This study was conducted because limited research has occurred in the area of co-curricular student learning outcomes assessment, which has resulted in confusion within the student affairs profession on how to develop and implement assessment plans. The purpose of this study was to examine high-quality assessment practices of student affairs…

The concept of community in higher education is broadly defined yet often exclusively linked with the undergraduate student population. Based on a two-year qualitative study at Oregon State University and the Massachusetts Institute of Technology, this article explores the notion of doctoral student community. Community as experienced by science…

Examines search for professional philosophy in student affairs. Describes two alternative ways of viewing world that may influence necessity, desirability, and possibility of arriving at unifying philosophy for student affairs. Explores appropriateness of current philosophy statement "Student Personnel Point of View" (American Council on…

Presents the Margaret Sloss Women's Center as a model to assist in the continued development of campus-based women's centers. Discusses the purpose and mission of the center and describes areas of advocacy, information and referrals, programming, and organizational structure. (Author/NB)

This paper is directed toward the problem of building an organization to fulfill the goals of student development. (Author)

Offers plan of action readily adaptable to almost any realm of student affairs and derived from an analysis of faculty perspectives. Recommends understanding values, rewards, and perspectives held by professoriat; assessing environment; and planning strategy to facilitate formation of student affairs-faculty alliances. (ABL)

Draws on current literature and personal experience with campus crises at four private colleges to explain how to develop a workable campus crisis response plan. Lists nine situations that might require a university crisis response, including student or employee death, natural disasters, criminal activities, bomb threats, and utility failures.…

Defines and describes functional coordination, an administrative model designed to create social change through organizational and student development. Notes that functional coordination is applicable for one-time or repetitious short-term projects, program coordination or review, and long-range planning projects; and has intra- and…

Presents a graduate education model based on important assumptions about plans for society's and students' needs and also principles regarding program goals and development. Describes the model's specific components, i.e., a three-dimensional framework involving self, students, and systems interfacing with three learning levels. (BH)

Presents a methodology which allows various-sized campuses to measure and communicate student affairs contributions to the educational milieu. (Author/BL)

Examines the theoretical legacy of challenge and support for college students. Identifies generic elements for applying these concepts to learners. Describes model for the design of programs and activities that include the provision of specific challenge and support considerations to meet program goals and individual student needs. (ABL)

This model attempts to provide both internal responsibility and a measurement of services. It is suggested that each unit of an educational institution should be individually accountable for balancing its costs and benefits to that institution. (Author/PC)

The purpose of this article is to describe a modified evaluation model for use by clients to evaluate existing student services programs and to explore the applicability of the methods of creative problem solving to the ensuing results revealed and/or problems identified in assessments of student services programs. (Author)

Responsibilities of student affairs staff following the suicide of a student on campus are discussed, as well as policies and procedures for handling the psychological and social ramifications. Training suggestions for student affairs staff are included. (Author)