supporting Graduate and Professional Students
This guide helps faculty and student affairs practitioners better serve graduate and professional school students as they navigate what can be an isolating, taxing, and unfamiliar context. This book provides tools, resources, communication strategies, and actionable theory-to-practice connections for practitioners, professionals, and faculty at all levels who work to support post-baccalaureate student thriving.
Use Code FLA22 at checkout for a 20% discount
Interest/Areas of Research:
I am fascinated by many aspects of college student development, but I have spent most of my time researching student transitions and identity development, and specifically the post-university transition.
Selected Relevant Publications:
Books:
Shepard, V. & Perry, A. (Eds). (2022). A Practitioner’s Guide to Supporting Graduate and Professional Students. Routledge.
Refereed Academic Manuscripts:
Hachadurian, C., Perry, A., & Calhoun, S. (2022/23). Preparing for the post-university transition: Supporting homeless, emancipated, orphaned, and other Independent Students. College Student Affairs Journal, 40(2), 40-53.
Perry, A., & Shepard, V. (2022). Reading guide for “A Practitioner’s Guide to Supporting Graduate & Professional Students.” ACPA Developments, 19(4), Article 6, online.
Perry, A. (2022). A comprehensive view of the post-university transition: A longitudinal study. National Resource Center Research Brief Series, 7, 1-4.
Shepard, V., Perry, A., & Hall-Hertel, K. (2022). Considering the current state of graduate and professional student affairs. NASPA Knowledge Community Publication, March, 7-9.
Perry, A., Bigelow, M. G. (2020). The therapeutic nature of qualitative interviewing: Benefits of research participation. Journal of Research Initiatives, 5(2), Article 2, 1-15.
Perry, L., Perry, A., & Ray, C. (2020). Preparing the next generation: A call for more graduate student community engagement. NASPA Knowledge Community Publication, March, 10-12.
Perry, A., Ray, C., & Perry, L. (2020). Examining the relationship between community engagement and graduate student preparation. ACPA Developments, 17(2). Article 4, online.
Perry, A., Dean, S., & Hilton, A. (2019). New faculty transitions and obstacles: An auto-ethnographic exploration. Journal of The Professoriate, 10(1), 43-72.
Perry, A., & Spencer, C. (2018). College didn’t prepare me for this: The realities of the student debt crisis and the effect it is having on college graduates. The William and Mary Educational Review, 6(1), 1-9.
Perry, L., & Perry, A. (2017). Facilitating student engagement research: An analogy for understanding and applying Naturalistic Inquiry. Journal of Research Initiatives, 3(1), Article 2, 1-11.
Zernechel, A., & Perry, A. (2017). The final battle: Constructs of hegemonic masculinity and hypermasculinity in fraternity membership. College Student Affairs Leadership, 4(1), Article 6, 1-9.
McClain, K., & Perry, A. (2017). Where did they go: Retention rates for students of color at predominantly White institutions. College Student Affairs Leadership, 4(1), Article 3, 1-10.
Covington, M., Chavis, T., & Perry, A. (2017). A scholar-practitioner perspective to promoting minority success in STEM. The Journal of Multicultural Education, 11(2), 149-159.
Spencer, C., & Perry, A. L. (2016). Helping students maximize their degree as a competitive tool: The value of experiential learning. The William and Mary Educational Review 4(1), 25-33.
Perry, A., & Perry, L. (2015). Final-year transition and service-learning: Working together as a vehicle for student engagement, development, and life preparedness. The International Journal of Research on Service-Learning and Community Engagement 3(1), 1-10.
Book Chapters (Refereed):
Gardner, P. D., & Perry, A. L. (2023). Adapting to an accelerating, disruptive future: Melding work and learning through the role of the T-Professional. In K. E. Zegwaard, & J. Pretti (2nd Ed.), International Handbook for Work-Integrated Learning (3rd Ed.). (pp. 492-509). Lowell, MA: World Association for Cooperative Education.
