Many professions require members to be involved in continuing education in order to maintain skill levels, to remain current on issues, and often to remain licensed or certified in that field. The same level of continuous professional development does not always occur in student affairs, and there exists no system for documenting such activities…

A description of the kinds of educated humans to be cultivated at a particular institution can be found in the college or university vision statement. The extent that vision is reflected in the governing models of advising operations, known by personnel, and transformed into day-to-day activities was assessed through a NACADA membership survey.…

Student affairs practitioners are inundated with a variety of ethical considerations when making day-to-day decisions regarding the welfare of students and colleagues. There is every reason to believe that confronting ethical issues will be an increasingly difficult issue for student affairs professionals in the future. This article provides a…

In the 1900s, student affairs professionals were faced with decisions about how to incorporate new forms of technology into the college community. New technologies during the twentieth century that institutions had to plan and prepare for included the telephone (invented in 1870), television (invented in early 1900s), cable television (available…

The NEAIR (North East Association for Institutional Research) 2011 Conference Proceedings is a compilation of papers presented at the Boston, Massachusetts conference. Papers in this document include: (1) Are Students Dropping Out or Dragging Out the College Experience? The Roles of Socioeconomic Status and Academic Background (Leslie S. Stratton…

Surveyed 142 student affairs professionals to examine their perceptions of staff development needs. Results suggested little perceived need for staff development. Greatest relative needs were for improvement in milieu management, consultation, and instruction. Items related to positive personal and working relationships were concerns with regard…

This annual report covers 1997-1998, which was a year of great commitment by the NASPA Board of Directors, membership, corporate partners, and staff. All of these groups made significant contributions to the association's success, measured by how well the mission was fulfilled through addressing established goals and objectives. This year NASPA…

One focus for the NASPA in 1999 was professional development. This was provided through numerous workshops. New ground was broken this year in research to foster a better understanding of HIV/AIDS and diversity. Through the efforts of a specially designated working group, management guidelines for working with fraternities and sororities were…

A new model among student affairs professionals, faculty, and academic administrators is emerging at colleges and universities across the country. This "partnership model" or "partnership movement" is characterized by collaborations and connections. These partnerships can serve as a transformational tool to enhance the quality of the students'…

This brief report summarizes initiation, implementation and evaluation of a series of noncredit residence hall programs designed as effective structures for learning leisure skills, engaging in social interaction and providing a sense of involvement. (Author/CJ)

The author contends that very often what students do not ask or say during an interview is more indicative of their potential than what is traditionally verbalized. It is the job of the recruiter to go beyond this disguise. (BY)

Discrepancies between the expectations of professionals and the needs of employing organizations are one source of conflict between workers and employers. Suggests that student personnel administrators and their staffs should devote increasing amounts of time to a consideration of the way student personnel services are organized. (Author)

A person's identity is closely tied to what he or she does professionally. This qualitative inquiry explores the perceptions of eight student affairs practitioners in relation to the development of their professional identities. The influences of pre-graduate, graduate, and post-graduate school experiences were elicited. Implications for fostering…

The author argues that practical wisdom is the highest achievement of professional practice. Practical wisdom involves the ability to draw upon knowledge selectively and apply it successfully in specific situations. Examines how practical wisdom is gained and nurtured in the professional life of student affairs professionals. (GCP)