Abstract
During the 20th century, the field of student affairs transitioned from a philosophy-based practice rooted in the Student Personnel Point of View of 1937 to a psychology-based profession, as researchers developed and practitioners accepted psychosocial theories that acknowledged and described the unique developmental features of the college experience. We contend that the student authors of the Young Men's Christian Associations (YMCAs) implicitly recognized developmental concepts and conveyed them to freshmen through the advice sections that were prominently featured in the campus YMCA student handbooks between 1894 and 1930. Without the technical verbiage, the "Y" men identified concepts that anticipated those of early developmental theorist Nevitt Sanford — some years before he articulated them in formal psychosocial terms.

Nathan F. Alleman, Ph.D., is Visiting Assistant Professor of Higher Education at The College of William and Mary. This piece was written during his doctoral studies. He can be reached at nfalle@wm.edu.

Dorothy E. Finnegan, Ph.D., is Associate Professor of Higher Education at the College of William and Mary. She can be reached at definn@wm.edu.

Abstract
The purpose of this study is to use language-in-use discourse analysis to illustrate the abundance of neoliberal ideology in the Spellings Report. Specifically, this paper examines the way language in the Spellings Report recasts U.S. higher education as merely a venue for commercial investment where success is judged almost exclusively on the development of human capital. This perspective contrasts with the view of higher education as an avenue through which new knowledge is generated and students gain the experiences and insight needed to become productive citizens in a democratic society, unfettered by the need for commercial application or external justification.

Willis A. Jones is a Ph.D. student in the Higher Education Leadership and Policy program within in the Leadership, Policies, and Organizations program at Vanderbilt University. He can be reached willis.a.jones@vanderbilt.edu.

An earlier version of this paper was presented at the 2008 annual meeting of the Association of the Study of Higher Education in Jacksonville, FL.

Abstract
In this invited essay, Dr. Ann E. Austin reflects on the process of becoming a writer. Drawing from her own experiences as a graduate student and faculty member, as well as her scholarship on socialization in doctoral education, Austin identifies four key components of writing and publishing. These include the ability to frame good questions, a commitment to productive writing habits, an understanding of how to improve as a writer, and a sense of identity as a scholar. She closes by highlighting four ways in which students learn the skills, values, and habits of thought that foster success in writing and publishing.

Ann E. Austin is a Professor of Higher, Adult, and Lifelong Education and the Director of the Global Institute for Higher Education at Michigan State University. She can be reached at aaustin@msu.edu.