Learning Resources

Abstract: College campuses across the United States are increasingly challenged to educate psychologically distressed students and to recognize that college student mental health is not only a counseling center issue, but also a campus issue. As such, many colleges and universities are moving toward campuswide prevention efforts designed to help identify and support students who need to manage their distress. Prior research has highlighted these issues and described ways to involve campus units in initiating campuswide prevention efforts. This article focuses on the key elements necessary to successfully foster prevention efforts and includes practical suggestions to improve prevention protocols on campus.

Abstract: The composition of the university campus is founded on the provision of formal education and the classrooms this has required. Traditionally, informal learning has been of secondary importance, and much less attention has been paid to the development of the campus to support this activity. This article traces the development of three key types of “learning centers” intended as the university’s primary support for informal learning and raises questions about the limitations of this approach to campus development.

Abstract: This article presents a compilation of data regarding the role of online social networks within campus communities, specifically for nonacademic purposes. Both qualitative and quantitative data methodologies are used to provide a unique perspective on a constantly evolving topic. Interviews of students and administrators allow for candid discussion, while primary and secondary data offer an understanding of current use and trends within the realm of online social networking. Theories of self-esteem and interpersonal communication are integrated throughout the article.

Abstract: The purpose of this article is to frame—and reframe—the work of student affairs. Evolving paradigms have defined and advanced this work, which is dedicated to total student development and the betterment of society. The article promotes integrative learning as a new framework for student affairs. This paradigm, grounded in theory, research, and practice, crosses all boundaries of what, where, how, and with whom learning occurs to advance cohesive and synergistic student-centered learning. To live into this seamless model, student affairs professionals must go beyond the “what” to living into the “so what” of their work as educators and reflective practitioners.

Abstract: College students have changed dramatically, and the skills needed for productive employment have changed as well. But colleges and universities have been slow to respond, often innovating in only small ways while leaving the core practices of undergraduate education the same. This article examines the barriers to transformational change in higher education in five categories: structure, information, incentives, finance, and culture. It suggests that the initial approach to overcoming these barriers involves generating better information in the form of feedback concerning student learning processes and outcomes.

Abstract: Millennial students can be inspired to create a legacy for future generations by the recognizable actions of campus planners to create more sustainable campuses through smart growth planning, green buildings, transportation planning, and energy- and water-efficiency retrofits. This article describes policies, programs, and projects at The University of British Columbia; presents student concerns about the future and their reactions to campus initiatives in sustainability, and discusses recent research regarding student responses to green buildings on campuses in Canada.

Abstract: This special two-part series on student life would not be complete without a student perspective. What do real, live, individual students from the Net generation think, experience, dream, and plan? Are they as “wired in” as Mark Milliron describes in his article? Is communication strongly linked to technology as outlined by Tamara Wandel? How do student characteristics affect teaching and student learning (John Tagg), student services (Simone Himbeault Taylor), and a student’s overall college experience (Freda Pagani)?