ABSTRACT
Programming for and by students is ubiquitous on U.S. campuses of all types (two-year, four-year, public, private, residential, and commuter). One simply needs to quickly walk through a student union to see a multitude of flyers for such varied and diverse programs as a ballroom dancing class, a speaker on multiple forms of intelligence, a series of foreign films focusing on alienation, a presentation by student peer educators on AIDS prevention, an information session on sorority rush, a meeting of the nontraditional students’ organization to mobilize support for improved child care, or the announcement of a website that promotes stress reduction. Yet the quantity, variety, or even the popularity of programming efforts does not guarantee that these events, however well intentioned, will help student affairs professionals fulfill their educational, leadership, and management roles.
