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The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures are discussed. (Contains 2 tables.)

In this article, the author discusses the musical interests of college students and what their musical preferences say about them. Students, through the nature of their music preferences, seem to intentionally or unintentionally convey messages. Students' listening habits can provide insight into messages that they are exposed to on a regular basis as well as messages that they may wish to send about themselves--their self-concept, important values, and so on. Understanding college students and their music can give educators insight into who they are, although students warn against judging a book by its cover, assuming that how one looks signifies one's taste in music. Students' musical interests also provide a resource for forming connections with the students both in and out of the classroom and enhancing their learning. (Contains 5 notes.)

In this study, two approaches are used to assess the stability of Myers-Briggs Type Indicator scores across 3 administrations (N = 231): longitudinal configural frequency analysis with categorical scores and generalizability theory with the Preference Clarity Indices and continuous scores. The results are generally positive. Evaluation of techniques is offered.

This chapter offers tips and additional books, films, television shows, Web sites, and other media resources for teaching and training.

Ways to use films, television programs, popular music, and popular books to teach counseling skills are described.

This chapter addresses considerations related to and potential contributions of entertainment media use in student affairs learning contexts.

This chapter sets a context for the use of student development theory in student affairs work, summarizes several prominent theories, and offers examples of how the entertainment media can be used to facilitate understanding of these theories by both graduate and undergraduate students.

An ongoing transition program which responds to the need for continuing support for graduate students and their developmental issues is the focus of this article. Student evaluations of the program revealed that participants found the transition sessions helpful because they instilled a sense of universality and provided a safe forum for open and honest dialogue. (Author)

Asserts that, to serve an increasingly diverse student population and to find the administrative support needed to do so, career centers must move in equally diverse directions. Offers ideas and strategies to aid in achieving these goals. Examines services for diverse populations, management of the career center, the importance of campus linkages, and the role of the faculty. (NB)

Presents the results of the initial stage of research conducted to explore the relationship between burnout and career development professionals through interviews (N=24). Formulates definition of burnout and identifies burnout symptoms and causes. Results pointed out the individualized nature of burnout, both in terms of symptoms/causes and prevention/remediation. (Author)