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In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022. [ABSTRACT FROM AUTHOR]

ObjectiveThe current paper presents a comparison of university policies and health and academic accommodations offered to undergraduate students following sexual assault (SA) and sports-related concussions (SRC). Procedures and protocols for universities to consider adapting from their SRC policies to their SA policies are detailed.Participants: The SRC and SA policies at the 50 United States public flagship universities were analyzed.Methods: The research team coded for a number of policy details including health referrals, academic and financial accommodations, and requirements for follow-up with university personnel.Results: Compared to SA polices, SRC policies at the public flagship universities offer more comprehensive academic accommodations and physical and mental health resources. Conclusions: Comprehensive policies for student SA survivors, like those available for students who suffer SRCs, would improve student health and academic outcomes and increase SA survivors' likelihood of graduating college, thereby reducing individual and societal human capital loses. [ABSTRACT FROM AUTHOR]

The holistic needs of Queer and Trans Latine students have been habitually excluded from prominent discussion in US higher education. This paper positions itself as an urgent addition to the literature on Hispanic Serving Institutions (HSI) and emerging HSI (eHSI) institutional identity to consider the needs of Queer and Trans Latine students directly. I conducted a total of four semi-structured interviews that were methodologically integrated with the testimonio framework. In these interviews, participants engaged in a journey toward healing from the injustices they (may) have faced at their eHSI while also deeply ingraining students in the process of what an equitable HSI institutional and organizational identity could be for Queer and Trans Latine students. The data were analyzed through an intersectionality and LatCrit theoretical framework. Findings showcase (1) the impact of department-level support of Queer and Trans identity as profoundly influential in students' Queer and Trans identity development and navigational capital and (2) the impact that low levels of visibility of Queer and Trans Latine persons on campus have on how Queer and Trans Latine students navigate campus services and faculty support. I conclude with a discussion on how Queer and Trans Latine student experiences should be explored to develop campus resources further and supports for a historically resilient population. [ABSTRACT FROM AUTHOR]

Local-level, place-based scholarships – synonymous with "promise" scholarships – are a policy strategy to improve college completion in the United States by directing financial aid to students in a particular school, district, or geographical area. There are currently upwards of 90 place-based scholarship programs across the US, most of which share three broad goals: to increase postsecondary access by making college more affordable, to build a college-going culture, and to catalyse economic development by drawing middle- and upper-class families to an area and retaining existing residents. As place-based scholarships grow in popularity and more communities, especially ones seeking economic revitalisation, consider investing resources in their own scholarships, there is interest in what impact, if any, these programs have. This paper reviews the research on place-based scholarships, which demonstrates generally positive effects on district enrolment, postsecondary enrolment and persistence, and housing prices. While there is some evidence of improvement in teacher expectations and school climate, the scholarships have not been associated with fundamental changes inside schools. Although most programs have not been empirically studied, the 33 studies included in this review indicate that place-based scholarships have the potential to foster change within school districts and struggling cities and promote positive student outcomes. [ABSTRACT FROM AUTHOR]

To investigate the physical activity levels and experiences of students enrolled in a service-learning dog walking class. Participants: College students (N = 10) from a rural university in the Eastern United States (age = 20.8 years ±1.2; 80% female; 90% White). Method: Students wore NL-1000 pedometers twice a week for 50 minutes for ten weeks. They also completed reflection papers at the end of the class. Pedometer data was analyzed using Microsoft Excel and the papers were analyzed through inductive coding. Results: Students obtained approximately 40% of their recommended daily physical activity requirements during class time. Reflection papers revealed that student beliefs about shelter dogs were challenged and that their primary motivations for attending class involved the physical activity needs of the dogs. Conclusions: Incorporating a service component into a physical activity course whereby the physical activity needs of others are the focus can be beneficial for all involved. [ABSTRACT FROM AUTHOR]

This phenomenological study explored the experiences of students in a macro practice social work elective, which integrated critical service-learning and creative placemaking. In a community-university partnership, twenty-four students from a variety of disciplines worked with a university Artist in Residence and social work professor to create a participatory mosaic mural in an ethnically diverse and rapidly gentrifying area. Of the 21 students in the class, eight participated in the study and completed hour-long semi-structured interviews. Analysis revealed three primary themes: (1) role and power of art, (2) importance of relationships, and (3) impact of this community engagement class. The findings support the importance of art and community- embedded learning in engaging students. Especially relevant to social work education, student learning focused on cultivating communication and collaboration skills across individuals, groups, and communities. This paper will contribute to the growing body of literature which supports the value of critical service-learning, creative placemaking, and community-based collaborations in social work education. [ABSTRACT FROM AUTHOR]

Lower sexual satisfaction with one's current partner (SSCP) has been associated with having a history of sexual victimization experience (SVE). However, whether or not this SVE involved the current partner as the perpetrator has been unclear. This study aimed to address this gap in the sexual health literature by examining women's SSCP based on SVE with that current partner (yes; no) and/or a different perpetrator (yes; no). A convenience sample of undergraduate women with an exclusive current partner (n = 412; 99 percent unmarried) at a U.S. public university anonymously responded via paper-and-pencil to the Global Measure of Sexual Satisfaction and the Sexual Experiences Survey-Short Form Victimization between 2012–2016. A 2 × 2 ANOVA revealed that current-partner SVE was associated with lower SSCP (F (1, 410) = 7.38, p =.007, partial n2 =.018), but other-perpetrator SVE was not. SVE may predict lower SSCP when victimized by that partner, as that partner may be associated with the negative victimization experience. Although preliminary, findings highlight the importance of considering how partner-related health factors (e.g. SSCP) may be differentially associated with SVE based on whether or not the victim's current partner was the perpetrator. [ABSTRACT FROM AUTHOR]

