Band 43, Heft 1

This study identifies selected skills and competencies attained by entry-level student affairs professionals through master’s-level graduate education and the degree to which these skills and competencies were perceived as necessary for entry-level student affairs work. Given a list of 28 skills drawn from preservice preparation and student affairs assessment literature, more than 1,200 new entrants to the student affairs field were asked to rate each skill in terms of (a) the degree to which the skill was attained in the respondent’s master’s degree program and (b) the degree to which it was used in their first professional position.

The purpose of this study was to explore recreational prescription drug use among undergraduate students. Although anecdotal accounts on this subject abound, empirical research is extremely limited. Data from a survey of a random sample of 734 students at a large public research university in the Northeast were examined. Results indicate that a substantial proportion of students reported having used prescription drugs for recreational purposes in the year prior to survey administration. Recreational prescription drug use was positively associated with the use of other substances including alcohol. Recreational prescription drug users were also more likely than other drug users to report negative consequences as a result of their drug use. Implications for future research and for student affairs are discussed.

Authors examined attitudes towards diversity among college students who participated in a civic type living-learning program. The purpose of this longitudinal study was to examine the differences in students in a civic type living-learning program and a comparison group in undergraduate student understanding and appreciation of diversity. A construct of attitudes toward diversity was measured prior to matriculation and at the end of the first and third semesters of college. Students did not differ in their attitudes towards diversity from prior to matriculation to the end of the third semester. Nor did living-learning students differ from a comparison sample of students in the construct of attitudes toward diversity. The authors discuss several possible reasons for the lack of significant differences— such as attitudes toward diversity generally do not change easily, relative to behaviors; the attrition inherent in a longitudinal study limited sample size; the general difficulty of quantifying significant outcomes of living-learning programs; the importance of allowing sufficient time for reflection (i.e., longer than the first 2 years of college) to reevaluate and then change one’s attitudes; and the need to distinguish between understanding of and appreciation for diversity. Implications for educators are to enhance their understanding of diversity development in order to provide the best learning experience for students, and to measure small cumulative effects of diversity education over time periods longer than 2 years.

After reviewing institutional records for more than 3,000 students, the authors consider how new members of Greek organizations at a Midwestern university performed academically when compared to non-Greeks, in terms of their predicted versus actual grade point averages and whether joining during the first or second semester made a difference in their performance. Implications for improving the first-year experience of Greek members are explored.

One of the distinguishing features of collegiate student recreational sports complexes is the sense of community that is intentionally introduced in the programs and services that occur within these facilities. Intramural sports programs provide a powerful medium for student interaction (Belch, Gebel, & Mass, 2001). This study was designed to examine the social benefits of intramural sports participation for undergraduate students at a midsized postsecondary institution. Surveys were randomly distributed to students (N = 349) participating in a variety of intramural sports programs. There were a number of significant differences in the reported social benefits of intramural sports participation between on-campus and off-campus students, first- and fourth-year students, males and females, and differences in reported social benefits based on the number of intramural sports played. Recreational sports programs should be linking participation in intramural sports with broader institutional goals of retention by emphasizing their role in socially integrating students into the university through participation in various recreational sports offerings. Suggestions for future research are made in the context of the limitations of the study.

This article reviews the results from an in-depth multisite case study of 20 institutions examining approaches to student engagement exploring differences by institutional type. The two research questions pursued were: Is size related to distinctive approaches for creating an engaging environment for students? If so, in what ways? The results demonstrate a relationship between size and four benchmarks. Implications for institutional and national policy are reviewed.

The purpose of this study was to investigate how livinglearning (L/L) program participation similarly and dissimilarly affects college students’ intellectual growth at three large public research universities. L/L programs have been introduced at large universities in order to create more intimate peer communities that help foster students’ learning and development, as well as help them to become more involved and integrated in campus life. However, research on L/L programs has been largely limited to single-institution studies with restricted generalizability. This multiple-campus study shows that L/L programs affect students’ intellectual growth differently at different institutions, and that the impact of L/L programs on students’ perceptions of their cognitive growth is less influential than on their perceived growth in liberal learning.

The Resident Assistant (RA) position continues to expand and increase in complexity. The demands and responsibilities of the position can create a stressful environment for the RA. Choosing the right candidate for the RA position assists the residence life program, the institution, and above all the students. The results of this research present a relatively new theoretical construct, emotional intelligence, that may be helpful in selection and training of RAs. This research could be considered in the selection processes of other peer advisors and leaders on college campuses as well.

Students at a midsized public university in the southeast completed the Student Development Task and Lifestyle Inventory at the beginning of their first year, beginning of their sophomore year, and end of their senior year. More involved students reported greater development in moving through autonomy toward interdependence and establishing and clarifying purpose. Uninvolved students had consistently lower developmental scores. Students who joined or led organizations reported more development than those who just attended a meeting.

A unique professional development program took place for senior student affairs officers at The University of Salamanca (Spain) in June 2005. Participants had firsthand experiences with studying abroad and had opportunities to exchange ideas and perspectives with professionals from a variety of institutions from within and outside of the United States. This article will describe the purpose of the Institute, the workshops presented, and the learning outcomes attained. By examining the answers to those questions, a variety of themes emerged clarifying the participants’ learning outcomes and potential applications of how to use those new perspectives. Invited Article.