A preview is given of ASHE-ERIC report no. 7 which focuses on commuting students at colleges and universities and how institutions of higher education can begin to respond to these students' special circumstances that are greatly affecting their educational experience. The diversity of commuter students and their educational goals requires the use of multiple approaches, such as human development theories, campus design, and the use of Maslow's hierarchy, of needs. Institutions of higher education can determine whether or not commuter students' goals and educational needs are being met by first developing a commuter student profile, then by carrying out an institutional self-appraisal of its services and offerings that benefit all students, and finally, by completing an analysis of the institution/student interactions that are important to the student's development and campus life. Thirteen principle elements of a comprehensive institutional response are provided. Six references. (GLR)