In this paper, we employ Punctuated Equilibrium Theory to consider institutions' shifting goals, priorities, and constraints, and to explore the nature of change at colleges and universities in the United States. By exploiting annual changes in institutional budget decisions over a 29-year period, we seek to understand the extent to which institutions exhibit patterns of punctuated equilibrium, which are characterized by long periods of relative equilibrium (stasis) and of occasional extreme changes (punctuations). Broadly, we find that institutions of higher education allocate funds in a pattern characteristic of Punctuated Equilibrium, and that certain types of institutions are more likely than others to exhibit this pattern. Taken in whole, this paper calls into question a prevailing perspective on change in higher education — that change is slow-moving, moderate, and incremental. Instead, we posit that a framework of Punctuated Equilibrium may better describe how researchers and practitioners should consider institutional change within higher education. [ABSTRACT FROM AUTHOR]

International graduate students deal with an array of stress when arriving in the United States for the purpose of their studies. This stress relates to various difficulties with regards to their acculturation process. In the absence of family and friends, the importance of counselling services on campus is a vital resource for the support of international graduate student. This paper highlights the provisions and importance of culturally competent counselling for international graduate students on US campuses. Key implications are discussed for how university practitioners and administrators might best provide resources and support international graduate students in the future. This could lead to more effective results in the improvement of international students' mental health. [ABSTRACT FROM AUTHOR]

There is much discussion in the literature regarding the role public child welfare has played in disproportionately intervening with children and families of color, and debate regarding how this has impacted their wellbeing and the role systemic racism has played. The voice of individuals serving as regional and state-level administrators of public child welfare agencies regarding this topic and how to address existing inequities has been missing in this dialogue. This paper reports on semi-structured interviews conducted with sixteen such administrators regarding where they have observed these issues in their agencies and a wide array of strategies they believe have the best likelihood of promoting racial equity and antiracist practice in the child welfare system, with some describing approaches currently being implemented. Participants discussed what they need from community and university partners to support this work. [ABSTRACT FROM AUTHOR]

Institutions of higher education are relying on philanthropy and fundraising at a greater level than ever before seen. This increased focus has led scholars to investigate various predictors regarding which alumni are likely to give and which are likely to give the most. To date, however, scholars have not yet examined the role of timing and when alumni give their first gift to their alma mater. Using discrete-time hazard modeling (DTHM), this paper seeks to re-center the current conversation surrounding educational philanthropy by exploring not simply who gives the most, but rather who gives and when. Using data of alumni from a predominantly White, private-research university in the United States (n = 3,404), we find that those alumni who were in cultural clubs, as well as Black and multi-racial alumni, are more likely to give their first gift at an earlier date than other alumni. Additionally, alumni that participated in fewer student activities while at school appear more likely to give their first gift sooner, while gender, income, and alumni activity participation show no significance in the model. This study upends some commonly held stereotypes of who are donors to higher education. We share implications for practice and future research. [ABSTRACT FROM AUTHOR]

As institutions of higher education aim to support diverse campus communities, a sense of urgency has developed to better understand the predictors of success for faculty and students of color. Amongst the growing body of literature about the needs and challenges of faculty and students of color in higher education, one finding is unequivocal: messages matter and matter far beyond the initial utterance. In addition to discussing the difficulties that both faculty and students of color experience in the context of U.S. higher education, this paper explores how memorable messages research from a variety of conceptual and theoretical standpoints can be used to better understand the role of communication in shaping student and faculty success. [ABSTRACT FROM AUTHOR]

Demographic shifts and the growth of diversity, equity, and inclusion (DEI) initiatives are occurring simultaneously on college campuses. This study seeks to understand their intersection by focusing on age in DEI initiatives on college campuses. Findings from six focus groups suggest that age is not given much attention in DEI initiatives. Participants acknowledge the issue of age; but in general, they strive to keep other identities, like race and gender, in the forefront, especially in the face of low resources. While it may be difficult to elevate age in DEI initiatives on campuses, interventions were identified. [ABSTRACT FROM AUTHOR]

Nearly half of all students in the United States are placed into at least one developmental course in college. Many of these students fail to complete developmental course sequences and persist to degree completion. First-Year Seminars are one of several high-impact practices associated with increased persistence, retention, and graduation rates of college students. Inverse probability of treatment weighting (IPTW) was used to explore the effect of concurrent first-year seminar enrolment on the academic achievement of students placed into developmental mathematics. Study results indicated that students who self-selected into a first-year seminar were more likely to earn a passing grade in their developmental mathematics course and have higher overall GPA. These results may inform strategies for integrating learning support with instruction for academically underprepared college students. [ABSTRACT FROM AUTHOR]

