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The value of academic advising has been increasingly emphasized in higher education. In this study, attention is given to the most significant types of advice that a sample of cybersecurity faculty and advisors from the Commonwealth of Virginia recommend giving to cybersecurity students. The results show that faculty and advisors recommended that students be aware of six different aspects of cybersecurity education including the value of experience, the need for lifelong learning, the importance of hard work, the need to develop technical skills, the interdisciplinary nature of cybersecurity, and the need to develop liberal arts or professional/soft skills. Implications of the findings include the need to embrace the advising of cybersecurity students, the importance of helping cybersecurity faculty and advisors deliver effective advising, and recognition that good advising is more than simply telling students which classes to take.

As the number of available cybersecurity jobs continues to grow, colleges strive to offer to their cybersecurity students an environment which will make them sufficiently prepared to enter the workforce after graduation. This paper explores the academic and professional needs of STEM-students in various higher education institutions across Virginia and how cybersecurity programs can cater to these needs. It also seeks to propose an evidence-based approach for improving the existing cybersecurity programs so that they can become more inclusive and student-ready. A survey of 251 college students in four higher-education institutions in Virginia showed that while there are common patterns observed across gender and race, there are still areas in which more should be done regarding some of these groups. In particular, some discrepancies are observed across gender when it comes to students' preparation with business fundamentals, the overall satisfaction of the received STEM education, and across race and ethnicity, when it comes to college advising, peer-mentoring, tutoring and faculty mentoring. The results from this study inform specific recommendations that will bring higher-education institutions and their cybersecurity program to a more student-ready level.

In this study, cybersecurity faculty and academic advisors from community colleges and 4-year universities in the southeast region of the United States completed a survey assessing attitudes about and support for articulation agreements and related transfer policies. Hypothesizing that professional structures shape attitudes and experiences, the researchers conducted an exploratory quantitative study with primarily descriptive analyses. The results reveal differences in attitudes between community college and 4-year stakeholders and between faculty and academic advisors. The results of this study are discussed in relation to faculty and advisor training and communication.

Despite advances in suicide risk assessment and intervention, evidence-based suicide prevention training for university health service providers is still lacking. This study evaluated the core competency model of suicide prevention training for an interdisciplinary sample of university counseling and student health providers (N = 21). Training was delivered in a half-day workshop format. Participants completed a pre-post training assessment survey. Student health provider risk screening practices were also assessed in the time-period preceding and following training implementation. Consistent with expectations, training yielded significant and robust improvements in providers' perceived suicide prevention skills and suicide prevention knowledge. However, suicide prevention attitudes and clinical response recognition did not reliably improve. Training was also associated with a greater frequency of student health service providers' mental health screening administration. The core competency model demonstrates promise as an evidence-informed training program for university counseling center and student health providers.

Suicide-related behavior (SRB) is a growing mental health concern on college campuses. We argue that causes of this rising trend go beyond student stress, to include outdated campus policies, overburdened counseling center staffing, and untapped targets for prevention efforts. We outline the social-ecological model applied to suicide and related public health problems. Such a viewpoint provides an example road map to redress suicide and related risk factors (e.g., violence, substance abuse) through multiple levels of prevention-focused programing. Using our SAMHSA-funded campus suicide prevention programmatic approach as a case illustration, we proffer lessons and guidelines for the implementation of a social-ecological suicide prevention program (SESPP). Emphasis is placed on review of evidence-informed prevention programs, utilization of interdisciplinary prevention teams, need for rigorous program evaluation, and consideration of the unique demography of each campus.

Victims of domestic violence rely on various human services professionals for an assortment of needs. Consequently, professionals must be prepared to recognize the signs of domestic violence, the needs of victims, and strategies to serve victims effectively. It is believed that in-service training programs are useful in better preparing social services workers for these areas. Many workers, however, may not participate in such training. This study examined how the presence of domestic violence training policies influences participation in training programs and awareness of domestic violence. Implications for practice are provided. Keywords: domestic violence; social work training