Extrapolating from current developmental theory and using practice-to-theory/theory-to-practice methods, the authors propose a framework for individual diversity development among faculty, staff, and students. The model offers individuals in-depth cognitive, affective and behavioral frameworks of development toward consciously valuing complex and integrated differences in ourselves and in others.

❖ This article describes a retention assessment framework as a way of helping practitioners use existing literature and research to assess how good their institutional retention effort is. It addresses the rationale for the framework, why some institutions graduate students at higher rates than predicted given the entry characteristics of its students, and how to use the framework.This article takes readers on a journey-the journey of a research team that wanted to obtain a deeper understanding of the ways that an institution can affect the retention rates of its students. Enhancing student persistence touches almost every realm of our profession today. By sharing our "research travelogue," we hope to give both academic colleagues and student affairs practitioners a framework from which they can plan and complete a journey of their own.Our journey, as detailed in this article, commenced in 1994. At that time, we set out to develop a greater understanding of student retention and graduation rates. We began by replicating Astin' s (1993a) 53

❖ This article describes a retention assessment framework as a way of helping practitioners use existing literature and research to assess how good their institutional retention effort is. It addresses the rationale for the framework, why some institutions graduate students at higher rates than predicted given the entry characteristics of its students, and how to use the framework.This article takes readers on a journey-the journey of a research team that wanted to obtain a deeper understanding of the ways that an institution can affect the retention rates of its students. Enhancing student persistence touches almost every realm of our profession today. By sharing our "research travelogue," we hope to give both academic colleagues and student affairs practitioners a framework from which they can plan and complete a journey of their own.Our journey, as detailed in this article, commenced in 1994. At that time, we set out to develop a greater understanding of student retention and graduation rates. We began by replicating Astin' s (1993a) 53

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The author considers the rights of gay student organizations at state-supported public institutions, discusses the First Amendment and equal protections clause of the Fourteenth Amendment as they pertain to gay student organizations, and offers advice on the major principles and issues that should be taken into account in writing a campus policy regarding the rights of gay student organizations.