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Using longitudinal data from the Higher Education Research Institute (HERI) at the University of California, Los Angeles, this study examined how race, gender and experiences with faculty interact and influence students' academic self-concept. Findings demonstrated a positive relationship between interactions with faculty and academic self-concept for Black, Asian and Multiracial students. Results also revealed additional notable findings about the influence of gender on academic self-concept.

This chapter addresses emerging voices in the assessment process. These emerging voices include a variety of newly assessed aspects of student identity. Emerging voices also include new institutional participants and unique collaborations previously not commonly considered in the assessment process.

In the absence of extensive data on doctoral institution choice, assumptions by faculty and administrators flourish. Due to increasing calls for diversity, continuing economic hardship, and decreasing yield rates, especially for underrepresented minorities, a highly selective research university (very high research activity) administered two sets of surveys regarding the admissions cycle and institution choice process: one to admitted doctoral students and the other to departmental admissions leaders. Findings include comparison of underrepresented minority to majority student views and comparison of student and administrator/ faculty views of the role of financial support, relative importance of nonfinancial factors, importance of contact with faculty, and understanding of competing institutions in the decision process of doctoral applicants. Implications and practical interventions are discussed.

Undecided students who self-identify as uncertain of their academic path represent a unique population to support from an academic advising perspective. In a sample of 257,813 students who entered 243 four-year institutions nationally, this study examined the relationship between students who selected undecided as their intended college major and individual student characteristics. Results indicate a primary predictor of undecidedness is student acknowledgment of indecisiveness about their choice of major or career; however, undecidedness also is related to interpersonal and contextual characteristics previously unexamined. Advisors should assess students' level of major and career certainty, concerns about financing college, and aspects of students' identities that were predictive of undecidedness. [ABSTRACT FROM AUTHOR]

Presents an annotated bibliography of resources on faculty and staff development at community colleges. Includes information on needs assessment, programs and initiatives at national and state levels, and offers national data for examining common issues. Discusses the future of faculty development programs. Contains 12 resources. (AUTH/NB)