Advises young student affairs professionals as to how they might achieve personal and professional success at small, private, liberal arts colleges, both urban and rural. Examines problems endemic to the small college and ways the young professional can work to overcome them. (Author/ABB)

Describes organizations which serve as resources to professionals who work with commuter students and related issues: National Association of Student Personnel Administrators Commuter Task Force, National Clearinghouse for Commuter Programs, American College Personnel Association Commission XVII (Commuter Programs), National Association for Campus…

Discusses trends affecting the development of counseling centers into comprehensive, developmentally oriented agencies, and describes the Counseling and Testing Center at the University of Georgia. Summarizes administrative issues and steps taken to facilitate desired changes. (JAC)

Advocating a psychoecological perspective within a student development model, the authors state that a counselor must intimately know the system in which he deals, must observe and gather data, must formulate and test hypotheses and must help develop an action plan. (LA)

This model is an attempt to relate Marshall McLuhan's approach to media to the field of student personnel work. (Author)

Suggests that student personnel services could be expanded to provide employee assistance programs for college faculty and staff. Outlines steps to implement an EAP including planning, organizing, budgeting, staffing, directing, and evaluating. Suggests more effective use of campus resources to preserve human resources. (JAC)

A scenario based on the premise that the role of student affairs within colleges and universities will remain unchanged in the future. If it is not plausible, it is because maintenance of such a role is not possible, given projected changes and current developments in society and higher education. (Author)

Student personnel administrators increasingly face situations with complex legal implications. To incorporate legal advice into their decision-making process, these professionals need guidelines to increase the effectiveness of their consultation with attorneys. Several guidelines are given. (Author)

Colleges and universities are not required to allow students the right to counsel in campus discipline hearings. However, since this can be offered as an option to students, it is important that any decision to extend this privilege be thoroughly discussed in terms of its educational ramifications. (Author)

Explores myths fashioned during the growth of student affairs and discusses their implications for student affairs administrators. Some of the myths contested include claims that the field lacks a professional philosophy, that it was founded "by default," and that it must have an educational mission equal to that of the faculty. (Author/RJM)

Uses reflections on a hymn to deliver lessons for student affairs practice. Argues that to be effective in a rapidly changing world, student affairs administrators should remain aware of such basic values as simplicity, freedom, self-realization, and caring for others. Emphasizes the role of caring in student affairs. (RJM)

Surveyed student affairs professionals (N=75) to determine whether preparation programs in student personnel administration develop entry level professional competencies and the relative importance of these competencies for assuming an entry level staff position in student affairs. Results indicated differences between those responsible for…

Administered survey to 160 chief student affairs officers (CSAOs) to determine what competencies top-level student affairs administrators seek when hiring for midlevel positions. Findings revealed uniform agreement among CSAOs that leadership, ability to work well with students, and communication skills were most important competencies. (Author/NB)

Describes model job rotation plan in a college student affairs division in which a staff member (intern) rotates among departments as a staff development opportunity. A 10-year follow-up evaluation underscored the success of the program. Concludes job rotation is not just learning experience, but it is also sharing experience. (Author/ABL)

Proposes a model of organizational structure based on student development theory, organizational development literature, and responses from student personnel leaders. Surveyed 133 chief student affairs officers and national leaders to identify potential contribution that 12 student service areas might make to each of Chickering's 7 developmental…