Postsecondary education generally centers on teaching/learning interactions and student progress within the formal curriculum, leading to degree completion and certification. This "formal arena" of postsecondary education enhances student development not only in the academic, intellectual, and career development domains, but in personal and social domains as well. However, it would be a mistake to underestimate the tremendous educational impact and value of the "campus life" that surrounds and permeates this formal arena. Students, some more than others, engage in co-curricular activities, access a rich range of campus resources, and interact with faculty, staff, and peers throughout the broader campus community. Campus life carries the same importance for deaf and hard of hearing students as for their hearing peers. The extent to which they are able to access and engage meaningfully in campus life programs and resources will influence fundamentally the overall richness and impact of their college experience. In Part I of this report, the authors consider some general issues characterizing student development in postsecondary education and close this section with a brief discussion of strategies for fostering student development. Part II of the report pertains to the full access and engagement of deaf and hard of hearing students in campus life, with general recommendations for "communication and language access, barrier-free facilities, and programmatic initiatives." These will be applied to eight common campus life programs and services. (Contains 3 footnotes.)