Inspired by a Tolkien quote, "Not All Who Wander Are Lost," the authors introduce the concept of "career wandering" in the context of undergraduate student development. Proposing an alternative to traditional linear career trajectories, we conceptualize a dynamic approach that embraces nonlinear paths, indecision, and…

Higher education has operated in silos of faculty in academic affairs and staff in student affairs for decades with little intentional integration. Initiatives aimed at collaboration tend to draw clear lines and reinforce the perceptions of faculty as "thinkers" and staff as "doers." In the headwinds facing higher education…

This mixed-methods action research study delves into the decision-making processes of students, with a specific focus on Arizona State University Housing as a case study. It also explores the potential role that Arizona State University Housing professionals can play in facilitating the flow of essential information to aid in these decision-making…

In the last 20 years, a unique but limited body of literature has surfaced focusing specifically on how student affairs professionals can assist student-athletes with critical transitional periods, specifically preparation for career fields. Considering Astin and Kuh's theoretical discussion on student engagement, this article discusses the need…

This article examines a stated philosophy of university housing and the philosophy's effect on the facilitation of the personal and intellectual growth of students residing in the residence halls and the development of a sense of community. This particular philosophy governs the housing operations at Southern Illinois University at Carbondale.…

This article examines the psychological theoretical foundations of college student development theory and the theoretical assumptions of this framework. A complimentary, sociological perspective and the theoretical assumptions of this approach are offered. The potential limitations of the overuse of each perspective are considered. The conclusion…

Within a traditional organizational structure in higher education, academic and student affairs divisions may not be collaborating well, and the lack of such collaboration may be impacting the students' holistic experiences. Students' academic and personal development depends not only on the quality of the curriculum and classroom instruction, but…

Why do we do what we do? Why is what we do important? What are the best practices to ensure that our "why" is accomplished? These are questions of philosophy--a topic of immense importance since the "why" behind the work influences everything about the "how" and "what" of daily affairs in the world of…

This quantitative research study measured self-reported spirituality of student affairs professionals, practices of student affairs professionals in regard to integration of spirituality into their work, and predictors of holistic, spiritually-infused practice of student affairs professionals. The independent variables were demographic and work…

The author of this article explores student affairs's transition from student development to student learning from the standpoint of philosophical hermeneutics. The hermeneutical perspective further centralizes the role and place of student affairs work in the educational process. This perspective challenges the ego- or identity-oriented…

This article develops themes that were outlined in a keynote presentation at the "Seeking the Light, Sharing Our Gifts, Returning a New Way" symposium for campus ministers at Catholic colleges and universities, held in Fort Lauderdale, Florida, on January 3-6 2008. It proposes that collaboration among faculty, campus ministers, and student affairs…

Educating the whole student requires addressing spiritual development and is best accomplished through an integration of academic and student affairs.

Student development theories offer frameworks for better understanding and enhancing the experiences of graduate and professional students.