Chickering's model of student development is based on two assumptions: (1) the primary function of higher education is to encourage student development; and (2) the most effective programs provide opportunities for close and sustained relationships between students and faculty in which students are actively involved in planning and carrying out…

Although the role of the student development professional has changed along with the mission of the community colleges, the models providing a theoretical framework for the profession have remained relatively unchanged. In 1937, the American Council on Education published a statement which declared that student development professionals were to…

Student development along three cognitive and three psychosocial dimensions was studied at the University of Iowa. Six instruments were administered to students during their freshman and senior years. Attention was directed to moral development, ego development, and conceptual level, as well as freeing interpersonal relationships, establishing…

The intent of a recent study was to extend earlier studies on college environments into the 1970's by examining the impacts of various aspects of the academic environment at 12 California colleges and universities. The effects are investigated of several aspects of the college environment on students' satisfaction with the college experience,…

This study attempted to determine the effect of a self-development seminar on the learning of 27 randomly selected college freshmen as measured by grade point averages (GPA), academic units completed, and retention rate (the percentage of students returning for a second term) for one semester beginning fall 1977. Both experimental and control…

Environmental assessment of Colorado State University (CSU) was undertaken to identify mismatches between the needs and goals of students and the resources and goals of the University. The perceptions and attitudes of a large representative sample of CSU students were measured using the College Student Questionnaire (CSQ) and the Environmental…

Faculty development programs are designed to improve faculty performance in all aspects of their professional lives. Six areas of concern are presented: flexibility of approach; individual v corporate activity; new understanding of scholarship; personnel management; understanding student development; and administrative leadership and support. (JMF)

Examined developmental behaviors in college seniors having made a career choice and compared these with behaviors of college seniors undecided about careers. Results suggest a relationship between student developmental tasks and career decisions. Career decisions were unrelated to psychological distress and the development of interpersonal…

Presents models specifically designed to help students build group cohesion, to encourage them to think and act more compassionately, and to provide them with more leadership opportunities. Describes the "just community" approach and moral dilemma methods based on Kohlberg's moral development theory. Examines school counselor's role in…

Results of a longitudinal study of student experience at over 200 4-year colleges are summarized. The study focused on student outcomes and how they are affected by college environments. Key findings are discussed for three areas: academic development, personal development, and satisfaction. (MSE)

Examines questions related to the identification of gifted children, and the special activities and accommodations that should be provided for them. Suggests that young gifted children have advanced understanding and/or performance in a variety of areas, which requires the development of a challenging curriculum and appropriate educational…

Emotional issues impacting the lives of gifted students are discussed, including peer pressure, competition, perfectionism, independence, expectations of self or others, and economic disadvantage. Teaching suggestions and poems by gifted students are provided. (DB)

A study of 276 women aged 35-64 re-entering higher education used the life-event framework to focus on stresses of university life, coping methods, and adaptations to school demands. Subgroup (women with young families and mature families) experiences were compared. Each had different motives, strains, and coping methods. Program options are…

In response to the growing public interest in seeing that higher education institutions address the personal development needs of students, this study evaluated the personal and social growth of college students and introduced an index of personal and social growth of college students. The study used the new American College Testing Program's…

This study examined the role of mentoring for mature African American women during their reentry college experience. In-depth interviews were conducted with 19 women (mean age 41.7 years) about their current educational experiences, occupational and professional goals, support networks, and family commitments, multiple roles, and concerns about…