This digest addresses the necessity for holistic learning--the integration of intellectual, social, and emotional aspects of undergraduate student learning. Research findings, theoretical models, and the relationship and interdependency of these developmental areas are briefly reviewed and recommendations are provided to faculty, administrators, and institutions on ways to enhance holistic learning. The review finds a growing literature base supporting the fact that cognitive, social, and emotional processes are inextricably linked. Recommendations to individual faculty and student affairs professionals are developed based on liberation theory, constructivist pedagogy, the critical cultural perspective, and collaborative learning theory. Implications for institutions moving toward developing a focus on holistic learning are considered including providing visionary, persistent, and pervasive leadership; promoting student involvement in learning; developing learning communities; enhancing the educational climate of residence halls; and intentionally influencing the socialization of faculty and student affairs professionals. (Contains seven references.) (DB)