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

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

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.

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.