Student retention is a critical issue for higher education institutions. This study investigates the motivation of marketing student retention in the United States. The study was conducted by exploring the underlying personal values that drive student retention through the means-end chain (MEC) laddering approach. A total of 55 usable student comments were gathered from two mid-sized (1 public, 1 private) institutions and analyzed using MEC. The findings show that marketing student retention was influenced by hedonism, power, achievement, and self-direction and, to a lesser extent, by the other-regarding value of benevolence. In addition, the hierarchical value map shows the importance of the industry category-building marketing courses to emphasize the industry and marketing environment. It must be recognized, however, that the strength of the industry category depends on how universities maintain their brand image and that image's congruency with students' personal values. Finally, the study results revealed that marketing course factors (e.g., course content and course excitement) and job security are fundamental attributes that enhance student retention. [ABSTRACT FROM AUTHOR]

This article analyses the transformation of Robert College, the first American college founded abroad, from 1923 to 1970. Based on a careful investigation of Robert College archives and personal accounts of the College staff, it contends that the school's missionary character acquired a new identity after the foundation of Republican Turkey. Robert College gradually abandoned its missionary tradition to become an institution of liberal learning in the service of westernizing Turkey. The College presidency and trustees have long elaborated on the new context and trends in liberal education in the United States. At the same time, the Turkish officers and graduates quickly adjusted to this new character immersed in secular values. The College's transition involved a shared commitment going beyond political partnership, reflecting an intellectual vision that came out of long years of negotiations within the College establishment. [ABSTRACT FROM AUTHOR]

Objective: This study aims to: (1) examine gender differences for weight conscious drinking among college students accounting for the broader phenomenon (e.g. including the Alcohol Effects dimension); and (2) longitudinally examine the effect of weight conscious drinking behaviors on body mass index (BMI). Participants: United States freshmen students from eight participating universities (N= 1,149). Methods: Structural equation modeling was used to model the effect of gender on weight conscious drinking dimensions at 7-month follow-up. Results: Findings suggest a significant effect of gender on Alcohol Effects (β = −.15, SE =.05, p =.005) at 7-month follow-up among college freshmen. Weight conscious drinking dimensions predicted no significant change in BMI at 7-month follow-up among college freshmen. Conclusion: Findings contribute to weight conscious drinking theory and provide campus weight conscious drinking prevention initiatives with evidence to tailor their programming to address female tendencies to engage in compensatory strategies to enhance the psychoactive effects of alcohol. [ABSTRACT FROM AUTHOR]

Objective: This study addresses mental health concerns among university students, examining cumulative stress exposure as well as resilience resources. Participants: Participants were 253 first- and second-year undergraduate students (age = 18.76; 49.80% male, 69% students of color) enrolled at a large western US university. Methods: Data were obtained from a cross-sectional online survey examining marginalized statuses and multiple stressors alongside coping responses, adaptive self-concept, and social support as predictors of stress, anxiety, and depression. Results: Multivariate regressions demonstrated significant associations between stress exposures and lower levels of resilience resources with each mental health indicator (with substantial R2 of.49-.60). Although stressor exposures accounted for significant increases in mental health concerns, their exploratory power was attenuated by resilience resources (e.g., beta decreases from.25 to.16). Conclusions: Better understanding cumulative adversity/resilience resource profiles, particularly among marginalized students, can help universities in prioritizing institutional support responses toward prevention and mitigating psychological distress. [ABSTRACT FROM AUTHOR]

We categorized levels of self-reported stress, anxiety, worry, and sleep among US college and university students during the COVID-19 pandemic. We conducted an anonymous online survey between May 7 and June 21, 2020. Nearly all participants reported worry about the pandemic. Nearly half (95% CI: 43.3–51.3) reported moderate-to-severe anxiety, and 42.0% (95% CI: 38.0–45.9) reported experiencing poor sleep quality. Those with moderate-to-severe anxiety were more likely (OR: 3.3; 95% CI: 2.4–4.7) to report poor sleep quality than those with less anxiety. Moderate or extreme worry about the pandemic was associated with poor sleep quality (OR: 1.5; 95% CI: 1.1–2.1). Our survey found high levels of stress, worry, anxiety, and poor sleep among US college and university students during the early months of the pandemic. Universities should prioritize access to resources for healthy coping to help students manage anxiety and improve sleep quality as the pandemic continues. [ABSTRACT FROM AUTHOR]

From the gallows and fields of war to the street and bedside, chaplains of color have been present and instrumental in providing spiritual and emotional support in public and private settings across the United States. Their histories and experiences are not well documented and integrated into the field of spiritual care and chaplaincy, a field often understood as predominantly White, male, and Christian. This article introduces this special issue by offering historical context—particularly for Black chaplains—and naming the key themes that weave through the articles included. Naming the experiences of chaplains of color is a central step in responding to historically grounded racial inequities in the work of chaplaincy and spiritual care in the United States. [ABSTRACT FROM AUTHOR]

Adult students and are a rapidly growing population in U.S. higher education. Yet limited scholarship has centered on the voices of adult learners and explored the complex roles that family play in their decisions to enroll and their motivations to persist in college. This study begins to fill that gap. In a grounded theory study using individual interviews with 31 adult students at a continuing education campus in the northeast United States, we documented the complicated roles family played in adult student motivation, success, and persistence. Three grounded theory categories emerged from this study: (a) family as a source of motivation, inspiration, and pride; (b) family as a source of tangible support; and (c) family as a challenge. We suggest numerous ways that higher education institutions can use these findings to foster success and persistence for adult students. [ABSTRACT FROM AUTHOR]

