The papers presented here are reactions to Robert D. Brown's presentation on Student Development in Tomorrows Higher Education with a response from Brown to the reactions. Presented at the ACPA Convention, Chicago, March, 1972. (JC)

Student affairs has made substantial contributions to the physical, moral, and social development of students. However, student affairs professionals must assume their central role in the intellectual development of students by serving as true educators. (Author)

Author, who teaches psychology at Wesleyan University, discusses the differences in approach to teaching of the traditionalist" teacher and the teacher concerned with experiments in which emotions and life relevance play a central part." (Author/DR)

A research study that attempts to investigate the use of interaction analysis as a means of self analysis by student teachers themselves, or by supervisors in a teacher education program who have had little previous experience with interaction analysis as part of their supervisory functions. Charts, Graphs. (RB)

VICA gets through to industry; acts as catalyst in bringing school and community together. (Editor)

Twenty-five hundred chapters, all doing their own thing for school, community, and to prepare members for business careers. (Editor)

Based on a paper delivered at the 80th Annual Meeting of the Association of American Medical Colleges in Cincinnati, Ohio, 1969. (IR)

Reviews student development theory and outlines obstacles to and necessary strategies for implementation of the student development approach to higher education. Such efforts support liberal arts objectives by helping students become more efficient users of academic and student life programs. (JAC)

Reviews over 100 school-based outcome studies concerning humanistic education. Describes evaluation features (i.e., sample size, design), five categories of findings (discipline, achievement, intrapersonal functioning, interpersonal functioning, and extrapersonal functioning), and uses five studies as examples. Also discusses the influences of the…

Examined whether graduate students (N=40) experienced developmental transitions similar to those suggested in adult development theories by using a structured interview protocol to collect data on developmental tasks. Findings indicated that the developmental transitions reflected in a composite developmental framework were applicable to graduate…

A longitudinal study of personality styles and empathy at the University of Montreal to describe the characteristics of entering freshman medical students and to study changes during medical training is presented. Leisure-time activities and interpersonal relations seem to be little help in predicting capacity for empathy. (MLW)

Analyses the effects of the social and academic environments at White campuses on Black students' persistance toward graduation and personal development. Offers several recommendations to facilitate greater acceptance and success of Blacks at predominantly White institutions. (APM)

Summarizes affective education programs and evaluations of effectiveness of these programs. Specific objectives of curricula cluster into three areas--internal-emotional, cognitive, and overt-behavioral. Results indicate that programs produce measurable outcomes in all areas, although evidence of effects is less impressive in the…