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Susan Jones

Professor, Department of Educational Studies

Program Area: Higher Education and Student Affairs

(614) 688-8369
jones.1302@osu.edu

Personal Website

Biography

Susan Robb Jones is professor in the Higher Education and Student Affairs program at The Ohio State University. Prior to re-joining the faculty at Ohio State in 2010, she was an associate professor and director of the College Student Personnel program at the University of Maryland-College Park (2005-2010). 

She has published six books, more than 28 book chapters and more than 25 journal articles, mostly in top-tier journals, including the Journal of College Student Development and the Journal of Higher Education

She is the co-author (with Dr. Elisa S. Abes) titled Identity Development of College Students (Jossey-Bass, 2013).She and two colleagues (Drs. Vasti Torres and Jan Arminio) published a book entitled Negotiating the Complexities of Qualitative Research: Fundamental Elements and Issues (Routledge, 2006; 2nd edition, 2014).Jones is one of the co-editors (Schuh, Jones, and Harper) of the 5th edition of Student Services: A Handbook for the Profession (Jossey-Bass, 2011), referred to as “the Green Book” and arguably the leading text book for graduate programs in higher education and student affairs.

Education

  • PhD, Counseling and Personnel Services, University of Maryland, 1995
  • MEd, Higher Education and Student Affairs, University of Vermont, 1981
  • BA, Sociology, Saint Lawrence University, 1978

Research Interests

Research Summary

Her research addresses such topics as intersectionality and multiple dimensions of identity development, the role of meaning-making capacity in the construction of multiple identities, enduring influences of service-learning on college student’s identity development, required community service and developing student understanding of HIV/AIDS through community service-learning.

Most recently, Jones' work includes examinations of the evolution of student development theory, with particular focus on critical frameworks, intersectionality in the study of identity, intersectionality as a framework to explore queer and trans student retention, white students and construction of social location, and developmental readiness and outcomes associated with international service learning.

Honors

  • ACPA Contribution to Knowledge Award (2015)
  • University of Maryland Thomas M. Magoon Distinguished Alumni Award (2012)
  • University of Maryland Outstanding Scholar Award (2011)
  • NASPA Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member (2010)
  • The Ohio State University Alumni Award for Distinguished Teaching (2002)
  • ACPA Emerging Scholar (2001)
  • ACPA Senior Scholar (2009) 
  • ACPA Diamond Honoree for significant contributions to higher education and student affairs (2005).  

Selected Publications

Books

  • Abes, E. A., Jones, S. R., & Stewart, D-L. (Eds.). (2019). Rethinking student development theory using critical frameworks. Sterling, VA: Stylus.
  • Schuh, J., Jones, S. R., & Torres, V. (Eds.). (2017). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. 
  • Jones, S. R., Torres, V., Arminio, J. (2014).  Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues (2nd ed.) New York, NY: Routledge.
  • Jones, S. R., Abes, E. S., (2013). Identity development of college students: Advancing frameworks for multiple dimensions of identity. San Francisco, CA: Jossey-Bass.
  • Schuh, J., Jones, S. R., Harper, S. (Eds.). (2011). Student services: A handbook for the profession (5th ed.). San Francisco, CA: Jossey-Bass.
  • Jones, S. R., Torres, V., Arminio, J. (2006). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues. New York, NY: Routledge.

Book Chapters

  • Jones, S.R. (2019). Waves of change: The evolving history of student development theory. In E.S. Abes, S.R. Jones, & D-L Stewart (Eds.), Rethinking College Student Development Using Critical Frameworks. Sterling, VA: Stylus.
  • Duran, A., & Jones, S.R. (2019). Context and contextualizing student development using critical theory. In E.S. Abes, S.R. Jones, & D-L Stewart (Eds.), Rethinking College Student Development Using Critical Frameworks. Sterling, VA: Stylus.
  • Abes, E.S., Duran, A., Jones, S.R., & D-L Stewart (2019). Rethinkingstudent development using critical theory. In E.S. Abes, S.R. Jones, & D-L Stewart (Eds.), Rethinking College Student Development Using Critical Frameworks. Sterling, VA: Stylus.
  • Jones, S. R., & Robbins, C. K. (in press). Feminist research. In M. David, M. Amey, P. Eddy, T. Kim, & R. Ropers-Huilman (Eds.), The SAGE Encyclopedia of Higher Education. (Vol 1., pp. xx-yy). Thousand Oaks, CA: SAGE. 
  • Wijeyesinghe, C. L., & Jones, S. R. (2019). Intersectionality, identity, and systems of power and inequality. In D. Mitchell, J. Marie, & T. Steele (Eds.), Intersectionality and higher education: Theory, research, and praxis (2nd ed., pp. 3-14). New York, NY: Peter Lang.
  • Jones, S.R. (2019). Putting potential to work. In P.M. Magolda, M.B. Baxter Magolda, & R. Carducci (Eds.), Contested Issues in Student Affairs (2nd ed., pp. 455-468).Sterling, VA: Stylus. 
  • Jones, S.R., & Abes, E.S. (2017). The nature and uses of theory. In J. Schuh, S. R. Jones, & V. Torres (Eds.), Student Services: A Handbook for the Profession 6th ed.; pp. 137-152). San Francisco, CA: Jossey-Bass. 
  • Jones, S.R., Schuh, J.S., & Torres, V. (2017). Shaping the future. In J. Schuh, S. R. Jones, & V. Torres (Eds.), Student Services: A Handbook for the Profession (6th ed.; pp. 550-566). San Francisco, CA: Jossey-Bass.
  • Jones, S. R., & Foste, Z. (2017). Qualitative research on civic outcomes and service-learning. In R. Bringle, J. Hatcher, & T. Hahn (Eds.), Research on Student Civic Outcomes in Service Learning (pp. 241-259). Sterling, VA: Stylus.
  • Jones, S. R. (2016). Authenticity in leadership: Intersectionality of identities. In K. Guthrie, T.B. Jones, & L. Osteen (Eds.), Developing Culturally Relevant Leadership Learning. New Directions for Student Leadership, No. 152 (pp. 23-34). San Francisco, CA: Jossey-Bass.
  • Jones, S. R., & Stewart, D-L (2016). Evolution of student development theory. In E. S. Abes (Ed.), Critical Perspectives on Student Development Theory. New Directions for Student Services, No. 154 (pp. 17-28). San Francisco, CA: Jossey-Bass.
  • Jones, S. R. (2015). Foreword. In Davis, S. J., Brunn, R. J., & Olive, J. L. Intersectionality in educational research.  Sterling, VA: Stylus.
  • Ireland, S. M-Y., & Jones, S. R. (2015). Service-learning and student learning. In P. A. Sasso & J. DeVitis (Eds.), Today’s college students: A reader (pp. 371-384). New York, NY: Peter Lang Press.

