Kellogg’s article, “Collaboration: Student Affairs and Academic Affairs Working Together to Promote Student Learning”, suggests the need for integration of the roles of the student affairs and academic affairs, and an attempt of changing the culture of students learning from separatists to seamless. She introduces the faculty to have found less time to focus on the social and personal development of their students while the student affairs emerged to fulfill that need.

Kellogg uses traditional literature about student affairs to further add onto her statement wherein the student affairs is held responsible for the emotional and social development of the students while the faculty for the intellectual development of students. She further gives background on the attempts of ‘bridging the gap’ between the student affairs and academic affairs in efforts to enhance the communication and the organization of learning activities. Kellogg uses fine examples such as the ACPA – an organization for student affairs professionals to affirm that the academic affairs and student affairs share a mutual responsibility of shaping the learning process occurring inside and outside the learning institution. She quotes that students benefit from varied experiences during college and that learning and personal development are both cumulative, shaping process in many different settings in various periods of time.

The latter part of her article narrates the successful collaboration between the student affairs and academic affairs of institutions resulting to courses which can be team-taught by faculty and staff being open to students such as University 101, Student Orientation, Outcomes Assessment, Service Learning, Events, etc.

Kellogg’s article implies that the student affairs and academic affairs both have a great impact on the learning quality of an institution, more so if they