While academic and student affairs partnership programs have been championed as a means to enhance undergraduate education, research documenting the characteristics of effective partnership programs is sparse. The Boyer Partnership Assessment Project is a qualitative examination of academic and student affairs partnership programs at 18, diverse institutions. This article identifies seven principles of good practice for creating and sustaining effective partnerships, and discusses the implications of these principles for higher education research and practice.

SUMMARY Providing a community that is committed to standards, diversity, and enhancement of the academic environment is often difficult. Offering an Allies or Safe Zone program is among of the first steps an institution can take to achieve a community that embraces diversity and creates a learning environment that is accepting of lesbian, gay, bisexual and transgendered individuals. While there are many opportunities in institutional group settings to address these issues, they often go either unnoticed or untapped. How can being an ally impact the greater institutional environment? This paper will discuss the campus environment for LGBT students, examine existing Allies and Safe Zone programs, and offer a framework to assist program coordinators and participants in establishing comprehensive programs to change the campus climate and develop institutional environments that are gay affirmative.

This chapter reviews the history and current state of assessment in student affairs. It evaluates our progress to date and makes recommendations for the future.

This article examines all reported state and federal cases involving college fraternities and sororities and negligence resulting from the use of alcohol by college and university students from 1970 through 2001. Research examined the litigation volume, fact patterns, defendants named for litigation, and outcomes of cases. Results indicate student affairs professionals should focus more on student intervention than on concerns about institutional liability.

This chapter outlines the concepts of social class privilege, highlights the experiences of students navigating social class, and examines the role of code‐switching as a strategy to navigate higher education.