From the first Personnel-O-Gram to our most recent books and monographs, ACPA has a long history of providing timely and relevant publications for the student affairs profession. Browse through this timeline to see the scope of the ACPA’s contributions to the literature of the field.
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The Personnel-O-Gram provided items of general interest, announced special services and publications available, and served as a clearinghouse for problems facing the field.
In 1949, ACPA President C. Gilbert Wren reported in the Personnel-O-Gram the composition of ACPA members.
ACPA debated the cost of $50 an issue (for a total of $400 for the 8 issues anticipated for 1952).
The Personnel-O-Gram begins to evolve from a newsletter to a more formal publication.
The Newsletter/Journal begins to includes ACPA annual conference proceedings and the directory of members.
ACPA's Personnel-O-Gram in the mid-1950s.
Charles L. Lewis (Editor, 1958-1964) served in various professional student affairs/higher education positions and contributed to ACPA throughout his life.
In the fall of 1959, ACPA announces the new journal title and format that replaces the Personnel-O-Gram, the former newsletter/journal that had served multiple purposes to that point in the organization.
This publication was the first in a series produced by ACPA to cover a range of issues in student personnel work. The first "brochure" was in response to the advent of student loan program and covered topics such as scholarships, loan assistance, student employment, and administration of government and institutional forms of aid. (Student Personnel Series #1 by Homer D. Babbidge, Jr.)
This monograph provided general legal information for student personnel workers, primarily those in public institutions. Topics covered within include legal terms and principles as well as the application of these in functional areas such as housing, financial aid, health and counseling services, student discipline, and student activities. (Student Personnel Series #2 by Clarence J. Bakken)
Robert Callis (2nd editor of JCSP) spent his entire professional career at the University of Missouri and held leadership positions in ACPA.
This monograph argues that housing serves two functions: to provide students a satisfactory place to live and to help them grow. These functions are explored in greater depth in chapters that cover history, programs, staffing, facilities, and financing. Published in cooperation with the Association of College and University Housing Officers. (Student Personnel Series #3 by Harold C. Riker)
The goal of this monograph was to provide student personnel workers with information about the scope and principles of health services in pursuit of establishing cooperative working relationships that restore and protect student health. Individual chapters address historical perspectives, administration, medical, dental, and psychiatric services as well as athletics and the small college. (Student Personnel Series #4 by Dana L. Farnsworth)
Student discipline as an important aspect of the educational process and student success is thoroughly examined in this monograph. Topics covered include faculty, law enforcement, and the courts. (Student Personnel Series #5 by Thomas A. Brady and Leverne F. Snoxell)
This monograph examines the role of testing as an assessment technique in college admissions. Covered in greater detail are the use of tests as predictors of college success and the broader cultural and philosophical implications of test usage. (Student Personnel Series #6 by James. R. Barclay)
After six years of JCSP, ACPA initiated a design change for the journal.
