Over the last decade a number of reports have been issued by the leading student affairs associations, particularly the American College Personnel Association and the National Association of Student Personnel Administrators, in an attempt to shape the future direction of the student affairs profession. Reports such as the Student Learning Imperative (SLI) (ACPA, 1996), Principles of Good Practice (ACPA/ NASPA, 1997), and Poweiful Partnerships (Joint Task Force, 1998) have been hailed for introducing a new student affairs philosophy focused on student learning and encouraging collaboration between student and academic affairs professionals . Certainly these reports have had the effect of energizing student affairs professionals and providing a rallying call for the field. For instance, the SLI was featured in a special issue of the Journal of Student Development (1996). Included in that issue were reaction papers prepared by several prominent scholars discussing implications of the SLI for student affairs scholarship and practice. In addition, a cursory review of the ACPA conference programs for the last several years highlights the number of collaborative initiatives that have been developed between student affairs and academic affairs professionals as well as the increased focus on student learning as an outcome.