Nine dimensions that address the development of African-American students are proposed for inclusion in psychosocial theories of college student development: developing racial and ethnic identity, interacting with dominant culture, developing cultural aesthetics and awareness, developing identity, developing interdependence, fulfilling affiliation…

Tells how to conduct a meta-analysis study, and refers readers to information about refinements of the techniques. A simple meta-analysis is presented. Describes three fundamental stages to conducting a meta-analysis: (1) literature review; (2) calculation of effect sizes; and (3) analysis of data. (Author/NB)

Presents the Margaret Sloss Women's Center as a model to assist in the continued development of campus-based women's centers. Discusses the purpose and mission of the center and describes areas of advocacy, information and referrals, programming, and organizational structure. (Author/NB)

Presents family autobiography as useful tool for counselor educators to help promote personal growth in counselor trainees. Discusses theoretical background on the influence of counselors' family of origin on their counseling and interactive skills, focusing on individuation and triangulation in the family of origin. Describes use of family…

Explores the need for assessment and evaluation in residence halls, reviews some of the pertinent literature, and suggests some research topics that may be worthy of more attention. Includes list of 16 questions that housing officers may wish to address. (NB)

Presents an eight-step planning model that operationally defines a comprehensive delivery systems approach to campuswide leadership training. Lists four goals of the model: to increase efficiency of leadership training through shared resources, to decrease costs, to provide quality control, and to increase impact of programming effort by creating…

Presents a student development theory based on student involvement, which refers to the quantity and quality of the physical and psychological energy students invest in their college experience. Discusses implications for practice and research. (JAC)

Ever since the publication of the Council of Student Personnel Associations in Higher Education (COSPA) of the Student Development Services in Post Secondary Education, arguments and debates have ensued as to whether this document: (1) was a statement of philosophy for student affairs; (2) was a philosophical replacement for the near-universally…

Describes major, long-term attempt at Brigham Young University to use campus ecology and student development theories to redefine mission and roles of student affairs. Discusses effort made to provide all student personnel workers the opportunity to study campus ecology and student development theories and to be meaningfully involved in defining…

Describes the Learning Behavior Dilemma, a developmental admissions model which evaluates students' level of intellectual development and their readiness for undertaking educational challenges. Discusses the importance of understanding the optimal match between students and their educational environment. (JAC)

Originally published in March/April 1996, reviews the interconnections between two national reports, "Involvement in Learning," and the "Student Learning Imperative." Focuses on the issue of shared values and demonstrates how student affairs professionals can utilize the most recent research to realize the full potential of the…

Defines and describes functional coordination, an administrative model designed to create social change through organizational and student development. Notes that functional coordination is applicable for one-time or repetitious short-term projects, program coordination or review, and long-range planning projects; and has intra- and…

Discusses Carol Gilligan's perspectives on the differences in male and female development, as stated in her 1982 book "In a Different Voice," in terms of implications for student services professionals. Presents several examples and related questions. (JAC)

Makes suggestions for organizing and coordinating an advising system. A delivery system is described that assumes a general advising staff and support systems related to three student developmental goals. (Author)

Examines the theoretical legacy of challenge and support for college students. Identifies generic elements for applying these concepts to learners. Describes model for the design of programs and activities that include the provision of specific challenge and support considerations to meet program goals and individual student needs. (ABL)