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Should we call our efforts to learn about programs and outcomes “research” or “assessment”? The name can make all the difference. And trying to adhere to the standards of research may get in the way of doing effective assessment.

A critical first step before engaging in any assessment is to consider the politics. What are the needs and interests of the groups involved? What kind of information are people ready to learn about and interested in? Who should be involved and when? The authors explore these and other questions.

Conducting good assessment studies and using them to influence policy and practice may well determine the future of student affairs. But many student affairs professionals are stalled in their efforts to develop an assessment strategy. Many haven't even started. Before you can begin, say the authors, it's important to know the facts.

While much is known about the role of student involvement in various dimensions of student change and development, considerably less is known abouthow students become involved as they make the transition from work or high school to college. This paper describes the results of a series of focus-group interviews with 132 diverse, new students entering a community college; a liberal arts college; an urban, commuter, comprehensive university; and a large research university. The study identifies the people, experiences, and themes in the processes through which students become (or fail to become) members of the academic and social communities on their campus.

This chapter presents a model within which to view the potential conflict between the political (doing things right) and the ethical (doing the right thing).

The authors trace the history of student development theory and then review theories that are now in use or emerging.

A description of a comprehensive alcohol awareness program is presented, including research evidence that selected interventions, focused in the classroom, help students make more responsible decisions about alcohol and become more responsible drinkers.

Orientation planners must understand the societal context within which students of the 1980s attend college as well as the influences of the collegiate environment and principles of student development.

Orientation planners must understand the definition, goals, components, rationale, and methodologies of a comprehensive and effectiv.

Selected management references for student affairs professionals are presented in this chapter.

Several orientation myths are analyzed in light of the recent evidence and information presented in this sourcebook.