The concept of development is ubiquitous throughout higher education. Development of critical thinking, problem-solving, and clinical

EXECUTIVE SUMMARY. The 2016-2017 AACP Student Affairs Standing Committee addressed charges related to recruitment to the profession of pharmacy and a national awareness campaign for pharmacy careers, as well as promotion of student wellness and stress management. The Committee report provides six recommendations to the American Association of Colleges of Pharmacy (AACP) and one proposed policy statement for the AACP House of Delegates related to recruitment to the pharmacy profession. The Committee report also provides three recommendations to AACP and one proposed policy statement for the AACP House of Delegates related to student wellness and stress management. In addition, this report provides recommendations for future AACP Student Affairs Standing Committee work.

. Studies included were those that investigated pharmacy students, used one of the tests (CCTST, HSRT, DIT), and used a longitudinal design with test administration at two or more time-points for the same subjects (i.e., development). On review, the CCTST and HSRT seem more foundational to analytical/critical thinking, while the DIT appears to measure moral/complex thinking. Summarizing used meta-analysis with Cohen's d and random-effects modelling. Results: Five studies involved thinking development with 10 separate cohorts for meta-analysis (8 cohorts for CCTST, 2 for DIT, and 0 for HSRT). At 5 institutions, 407 and 1148 students were included (CCTST and DIT, respectively). For the CCTST, the overall effect was with some heterogeneity among study cohorts (I 2 =52%). For the DIT, the overall effect was -0.23

Harsh realities in pandemic fatigue, burnout, inequities, and isolation are impacting academic pharmacy. Mentoring programs, especially inter-institutional programs like those provided within the American Association of Colleges of Pharmacy (AACP), may help combat some of these issues. Unfortunately, year after year, academy members continue to request information on mentoring, whether it be the opportunity to pair up, advice on how to be better at it, or guidance on how to develop a program on mentoring. The need for authentic mentoring is vital to the success and retention of faculty and staff to the academy. Therefore, it's time for us to take a closer look at why, despite on-going mentoring programs scattered within AACP Sections and Special Interest Groups, these programs are unable to fulfill the needs of participants.

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