This monograph is comprised of a set of essays designed to answer essential questions about student personnel work: What is it? What are the trends? What are the new directions? In greater details, various functional areas are examined in each chapter including college activities, counseling, placement, health services, financial aid, international services, and housing. Also discussed are junior colleges and student personnel preparation. (Student Personnel Series #7 edited by Gordon Klopf)
Written in a time of student demand for personal freedoms, this monograph serves as a handbook for the professional who is new to the role of student group advising. The authors discuss the significance of the co-curriculum, advisor roles and responsibilities, and problems, solutions, and techniques. (Student Personnel Series #8 by Paul A. Bloland)
This revised edition of the 1961 monograph of the same name provides updated legal information for student personnel workers, primarily those in public institutions. Topics include legal terms and principles as well as the application of these in functional areas such as housing, financial aid, health and counseling services, student discipline, and student activities. (Student Personnel Series #2 Second Edition by Clarence J. Bakken)
This monograph offers a philosophical and psychological base for the practice of faculty advising. Throughout it, the author argues for an authentic relationship between the faculty adviser and the student where educational goals, student learning, teaching methods, curriculum, and student and teacher performance are discussed and analyzed. (Student Personnel Series #9 by Melvene D. Hardee)
This monograph is comprehensive look at the history of student activism in the U.S., the causes of student activism, and the philosophical and administrative responses to student activism. (Student Personnel Series #10 by Frank L. Ellsworth and Martha A. Burns)
A thorough review of the status of campus counseling centers is covered in this monograph. The authors discuss everything from facilities to salaries and client caseloads to models for delivery. (Student Personnel Series #11 by E. R. Oetting, Allen E. Ivey, and Richard G. Weigel)
This monograph presents several articles, all related to the Harvard Student Study (1964-1965). The study was designed to examine the development of undergraduate college students at Harvard. The articles contained within focus on housing, psychological assessment of change, and the development of heterosexual relationships in college. (Student Personnel Series #12 edited by John M. Whiteley and Hazel Z. Sprandel)
This monograph presents diverse viewpoints on college students and how they negotiate their emerging roles in society. Topics covered include student governance, student unrest, and generational clashes. (Student Personnel Series #13 edited by John M. Whiteley)
The goal of this monograph is threefold: to describe the evolution of religious expression on campus; to assert religious expression as feature of university life; and propose ideas for further study and action on the part of student personnel workers. (Student Personnel Series #14 by William A. Overholt)
This monograph presents a set of exceptional practices emerging in community college student personnel work. Specific functional areas represented include academic advising, counseling, students activities, and orientation. (Student Personnel Series #15 by Terry O’Banion)
An active member of ACPA and extensive author in the field, Albert B. Hood served as the third editor of The Journal of College Student Personnel. Hood was a recipient of the ACPA Contribution to Knowledge Award, the ACA Extended Research Award, and the NASPA Robert H. Shaffer Award for Academic Excellence.
This monograph is the result of ACPA’s "Tomorrow's Higher Education" project. It presents an analysis of the significance of and implications for student development as a primary goal in educational planning. (Student Personnel Series #16 by Robert D. Brown)
ACPA President M. C. Beryl sent what was meant to be the first "presidential newsletter," The Presidential Communique, to all ACPA members. The newsletter was "… intended to serve as an information source" about "various aspects of ACPA activity." The newsletter included an update about an open membership plan for commissions and announcement of a "blue ribbon panel" to consider ACPA's continued affiliation with APGA (the American Personnel & Guidance Association).
Practitioners, administrators, and researches come together in this book to discuss student development philosophy in residence halls, the impact of student development on relationships and environments, the role of residence hall staff, and residence education for the present and the future. (Edited by David A. DeCoster and Phyllis Mable)
This, the final monograph in the Student Personnel Series, introduces the significant roles students can play in peer assistance in such functional areas as orientation, counseling, residence life, and academic advising. Best practices for funding, selection, training and supervision are presented. (Student Personnel Series #17 by Ursula Delworth, Grant Sherwood, and Neff Casaburri)
Presidential Communique became the quarterly newsletter, ACPA Developments
This monograph is comprised primarily of survey results on residence hall student staff with respect to their roles and responsibilities and provides examples of student staff training programs across a variety of institutions. (Edited by Janet D. Greenwood and Barbara A. Lembcke).
Sponsored by Commission III - Student Residence Programs
A profile of the presidents of ACPA from 1924 to 1975 in celebration of the 50th anniversary of the association. Distribution was limited to attendees at the ACPA conference in Atlanta in 1975. (By Vernon Lee Sheeley)
Designed as model building part of T.H.E. Project to develop new operational model for Student Affairs professionals. This is the follow up to Robert D. Brown's 1972 publication.
