This monograph presents a review of the literature on college residence life organized around an ecosystemic model and student development theory. This model distinguishes between events and processes at four levels: suprasystem (relationship between residence and university systems); macrosystem (residence hall); mesosystem (the hall floor); and microsystem (the room), with processes across levels seen as interdependent. The model's four levels correspond to the major sections of the review. The review identified eight thematic issues: (1) the residence system is most responsible for student social development; (2) social development precedes and influences academic development; (3) men and women enter with divergent degrees of preparedness; (4) such differences are reflected in their patterns of self-selection (5) social processes at the micro-level drive student development in residences; (6) students' relations with their parents have a potent effect on student development; (7) research and programming in residence life requires a differentiated style of thinking; and (8) academic and historical time intervals must be distinguished. In concluding, the review identifies 4 theoretical generalizations and advances 40 implications for practice. Included are nearly 400 references. (JB)