Although students who live off-campus comprise over 85% of today's college enrollments (Horn & Nevill, 2006), the body of research on this group is far smaller than that on residential students. Researchers regularly treat commuter students as a homogenous group and largely ignore the significant within-group differences that characterize the…

Fraternities and sororities on commuter campuses challenge our traditional views in terms of size, number of chapters represented, housing, recruitment, and achievement of a team feeling to build brotherhood or sisterhood. Alternative models need to be developed to address the commuter-related issues. (KS)

Describes the common needs and concerns of commuter students that impact on programming efforts, identifies the goals of programs designed to promote involvement by students who commute, and highlights examples of programs being sponsored at colleges and universities which have been effective in encouraging involvement of commuter students. (KS)

Examined commuter college students' (n=326) involvement in the university community. Results refute myth that commuter college students do not want to be involved or feel a part of the university community. Claims debunking myths about commuter students is a prerequisite to providing effective services and programs for students today. (ABL)

In describing standards and guidelines for commuter student programs and services, an analysis is provided of the mission, the program, multicultural programs and services, leadership and management, organization and administration, human resources, funding, facilities, legal responsibilities, equal opportunity, access and affirmative action,…

Suggests the salience of the "commuter perspective" attitude toward higher education, since the majority of students commute. Advocacy is urged to overcome the historical and predominantly exclusive residential perspective. The role of the commuter advocate is delineated, and necessary skills defined. Services, facilities and issues of equal…

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…

The Council for the Advancement of Standards (CAS) has put forth uniform national criteria for assessing educational effectiveness through the publication of "Standards and Guidelines for Student Services/Development Programs." This document is described briefly, and guidelines for interpretation are offered. (KS)

Suggests the task of each institution is to differentiate accurately its commuter subpopulations in order to develop programs and services that meet their needs. Support services need to take into account the heterogeneity of the population in terms of who they are and why they want to attend. (KS)

Student affairs professionals at smaller institutions are encouraged to research their commuter students' characteristics and needs and to create or enhance services and programs to improve the college experience for commuters based on their findings. (KS)

Presents the Campus Ecology Model which advocates an ecological perspective on commuting. Suggests that campus ecology should infer the ecology of the student, so that the physical/social environment residing outside of the university's property boundaries is of great importance. An ecosystem design process, its application to commuter…

Discusses the special needs of commuter students and provides suggestions for improving student services and programs for them. Suggestions are incorporated into an improvement model based on four general categories: services, programs, advocacy, and research. (RC)

A dean of students looks at the need to streamline services of a two-year college to make them responsive to student needs and to make them financially feasible. (CJ)

Examines marginality issues facing transfer commuter students attending a mid-Atlantic university and what student characteristics relate to their sense of marginality. Results showed that transfer students have few sources of on-campus support, which may lead to their feelings of marginality. Results were particularly true for woman and Asian…