This book represents the second, and more practical, phase of ACPA's "Tomorrow's Higher Education" project by offering a range of examples of student development concepts in student affairs work. (By Theodore K. Miller and Judith S. Prince)
Prepared as a comprehensive resource, this book describes promising behavior modification programs and services that can be adopted quickly and readily by university counseling centers. (By John L. Shelton)
The goal of this practical monograph was to offer a rationale and models for funding different types of services in student affairs; namely career development, counseling, financial aid, health services, and student development/student life offices. (By Ian L. Maw, Nancy A. Richards, and Howard J. Crosby)
This monograph offers a collection of position papers (with corresponding reaction statements) on key issues of professional preparation for student affairs practice including contemporary perspectives on the profession, a philosophy of professional preparation, structure of preparation programs, and flexibility of programs to address changes in the profession. (Edited by Gary H. Knock)
Laurine Fitzgerald served as the fourth editor of The Journal of College Student Personnel.
Complete with photos, illustrations, and diagrams, this monograph (developed by Commission III--Student Residence Programs) is designed to help students turn their sterile insitutional "dorm" rooms into more personal and secure environments that reflects their personalities. (By Scott Anchors, Charles C. Schroeder, and Smith Jackson)
Written for the student personnel professional who is a lay person with respect to the field law, this book introduces and examines the legal aspects of student services. (Edited by Edward H. Hammond & Robert H. Shaffer)
In response to a need for resources and mentors for women in higher education, the author offers a text to assist professionals and clients reach their potential and advance their interests. (By Beverly Prosser Gelwick)
The contributors to this book examine questions about evaluation such as who should conduct it, the timing of evaluation, the cost, implications for decision-making, and differences across functional areas of student affairs. (Edited by Beverly Prosser Gelwick)
This monograph defines student personnel work and places it in a historical context. Student characteristics and student conduct are discussed in light of higher education institutional structures and student services. (Edited by Roy F. Giroux, Donald A. Biggs, Alan M. Hoffman, and John J. Pietrofesa).
First published in 1969 by the Council of Student Personnel Association for Higher Education, this publication eventually became the responsibility of ACPA's Commission XII-Professional Education of Student Personnel Workers in Higher Education. The brief monograph provides an overview of the student development profession including historical context, roles, preparation, and qualifications. Details are also provided on ten different functional areas. (By Gerald L. Saddlemire and Gary Knock).
This manual provides the Resident Assistant Stress Inventory (RASI) along with scale scoring and interpretation. In addition, it describes a three year study employing the RASI. (By Gary Dickson and Catherine Ponikvar)
This book not only highlights the extant theories and models of student development, but also discusses the challenges of implementing theory, teaching it in preparation programs, and implications and future directions for the profession of student affairs. (Edited by Don G. Creamer)
This highly practical workbook is designed to assist residence hall professionals and para-professionals define community development, design programs tailored to their institutions, and to deliver impactful programs in collaborative ways. (By Ken Ender, Nancy Kane, Phyllis Mable, and Meredith Strohm)
Sponsored by Commission II -Student Residence Programs
A follow-up to the 1974 publication, this book assimilates new research and creative thought on residence education. (Edited by David A. DeCoster and Phyllis Mable)
This book, sparked by ACPA Leadership Task Force (1976), brings together some of the best thinkers on the process building a range of leadership programs to address the diverse of needs of college students. (Edited by Dennis C. Roberts)
This book examines research findings on the personal development of college freshman since Sanford's classic research a generation earlier. (By John Whiteley and Associates)
In this monograph, two important questions are addressed: What can colleges do about drinking? And what should they do about drinking? The authors focus not only on students, but faculty and other employees as well. Similarly, they discuss educational and interpersonal dimensions of the issue as well as legal and disciplinary dimensions. (Edited by James C. Dean and William A. Bryan)
This step-by-step workbook assists readers in assessing their knowledge, beliefs, and skills in the functional area of residence education. Emphasis is placed on the readers' present goals and their future aspirations in the field. (By Edward L. Reynolds, Jr., Susan Bowling Komives, and Phyllis Mable)
By This bibliography is a resource guide for graduate students, faculty, practitioners, trainers, and administrators. The goal of this bibliography was to compile and classify documents on history, philosophy, professional organizations, professional preparation, and functional areas. (By Beverly A. Belson and Louis C. Stamatakos)
This book presents a collection of selected articles from journals representing ACPA and the National Association for Women Deans. The broad areas structure the book: the educational community, the professional setting, and professional associations. (Edited by Beverly A. Belson and Laurine Fitzgerald)
In response to a lack of scholarship on fraternity and sorority life, the editors and authors of this book present chapters that discuss student development, chapter management, legal issues, minority students, and the future. (Edited by William A. Bryan and Robert A. Schwartz)
The brief monograph is a revision of the 1979 version and continues to provide an overview of student development profession including historical context, roles, preparation, and qualifications. Details are provided on eleven different functional areas. (By Audrey L. Rentz and Gary Knock)
Sponsored by the Commission XII - Professional Education of Student Personnel Workers in Higher Education
Robert D. Brown served as the Editor of the Journal as it transitioned from The Journal of College Student Personnel to the Journal of College Student Development.
