Despite the obvious parallel which can be drawn between the uses of leisure to benefit the individual, and the use of nonacademic activities and environment to promote individual growth and development, the two perspectives have evolved independently on college campuses. Research into the role, function, and outcomes of leisure have shown that leisure theorists and student development theorists desire similar goals for their students, i.e., socialization, relaxation, and need gratification. Intuitively, educators are aware of the interactive role of leisure in the campus environment of students; however, few studies have empirically related leisure to student development. Student development theory has emphasized a holistic approach to intervention, yet leisure activities, as they relate to student development have been subsumed under the general rubric of extra-curriculum. A holistic approach to leisure on the college campus would integrate the emerging technology of student development with sophisticated student programming. Leisure must be viewed more broadly to encompass both formal and informal activities and aspects of a student's college experience. Student development educators must develop both theories and assessment instruments to assess the holistic role and function of campus leisure as a rich and complex educational resource. (BL)