Perry, A., & Hall-Hertel, K. (2022). Curriculum project. In V. Shephard & A. Perry (Eds). A Practitioner’s Guide to Supporting Graduate and Professional Students (pp. 211-219). Routledge.
Shepard, V. & Perry, A. (2022). Conclusion. In V. Shephard & A. Perry (Eds). A Practitioner’s Guide to Supporting Graduate and Professional Students (pp. 220-228). Routledge.
Perry, A., & Perry, L. (2018). Transformative learning and high impact practices. In M. Frederick, P. A. Sasso, & J. M. Maldonado (Eds.), The Dynamic Student Development Meta-Theory: A New Model for Student Success (pp. 263-279). New York: Peter Lang.
Perry, A. L. (2013). Outduction: Preparing to leave, graduation, and beyond. In M. Morgan (Ed.), Supporting Diversity in Higher Education: A practical guide (pp. 156-176). Oxon: Routledge.
Gardner, P., & Perry, A. (2012). Transitioning into the 21st century workplace: Will seniors be ready? In M. S. Hunter, J. R. Keup, J. Kinzie, & H. Maietta (Eds.), The Senior Year Experience: Culminating Experiences and Transitions (pp. 135-154). Columbia, South Carolina: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
Gardner, P. D., & Perry, A. L. (2011). The role of cooperative and work-integrated education in graduate transition into the workplace. In R. K. Coll & K. E. Zegwaard (Eds.), International Handbook for Cooperative and Work-Integrated Education: International Perspectives of Theory, Research and Practice (2nd Ed). (pp. 313-320). Lowell, MA: World Association for Cooperative Education.
Perry, A. L. (2011). Outduction: Preparing to leave, graduation, and beyond. In M. Morgan (Ed.), Improving the Student Experience: A Practical Guide for Universities and Colleges (pp. 126-141). Oxon: Routledge.
Non-Refereed Academic Manuscripts:
Hachadurian, C., Perry, A., & Calhoun, S. (2019). Three ways to help youth navigate life after college. School House Connection, May 20, 2019.
McDonough, B., & Perry, A. (2018). Collecting to the core: Essential works to support college student
development. Against the Grain, February Issue.
Perry, A. (2010). The post-university transition. New Zealand Education Review: Postgrad & Research, 2010, 29.
Perry, A. (2009). Book Review: 20 something manifesto. New Zealand Journal of Adult Learning: Aotearoa, 37(2), December 2009.
Perry, A., & Perry, L. (2008). What is leadership at UCO? New Plains Review: Pathways to Leadership, 8(1).
Perry, L., & Perry, A. (2008). Leaders of tomorrow: A servant leadership organization. New Plains Review: Pathways to Leadership, 8(1).
Perry, L., & Perry, A. (2008). Italy leadership study tour: A transformational experience. New Plains Review: Pathways to Leadership, 8(1).
Research Projects Underway:
Methodological Alignment:
I identify as a Qualitative Researcher and utilizes methods including, but not limited to:
Further information about my research:
1.) Western Carolina University - April Perry Bio
2.) PhD Research Abstract (linked below)
3.) Research Personal Statement (linked below)
4.) Copy of PhD Dissertation (linked below)
I am fascinated by many aspects of college student development, but I have spent most of my time researching student transitions and identity development, and specifically the post-university transition.
- Student Development (UG & Grad)
- Student Transitions (UG & Grad)
- Career Development/Preparation
- Career Transitions
- Leadership Development
- Student Involvement and Engagement
- Institutional Strategies that promote student success
- The Role of Higher Education in the 21st Century
- The Value of a Degree
- Faculty Transitions
- Faculty-Student Mentor Relationships
Selected Relevant Publications:
Books:
Shepard, V. & Perry, A. (Eds). (2022). A Practitioner’s Guide to Supporting Graduate and Professional Students. Routledge.