This handbook updates the earlier Bloland (1967) monograph and is geared toward any professional (practitioner or faculty) who advises a student group on campus: social, academic, cultural, religious, Greek letter, athletic, etc. (Edited by John H. Schuh)
This practical workbook that outlines the key elements of a successful job search in student affairs, moving from broad aspects of the search (e.g., awareness of the profession) to the specifics (e.g., inventorying skills, values, and goals and developing resumes and preparing for interviews). (Developed by Tom Bachbrucher)
This handbook accompanies the "Guidebook" and is written for leaders, facilitators, and mentors of job hunters. It is written to assist leaders and mentors provide additional assistance to candidates in their search for employment in student affairs. (Adapted from an earlier publication and developed by Wendy Settle and Eric Schlesinger)
Sponsored by Commission VI - Career Planning and Placement
Based on feedback from 55 graduate program directors, this edition expands on the 1983 volume. (By Gerald Saddlemire and Audrey Rentz)
This second volume builds on the previous volume and examines the curriculum's impact on character development. (By Janet C. Loxley, John M. Whiteley, and Associates)
This is a revised edition of the Schuh (1984) handbook publication and remains a resource for any professional (practitioner or faculty) who advises a student group on campus: social, academic, cultural, religious, Greek letter, athletic, etc. (Edited by John H. Schuh)
The seeds of this book were a series of articles written University of Illinois student newspaper. Written for faculty and student affairs professionals, the goal of the book was to assist readers in helping students with academic decisions, resource identification, career searches, postgraduate studies, and counseling. (By Howard K. Schein, Ned Scott Laff, and Deborah R. Allen)
This monograph describes some of the profound changes underway in the field and focuses on: the delivery of services to students; student development programming; administration, research, evaluation and policy; and preparation of student affairs staff. (By George Kuh, Elizabeth Whitt, and Jill Shedd)
This resource manual describes recommended practices (e.g., selection, training, and evaluation) for the utilization of undergraduate paraprofessionals in career services based on data collected from paraprofessional program coordinators. (By Ione McKenzie and Margaret Manoogian-O’Dell)
This bibliography is a resource guide for graduate students, faculty, practitioners, trainers, and administrators. The goal was to compile and classify written materials on history, philosophy, professional organizations, professional preparation, and functional areas. (By Beverly A. Belson and Louis C. Stamatakos)
The authors integrate theory, assessment, application, and evaluation in the context of intellectual development. Featured in the book is Measure of Epistemological Reflection (MER). (By Marcia B. Magolda and William D. Porterfield)
This monograph--a cooperative effort among ACPA, NASPA, and the Association for Counselor Education and Supervision (ACES)--discusses the interface between academic preparation and practice in student affairs. Topics covered include recruitment of students, faculty qualifications, curriculum, professional standards, and continuing professional development. (Edited by Robert B. Young and Leila V. Moore)
Sponsored by the Commission XII - Professional Education of Student Personnel Workers in Higher Education
Across nine chapters written by seasoned professionals, this book offers a perspective on the financial environment in higher education and assists student affairs leaders improve their skills in fiscal and budgetary management. (Edited by John H. Schuh)
This edited book embodies the most contemporary thinking about student development and environmental theory, assessment, outcomes, and programming. (By Don Creamer & Associates)
This comprehensive chronology and profile of the presidents of ACPA from 1924 to 1991 (May L. Cheney to Laurine E. Fitzgerald) was a follow-up to the 1975 book and was initially distributed at 1991 ACPA conference in Atlanta. (By Vernon Lee Sheeley)
A ground-breaking book and an essential resource for professionals addressing challenging issues that confront gay, lesbian, and bisexual students on campus. Among the topics examined are identity development, homophobia, career planning, and gay and lesbian student organizations. (Edited by Nancy Evans and Vernon Wall)
This compelling text explains why developing diversity programs is vital to the future of higher education and challenges student affairs professionals to more deliberately implement cultural pluralism on campus. (By Harold E. Cheatham & Associates)
This book describes and applies cultural concepts and perspectives in student affairs work. The contributors examine institutional culture, student culture, faculty and staff culture, as well as how to assess and shape culture on campus. (Edited by George D. Kuh)
This second and expanded edition includes content on identity development and the feminization of the profession. (Edited By Audrey L. Rentz)
This document is intended to stimulate discussion and debate on how student affairs professionals can intentionally create the conditions that enhance student learning and personal development.
