Scholarship of student affairs professionals: Writing strategies and identity explored through coaching

This study explored effective writing strategies and scholarly identity formation during a structured program intended to help mid-level student affairs professionals produce manuscripts for publication. The most important strategy participants identified was to create a habit of practice to foster writing. After working with the researchers, three of the five participants self-identified as scholars. This study has implications for the student affairs profession, its national organizations, and for graduate programs in higher education.