Refereed Academic Manuscripts:
Hachadurian, C., Perry, A., & Calhoun, S. (2022/23). Preparing for the post-university transition: Supporting homeless, emancipated, orphaned, and other Independent Students. College Student Affairs Journal, 40(2), 40-53.
Perry, A., & Shepard, V. (2022). Reading guide for “A Practitioner’s Guide to Supporting Graduate & Professional Students.” ACPA Developments, 19(4), Article 6, online.
Perry, A. (2022). A comprehensive view of the post-university transition: A longitudinal study. National Resource Center Research Brief Series, 7, 1-4.
Shepard, V., Perry, A., & Hall-Hertel, K. (2022). Considering the current state of graduate and professional student affairs. NASPA Knowledge Community Publication, March, 7-9.
Perry, A., Bigelow, M. G. (2020). The therapeutic nature of qualitative interviewing: Benefits of research participation. Journal of Research Initiatives, 5(2), Article 2, 1-15.
Perry, L., Perry, A., & Ray, C. (2020). Preparing the next generation: A call for more graduate student community engagement. NASPA Knowledge Community Publication, March, 10-12.
Perry, A., Ray, C., & Perry, L. (2020). Examining the relationship between community engagement and graduate student preparation. ACPA Developments, 17(2). Article 4, online.
Perry, A., Dean, S., & Hilton, A. (2019). New faculty transitions and obstacles: An auto-ethnographic exploration. Journal of The Professoriate, 10(1), 43-72.
Perry, A., & Spencer, C. (2018). College didn’t prepare me for this: The realities of the student debt crisis and the effect it is having on college graduates. The William and Mary Educational Review, 6(1), 1-9.
Perry, L., & Perry, A. (2017). Facilitating student engagement research: An analogy for understanding and applying Naturalistic Inquiry. Journal of Research Initiatives, 3(1), Article 2, 1-11.
Zernechel, A., & Perry, A. (2017). The final battle: Constructs of hegemonic masculinity and hypermasculinity in fraternity membership. College Student Affairs Leadership, 4(1), Article 6, 1-9.
McClain, K., & Perry, A. (2017). Where did they go: Retention rates for students of color at predominantly White institutions. College Student Affairs Leadership, 4(1), Article 3, 1-10.
Covington, M., Chavis, T., & Perry, A. (2017). A scholar-practitioner perspective to promoting minority success in STEM. The Journal of Multicultural Education, 11(2), 149-159.
Spencer, C., & Perry, A. L. (2016). Helping students maximize their degree as a competitive tool: The value of experiential learning. The William and Mary Educational Review 4(1), 25-33.
Perry, A., & Perry, L. (2015). Final-year transition and service-learning: Working together as a vehicle for student engagement, development, and life preparedness. The International Journal of Research on Service-Learning and Community Engagement 3(1), 1-10.
Book Chapters (Refereed):
Gardner, P. D., & Perry, A. L. (2023). Adapting to an accelerating, disruptive future: Melding work and learning through the role of the T-Professional. In K. E. Zegwaard, & J. Pretti (2nd Ed.), International Handbook for Work-Integrated Learning (3rd Ed.). (pp. 492-509). Lowell, MA: World Association for Cooperative Education.
Perry, A., & Hall-Hertel, K. (2022). Curriculum project. In V. Shephard & A. Perry (Eds). A Practitioner’s Guide to Supporting Graduate and Professional Students (pp. 211-219). Routledge.
Shepard, V. & Perry, A. (2022). Conclusion. In V. Shephard & A. Perry (Eds). A Practitioner’s Guide to Supporting Graduate and Professional Students (pp. 220-228). Routledge.
Perry, A., & Perry, L. (2018). Transformative learning and high impact practices. In M. Frederick, P. A. Sasso, & J. M. Maldonado (Eds.), The Dynamic Student Development Meta-Theory: A New Model for Student Success (pp. 263-279). New York: Peter Lang.
