This document describes seven programs that were recognized as exemplary by the National Association of Student Personnel Administrators in 2000. Convinced that experiential learning promotes intellectual development, the first college recognized, Alleghany College, developed student learning agreements to contribute to the education of the…

"Health and Fitness Challenge" program was implemented using the "social marketing model" to raise awareness of health education and related services to students. Collaboration between faculty, student affairs professionals, and students occurred from design through evaluation. The primary goal of bringing students, faculty and staff together was…

Provides an overview of the faculty role on campus in terms of specific work activities and reward systems. Discusses the barriers to collaboration between faculty and student affairs staff and provides suggestions for working collaboratively. (Contains 29 references.) (Author/GCP)

As more college and university teaching faculties enter into collective bargaining contracts, and as other university employees develop stronger union ties, additional problems will be presented in establishing the status of college student personnel workers. This article discusses some of those problems. (Author)

A survey of professional staff members in a state-wide community college system indicates wide spread support for both student development theory and for an instructional role for student affairs professionals. Colleagues in many professional positions are ready to give serious consideration to the implementation of student development. (Author)

Study seeks to identify student-learning goals (academic and developmental) that teaching faculty and student affairs practitioners both view as important in the undergraduate experience. Forty goals were ranked in importance and identified as to whether faculty or student affairs professionals were responsible for assisting students to achieve…

John Holland's typological theory of persons and environments is regarded as the most influential in the field of career counseling (Brown, 2002), but few have carried the theory over to the field of higher education and academic advising (Smart, Feldman, & Ethington, 2000). Therefore, Holland's theory and the subsequent research on it were…

When nonteaching professionals are members of a faculty union, what effect does it have on interstaff relationships and programs? Should campus administration opt for one union or for separate unions for nonteaching professionals? A study of these issues at 18 four-year higher education institutions (comprising 54 campuses) and 72 two-year…

More effective working relationships need to be established between faculty and student affairs staff for the purpose of developing a curriculum that promotes the full spectrum of student development goals. This study attempts to provide information that would assist in the initial planning and implementation of these new relationships. (Author)

An interactional model used to study stress and coping resources among college faculty and student personnel staff found differences among disciplines, between men and women, and across semester time periods. Major stressors included time pressures, work overload, and interpersonal relationships. Implications for administrative policy and faculty…

Describes an economically and educationally effective experimental approach to orientation, developed by the University of Kentucky, involving the creation and implementation of videotapes on topics of interest to freshmen. (NRB)

Presents a model for student affairs professionals that utilizes the classroom to teach lessons typically not included in standard academic curricula. The proposed collaborative model demonstrates the importance of building relations with faculty, conducting extensive planning and preparation, promoting teamwork among student affairs staff…

College administrators have faced mounting pressure to disseminate drug abuse prevention information to students through faculty members in lieu of student affairs professionals. A survey was conducted to test viability of this curriculum infusion strategy. Results demonstrated many faculty are not prepared to become involved personally in…

Faculty and administrators committed to the goals of reflective thinking should establish closer relationships with student affairs staff, both to explore a richer definition of the outcomes and means of learning and to make better use of students' out-of-class experiences as an intentional tool for reflection and learning. (MSE)

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…