An anonymous poll concerning student activities was given to 1,325 undergraduate students at the University of Maryland to determine the kinds of activities in which students are likely to participate. Students showed little interest in large scale, organized, traditional types of activities, but seemed more interested in concerts, campus…

Describes nonreactive methodology as unobstrusive methods of collecting data that do not interfere with the response itself. Discusses examples of use of nonreactive methodology in student affairs and presents practical steps to help in beginning a program of nonreactive research. (Author/NB)

This document examines the relationship between the student affairs and academic functions in higher education and presents three major reasons why student affairs personnel should be involved in academic functions: (1) to contribute to the academic mission and life of the campus; (2) to show that student affairs operates from a body of knowledge…

Incoming university freshmen (n=752) completed an anonymous questionnaire, and their responses were analyzed by percentages, analysis of variance, and factor analysis. Results showed less of a gap between attitudes and behavior than was found in past studies. New roles for student personnel workers are discussed. (Author)

Exploratory factor analysis (EFA) was used to provide an organizational framework for data collected from an entering class of students (N=1,912). Results from the EFA indicated that items on surveys could be grouped into dimensions that can be used to plan student services. Factors that emerged included: Religion/Spirituality, Help Seeking,…

The present study has suggested a technique for describing student orientations at a university using an instrument given annually to all undergraduates. Findings have implications for admissions policies, changes in faculty student relations, curriculum and counseling programs. (Author)

Describes University of Maryland's "Education and Racism" course that provides unique opportunity for student affairs personnel to contribute to academic and student development missions of institution. (Author/CM)

Originally published in November 1987, discusses the literature in terms of eight non-cognitive variables affecting black student life: self-concept, realistic self-appraisal, understanding and dealing with racism, community service, long-range goals, strong support person, leadership, and nontraditional knowledge. Recommends actions for student…

Survey responses of a group of college seniors to questions about university academic and student services were compiled. More than half of the responses had to do with student interaction with faculty; the importance of positive interaction with faculty was particularly evident for women. (Author)

Assessed potential interest of incoming African-American and white students in eight mainstream campus volunteer opportunities. Findings from 727 incoming students who completed the Campus Involvement Interest Survey revealed that African-American students expressed significantly more interest than did white students in 4 volunteer opportunities,…

Identifying the variables which influence student attitudes, perceptions, and behavior patterns in regard to religion, sex, and alcohol has been a major source of investigation. To determine the dimensions underlying the relationship among religion, sex, alcohol use, and alcohol knowledge among university students, 376 University of Maryland…

It was the purpose of this study to investigate possible ways that the University of Maryland, and particularly the student personnel and counseling staffs, could help students cope with the area of death and dying. Twenty-eight volunteer subjects from an introductory psychology class who had experienced the death of someone close to them…

Surveyed 1,179 college freshmen to study racial influences on students' needs and expectations. Results showed differences among White, Black, Asian, and Hispanic students on academic expectation, living arrangements, financial background, and personal and career attitudes, suggesting that student personnel administrators consider different…

Measured the attitudes of male and female university students (N=244) toward blind and other physically disabled students. Survey results showed students reacted most negatively to blind students in academic situations and to students in wheelchairs in social situations. Females reacted more positively than males overall. (WAS)

Identifies institutional racism, encouraged assimilation, and ignorance of Hispanic values as barriers to the leadership development of Hispanics in higher education. Considers role of student personnel workers in promoting leadership development programs and activities for Hispanic college students. (Author/NB)