Objective: Psychiatric disorders, such as depression and anxiety, can hinder academic performance among college-age individuals. Participants: Mental health among college students is a growing public health concern, with some scholars describing collegiate mental health as a crisis (Chen et al., Psychiatr Serv. 2019;70(6):442–449). Methods: This study analyzes data from four annual administrations of the American College Health Association (ACHA)'S NCHA (n = 117,430). Results: Overall, anxiety and depression were the most common conditions, at 9.2% and 8.7%, respectively. Of students reporting the focal symptom, 17.87% were treated for depression and 12.91% were treated for anxiety. Compared to not-treated students, diagnosed only students, had significantly lower grade averages, with effect sizes of −0.30 and −0.20 for depression and anxiety, respectively. Conclusions: Given the prevalence of depression and anxiety among college-aged students, continued research into help seeking behaviors and their effects on outcomes like grade average is an essential part of understanding the toll these disorders take. [ABSTRACT FROM AUTHOR]

Though child abuse and neglect are an epidemic in the United States, experts estimate that they are grossly underreported, leaving hundreds of thousands of vulnerable children and adolescents at risk for short- and long-term physical and mental health sequelae. Abuse victims may be able to find eventual relief in college, but costs can be prohibitive when colleges expect abusive parents to contribute tens of thousands of dollars to their children's education. The current piece examines current policies in place for students to request dependency overrides in financial aid and barriers to appealing on the claim of abuse. This piece ends with a summary of recommendations intended to make the appeal process more equitable and favorable for victims. [ABSTRACT FROM AUTHOR]

Involvement in college campus Greek organizations is associated with an elevated risk of experiencing sexual assault victimization. Experiencing sexual assault victimizaiton is associated with myriad of consequences that could be mitigated by reporting the experience to friends, campus authorities, or police, yet researchers' understanding of reasons why women participating in Greek organizations do not report sexual assaults committed by a fraternity member is understudied. Thus, the goal of this study was to assess perceived barriers to reporting a sexual assault committed by a member of a fraternity. Women associated with Greek organizations from two large universities in the south and southwestern region of the US (n = 235) completed an online survey about sexual assault. Participants were asked to describe why they thought women assaulted by a fraternity member would not report their experience. An inductive and deductive coding process suggested women perceived barriers to reporting across intrapersonal (e.g. feeling afraid/shame), interpersonal (e.g. sorority sisters would ostracize them), organizational (e.g. reporting would jeopardize Greek life), community (e.g. reporting on campus/police is challenging) and societal levels (e.g. victim blame culture). Findings suggest larger socio-cultural factors may influence whether women would report a sexual assault committed by a fraternity member. Collaboration between Greek organizations, campus Fraternity and Sorority advisors, and sexual assault prevention advocates could help to provide a supportive environment for women when sexual assaults occur. [ABSTRACT FROM AUTHOR]

Utilizing Yosso's concept of familial capital, we analyzed the narratives of 30 Students of Color pursuing STEM majors at five Northeastern United States universities to understand how familial capital manifests as students navigate postsecondary education. Our findings suggest that students extend cultural notions of family to their relationships with peers, staff, and administrators to (re)create familial relationships and spaces on campus that serve as conduits for activating students' familial capital. Furthermore, we found that familial capital manifests through the ways in which familial relationships on campus transmit and reinforce pedagogies of the home that foster a commitment to communities: establishing meaningful personal relationships with others, fostering and ensuring a sense of community responsibility and well-being, and working towards community resilience. [ABSTRACT FROM AUTHOR]

The current study replicated Wang and Singer's ([2021]. A cross-cultural study of self-defining memories in Chinese and American college students. Frontiers in Psychology, 11. ) finding that Chinese college students from the People's Republic of China (PRC) recalled more self-defining memories (SDMs) focused on high school academic stress than their American counterparts. Seventy-eight American students from a private 4-year liberal arts college and 96 Chinese students from 13 different Chinese universities recalled two SDMs and rated them for affect, recall frequency, and importance. Once again, Chinese college students were more likely than American students to recall academic stress SDMs, but also expressed more redemptive themes in these memories. Overall, Chinese students rated their SDMs as more positive than the Americans, while the American sample tended to recall their negative memories more frequently. Contrasting the SDMs, American students self-reported higher levels of stress about their high school workload and less academic self-confidence. Regressions linked more negative affect in American SDMs to these work load and self-confidence concerns. Chinese students' SDM negative affect was most strongly predicted by perceived academic stress linked to parental and teachers' expectations. The discussion highlights the potential influence of Confucian values in the Chinese students' responses to past academic stress and their internalisation of academic stress memories in their narrative identity. [ABSTRACT FROM AUTHOR]

