In the last 20 years, a unique but limited body of literature has surfaced focusing specifically on how student affairs professionals can assist student-athletes with critical transitional periods, specifically preparation for career fields. Considering Astin and Kuh's theoretical discussion on student engagement, this article discusses the need…

Consistent with predictions derived from the self-expansion model, this 3-year longitudinal study found that participation in more college groups during sophomore year predicted increases in inclusion of the college community in the self at the end of junior year, which further predicted increases in satisfaction with the college experience at the…

This article examines the psychological theoretical foundations of college student development theory and the theoretical assumptions of this framework. A complimentary, sociological perspective and the theoretical assumptions of this approach are offered. The potential limitations of the overuse of each perspective are considered. The conclusion…

Though history has long been a part of graduate preparation in higher education administration, new student affairs professionals often struggle to see its relevance to their work. We present a conceptual framework that links organizational ecology, institutional culture and climate, and student development through a historical lens. We then…

This researcher addresses whether transition planning with classified special education students is being implemented in accordance with the Kohler model for successful transition programming. Using archival data obtained from two high schools, one with a specialized on campus program (School A) and the latter as an excluded site specializing in…

The main research question of this study was: How do student life offices at four diverse Catholic colleges and universities create an environment that is expressive of a Catholic way of life? This research question was operationalized by two research sub questions: How do senior student affairs officers, mid-level student affairs officers, and…

The purpose of this article is to frame--and reframe--the work of student affairs. Evolving paradigms have defined and advanced this work, which is dedicated to total student development and the betterment of society. The article promotes integrative learning as a new framework for student affairs. This paradigm, grounded in theory, research, and…

Baxter Magolda's model emphasizes the importance of the patterns of knowing used by students, and how important those patterns are to the creation of learning environments that empower students both in and out of the classroom. This model can help student affairs educators create these kinds of learning environments. (Author/MKA)

This article reviews the literature calling for specific skills in student development, describes a process-outcome model presented earlier for purposes of training student development specialists, and reports on the field applications and further development of that model. (Author)

Presents a conceptual model which focuses on goals of student government in residence halls. The model has two fundamental processes. One focuses on short term goals and activities catering to creation of environment. The second has long term effects referred to as lifelong personal development. (JAC)

Supervision provides student development professionals with an important forum for examining and discussing ethical issues which arise in practice. However, high-quality counseling supervision may not always be available to practitioners when they need it most. Peer supervision is a method of counseling supervision which can be a viable…

This monograph uses illustrations from the student affairs field and other disciplines to describe for student affairs staff some of the profound changes underway in the field. It focuses on four core elements in the field of student personnel services: (1) delivery of services to students; (2) student development programming; (3) administration,…

A professional development plan for a career in campus activities is presented, along with suggestions for implementing the plan. Attention is directed to: professional development as an ongoing process, steps to develop competence, how people learn, personal qualities needed by a student development professional, areas of knowledge and traits…

The field of student development is currently quite fluid, which means that there is room for almost any carefully formulated hypothesis about the developmental process. The author discusses three models of student development but concludes that none should serve as the only model for student development specialists. There is profound and…

Questions three traditional counseling models, and defines the role of counseling which has emerged in student development programs in Illinois community colleges. Programs range from traditional counseling center models to nontraditional programs, where counselors are fully integrated faculty members. (TP)