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Some campuses have a "special" feel about them. Students are quick to mention that they cannot imagine a better place for them personally or--for that matter--any better setting for a college or university. The college has become their home away from home, the place they'd rather be than any other. Generations of graduates return for reunion weekends, passing through familiar buildings and pausing at favorite spots that evoke fond recollections of what was a very meaningful time in their lives. Built structures and memories are inextricably intertwined to form deep emotional ties to the institution and to those with whom they shared this place. Colleges and universities with such a palpable sense of place also have salutary effects on student success. In a uniquely human way, this powerful connection to something larger than oneself encourages students to engage with faculty, staff and peers in meaningful ways and compels graduates to give back to alma mater by contributing their time, talents, and resources. Administrators at other colleges long to understand and create the conditions that bond people so tightly to the institution and to one another during and after graduation. (Lists 2 sources.)

The relationship between the philosophy, theory, and methods of different research paradigms is explored in this article. Specific theoretical perspectives, critical theory, postmodernism, critical race theory, queer theory, and feminist theory are explored in the context of their political values and implications for qualitative research. (Contains 44 references.) (GCP)

Discusses the topic of spirituality in organizational theory and student affairs practice. Reviews theories and models and applies them to student affairs administration. Defines and discusses the word "soul" as a means to provide context for the discussion. (Contains 18 references and 1 table.) (GCP)

The study reports on university-based outreach activities to extend international studies, based on a mandate in Title VI of the Higher Education Act. A survey of Title VI centers in universities nationwide gathered information on the way the institutions organize, develop, implement, and evaluate their resources and their delivery to nontraditional constituencies. Using this information, successful outreach models are offered for consideration by the institutions and their Title VI centers. The report begins with a history of the centers, and goes on to discuss the concept of outreach in the context of this legislation. Study procedures are then described. Survey results are presented in 3 sections: (1) a summary of the structure, resources, and operations of the centers; (2) a description of client/user services, with comments and recommendations made by survey respondents; and (3) evaluation of the outreach materials used by the centers. General and specific recommendations for program improvement are made for the federal government, universities, and centers. Appended materials include: a tabulation of results from each of 75 centers surveyed; questionnaires used for center directors, client/users, and outreach coordinators; descriptions of outreach education materials evaluated for each center; key references; and addresses of study participants in the United States and other countries. (MSE)

Conducted naturalistic inquiry study of rituals at a women's college well known for its traditions (commencement, baccalaureate, junior show, community day, second semester convocation, and charter day). Findings showed how these events build community, establish consensus and meaning, expound value of achievement and leadership, and build expectations concerning service. (Author/NB)

A study examined the administratively sponsored rituals of academic and student life at a long-established, women's liberal arts college as metaphors for the ways students make meaning from the college experience. It is concluded that rituals can embody institutional mission, explain important educational processes, and shape views of the community. (MSE)

Reviews theories about multiculturalism, discussing them within context of student affairs services, environments, and programming. Multicultural theories presented are categorized into liberation, cultural identity development, student development, and organizational development models/theories. Those specifically summarized include Pedagogy of the Oppressed; Minority Identity Development Model; White Racial Identity Model; African American Student Development; and Cultural Environment Transitions Model. (Author/NB)

Discusses theoretical and philosophical foundations that can be used to structure Introduction to Student Affairs course within graduate program. Describes the model course as being divided into two segments: liberation theology and liberal arts. Sees liberal arts segment as being further subdivided into philosophy, history, psychology, anthropology, and sociology, all of which are described in detail. (Author/NB)