University faculty are considered trusted sources of information to disseminate accurate information to the public that abortion is a common, safe and necessary medical health care service. However, misinformation persists about abortion's alleged dangers, commonality, and medical necessity. Systematic review of popular media articles related to abortion, gun control (an equally controversial topic), and cigarette use (a more neutral topic) published in top U.S. newspapers between January 2015 and July 2020 using bivariate analysis and logistic regression to compare disclosure of university affiliation among experts in each topic area. We included 41 abortion, 102 gun control, and 130 smoking articles, which consisted of 304 distinct media mentions of university-affiliated faculty. Articles with smoking and gun control faculty experts had statistically more affiliations mentioned (90%, n = 195 and 88%, n = 159, respectively) than abortion faculty experts (77%, n = 54) (p = 0.02). The probability of faculty disclosing university affiliation was similar between smoking and gun control (p = 0.73), but between smoking and abortion was significantly less (Ave Marginal Effects – 0.13, p = 0.02). Fewer faculty members disclose their university affiliation in top U.S. newspapers when discussing abortion. Lack of academic disclosure may paradoxically make these faculty appear less 'legitimate.' This leads to misinformation, branding abortion as a 'choice,' suggesting it is an unessential medical service. With the recent U.S. Supreme Court landmark decision, Dobbs v. Jackson Women's Health Organization, and subsequent banning of abortion in many U.S. states, faculty will probably be even less likely to disclose their university affiliation in the media than in the past. [ABSTRACT FROM AUTHOR]

Our nation's military veterans share a connection through their service, making them a distinctive community with unique information requirements. Community-based solutions are crucial to meet veterans where they are, and libraries of all types are in a position to help. In recognition of this, the Institute of Museum and Library Services (IMLS) awarded a grant to Texas A&M University, which held a forum attended by 250 librarians from across the United States. The discussions covered how veterans are currently being engaged, what services and programs are working, and where improvements could be made. Toolkit committees were then formed to brainstorm service and program ideas for veterans that can be utilized in various library settings, including medical facilities. These toolkits were uploaded to a freely available repository so that librarians can use and adapt these resources to develop their own veteran-oriented programming. Results from this collaboration among librarians have led to new connections, friendships being formed, and the generation of even more creative solutions to reach veteran populations. While considerations such as respecting copyright and dealing with grant funding appropriations are present, this should not keep librarians from utilizing these resources. This project is meant to be an ongoing and evolving effort. New ideas and collaborations are not just welcomed but encouraged to best serve these veterans who have so selflessly sacrificed for their country. [ABSTRACT FROM AUTHOR]

The world is experiencing a democratic recession, and in the United States, core democratic beliefs are under attack. As a key social organization, academic institutions have a central role in the protection of democracy. Boards, presidents, faculty, and students have the ability—and responsibility—to protect and advance democracy. A course in American government that interrogates the underpinnings of democracy and the support of voting rights for everyone in the academic and local community is essential. [ABSTRACT FROM AUTHOR]

Objective: This study assessed the prevalence and correlates of mental health (MH) symptoms and diagnoses in international college students in the United States. Participants: The sample included 44,851 degree-seeking undergraduate students (42,428 domestic students and 2,423 international students). Methods: Logistic regression analyses were conducted using international student status to predict MH symptoms and diagnoses from the Spring 2017 administration of the ACHA-National College Health Assessment (ACHA-NCHA). Results: International students were less likely than domestic students to report a diagnosis of anxiety, comorbid depression and anxiety, or other psychiatric diagnoses. International students were more likely to report suicide attempts and feeling overwhelmingly depressed. Conclusions: Among international students studying in the US, lower rates of MH diagnoses despite higher rates of depressive symptoms and suicide attempts mirror similar trends seen in American-born minority students. University campuses should consider culturally sensitive and targeted psychoeducation, mental health services, and outreach programming. [ABSTRACT FROM AUTHOR]

Although many academics in the United States assume that work-life balance, especially for women, is better at teaching-intensive colleges than at research-intensive universities, there is no systematic data to support this belief. We analyzed survey data from 909 faculty at a research-intensive public university, a masters-level public college, and two private colleges to test this assumption. Consistent with their reputation, faculty at the three teaching-intensive colleges reported family/personal life-friendlier departments. Yet we found no difference in work-life integration between faculty at the research university and those at the colleges. After we introduced having a family/personal life-friendly department as a mediator, the faculty at the research university reported more work-life integration than those at the colleges. The assumption that teaching-intensive colleges offer better work-life balance constitutes one layer in the leaky pipeline that reduces the number of women academics working at research universities, thereby reproducing the gender hierarchy in US higher education. [ABSTRACT FROM AUTHOR]

Objectives International students face increased vulnerability for mental health challenges, but underutilize counseling compared to their domestic peers. We examined beliefs regarding the causes of mental illness, known as attributions, which may impact treatment-seeking and stigma. Participants: Surveys were collected from 680 international students at U.S. universities. Methods: We sent invitations to a computer-based survey disseminated via international student email lists. The survey explored mental health attributions for depression, alcohol use disorder, and schizophrenia. Results: Attributions differed significantly by disorder. Depression and alcohol use were attributed to social stress and perceived as controllable and influenced by personal weakness and lifestyle choices. Schizophrenia was often attributed to hereditary/biological causes. Differences also emerged based on the participants' acculturation, region of origin, and religiosity. Conclusions: Attributions influence perceptions of mental illness and may lead to stigma. Providers should incorporate discussions of attribution in student outreach and counseling to address potential impacts on care-seeking. [ABSTRACT FROM AUTHOR]

