Reports on a survey of community college chief student personnel officers, which focused on the comprehensiveness of student service program offerings and the relative contribution of the program to designated purposes. Reveals that purposes related to student development were subordinate to those related to delivery of services. (DMM)

A literature search and review was conducted by the Two-Year College Student Development Research Committee of the American College Personnel Association to investigate the overall character of typical research on two-year college student development concerns. The student development research conducted at the two-year college level contrasted…

Explores the intended outcomes of marketing (e.g., attracting new students who differ from the traditional ones and who require different programs and services) and discusses the resultant problems for student development programs. Presents strategies for preventing these problems, founded on careful, knowledge-based planning of marketing and…

Drawing from a literature review, interviews, and a survey of practitioners' perceptions, this article examines changing conditions within community colleges and their likely effects on student development programs and services. Advances a new model for student development educators based on principles of collaborative goal setting. (DMM)

Tested a conceptual model of influences from students' goals for college on freshman-year growth. Degree aspiration level was a significant influence on intellectual gains, and social goals surpassed both degree aspiration level and career certainty as influences on personal-social gains. These variables influenced outcomes in part because they…

The first "Student Personnel Point of View" (1937) still stands as the premiere statement of excellence for the student personnel profession. Several propositions are requisites to achieving the goal of development in students. Students, professional staff, and institutions must all achieve their goals. The environment must be…

A conceptual view of student development and the milieu of an urban commuter college are discussed. Student development is defined as the application of human development theory, principles, and concepts in an educational setting to identify the forms of development in students to which the institution is willing and able to commit its resources.…

Results of a survey of chief student affairs officers to determine the nature of program innovations using student development goals underscored the importance of leadership and championship, in the Probability of Adoption of Change Model. (Author/ABB)

This paper explores the readiness of student affairs professionals to utilize adult development knowledge in everyday interactions with college students. Four types of knowledge about the adult development process (cognitive-developmental, psychosocial, person-environment interaction, and humanistic-existential) are briefly defined, with…

Research on student development has shown positive effects of institutional smallness on most student outcome variables. However, no clear relationship of ruralness to these outcome measures has been shown. The limited literature on small/rural community colleges includes two areas relevant to student development: college characteristics, which…

Asserts that community colleges have a responsibility for all students' developmental growth. Reviews human development theories to support a Grounded Formal Theory Approach (GFTA) to redesigning the college environment to meet adult needs. Outlines the seven-step GFTA process, which comprises developmental and content theory. Provides an example…

The evolution and current status of student personnel services in community colleges are examined in this paper. Following introductory remarks concerning the place of student services in the broad mission of community colleges, a historical perspective on student personnel services is provided, covering major influential reports and publications…

A survey of (N=423) community colleges showed 44 percent had human development/human relations classes. Results found a strong impact on improving self-concept, and modest impact associated with increasing retention and student employability. Little improvement of opportunity for student input into curriculum development was noted. (JAC)

Stresses that student-centered teaching must foster the whole student. Presents a developmental model involving setting goals in courses and interactive teaching/learning strategies to create a student-centered classroom. Describes sample course goals for developing and evaluating student maturity, and argues for a model addressing self, values,…

This paper defines student development education as a concept which refers to professional roles of administrators, instructors, and counselors in a competency-based learning system designed to enable students to become more of what they want to be. A student development model is delineated whose essential components include student goal setting…