Discusses seven assumptions about the aims and functions of the university. Until they are brought into balance, the university community will be uncertain as to its directions. (Editor/IR)

The U.S. Office of Education supports youth groups because of its desire to strengthen the quality of vocational education and its concern for the development of well-rounded youth. (Editor)

Argues that an English teacher should not be so concerned with permitting students' creative expression that he neglects nurturing their critical, evaluative skills. (RD)

This article suggests that students have experienced impersonality" because of their failure to discover the unique purpose of the university, and that the superficial impersonality" that does exist is a guarantee of equality of treatment. (Author)

Whether they want to prevent upheaval by student revolt or, more importantly, increase the development of mature and responsible students, personnel workers must evaluate and quantify what they are trying to do, what means they are using, and what progress they are making. Operations analysis is an excellent technique for this. (Author)

Paper was presented at the American Personnel and Guidance Association Convention, Las Vegas, Nevada, March 30--April 3, 1969.

A series of articles focuses upon the need for vocational agricultural student organizations to be member-centered and to serve nontraditional students. Emphasizes the necessity of using the talents of each member in order to achieve quality in an organization. (JOW)

Surveyed master's level students (N=367) to assess knowledge perceptions of human development theory. Results showed the majority of respondents clearly valued human development theory and considered it a necessary qualification for student affairs practice. But over half the students had not studied over half the theories. (JAC)

Points out the growing need in business and industry for managers who are knowledgeable and skilled in Data Processing. College curricula should be redesigned and taught in a professinally-oriented way with a genuine concern for developing in students competence that is relevant to the real world. (JAC)

Describes a systematic intervention program used at the University of New Haven which increased the persistence of developmental composition students using seminars on goal setting, learning styles, time management, and career planning and informal counseling by mentors to meet students' affective and academic needs. (DMM)

Considers teachers' perceptions of their role in developing self-discipline in students. Cites a sample code of ethics to help teachers set standards for their actions and attitudes. Provides a developmental view of self-discipline, citing tasks appropriate for grade level groups, and ways of teaching the skills. (DDM)

The role of the mentor is traced in the literature of adult developmental psychology. Four primary elements of that role are: pointing the way at a developmental crossroad, offering material and/or emotional support, challenging, and letting go at the appropriate time. (MSE)