In this article we describe cultural re-centering, dissemination, and implementation activities in partnership between an American Indian reservation community and a university in the Southwest United States. We offer examples of cultural adaptation and implementation of evidence-based treatments (e.g., Motivational Interviewing, Community Reinforcement Approach and the Community Reinforcement and Family Training) using the Interactive Systems Framework. Facilitators and barriers are described within each study including recruitment strategies, training, and sustainability of counselors in the community. Through this Tribal-university partnership, we offer insight on the cultural adaptation and implementation process that will be translatable and clinically meaningful to other rural and reservation communities. [ABSTRACT FROM AUTHOR]

Studies about the experience of Student Service Members and Veterans (SSM/Vs) at U.S. institutions of higher education have consistently found that SSM/Vs believe that their military status results in stereotyping by peers. This is the first study to use quantitative methods to examine 1) the stereotypes SSM/Vs believe exist about them, and 2) the stereotypes actually displayed by non-SSM/V peers. A survey was administered to 177 students (87 SSM/Vs and 90 non-SSM/Vs) at a large, four-year university in the Midwest United States. Explicit questions and an experimental manipulation were used to address the research questions. Findings suggest that SSM/Vs believe more negative stereotypes exist than do non-SSM/Vs. Further, of 48 attributes used as options, the current methodology uncovered evidence of 6 specific stereotypes that non-SSM/Vs hold about SSM/Vs: disciplined, leader, masculine, mentally ill, stuck in the past, and tense. These results can guide future research about SSM/V transition to higher education, and address specific barriers to the well-being of this population. [ABSTRACT FROM AUTHOR]

In visual crowding, an item representation is degraded by adjacent flanker items. Recently, the related phenomenon of visual working memory (VWM) crowding has been used to evaluate shared mechanisms between memory and perception. However, some previous studies that investigated VWM crowding suggested that it stemmed from encoding, rather than memory maintenance. In the current study, we evaluated two measures in simultaneously-presented arrays: anisotropy for radially vs. tangentially configured arrays, and effect of target to array proximity (array middle vs. edge targets). Simultaneously presented arrays evoked effects in both measures. We then compared the data from the current study to that from our previous study that used sequential presentation, and thus avoided encoding-based explanations for crowding. We predicted that we would observe greater crowding for simultaneous than sequential presentation because simultaneous arrays allow for two opportunities for crowding—encoding and maintenance—while sequential arrays only allow for maintenance-based crowding. Surprisingly, we observed that both measures were similar across simultaneous and sequential arrays. These results indicate that VWM crowding does not have an additive error mechanism across encoding and maintenance. Moreover, the anisotropy result suggests that both simultaneous and sequential array VWM crowding is influenced by retinotopy in the early visual cortex. [ABSTRACT FROM AUTHOR]

Social scientific knowledge of the extent, distribution, causes, and consequences of various types of gendered interpersonal violence against North American college women has markedly advanced since the early 1980s. Nevertheless, major research gaps still exist, including a conspicuous absence of quantitative and qualitative data on racial/ethnic variations in female students' polyvictimization experiences. Using results of the Campus Quality of Life Survey conducted at a large doctoral institution in the South Atlantic region of the United States, this article shows that ethnic minority and White female students are equally at risk of experiencing multiple types of victimizations of different kinds, such as stalking, sexual harassment, physical violence, and sexual assault. [ABSTRACT FROM AUTHOR]

Conversations regarding race and racial tensions continue throughout institutions of higher education. For this study, 14 Asian American faculty members from four different private, Christian universities were interviewed to understand their experiences of racism on their campuses. All participants self-identified as East-Asian American and received, at minimum, their doctorates in the United States. Data were collected and analyzed using basic qualitative research methods, and findings were classified into two major categories: relationships and campus environment. Although participants were grateful for their institutions, their experiences were not without microaggressions and discrimination. The study hopes to aid in efforts that may ultimately create an even more inclusive environment for both faculty and students. [ABSTRACT FROM AUTHOR]

In the past 2 decades, social work education has increasingly advocated for inclusion of trauma-related content in educational programming. Yet, to date, little is known about the current state of trauma education and training in social work programs. The aim of this study is to describe trauma education and training in accredited, North American social work programs. The data are from an online survey of 192 social work educators from 165 universities with accredited social work programs in the United States (n=151) and Canada (n=14). Participants were asked whether trauma-specific education is offered, and if so, to provide the formats used to deliver the content, the type of curriculum used, and evaluation efforts. Most programs (67.9%) reported integrating trauma education into existing courses, with 61.4% of BSW programs and 65.4% of MSW programs offering some form of trauma education. Results suggest that social work educators are recognizing the importance of including trauma education in their programming. However, more evaluation is needed to identify specific trauma content being presented. [ABSTRACT FROM AUTHOR]

