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In response to the Howard Hughes Medical Institute/Association of American Medical Colleges Scientific Foundations for Future Physicians (SFFP) report and a concern for better preparing undergraduates for future doctoral programs in the health professions, the deans of the College of Arts and Sciences and Division of Basic Biomedical Sciences of Sanford School of Medicine of the University of South Dakota formed an ad hoc Premedical Curriculum Review Committee with representatives from the science departments and medical school. The Committee began by reviewing the university's suggested premedical curriculum and matching it to the proposed competencies from the SFFP to document duplications and deficiencies. The proposed changes in the Medical College Admission Test for 2015 were also evaluated. The Committee proposed a stronger premedical curriculum, with the development of some new courses, including an inquiry-based physiology course with team-based learning, to more fully address SFFP competencies. These analyses convinced the university that a new major would best help students achieve the competencies and prepare them for admission exams. Thus, a new Medical Biology major was proposed to the South Dakota Board of Regents and accepted for its initial offering in 2012. The new major has been broadly advertised to future students and is successful as a recruiting tool for the university. This article details the process of evaluating the curriculum and designing the new major, describes some of the difficulties in its implementation, and reviews outcomes from the new major to date.

In the past couple of decades, there have been numerous claims made about the increasing severity of college student mental health issues. While the question of increasing severity seems to be well documented by the perception-based surveys of university counseling center directors, very limited data exists to prove that this trend is actually occurring. This article reviews several studies that have attempted to substantiate this perceived trend, and alternative explanations are posed to account for the reasons that these perceptions have lingered in the absence of hard data. Implications for future research are discussed.

Personally held values play a fundamental role in business. As such, it is critical that students understand the nature of values pertaining to the workplace. Using an innovative classroom exercise, laddering, business students interview individuals to identify values that influence choices. Objectives are to help students understand the role of personal values in decision making, develop the ability to respond effectively to workplace demands, respect diverse perspectives, and achieve a better understanding of their own values. Measures used to assess these learning objectives revealed that many students gained valuable insights. After participating in the exercise, students wrote passages in which they articulated how their values affected their decision-making behavior, described in detail how the exercise improved their improvisational skills, and helped them gain respect for others' viewpoints. Furthermore, a quantitative survey provided evidence that students may have experienced a greater understanding of their own values after participating in the exercise. (Contains 4 tables.)

Rates of accurate recall of the Strong Interest Inventory (SII; L. W. Harmon, J. C. Hansen, F. H. Borgen, & A. L. Hammer, 1994) profile information varied with the amount of time elapsed since the interpretation, the type of SII scale, and whether immediate recall was elicited, but rates did not vary with the strategy used to provide the interpretation. Continuity of accurate recall over time was also observed. (Contains 5 tables.)

This article discusses training issues related to the new paradigm proposed by Robitschek and DeBell, in which vocational topics in counseling psychology are viewed as primary issues and contextual factors in people's lives. Specifically, the new paradigm is conceptualized as a truly integrative career-personal perspective in the training of delivery of counseling services. Existing literature regarding the overlap of career and social-emotional counseling is reviewed in the context of the new integrative paradigm, with particular focus on evidence related to foundational assumptions underlying the paradigm. Suggestions for how to implement a truly integrative career-personal perspective throughout graduate training are offered.

Innovative rural development practices at community colleges are reviewed. Factors that can facilitate replication of these practices include the quality of college leadership, the state system in which community colleges operate, and funding mechanisms. Policy recommendations include increasing resources, supporting college networking, encouraging links with local stakeholders, and using community colleges as hubs for information technology. (TD)

Examined effects of problem severity, amount of self-disclosure, and self-disclosure flexibility on willingness to seek help for problem. Findings from 101 college students indicated that factors that predicted greatest amount of variance in willingness to seek help were interaction of problem severity with willingness to self-disclose to counselor, followed by problem severity; no gender differences were found. (Author/NB)

Examined relationships between trainees' (n=57) cognitive style, program membership, amount of practicum experience, and needs and expectations for supervision. Results from trainees from three graduate programs at one university suggest that trainees' expectations and needs regarding supervisory experience differed by amount of practicum experience, cognitive style, and program membership. (Author/NB)

The Strong Interest Inventory was completed by 189 female and 168 male African-American college students (20 percent response). Correlations among the General Occupational Theme scales supported the potential applicability of Holland's theory to African Americans, but highlighted gender differences. (SK)

Responds to previous article which presented case of Rachel, 28-year-old art education major who sought career counseling at the university counseling center. Explores how Strong Vocational Interest Inventory profile can be used to generate hypotheses about client's career conflict, how career counseling might progress, and potential issues to explore with the client in counseling. (NB)

Examined the validity of Helms's (1984) model of White racial identity development among 308 White college students testing the assumption that more advanced stages are associated with greater self-actualization. Results indicated that self-actualizing tendencies were negatively related to less developmentally advanced White racial identity attitudes and positively related to more developmentally advanced attitudes. (Author/PVV)

Examined college students' (n=112) ratings of their abilities and skills in relationship to self-esteem and to their ratings of same-gender peers. Results indicated gender differences were observed on 3 of 14 general abilities; there were significant interactions between gender, peer versus self-ratings, and skill areas; and self-esteem scores were related to some of the self-ratings. (Author/ABL)

Examined the Academic Comfort (AC) Scale of the Strong-Campbell Interest Inventory and its relationship to academic level, performance, and aspirations. Results from occupational criteria samples and a student survey indicated the AC scale is moderately correlated with grade point average and strongly related to attained educational level. (BH)

Examined the custom of treating all undifferentiated subjects as if they were equal, by dividing subjects into High-Score Undifferentiated (HSU) and Low-Score Undifferentiated (LSU) groups. Results suggest that accounting for score elevation does reveal differences between HSU and LSU subjects and that future studies should not treat undifferentiated subjects as a homogeneous group. (Author/BL)

Investigated long-term stability of vocational interests in 409 college freshmen tested with Strong-Campbell Interest Inventory as freshmen in 1974, four years later (N=204), and in 1986. Results revealed remarkable degree of interest stability over all three time intervals and individual differences in stability over time. (Author/NB)

Confirmed the validity of the Strong Campbell Interest Inventory (SCII) in predicting majors of college students (N=615). A second study determined the differential effect of stable and unstable interests using the same sample and found most students have very stable interests. The SCII is more predictive for satisfied students. (Author/JAC)

The aim of this study was to assess college students' food and housing insecurity risk amidst the pandemic. Data were collected through an online survey in the summer of 2020 from 1956 graduate and undergraduate students attending a large, private, urban university in the Midwest, U.S. Food insecurity among students increased (25% before; 29% during COVID) with housing insecurity staying roughly the same (34% before; 36% during COVID). Results indicate certain student groups were at greater risk of basic needs insecurity during the pandemic compared to their counterparts. Results also suggest changes in food and housing insecurity trends. College students are burdened with basic needs insecurity, exacerbated during the pandemic. Institutions need to work toward solutions to address the needs of vulnerable populations disproportionately affected by basic needs insecurity. Recommendations on addressing the basic needs of college students are also provided. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has had a significant impact on the lives of graduate student workers within university settings. At a large Midwestern private university, a Psychology Graduate Student Association (PsychGSA) identified that, in response to the pandemic, different levels of accommodations were being provided by faculty to graduate students. The PsychGSA conducted an evaluative survey that captured the experiences of 50 graduate students in the psychology department. The results highlight the inequitable challenges graduate students are currently facing. Recommendations to faculty to appropriately accommodate students during this unprecedented time, and beyond, are reported. [ABSTRACT FROM AUTHOR]