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The seven chapters in this monograph were written to provide the student affairs professional with one professional resource among the many that are necessary to understand the legal aspects of professional responsibility in this area. "Risk Management and Professional Responsibility" (Hilda F. Owens) identifies some elements of professional responsibility and stresses the importance of individual and institutional risk management plans. "The Student/Institutional Relationship: A Legal Update" (D. Parker Young) provides a legal update on matters relating to the student/institution relationship. "The Chief Student Affairs Officer as Employer and Manager: A Special Risk" (Patricia A. Hollander) brings an attorney's experience to the issues of importance to chief student affairs officers in their roles as employers and managers. "The Residential Campus: High-Risk Territory!" (John H. Schuh) discusses issues of special concern to practitioners on a residential campus and offers suggestions for managing those special risks. "Rights of Association, Expression, and Publication" (Daniel R. Walbolt) addresses the importance of recognizing and honoring those rights as programs and services are planned and rendered. "Risk Management in Campus Activities Programming" (Richard Bredemeier) treats the legal, political, and philosophical risks associated with risk management in campus activities programming. "To Risk or Not to Risk: That is the Question" (Edward H. Hammond) reminds the practitioner that there is no way to remove all risk from the education arena, summarizes some basic legal responsibilities, and discusses the development of a risk management plan. (NB)

This monograph uses a set of questions and propositions to form a framework for thinking about the research, ideas, and suggestions that are presented concerning the current landscape of student affairs work. The questions include: (1) In what ways must the student affairs landscape be altered to become more learning centered? (2) In what ways do current student affairs assumptions, expectations, and practices inhibit or foster student learning? (3) How can successful partnerships be formed with academic colleagues to achieve instructional goals for student learning? (4) How do we know students are learning? and (5) What do student affairs staff need to know to foster student learning? In Chapter One, Rosalind Andreas and John Schuh discuss the challenges to higher education in the late 1990s and the imperatives to student learning that are attempting to address these challenges. George Kuh and Karen Arnold, in Chapter Two, review the purpose of undergraduate education as a means to illustrate the critical role assumptions and beliefs play in shifting to a learning-oriented view of student affairs work. In Chapter Three, Marcia Baxter Magolda defines, and redefines, student learning in the context of student affairs practice. Chapter Four provides a brief review of the research by Tom Miller and Elizabeth Whitt on learning outside of the classroom. Lee Upcraft and Ernest Pascarella, in Chapter Five, offer a model for assessing and measuring learning outcomes. The monograph concludes with a description of steps that student affairs staff can take to implement the student learning imperative. (Contains 155 references.) (JDM)

First multi-year cumulation covers six years: 1965-70.

"Many people say that it is the intellect which makes a great scientist. They are wrong: it is character."-Albert Einstein Integrity in Scientific Research attempts to define and describe those elements that encourage individuals involved with scientific research to act with integrity. Recognizing the inconsistency of human behavior, it stresses the important role that research institutions play in providing an integrity-rich environment, citing the need for institutions to provide staff with training and education, policies and procedures, and tools and support systems. It identifies practices that characterize integrity in such areas as peer review and research on human subjects and weighs the strengths and limitations of self-evaluation efforts by these institutions. In addition, it details an approach to promoting integrity during the education of researchers, including how to develop an effective curriculum. Providing a framework for research and educational institutions, this important book will be essential for anyone concerned about ethics in the scientific community.

Vols. for 1866-70 include Proceedings of the American Normal School Association; 1866-69 include Proceedings of the National Association of School Superintendents; 1870 includes Addresses and journal of proceedings of the Central College Association.