This investigatory study sought to explore the range and variation of well-being initiatives on a select cross-section of college campuses across the United States and in Canada. This whitepaper seeks to highlight innovative practices that may inspire institutions to consider new ways of promoting well-being for both students and employees. In this whitepaper, we report findings from 10 participating higher education institutions across three major categories: student-serving programs, employee-serving programs, and hybrid programs. The qualitative data collected from key stakeholder interviews and focus groups were analyzed for trends between and across institutions. Importantly, the results of this study are intended to be hypothesis-generating as opposed to hypothesis-testing. In an effort to describe the state of the field with respect to both common and innovative practices the findings have generated additional questions for further research. Several themes emerged from this study: (1) Campuses have not adopted a universally-accepted definition of well-being; (2) While many institutions are using iterations of the wellness wheel and its various dimensions (e.g. physical, emotional, intellectual, social, spiritual, financial) to guide their efforts, there is not a dominant model for structuring or measuring well-being initiatives on campus; (3) There appears to be a systematic shift from use of the term "wellness" to "well-being"; (4) While many institutions are still utilizing traditional health education practices, there appears to be a movement toward more systemic, environmental approaches to well- being, including structural, organizational, and financial strategies, in addition to a range of policy initiatives; (5) There is a range of engagement in well-being initiatives, with significant variance based on institutional philosophy; and (6) Many institutions are designing well-being initiatives that address health disparities—particularly among underrepresented or marginalized populations. [ABSTRACT FROM AUTHOR]

Individuals exposed to combat-like environments are often challenged with moral conflict. The scientific investigation of moral competence on adverse environments is limited, although soldier narratives have shown how, in combat, military personnel must face challenging moral dilemmas. Additionally, the impact of grit and resilience on moral competence following combat-like environments is unknown. Recruiting 107 participants from a private US Military university, this study investigated the impact of moral competence, including the moderating effects of grit and resilience, following exposure to combat-like environments. To simulate a combat-like environment, participants were placed in either an immersive (i.e., Bravemind) or non-immersive (i.e., Virtual Battlespace 3) environment. Self-reported resilience, grit, and moral competence were measured using Resilience Scale for Adults, the Grit Scale, and the Moral Competence Test, respectively. Findings showed that following exposure to simulated combat-like environments, moral competence scores were higher in participants exposed to combat-like environments. Furthermore, results revealed a main effect of grit on moral competence, suggesting that grit could have functioned as a buffer following simulated combat. These findings can provide a richer understanding of how, following combat-like environments, moral competence can be impacted and how grit and resilience can help protect the ability to successfully face moral dilemmas. [ABSTRACT FROM AUTHOR]

Sexual harassment in the workplace is an overt form of sexism that reinscribes patriarchal power relations within the university. Despite the perception that many people are reporting their harassment in academia thanks to the MeToo movement, we found the problem largely unreported in our sample of faculty and staff at US universities. Little is known about what drives reporting and disclosure behaviors of faculty and staff within institutions of higher education (IHEs). The present study was designed to examine disclosing and reporting sexual harassment in academia, using a sample of (N = 88) faculty and staff from IHEs who experienced some form of unwanted sexual attention. Approximately 40% did not report or disclose to anyone, and among those who did disclose the harassment they overwhelmingly chose people outside the workplace. The most common reasons for not reporting included not interpreting the event as serious enough, concerns of not being taken seriously, and thinking that nothing would be done. Regression analysis showed that experiencing electronic harassment, but not other forms of harassment, predicted reporting and disclosure. This finding reveals the stereotypes behind 'the perfect victim' are alive and well, continuing to limit the ability of victims to come forward with claims of harassment.. [ABSTRACT FROM AUTHOR]

The National Information Standards Organization (NISO) recently revised the Open Discovery Initiative Recommended Practice (), which outlines best practices for discovery service providers. It streamlines the process by which libraries, content providers, and discovery service providers work together; defines models for "fair" linking; and suggests usage statistics that should be collected for libraries and for content providers. The recommendations in this document, created by members of the Open Discovery Initiative Standing Committee, enable libraries, discovery service providers, and content providers to work together to the full extent of their abilities – thus providing an effective and rich experience to end users. [ABSTRACT FROM AUTHOR]

Given high rates of sexual violence (SV) perpetrated against college students, campus administrators need to identify and utilize strategies to prevent and reduce the risk of SV before, during, and after violence has occurred. Developments in technology offer easily accessible avenues for colleges to deliver accurate resources to students in real time. The present study describes the iterative development process that engaged campus administrators, rape crisis center advocates, law enforcement, and students in the development of the mobile application (app), uSafeUS®. Unlike other college safety apps, uSafeUS provides primary prevention by facilitating users safe exit from potentially dangerous situations, secondary prevention by enabling the user to secure help when SV occurs, and tertiary prevention that enables users to obtain resources to help themselves or a friend in the aftermath of SV, all in one place. [ABSTRACT FROM AUTHOR]

In the early 1960s, colleges and universities in the United States launched dozens of new pre-college programmes for low-income and predominantly African American high school students. Many of these initiatives were inspired by the civil rights movement. Moved by the sit-ins, marches and boycotts that had riveted the nation, a range of educators – mostly university professors and administrators – created new programmes to help students ill-served by school systems marked by racism and inequality. Many of the leaders of these initiatives hoped not only to support particular students but also to make the United States a more just and equal society and to change the university by opening the door to a more diverse student body. Nevertheless, most pre-college programmes operated under a flawed conception of disadvantage that individualised the 'disadvantaged student' and thus disconnected African American young people from the histories and contemporary struggles of their communities. [ABSTRACT FROM AUTHOR]

