In this paper, the author summarizes the role and contributions of the scholarship and institutional research about student engagement and its relevance for student development professionals and others committed to enhancing the quality of the undergraduate experience. The presentation is organized into four major sections. First, the author…

Presents biographical sketch of Elizabeth Adele Greenleaf, professor and coordinator of College Student Personnel Administration at Indiana University, who made significant contributions to the development of student affairs profession through her leadership as an educator, administrator, and mentor. (Author/ABL)

Uses metaphors to examine organizational entry into student affairs divisions from the perspective of employing institutions and new staff members. Defines organizational entry and briefly describes metaphorical analysis before employing metaphors (skydiving, matchmaking, gardening, and grocery shopping) to improve understanding of the entry…

Contends that qualitative research methods may improve understanding of individual students and groups of students. Discusses key questions in determining appropriateness of qualitative methods for research, evaluations, and policy analysis. Recommends that student affairs professionals consider using qualitative methods in their study of students…

Graduate students in college student personnel were surveyed to determine their demographic characteristics, professional orientation, and employment preferences after graduation. For the most part, respondents reported satisfaction with their respective preparation programs and exhibited an appropriate professional orientation. (Author)

Originally published in January 1984, describes a framework in which extant models and knowledge from selected disciplines applicable to student affairs work can be synthesized. Argues that a multiple perspectives framework is a logical extension of previous efforts to lend direction to the thinking about and practice of student affairs work.…

Suggests that the disparity between staff expectations and actual reality is related to misunderstandings about how student affairs units are supposed to function. Presents seven stress management measures to help staff members cope with and take advantage of seemingly inexplicable situations. (JAC)

Much of the thinking and writing about typical student affairs organizations has been grounded in core assumptions consistent with scientific and bureaucratic models of organizing. These questionable assumptions describe how things are supposed to work; however, most divisions of student affairs operate under multiple and sometimes competing…

This monograph uses illustrations from the student affairs field and other disciplines to describe for student affairs staff some of the profound changes underway in the field. It focuses on four core elements in the field of student personnel services: (1) delivery of services to students; (2) student development programming; (3) administration,…

If theory-based student development programming is to become a reality, a thorough understanding of what is presently known about student development must be given priority in pre- and in-service training. (Author)

Presents needs assessment as a necessary part of program planning in student affairs. Questions (N=12) are suggested as a framework to guide needs assessment activities. When staff and students become responsible for assessing their own needs, the process becomes educational and goals are more likely to be met. (JAC)

College faculty do not know enough about the current generation of college students, what they seek in college, how they spend time, what they expect of faculty and themselves. To accomplish the college's objectives for students' intellectual and personal development, they need the cooperation of student personnel workers, who work with students…

Analyzed articles appearing between 1970 and 1978 in four student affairs journals to determine types of articles published and institutional rates of productivity. Authors from a small proportion of institutions were overrepresented. Compared with research articles, few literature reviews were published. (Author)

Claims that, to prepare students for the future workplace, some notions are best forgotten. Educators must design seamless learning approaches, and institutional policies and practices must engage students in a variety of learning activities. Schools should cultivate an institutional ethos that promotes involvement in educationally purposeful…

The view that organizational theory should be a required component of graduate preparation in student affairs is addressed. After defining organizational behavior, conventional models and nonorthodox perspectives on organizing are contrasted. Implications of nonorthodox perspectives for leadership are also considered. Suggestions are offered of…