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This book examines diversity and multicultural issues on campus related to race, ethnicity, sexual orientation, gender, and disability status as well as differing perspectives generated by professional roles and philosophy. (By Jane Fried and Associates)
Gregory Blimling served as editor of The Journal of College Student Development for nine years and as a Consulting Editor for a year. He served the association in numerous ways and remains active as a scholar and practitioner.
In fall 1992, following ACPA's vote to disaffiliate from AACD (the American Association of Counseling & Development, formerly APGA), President Leila Moore, Charles Schroeder and Terry Williams proposed creation of a new publication (initially titled "ACPA Connections") as a means of solidifying ACPA's goal of being the "preeminent provider of timely, focused and relevant professional development." What came to be known as About Campus was conceived as a magazine-format publication that would examine emerging trends, critical and "controversial" issues, and interviews with higher education and student affairs leaders. About Campus is recognized as one of the most widely read and circulated publications addressing issues related to campus life and student learning.
Download a brief history regarding the creation of About Campus (PDF).
This special issue focused on the implications of the Student Learning Imperative for the practice of Student Affairs. The authors were asked to answer: What do our colleges and universities need from student affairs educators?
To collaborate with others in higher education to advance student learning, ACPA and NASPA produced Principles of Good Practice for Student Affairs.
This books examines the historical and cultural climate surrounding the emergence of college student personnel work and asserts that it remains a unique American invention. (By Richard B. Caple)
This book is a revised and updated version of the 1988 text by Young and Moore. Acknowledging important changes in higher education and student affairs, this book re-examines the status of student affairs preparation and practice by some of the field's leading thinkers. (By Nancy E. Evans and Christine E. Phelps Tobin)
Despite American higher education's success at providing collegiate education for an unprecedented number of people, the vision of equipping all our students with learning deep enough to meet the challenges of the post-industrial age provides us with a powerful incentive to do our work better. People collaborate when the job they face is too big, is too urgent, or requires too much knowledge for one person or group to do alone. Marshalling what we know about learning and applying it to the education of our students is just such a job. This report makes the case that only when everyone on campus -- particularly academic affairs and student affairs staff--shares the responsibility for student learning will we be able to make significant progress in improving it.
The authors in this book focus on partnerships between academic affairs and student affairs to promote student learning by working in harmony to create a more seamless campus landscape. (Edited by Frances K. Stage, Lemuel W. Watson, and Melvin Terrell)
This book presents case studies and original qualitative research that address the complex issues of classism, student suicide, alcohol-related death, acquaintance rape, multiracial identity, and the self-development of young adults with alcoholic parents. (By Kathleen Manning)
Building on the 1990 text Beyond Tolerance, this book presents current research and continues examining the complex issues facing the gay, lesbian, and bisexual community on campus by furthering higher educational professionals’ understanding of transgender individuals, the diversity within the LGBT community, and ways to ally with LGBT students and professionals. (Edited by Vernon A. Wall and Nancy J. Evans)
This book presents a collection of eight position papers on a research agenda in higher education, covering topics such as access, affordability, learning and teaching, technology, collaboration and partnerships, accountability, and government and governance. (Edited by Cynthia S. Johnson and Harold E. Cheatham)
Seventeen articles were selected that were representative of some of the best articles that appeared in the Journal over the past forty years. The editorial process for choosing the articles took almost a year.
