Pertinent considerations involved in the delivery of career development services at the college level are reviewed. Specific examples of possible career programming alternatives are discussed and summarized in an organizational grid. A detailed case is included as a concrete example of career program development. (Author)

The author presents the historical development of the department of student personnel work at the University of Minnesota, as well as his own contributions to the field. (HLM)

The principal goal was to determine if significant differences existed between special and developmental education programs offered by private and public institutions in Ohio. The programs were examined, comparing such variables as rationale and objectives, instructional methods, and supportive services in order to determine their relationship to…

Through committees, students and faculty develop policies which affect student development programs. Results of an attitude survey are reported in which students and faculty identify the amount of authority and involvement various groups should have in a number of major decision areas. Implications for the student personnel administrator are…

Discusses needs assessment as a problem-focusing strategy and examines several definitions of need. Considers five purposes for assessing needs, and presents six guiding principles for the work of a needs assessment team. (RC)

Suggests systematic empirical assessment is needed to plan university sexuality programing. Proposes the traditional approach of asking about students' attitudes, knowledge, and behavior is useful for developing specific programing content. Presents an assessment model emphasizing assessment of students' desires for sexuality programing in terms…

The development and use of a systematic preservice academic adviser training program is described in this article. The activities involved in working through each of the steps in the systems model approach used to develop the resulting program are recounted. (Author)

Presents discussion from case study analyses of two distinct variables--leadership and championship--critical to program innovations, using student development goals. (Author/ABB)