The International Leadership Association's (ILA) Guiding Questions (2009) identify context as the foundational framework from which educators build successful leadership programs. Echoing sentiments from W. K. Kellogg's landmark study "Leadership in the Making" (Zimmerman-Oster and Burkhardt, 1999), context matters. Context includes tangible and…

Planning from a strategic perspective has been a mainstay of organizational management for decades. Founded in the private sector, strategic planning is now embraced by the nonprofit world as a catalyst for sound resource allocation, transformative decision making, and motivating staff. Student affairs professionals who think, plan, and act…

In August 2005, Hurricane Katrina, the worst natural disaster in the history of the United States, forced the fall semester closure of Tulane University in New Orleans, Louisiana. In the aftermath of this unprecedented storm, the Tulane leadership set forth a plan for renewal to secure the survival, recovery, and sustainability of the institution,…

If colleges and universities are truly committed to promoting the well-being of their students and fostering their academic success, they must attend to the needs of grieving students. One way to do this is to invite students to use the university's counseling services following the death of a loved one. However, although grief counseling can be…

This chapter examines the Millennial generation's implications for the design and delivery of student affairs programs and services. The unique characteristics of the Millennial students offer insights into the programs and services that this generation of college students will want and need.

Provides a historical and current overview of staff-development program models in higher education. Traces the establishment of the Ball State University division of student affairs staff-development program as a model in staff-development design and functional-program services. Discusses methods of evaluation, issues, and trends. Provides…

Examines program development: diagnosis, design, and delivery of a program idea and refers to "level two" programs in sections on diagnosis and design and to "level one" programs in sections on delivery. It is meant to stimulate some ideas for new approaches to establishing successful student services programs. (Author)

Examines the current state of higher education programs for students with disabilities. Defines essential program standards and components, and explores related service delivery issues. Makes recommendations for student services professionals who strive for full participation by people with disabilities in all institutions of higher education.…

Defines learning disability (LD) and reviews the characteristics of LD students. Addresses topics raised by the provision of access to LD students, including identification, admissions, and academic accommodations. Concludes with an examination of policy implications for student services personnel and with recommendations for the future. (RJM)

Explores the period between the end of high school and the beginning of college. Focuses on transition programs for undergraduate students of traditional age with disabilities and examines legislative impetus; state activities; model transition programs; transition results; and implications for campus student services staff, such as campus…

Looks at the literature on retention, ecosystems theory, and new roles for student affairs, with an emphasis on involving students with disabilities in the university. Examines value-added outcomes, human worth and dignity, trust, communication, and other values. Explores a three-step model and outlines the responsibilities of student affairs…

Explores why few disabled students of color use student services. Details why some of these students were unnecessarily placed in special education programs and focuses on the experiences of this group. Addresses general cultural differences that can affect responses between people of color and disability services. Provides guidelines for service…