This text offers four strategies for organizational leadership (lead, learn, relate, and influence) to foster leadership and change in higher education organizations. (By Kathleen E. Allen and Cynthia Cherrey; co-published with NACA)
After Ernest Boyer raised the issue of what constitutes scholarship and how it is used in his 1990 book, Scholarship Reconsidered: Priorities of the Professorate, five Senior Scholars of ACPA were asked to write papers for the 2001 convention and other senior scholars were invited to respond to these papers. The conference papers provoked debate about what constitutes scholarship in student affairs and JCSD devoted a special issue to the papers and reactions.
With Volume 28, No. 4, under the editorship of Heidi Levine, Developments became electronically formatted and disseminated.
Using narratives written by new professionals about their transition from graduate preparation to professional work, this book illuminates the experience searching for one’s first position, assimilating to campus norms, formulating a professional identity, meeting expectations, dealing with conflicts, and remaining true to one’s values. (Edited by Peter M. Magolda and Jill E. Carnaghi)
Learning Reconsidered is an argument for the integrated use of all of higher education's resources in the education and preparation of the whole student. This is a co-published publication between ACPA and NASPA.
ACPA Developments, under editor Richie Stevens, moved from an electronic pdf format to a navigable, web format.
This book offers a fresh understanding of the complexity of the student affairs profession by examining the impacts of varying institutional types and organizational cultures on one’s professional practice. (By Joan B. Hirt)
Learning Reconsidered 2: Implementing a Campus-Wide Focus on the Student Experience is a blueprint for action. It shows how to create the dialogue, tools, and materials necessary to put into practice the recommendations in Learning Reconsidered. This companion book brings together new authors, discipline-specific examples, and models for applying the theories in the original publication to move beyond traditional ideas of separate learning inside and outside the classroom. Published by ACPA, ACUHO-I, ACUI, NACADA, NACA, NASPA, and NIRSA.
This book helps campus professionals—administration and faculty--in understanding the complexities of effective response to college students' death, from designing policies and protocols before a crisis occurs to appropriate courses of action in the immediacy of a student death. (Edited by Rosa Cintrón, Erin Taylor Weathers, and Katherine Garlough)
Use ASK intentionally as a basis to further develop your assessment knowledge and that of your staff. Endorsed by national accrediting bodies, associations, and assessment experts, the ACPA ASK Standards articulate the areas of assessment skills and knowledge (ASK) needed by student affairs professionals in all functional areas as well as by others. Use ASK to plan staff training or your own further development through ACPA eLearning courses, Webinars, State/International division conferences, and the annual ACPA assessment conference. ASK is your "what do I need to know?" professional development road map! ASK is a member service from the ACPA Commission for Assessment and Evaluation.
This book provides a sociocultural perspective on disability and the wider disability movement that can assist higher education professionals understand their roles and behaviors as allies and access resources that all can use in the education of self and others. (By Jeanne L. Higbee and Alice A. Mitchell)
This text, complete with case studies, is designed to help graduate students to midlevel student affairs professionals consider and incorporate professional ethics in their practice. (Edited by Florence A. Hamrick and Mimi Benjamin)
The six articles of this special issue focused on factors related to the development of the whole person. The authors provided a historical overview, summary of current research and scholarship, and recommendations for future research and scholarship. They addressed key domains of research and scholarship representing a wide range of practice within the field of student affairs.
