This issue of On Campus With Women explores some of the issues and concerns lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students face on college campuses, and also provides strategies for faculty, staff, and institutions to employ in order to create welcoming and inclusive campuses. On topics representing a broad overview of LGBTQ student life, the articles are written primarily from a student affairs perspective. While there are many other areas to explore, discuss, and research--queer theory and scholarship, curricular inclusion, and work environment and culture for LGBTQ faculty, staff, and administrators, to name a few--we hope that this issue provides a solid starting place for those looking to make changes on their campuses.

The feature articles, written by two of the top scholars working in this area, draw from the existing bodies of research on LGBTQ students and queer scholarship to communicate what we currently know about these students' experiences on campuses. In addition to sharing possible strategies for change, both authors also emphasize the need for more research as part of their calls to action and indicate that full inclusion and equality require institutional change informed by extensive research and study.

Brett Beemyn, in her article on transgender students, demonstrates how distinct and immediate many of this population's needs are. Of all the student populations who regularly face unwelcoming campus environments, transgender students report some of the highest rates of verbal and physical harassment and violence. Beemyn calls on faculty, staff, administrators, and students to abandon their preconceived ideas and beliefs about transgender identities and individuals in order to better serve and respect every person's identity/ies.

Ronni Sanlo, in her article on gay, lesbian, and bisexual (GLB) students, provides a comprehensive summary of the harassment, discrimination, and lack of support these students often face, and how these stressors can impact student learning, retention, and graduation. She argues the need for more research, and provides examples of initiatives some campuses have undertaken to counteract the negative effects that interfere with student learning.

A number of excellent resources for campuses are included in this issue. The feature articles contain extensive references and resources, ranging from theoretical scholarship on sexual and gender identities and expression to texts detailing strategies for institutional change. We've also included a "Preliminary Checklist for Making Campuses Inclusive for ALL Students" that poses questions related to teaching and learning, policies and practices, and resources. Finally, the websites included in Links are for national organizations that have identified higher education as a primary and necessary site of activism and change in the struggle to achieve equality and human rights for all.

Campus Women Lead

In her article for the Campus Women Lead column, Caryn McTighe Musil outlines the transition from the National Initiative for Women in Higher Education to Campus Women Lead (CWL). Included is a brief recounting of the CWL retreat held in June 2005, where twenty-six women leaders from around the country convened at the University of Washington to launch the Women's Leadership for Inclusive Excellence project. In addition, McTighe Musil also poses several questions to readers about what comprises effective and inclusive women's leadership workshops for colleges and universities.