High school students with disabilities are attending colleges and universities in growing numbers, with their rate of college participation doubling in the past twenty years. Students with disabilities in the secondary educational system are protected by the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, which requires…

Traditional collegiate models for developing the whole student no longer serve the diverse population pursuing higher education. Too much energy is invested in chasing the ideal college student, and not enough is spent on creating the ideal college. A new philosophy focusing on partnerships between student-affairs professionals and faculty is…

This field report from a Catholic liberal arts college for women suggests that, in any environment, a holistic approach to moral development is possible by challenging students to integrate their knowledge with their actions and to deal with inherent values issues both in and out of the curriculum. (Author)

Student development professionals at church-related colleges must be innovative in structuring programs, assuring that they reflect institutional purposes and are at the same time responsive to changes in campus culture, student mix, and economic realities. Integration of faith, instruction, and student life will have to take new forms. (MSE)

The traditional collegiate ideal is institutionalized on many campuses through the structure and types of services offered by student affairs units. To change the collegiate ideal to represent a more inclusive environment, student affairs professionals must examine their policies and procedures and make changes that will help meet the…

Whatever forms they take, colleges of the 21st century must incorporate the educational fundamentals that underlie traditional residential institutions. Key ingredients of these educationally powerful environments include clear purposes, maximization of human interaction, pedagogies for active learning, recognition of individual differences,…