The way that college students' levels of academic and social integration influenced their reported personal development during 4 years of college was investigated. The question of whether the types of influences on growth varied from one year to the next was also studied. During the summer of 1980, a sample of freshmen completed a questionnaire…

Despite the obvious parallel which can be drawn between the uses of leisure to benefit the individual, and the use of nonacademic activities and environment to promote individual growth and development, the two perspectives have evolved independently on college campuses. Research into the role, function, and outcomes of leisure have shown that…

This paper presents an overview of interventions that schools can use to enhance the psychological and social development of children in a desegregated school environment. Five remedies, designed to meet children's psychological needs in desegregated schools, are first defined and then analyzed for specific interventions appropriate at the school…

One challenge in today's society is to teach students how to solve problems and use the general education they acquire to arrive at realistic solutions. Techniques that cut across the curriculum and can be used by any university teacher to provide realistic experiences for students are discussed. Students need the same acquired skills in…

Sexism in educational institutions has limited women's careers, educational opportunities, and employment. Examples of this inequity include the facts that: (1) few women are chief executives in colleges; (2) women faculty earn less than men faculty; and (3) implicit and explicit attitudes such as the "old boy" network cause problems for women.…

This paper describes the Responsible Living Environment (RLE) which has been used to promote a community atmosphere within the University of Wisconsin--Whitewater residence halls consistent with the educational mission of the university. It includes the university's housing mission statement, a definition of Responsible Living Environment, and a…

This fact sheet focuses on the school counselor role at the elementary level. It discusses the developmental role of school counselors, kindergarten through grade 12 comprehensive developmental guidance, and counselor role essentials. Also included are sections on elementary developmental guidance, the counselor role in elementary guidance, and a…

This fact sheet focuses on the school counselor role at the high school level. It discusses the developmental role of school counselors, kindergarten through grade 12 comprehensive developmental guidance, and counselor role essentials. Also included are sections on secondary developmental guidance, a model job description for secondary counselors,…

Dewey's concept of education as growth can be useful in conceiving of student success. Dewey regarded immaturity as potential for continuous development of both children and adults. His concept of "plasticity" as the capacity to alter present actions because of previous experiences is crucial to the notion of growth. A continuous…

This report describes a faculty development project carried out from 1978 to 1980 at Simon's Rock of Bard College, an experimental program for the younger than average college student. The project had three aims: (1) to develop practical methods of determining a student's position with respect to cognitive, moral, and ego development and to track…

Two approaches to developmental advising programs are described in this report, along with strategies for successfully implementing developmental advising systems through credit classroom and noncredit seminar experiences. Section I describes developmental advising at Brenau College, providing information on Act I, a 1-hour class serving as the…

Project Follow Through has not yet been properly evaluated by researchers guided by appropriate assumptions. Tests used in the basic Follow Through evaluation had no clear relationship to most Follow Through programs. Still, conclusions of the evaluation have been presented with certainty and lead to the judgment that Follow Through does not work.…

Author investigated the activities of the American Institute for Foreign Study. (Editor/RK)

Author visited twenty-four school districts set throughout Canada in order to learn how they each approached the problem of teaching non-English-speaking immigrant children. Five different types of programs for E. S. L. students were evaluated. (Author/RK)

Customized lessons for 310 students add up to a boggling bookkeeping job, but Project PLAN in Winona, Minnesota, ticks it off with dispatch. (Editor)