Write in a clean editor, then format for New Directions for Student Services in one click — DocuGuru applies the official Wiley template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
New Directions for Student Services is a peer-reviewed journal published by Wiley, covering Higher Education Research Studies, Service-Learning and Community Engagement, Higher Education Governance and Development.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." New Directions for Student Services 12 (3): 45–58.
Formats any DOI in New Directions for Student Services style. No sign-up. |
| Publishes research in | Higher Education Research Studies Service-Learning and Community Engagement Higher Education Governance and Development Higher Education Practises and Engagement Online and Blended Learning |
| ISSN | 0164-7970 |
| Citation impact (2-yr) | 0.31 |
| h-index | 63 |
| i10-index | 492 |
| Total citations | 22,939 |
| Article processing charge | $3,140 |
| Top institutions publishing here | Iowa State University |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Abstract This chapter synthesizes fifteen years of published research on campus racial climates. It also presents nine themes that emerged from a qualitative study of campus racial climates at five predominantly White universities.
Abstract Student involvement in the life of the college has been found to relate positively to numerous variables, such as satisfaction with college, retention, academic achievement, and loyalty.
Abstract This chapter explores Facebook.com's current and potential uses for increasing college student involvement. Ideas based on Astin's model of student involvement provide a framework for discussion.
Abstract The model minority stereotype of Asian Americans is retrospectively analyzed twenty‐five years after the author’s original study of this issue. The continuing effects of this stereotype in higher education are examined.
