This article reports the findings and implications of an empirical study that explored the spiritual inclinations and practices of student affairs professionals. The survey for this research utilized pre-existing scales from the UCLA national student and faculty studies, scales developed by Seifert and Harmon (2009), and two newly developed scales, Graduate School Curricula and Mentoring Experiences. The results of this research do appear to confirm that even though the profession of student affairs espouses the value of holistic student development, practitioners do not consistently include spirituality as a component of their practice.

After Admission: From College Access to College Success examines student and college success from an organizational structure perspective and argues that problems students experience during their academic journey can be minimized by using intentionally supportive procedures and processes. To demonstrate how private occupational colleges minimize barriers that students experience, authors Rosenbaum, Deil-Amen, and Person compare and contrast public, accredited 2-year community colleges from a large metropolitan area with private occupational colleges that offer accredited associate's degrees in the same occupational fields. The authors compare the practices of these institutions with regard to support structures and services they provide to aid in student success. This book is written from the perspectives of three educators: a professor of sociology, education, and social policy (Rosenbaum); an assistant professor of education (Deil-Amen); and a doctoral candidate in human development and social policy (Person). More than 190 authors and works are referenced in this book, making it a rich compilation of both quantitative and qualitative research results.Recognizing that the United States has moved toward universal access for college, as exemplified by the open-access policy of community colleges, the authors identify methods to help community colleges reshape practices and processes in a contextrelevant manner. Because these students at these institutions tend to be the first in their families to attend college, their lack of knowledge about college culture as well as their need to develop soft skills can have negative implications for their success. These challenges, combined with socioeconomic strain, demands outside of college, and the need for realistic graduation timelines, all play a role in student success or failure. The authors argue that student characteristics have changed dramatically yet institutional processes have not. Specifically, Rosenbaum, Deil-Amen, and Person challenge community colleges to abandon the concept of individual student deficiencies as a prime reason for student failure and to consider institutional, structural, and procedural changes as a potential avenue to reverse the dismal success rate of community college students.The authors dispute the notion that community colleges engage in a "cooling-out" process while also demonstrating how "warming up" does not necessarily serve students well in the absence of appropriate support structures. They question the nonstigmatizing approach that is often used in today's community colleges with regard to remediation, suggesting that ineffective information leads to confusion for students who are not aware that they may not earn degree credit in remedial courses. According to personal testimonies, students sometimes unknowingly enrolled in