Objective To examine health behavior and environmental perception differences among vegetarian and nonvegetarian students. Participants: First-year university students (n = 1078) from eight United States universities. Methods: Data were obtained from base 2015 and followup 2016 assessments. Vegetarians and nonvegetarians were compared for anthropometrics, lifestyle behaviors, and campus environmental perceptions (CEPS). Results: Vegetarians had smaller waist circumference, lower systolic blood pressure, higher fruit and vegetable consumption, lower percentage of energy obtained from fat, and higher perceived stress. Vegetarians expressed a lower rating of perceptions of health policies on campus. Conclusion: A clear difference in indicators of physical health does not appear, however, vegetarian students show positive dietary patterns which can promote positive health outcomes. Further, vegetarians had lower perceptions of health policies on campus. Results can be used by administrators to ensure policies are in place to support health of students as currently vegetarian students see limitations in the environmental health policies. [ABSTRACT FROM AUTHOR]

Examine trends in e-cigarette use, and Juul use specifically, among U.S. college students. In 2016, we established a cohort of 529 incoming first-year students to a large Midwestern University. In 2018, these students (now third-years) were re-contacted, and a new sample of 611 incoming first-year students was enrolled. First-year students in 2016 completed a survey assessing their e-cigarette use; in 2018, first- and second-year students reported on e-cigarette use, and use of Juul specifically. From 2016 to 2018, past 30-day e-cigarette use rose from 5.9% to 27.7%. In 2018, for Juul alone, ever use was above 35% and past 30-day use was above 20% for both cohorts. Juul use did not differ by gender, but was associated with higher socioeconomic status (SES) and being White. Findings present disturbing possibilities for long-term nicotine addiction among the next generation, and underscore the need for a rapid public health response. [ABSTRACT FROM AUTHOR]

Objective An impediment to an informed discussion of the impact that campus crime alerts have on college campuses is the dearth of research on the topic. This study explores the composition of campus crime alerts and the ways they convey and (re)produce meanings concerning victimization, perpetration, responsibility, and consent. Methods: This study uses an qualitative content analysis of a sample of 3,702 campus crime alerts from 55 universities in the United States. Results: Three themes (Central Actor, Overgendering, and Gratuitous Content) emerge. When the victim is portrayed as the alert subject using a passive voice and the crime is framed within a gendered, editorialized narrative, the alert focus shifts to the victim's rather than the perpetrator's identity and behaviors. Conclusions: The wording of alerts may compromise the safety of the campus community by reinforcing misguided expectations for behavior and shaping misleading perceptions of risk; considerations for best practices are explored. [ABSTRACT FROM AUTHOR]

International student services centers (ISSC) at postsecondary institutions in the United States are central to supporting international students' transition and adjustment needs. As leaders of these units, ISSC directors are 'managerial professionals' (MPs), exhibiting characteristics of both traditional academic and administrative roles. These qualities mirror the requisite adaptiveness of their positions, required to navigate the complex international, national, and institutional factors affecting their students and departments. Using Job Crafting Theory, this qualitative study evaluates the experiences of eighteen ISSC directors to explore how, and to what extent, they adapt their jobs in ways related to the creation and integration of meaning. Findings illustrate how participants engaged in cognitive, relational, and task crafting where departmental and institutional goals, students' needs, and personal fulfillment overlapped. The final discussion addresses how institutional leaders, as key partners in successful job crafting, can utilize this framework to support ISSC staff, international students, and promote internationalization. [ABSTRACT FROM AUTHOR]

Previous research has found women who experience eight or more Adverse Childhood Experiences (ACEs) are 3.5 times as likely to be victims of adult IPV. This study examined the relationship between ACEs and IPV (physical violence, sexual violence, psychological violence, and stalking) among college students. This study was conducted among undergraduate students (N = 2,900) at two large, non-profit, public universities in the United States. Students completed a web-based survey addressing self-reported ACEs and violence that occurred within the current academic year. Chi-square tests and logistic regression models were used to evaluate the relationship between ACEs and violence. College students with higher ACE scores were more likely to experience violence. Students with ACE scores of four or higher were between 1.9-4.9 times more likely to experience violence. A dose response relationship was found between ACE score and experiences of violence. Campus violence prevention programs may benefit from incorporating discussion of ACEs into programing. [ABSTRACT FROM AUTHOR]

Prison rape can result in profound physical and psychological damage to inmates. Despite the 2003 Prison Rape Elimination Act, prison rape incidents in the US have increased over 15 years. Previous research results have demonstrated that correctional officers who endorsed rape myths failed to enforce regulations, and they were apt to engage in sexual misconduct or sexual harassment directed toward inmates. It has been almost two decades since Eigenberg ([2000a]. Correctional officers' definitions of rape in male prisons. Journal of Criminal Justice, 28, 435–449) presented the mechanism explaining prison rape myths (PRM) among correctional officers. The present study revisits Eigenberg's (2000a) prison rape model using the survey data from 446 criminal justice (CJ) majors, 119 of whom expressed their interest in corrections as a desired career. For the most part, the findings in this study confirm that Eigenberg's (2000a) model is applicable to the PRM of CJ majors. However, no education effect in relation to PRM was found. Implications for recruitment, training, and education, as well as avenues for future research, are then discussed. [ABSTRACT FROM AUTHOR]