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This paper describes a comprehensive set of 12 new measures for studying undergraduate students' spiritual and religious development. The three measures of spirituality, four measures of "spiritually-related" qualities, and five measures of religiousness demonstrate satisfactory reliability, robustness, and both concurrent and predictive validity. It is hoped that these new measures can not only provide researchers with some new tools for tracking important aspects of student development that have so far received very little attention in the higher education literature, but also provide new insights for practitioners who are working to implement a more holistic approach to enhancing the undergraduate experience.Research on college student development has periodically examined various aspects of students' religious development, but little systemic study has been carried out so far on the broader topic of spirituality. In this paper we describe a comprehensive set of new measures of spirituality and religiousness that have been developed in connection with a national longitudinal study of students' spiritual development in American higher education.1 In presenting these measures we hope not only to provide student development researchers with some new tools, but also to stimulate greater interest among practitioners in this critical but often neglected area of student development. BACKGROUND OF THE STUDY

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Motivated by increasing attention to citizenship development in American higher education, this exploratory study examines the level of involvement in and commitment to community service among higher education faculty. Although most report performing some form of community or volunteer service, women, non-White, and lower-ranking faculty tend to be the most involved. The personal values of altruism, service, and community orientation appear to be the primary determinants of commitment to this type of activity.

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