Abstract
This essay advances discussion of the evolution of student development theory as foundational knowledge for student affairs practice and the role theoretical consensus plays in the application of theory to student affairs practice. We located our discussion within the context of student affairs as a low-consensus field and address 2 related dynamics. First, we examined the influence lack of consensus has on student affairs practice, and second, we present tensions related to the emergence of new student development theories and their role in practice.
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