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This study examined whether the impact of student-faculty interaction on a range of student outcomes—including academic achievement, goals, self-confidence, well-being, and attitudes—differed for women and men. The data were drawn from a national longitudinal sample of college students (N = 17,637) who were surveyed upon entry to college in 1994 and four years later in 1998. Results indicate that although many commonalities exist in how student-faculty interaction relates to college outcomes for women and men, differential effects based on gender were observed across a number of domains.

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In this study we sought to understand how the first college year impacted students spiritually and religiously. The sample was comprised of 3,680 first-year students from 50 colleges and universities across the country and included individuals representing a variety of racial/ethnic and religious backgrounds. Overall, students became less religiously active, but were more committed to integrating spirituality into their lives after one year. Further, religiousness and spirituality were highly correlated, although personal characteristics, institutional variables, and college experiences were also associated with these constructs.

Gender differences in spirituality and related traits are an assumed reality despite the lack of empirical information that directly compares women and men. I used a national and longitudinal sample of 3,680 college students surveyed with the Cooperative Institutional Research Program (CIRP) Freshman Survey (2000) and later with the College Students' Beliefs and Values (CSBV) Survey (2003) to examine gender differences on 13 spiritual characteristics and explore the personal and educational factors associated with changes in spirituality during college. The results showed marked gender differences in spiritual qualities, and gendered patterns of spiritual development were identified that are associated with religious identity, peer relationships, and science exposure.

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Recent shifts in student composition have shaped and will shape community college mission and policies. Community college faculty and administrators should be aware of enrollment shifts, changing admissions standards, and fluctuating age, gender composition, and racial and ethnic identities of students. This review of the literature discusses these findings as well as student assessment and placement, student success and retention, and postcollege earnings.