Reports that the literature on community colleges focuses extensively on students, faculty members and the top leadership; noticeably absent are studies about administrators such as those who provide services for students. Examines the elements of administrative work life at two rural community colleges, finding patterns in the nature of work,…

Student affairs practitioners often rely on anecdotal evidence when asked to demonstrate their contributions to the community college, but their future may depend on their ability to become more data-based and outcomes-oriented. This chapter discusses the need for a culture of evidence in student affairs, describes how to build such a culture, and…

This chapter identifies eleven factors that, when present in a community college, substantially increase the probability that student affairs professionals will be able to create programs that matter to the institution's core mission. The chapter also provides student affairs practitioners with tools to assess the climate in student affairs as…

Identifies and ranks 18 important consultation needs of two- and four-year institutions, as determined by a statewide survey of student service professionals in Texas (e.g., developing retention programs, student service programs that interface with academic curricula, and programs for new student populations). Considers implications for practice…

Community college counselors were surveyed concerning their perceptions of paraprofessional responsibilities in academic advising, career development, personal/social counseling, recruitment, and other student services. The counselors' responses indicate that guidance and product-oriented services could be functions of paraprofessionals. (Author)

Conducted study to examine how administrators at community and four-year public and private colleges assess their faculty, student, and institutional responses to academic dishonesty. Findings from 257 chief student affairs officers revealed that problem of student academic dishonesty persists across institutional types. Respondents appeared to…

The accountability model presented in this report was developed by the Student Support Services staff of Gavilan College (GC) to help meet public demands for learner success, to increase efficiency, and to promote a proactive mode of delivering student support services. Introductory material traces the development of the model and discusses the…

Much has been written lately about the role of the Student Development Specialist in the classroom, most of it focusing on his role as consultant or process facilitator. This material focuses on the Student Development Specialist working as classroom teacher "in tandem" with another instructor from another discipline. The approach is simple. In…

This paper examines the evolution of the student personnel function in higher education and particularly the uniqueness of the function of the Community College level. Some important factors which influenced the development of student personnel work in higher education are identified; the article then discusses the unique role of the community…

Describes results of a survey of Illinois and Florida faculty, student personnel workers, and administrators, showing attitudinal differences and similarities toward inservice development programs. Examines purposes, outcomes, administration, formats, rewards and incentives, and evaluation. (RT)

Describes development of an instrument to define and evaluate certain aspects of the model and assess its use. Levels of implementation were significantly lower than levels of agreement with the model. Differences could not be attributed to student/staff ratio, or the training and experience of the student personnel administrator. (JAC)

Within the context of the community college, explores student affairs programs designed to support student success and learning. Suggests 10 expectations for a comprehensive, learning-oriented student affairs program. Discusses the community college setting, issues affecting student learning, and resources. Highlights strategies for working with…

In a professional world characterized by change, uncertainty, and increased pressure to demonstrate that what they do really matters, community college student affairs professionals need clear definitions, a shared understanding of critical professional issues, and professional values that are consistent and congruent. This chapter provides those…

Student affairs professionals in community colleges are facing several major issues in need of resolution including: the insufficient use of existing knowledge about adolescent and adult development and organization development in program design and execution; and the insufficient use of knowledge of program evaluation for understanding the…

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…