Many, if not most, faculty members and those who employ them still seem to believe their primary mission is to disseminate "expert" information. Colleges hire professors and instructors who have no pedagogical education or training and who are often profoundly lacking in knowledge of human development as well. Ironically, the further one advances in the academic hierarchy, the less one is expected to know about teaching and those who are taught.
Take your dirty scare-quotes off my expertise. So we believe our primary role as teachers is to teach. Imagine that. We lack pedagogical training, so maybe we should take courses in the education school, right? The same courses our students tell us are worthless bullshit busywork courses. Our years of experience in the classroom count for nothing, by this logic.
A substantial expansion in the role of student affairs bureaucracy means that even less attention will be paid to the primary mission, the dissemination of expert knowledge. Every time there is a new perceived problem (in this case developmental delay, or the well-known fact that 18 and 19 year-old freshman are not particularly mature), there is an opportunity for student affairs mission creep. This drives the cost of higher education up without improving actual EDUCATION.