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Objective: Community colleges have historically reported high levels of student mental health needs, with low levels of available face to face services. Ways of meeting this mental health staffing challenge is an area of import for each institution. The COVID-19 pandemic exacerbated this situation. The objective of this analysis is to examine the impact of the pandemic on college students, with particular attention to community college student mental health issues and to illuminate a possible strategy to respond the expanded staffing needs faced by this sector of higher education. Method: This work is based on a review of studies reporting the pandemic's impact on community college student mental health, and needed mental health staffing. Two case studies, one urban and one rural, are presented here to highlight needed community college-university partnerships focused on increasing mental health professionals for community colleges. Results: The case studies illuminated commonalities between urban-rural settings, as well as challenges. Based on the literature review and case studies a generic model for responding to this critical mental health staffing need is presented. Contributions: This work challenges the notion that traditional staffing arrangements are the only patterns available to expand needed mental health professionals needed in community colleges. Studies of alternative staffing arrangement, evaluation, impact, and student satisfaction are warranted.

The challenges to higher education institutions resulting from the COVID-19 pandemic are placing new and demanding pressures on the academic deanship. A leadership role focusing on guiding teams of professionals toward meeting internally defined goals now requires critical examination. This study analyzes the impact of the pandemic on higher education institutions and particularly the academic deanship. A model for the deanship in a post pandemic institution is included.

This study explored challenges and stressors facing academic deans within higher education. The study analyzed, via step-wise multiple regression, the degree to which current challenges and related stress were associated with the well-being measures of effort-reward imbalance and over-commitment as measured by the Effort/Reward Imbalance scale (ERI); hardiness, as measured by the Dispositional Resilience Scale (DRS); and aspects of burnout, as measured by the Maslach Burnout Inventory (MBI). Results indicated that the stress related to certain challenges (e.g., balancing financial resources, creating a clear vision, promoting change) have particularly powerful influences on aspects of work well-being. Implications and recommendations are included.

This study explored issues facing deans within higher education, specifically deans of doctoral granting schools/colleges of education. The study explored key challenges/issues and related stress education deans experience at research universities.

The importance of student mental health as an institutional priority came into stark relief during the COVID-19 pandemic. The total disruption of collegiate life over the two years highlighted the links between student mental health and institutional success. The traditional institutional response assigning support to students with mental health challenges to counseling centers and student affairs staff faces severe staffing challenges. Frequently, other stakeholders, e.g., faculty and staff, were immune from playing a role in responding to this crisis. An institution-wide strategy to address student mental health challenges is now a priority. Drawing on the relevant literature and anodal contacts, this study will a) summarize the current college student mental health crisis, b) review and highlight faculty and staff involvement and potential for responding to students with mental health issues, and c) outline needed institutional strategies and alternative models to support faculty and staff in these new responsibilities. [ABSTRACT FROM AUTHOR]

The impact of the COVID-19 pandemic is being felt across all higher education institutions. Deans, central to institutional response and college/school repositioning, are being challenged to provide leadership that result in successful institutional response. This study illuminates the current understanding of three trends requiring critical attention by deans. These areas include students, programs, and finances. Utilizing the analysis of the dean's role from Coll, Ruch, et.al., (2019), and informal contacts with several sitting deans, leadership strategies across these three areas are identified. This informal analysis should inform current practice and invite future study and discussion. [ABSTRACT FROM AUTHOR]

Describes a series of innovative research and development centers established at Boise State University to link the institution's academic work to critical issues in the region. Discusses the strategies guiding their development. (EV)

Rooted in the business community, the Boise Future Foundation evolved into a trisector initiative: public, private, and volunteer entity. Housed at urban Boise State University (Idaho), the foundation examines critical community issues and informs public policy, debate, and action. The foundation's evolution, highlights, critical accomplishments, and lessons learned are described. (Author/MSE)

Organizational consultation employs the same strategies and interventions organizational development does, but it is of shorter duration and is less all-inclusive. This article describes a program in which organizational consultation was used to facilitate site-level planning in three parochial schools. (Author/JM)

This article describes the implementation in a higher education setting of a major organizational innovation using internally planned and conducted OD interventions. These group interventions were designed to be responsive to Stages of Concern (SoC) data from organizational members. States of concern about an innovation, a dimension of the concerns-based adoption model, argues that effective interventions should focus on the individual first, then the innovation. Although different from the standard OD perspective, interventions selected on the basis of SoC data were found to be mutually reinforcing. [ABSTRACT FROM PUBLISHER]

A unique resource for adaptive management, believe these writers, is the principal-counselor team. The principal can facilitate the necessary structure while the counselor can enhance the process. These two leadership elements are es sential, they say, to the diverse, interconnected, and rational risk-taking school of the future. [ABSTRACT FROM PUBLISHER]