Perry, A. L. (2013). Outduction: Preparing to leave, graduation, and beyond. In M. Morgan (Ed.), Supporting Diversity in Higher Education: A practical guide (pp. 156-176). Oxon: Routledge.
Gardner, P., & Perry, A. (2012). Transitioning into the 21st century workplace: Will seniors be ready? In M. S. Hunter, J. R. Keup, J. Kinzie, & H. Maietta (Eds.), The Senior Year Experience: Culminating Experiences and Transitions (pp. 135-154). Columbia, South Carolina: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
Gardner, P. D., & Perry, A. L. (2011). The role of cooperative and work-integrated education in graduate transition into the workplace. In R. K. Coll & K. E. Zegwaard (Eds.), International Handbook for Cooperative and Work-Integrated Education: International Perspectives of Theory, Research and Practice (2nd Ed). (pp. 313-320). Lowell, MA: World Association for Cooperative Education.
Perry, A. L. (2011). Outduction: Preparing to leave, graduation, and beyond. In M. Morgan (Ed.), Improving the Student Experience: A Practical Guide for Universities and Colleges (pp. 126-141). Oxon: Routledge.
Non-Refereed Academic Manuscripts:
Hachadurian, C., Perry, A., & Calhoun, S. (2019). Three ways to help youth navigate life after college. School House Connection, May 20, 2019.
McDonough, B., & Perry, A. (2018). Collecting to the core: Essential works to support college student
development. Against the Grain, February Issue.
Perry, A. (2010). The post-university transition. New Zealand Education Review: Postgrad & Research, 2010, 29.
Perry, A. (2009). Book Review: 20 something manifesto. New Zealand Journal of Adult Learning: Aotearoa, 37(2), December 2009.
Perry, A., & Perry, L. (2008). What is leadership at UCO? New Plains Review: Pathways to Leadership, 8(1).
Perry, L., & Perry, A. (2008). Leaders of tomorrow: A servant leadership organization. New Plains Review: Pathways to Leadership, 8(1).
Perry, L., & Perry, A. (2008). Italy leadership study tour: A transformational experience. New Plains Review: Pathways to Leadership, 8(1).
Research Projects Underway:
- A longitudinal exploration of the post-university transition (on-going). From July-November 2020, I conducted a follow-up study (qualitative interviews) with the original participants in my PhD research (5 years since previous data was collected, 10 years since the original study) in effort to explore graduates and their transition after college from a longitudinal perspective.
- I am co-editor of A Practitioner’s Guide to Supporting Graduate and Professional Student (Routledge Publishing). As part of the book, I am leading an ongoing research project (2020 pilot) through AGAPSS Knowledge Community using training and curriculum modules developed on this topic for practitioners and within graduate coursework.
- Based on my interests in researching identity development and transitions, I was the PI (working with two colleagues) on a qualitative study informed by auto-ethnographic methodology about faculty transitions.
Methodological Alignment:
I identify as a Qualitative Researcher and utilizes methods including, but not limited to:
- Symbolic Interactionism
- Naturalistic Inquiry
- Narrativity/Narratology
- Case Study
- Ethnography (including auto-ethnography)
- Phenomenology
- Action Research
Further information about my research:
1.) Western Carolina University - April Perry Bio
2.) PhD Research Abstract (linked below)
3.) Research Personal Statement (linked below)
4.) Copy of PhD Dissertation (linked below)
phd_dissertation_abstract.pdf | |
File Size: | 148 kb |
File Type: |
research_personal_statement.pdf | |
File Size: | 164 kb |
File Type: |
april_perry_phd_dissertation.pdf | |
File Size: | 2355 kb |
File Type: |
In 2017, April was named the Outstanding Professional in Graduate and Professional Student Services,
an award presented by the AGAPSS Knowledge Community of NASPA.
an award presented by the AGAPSS Knowledge Community of NASPA.