By working more closely and intensively with a few students, particularly in leadership training, campus activities educators can multiply the effects of their efforts and find the time they need to face new challenges. Mentor programs, workshop leaders, campus leaders roundtables, etc. are described. (Author/MLW)

Investigates campus ecology from several innovative perspectives, considering both theory and practice. Conceptualizes current functions of the student affairs administrator playing a key role in higher education and articulates how campus ecology and student development theories complement each other when applied through a systems approach to…

Asserts that the development of the whole person can be accomplished by focusing on ecological, wellness, and developmental approaches in student life programming. Provides theoretical formulation of how campus ecology, student development, and wellness theories interface with one other. (Author/NB)

Addresses the design and outcomes of Foundations of Leadership Development, a new leadership development program at Brigham Young University. Describes the program from a broad-based, theoretical point of view using ecological and developmental theory and explains how a student leadership class can have a significant impact on the ethical…

Summarizes reliability and validity studies reported about the Student Developmental Task Inventory, second edition (SDTI-2), an objective assessment instrument based on Chickering's theory of psychosocial development described in Education and Identity. Outlines other findings related to differences in psychosocial development. (Author/ABB)

Reports on a study of the use of cloze passages in a developmental reading assessment program. The cloze procedure provides students with opportunities to practice their improved reading skills, while affording complete student-as-reader profiles. Concedes the value of standardized tests in determining student readiness to exit developmental…

A concept of spirituality appropriate for both religious and nonreligious people is proposed. Spirituality, along with cultural education, values education, and the like, should be a focus in the schools. The article is followed by a comment by Sharon Bailin. (MT)

A developmental perspective on supervising evaluation practicum students suggests that students go through developmental stages as they enhance their evaluation skills. A three-stage model adapted from counseling training theory developmental perspective is illustrated for eight developmental tasks: competence, emotional awareness, autonomy,…

Proposed a causal model to examine the impact of resident living on student development. Tested the model with 4,191 college students. Secondary analysis indicated that the influence of on-campus living on intellectual and social self-concept is indirect and mediated through interactions with faculty and peers. (Author/BH)

States that language arts teachers should be agents for personal growth and development. Suggests using an extensive poetry project as as avenue to personal transformation. (EL)

Suggests that accountability in religious education is limited to the attainment of precise agreed-upon objectives. Recommends that students participate in the process of specifying objectives and that teachers state objectives in terms of measurable student outcomes. (DMM)

Looking back in history may help teachers revitalize their teaching. Books written in the past offer effective strategies to be used in today's classrooms. Several of these books and their philosophy of education are explored. (DF)

Students studied over a 4-year period showed that growth on ego identity occurred not as freshmen but primarily during the upperclass years. (Author)

A study randomly assigning college freshmen to three roommate combinations (two high-maturity, one high- and one low-maturity, and two low-maturity students) showed that the maturity of one's roommate increased that student's awareness and insight of his/her values and experiences and ability to express them symbolically. (MSE)

Students should encounter failure in order to survive in the world, but they need not be classified as failures. Suggestions for helping students deal with failure in positive ways are offered. (DF)