Differences between responsibilities of chief student personnel officers in two-year and in four-year institutions were examined. A questionnaire was developed which consisted of 20 items with each item representing a functional area within the field of student personnel administration. Officers at two-year institutions were found to have…

The Family Educational Rights and Privacy Act was passed in 1974 because some legislation was needed in order to discourage the abuse of individual rights due to the personal prejudices and/or disapproval of others. There are thousands of persons in American society who because of advanced educational training and a keen sense of perceptivity, can…

Men's and women's immediate reactions to completing the Self Directed Search (SDS) and the Strong Campbell Interest Inventory (SCII) were assessed, as well as the impact of this testing on their subsequent behaviors four weeks later. A random sample of college freshmen at the University of Kansas (N=96) completed either the SDS, SCII, or both…

Institutions are pervasive phenomena in that they prescribe the boundaries for what individuals can do on a day-to-day basis. The office of ombudsperson has been created in many universities and political units in order to minimize the degree of conflict between individual goals and those of the institution. Three roles for ombudspersons exist:…

Data from 33 studies of college student personnel workers are compared on five characteristics: sex, ethnicity, age, academic degree, and marital status. Systematic biases against women and minorities, similarity between student personnel executives and teaching faculty, and differences in proportions of married men and women were found. (Author)

This report addresses the application of transformative leadership to higher education, examining four constituent groups: students, faculty, student affairs professionals, and presidents and other administrators. Chapter 1 explains the need for rethinking higher education leadership practices. Chapter 2 describes the principles of transformative…

Focuses on the career development problems of student personnel administrators. Discusses psychological problems common in middle adult years. Examines problems associated with career change, burnout, and relocation. (RC)

Suggests that student personnel practitioners support a student role in collective bargaining because student programs are affected when resources are shifted. Five options for student involvement are described. Urges students to meet and confer with bargaining parties prior to collective negotiation to express student concerns. (RC)

Describes a modularized career development program that is capable of providing quality services to a large number of students, yet one entirely staffed by work-study graduate assistants. The program includes several thematic workshops that provide students maximum flexibility in participating in an individually designed career package. (Author)

Studied students' and professionals' perceptions of student personnel services. Results showed an average of 23 percent of the students were aware of various university help sources. Students gave their highest ratings to sources staffed by nonprofessionals, while university mental health professionals rated university help sources significantly…

Discusses the conflicts between values inherent in theories of college student development and those of foreign student populations. Recommends ways to direct the student development professional in surmounting this dilemma by emphasizing a need for focused research and training in the area. (Author)

Found that the developmental stage or level of an individual can be identified based on specific criteria, and professional growth can be at least partially measured. Discusses implications for student affairs professional preparation and practice as well as for professional associations. (JAC)

Housing administrators must develop a living environment within which the needs of students are met, their behavior is dealt with, and learning can take place. In providing a commonly shared experience or sense of community, the educational value of the residence hall experience is unique. (Author)

Enlarged roles for student personnel professionals are presented, including major instructional emphases to make them co-equal with teaching faculty. The focus is on humanistic redefinitions of teaching and learning operationally applied to student development educators in and outside conventional classrooms. Specific examples of this partnership…

Increased attention is being given to division-wide professional staff development. Readers are invited to consider the Mini-U format. (Author)