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Stories and storytelling provide meaning and build connections between individuals. Using various narrative frameworks developed in the medical and career development disciplines, the author makes the case that narrative approaches can be applied to higher education and student affairs contexts. The use and misuse of technology can serve as a barrier when it disrupts the interactions and objectives between educator and student. An overview of narrative competencies--a collection of skills that educators can use with students--is provided in an attempt to more fully listen and honor students' voices. Students can learn to develop "authoring" and "re-authoring" skills to highlight competencies they developed during times of crisis and transition. Two students' stories of how they negotiated a harrowing study abroad experience during the beginning of COVID-19 are shared. The author highlights several examples of narrative-based curriculum and encourages student affairs educators to integrate narrative models into existing and new training programs.

College students receive countless messages about "following passion" and "doing what you love" (DWYL). What happens when these repeated messages ultimately do a disservice to some students? Although pursuing one's interests is strongly encouraged, the author explores the limitations of the DWYL advice at all costs, including the privilege that is often tied to Western-oriented career development concepts. Rather than focus solely on passion, career-related discussions with students should include authentic conversations about purpose, meaning, and the shifting future of work--and how students might best prepare for these changes. Several examples of institutional programs are highlighted. Suggestions and implications are provided for higher education professionals and student affairs practitioners.

Purpose: To understand the trade-offs, defined as compromises or decisions students must make to prioritize one important need over another, as a result of economic constraints, food insecure (FI) college students experience and the perceived impact of these challenges on health, well-being, and academic achievement. Design: 8 Semi-structured focus groups. Setting: Seven 2- and 4-year Minnesota colleges. Participants: 53 students initially screening positive for FI. Method: The focus groups were audio-recorded and transcribed verbatim. Thematic analysis, a systematic approach for identifying and analyzing patterns across qualitative data, was used through four analysis phases to identify themes and categories. Results: We identified five themes within trade-offs: sacrificing food, missing out on relationships, sacrificing academic studies, choosing between basic needs, and maintaining physical and mental well-being. The trade-offs students described were multifaceted, caused notable stress and worry, and presented challenges to students' well-being. Conclusion: This study provides evidence on the complexities of FI among students and details on what students may be sacrificing as a result of making trade-offs. Understanding the trade-offs students are experiencing can help college staff to prioritize which issues to focus on to improve student health and academic performance. [ABSTRACT FROM AUTHOR]

This article describes an initiative that integrated a strengths-base curriculum into a first-year experience program at the University of Minnesota-Twin Cities. Using a positive psychology framework, students completed the StrengthsQuest and participated in activities designed to help them learn and apply their signature talent themes. A pre- and postsurvey were included to assess measures related to students' self-awareness. The results suggest that a curriculum based on strengths positively impacts students' awareness of their strengths, a factor that, in turn, has positive implications for students' major/career choices and future decision-making. Strategies for practice and guidelines for future research are highlighted. (Contains 1 table.)

The purpose of this article is twofold: (a) to explore the career development needs and issues that are unique to Black sub-Saharan African immigrants, with an emphasis on college students, and (b) to discuss how career development professionals can implement strategies to better serve these students. The number of Black immigrants from sub-Saharan African countries has increased recently. Many immigrants are confronted with complex life decisions. Career counselors are in a unique position to assist. Theoretical approaches, with a focus on contextual factors, are discussed. Six strategies for a career counseling practice, suggestions for their application, and implications for practice are highlighted.