This guide and accompanying workbook is written for leaders of student-led college organizations as they assess, plan, and improve their organizations in response to reviews by governing bodies and national chapters. (By Tricia Nolfi and Brent D. Ruben)
Through first-hand accounts, this book covers violence, suicide prevention, and mental health promotion and offers a comprehensive plan to create a campus-wide system for collecting information about students at-risk for self-harm or violence toward others. (Edited by Brian O. Hemphill and Brandi Hephner LaBanc)
This book profiles first-generation students and offers a set of best practices for how higher education institutions can improve the success of their first-generation student population. (By Jeff Davis)
This set of Professional Competency Areas is intended to define the broad professional knowledge, skills, and for some competencies, attitudes expected of student affairs professionals working in the U.S., regardless of their area of specialization or positional role within the field. All student affairs professionals should be able to demonstrate their ability to meet the basic list of outcomes under each competency area regardless of how they entered the profession. Thus, this document is intended to inform the design of professional development opportunities for student affairs professionals by providing outcomes that can be incorporated into the design of specific curriculum and training opportunities.
This comprehensive text covers the history, services, mission, structure, strategies, challenges, and opportunities for multicultural student services on college and university campuses. (Edited by Dafina Lazarus Stewart)
This book examines the experiences of women in higher education from application to college through graduate school as well as the barriers and social inequities women encounter in the professional practice of higher education, paying particular attention to how race, other demographics, and institutional types impact such disparities. (Edited by Penny A. Pasque and Shelley Errington Nicholson)
To honor the 75th anniversary of the publication of The Student Personnel Point of View of 1937, the Commission for Professional Preparation invited scholars to reflect on this foundational document for the student affairs field. The monograph contains a reproduction of the original The Student Personnel Point of View as it appeared when it was published in 1937 along with a collection of essays wherein the authors reflect on the significance and enduring value of the document. The goals of this monograph are to “re-open” this important document and to stimulate thinking and dialogue among scholars, practitioners, and graduate students regarding The Student Personnel Point of View of 1937 and our continued role as student affairs and higher education professionals to develop the whole student. (Edited by Kathleen M. Boyle, John Wesley Lowery, and John A. Mueller)
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This book addresses the ongoing conversations about diversity, multiculturalism, and inclusion on campus and ways professionals can think more deeply about these issues and help individuals and institutions realize their goals of creating truly welcoming and affirming environments. (Edited by Jan Arminio, Vasti Torres, and Raechele L. Pope)
This book unpacks the concept of social justice for higher education professionals and provides theory, practical examples, and recommendations for those who aspire to be social justice educators. (Edited by Lisa M. Landreman)
With increased emphasis on student affairs’ contribution to student learning, increasing numbers of student affairs educators are being called upon to participate in the regional accreditation process. With accreditation processes taking place once a decade and recent revisions in the standards for regional accrediting bodies focusing on student learning, student affairs educators are often not equipped with the knowledge and skills to maximize the opportunity that accreditation presents divisions of student affairs. Without these skills and knowledge, this opportunity is lost and student affairs educators merely “endure and get through” the process.
Colleges today are asked to provide greater proof that they are providing quality educational experiences to their students. There has been a growing need for student affairs to provide documentation that their areas also impact learning and student experience. However, many student affairs professionals are overwhelmed by the idea of assessment and are looking for examples of best practices in this area. Several years ago the American College Personnel Association’s Commission Directorate for Assessment and Evaluation developed the Assessment Skills and Knowledge Standards for practitioners. This document provides examples of these standards in practice.
This book examines strategies for meeting the needs of the ever-increasing diversity of community college students. The authors of this book focus on community college campuses, supports for community college students, and specialized populations among community college learners. (Edited by Lisa S. Kelsay and Eboni M. Zamani-Gallaher)
This book is a second edition of Job One (2004) and continues to focus on the narratives of new professionals as they transition from graduate school to their careers. (Edited by Peter M. Magolda and Jill E. Carnaghi)
Editors: Heidi Levine, John Wesley Lowery, & John A. Mueller
Contributors: Will Barratt, Kathleen M. Boyle, & Kathy L. Guthrie
Special thanks to Ann Bowers and the National Student Affairs Archive at Bowling Green State University