Journal Articles

  • Duran, A., & Jones, S.R. (in press). Using intersectionality in qualitative research on college student identity development: Considerations, tensions, and possibilities. Journal of College Student Development.
  • Taylor, K. B., & Jones, S. R. (with R. Massey, J. Mickey, & D. Reynolds) (2018). “It just had to settle”: A longitudinal investigation of developmental readiness in an international service-learning context. Journal of Higher Education, 89(2), 236-260.
  • Foste, Z., & Jones. S. R. (2017). “Isn’t that for sorority girls”: Narratives of college men in service-learning. Journal of Student Affairs Research and Practice. (doi:https://doi.org/10.1080/19496591.2017.1346514)
  • Taylor, K.B., Jones, S.R., Massey, R., Mickey, J., Reynolds, D.J., & Jackson, T. (2017). Examining developmental readiness in an international service-learning context. Journal of College Student Development, 58, 685-703.
  • Robbins, C. K., & Jones, S. R. (2016). Negotiating racial dissonance: White women’s narratives of resistance, engagement, and transformative action. Journal of College Student Development, 57, 633-651.
  • Jones, S. R., LePeau, L. A., & Robbins, C. K. (2013). Exploring the possibilities and limitations of service-learning: A critical analysis of college student narratives about HIV/AIDS. Journal of Higher Education, 84, 213-238.
  • Drechsler Sharp, M. B., Riera, J-L., & Jones, S. R. (2012). Telling our stories: Using autoethnography to construct identities at the intersections.  Journal of Student Affairs Research and Practice, 49(3), 315-332.
  • Jones, S. R., Kim, Y. C., & Skendall, K. C. (2012).  (Re-) framing authenticity: Considering multiple social identities using autoethnographic and intersectional approaches. Journal of Higher Education, 83, 698-724.
  • Jones, S. R., Rowan-Kenyon, H. T., Ireland, S. M-Y., Niehaus, E., & Skendall, K. C. (2012). The meaning students make as participants in short-term immersion programs. Journal of College Student Development, 53, 201-220.
  • Jones, S. R., Robbins, C. K., & LePeau, L. A. (2011). Negotiating border crossing: Influences of social identity on service-learning outcomes. Michigan Journal of Community Service Learning, 17(2), 27-42.
  • Shalka, T. R., & Jones, S. R. (2010). Differences in self-awareness related measures among culturally based fraternity, social fraternity, and non-affiliated men. Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors, 5(1), 1-11.
  • Jones, S. R. (2009). Constructing identities at the intersections: An autoethnographic exploration of multiple dimensions of identity. Journal College Student Development, 50, 287-304.
  • Edwards, K. E., & Jones, S. R. (2009). “Putting my man face on”: A grounded theory of college men’s gender identity development. Journal of College Student Development, 50, 210-228.
  • Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50, 577-596[Reprinted in Wilson, M. E. (Ed.). (2011). College student development theory, 2nd ed. ASHE Reader Series. Needham Heights, MA: Pearson Custom Publishing.]
  • Jones, S. R., Segar, T.C., & Gasiorski, A. (2008). “It’s like a double-edged sword”: Understanding college student perceptions of their required high school “service-learning” experiences. Michigan Journal of Community Service Learning, 15(1), 5-17.
  • Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making capacity in the construction of multiple identities.  Journal of College Student Development, 48, 1-22. [Reprinted in Wilson, M. E. (Ed.). (2011). College student development theory, 2nd ed. ASHE Reader Series. Needham Heights, MA: Pearson Custom Publishing.]