A national sample of counseling center (CC) directors participated in a survey concerning their centers' policies and practices as a way of assessing the validity of M. S. Chisolm's (1998) criticisms of mental health care on college campuses and opening a discussion about the future of such services. Participants completed either a traditional or an electronic (E-mail) survey. On the basis of responses from 114 CCs and clinical forms submitted by 81 CCs, results provided support for a traditional mail survey, differences between large and small institutions, and a lack of support for M. S. Chisolm's criticisms of campus mental health care. Recommendations for campus mental health services are provided.

Career counselors' multicultural competence has not been widely investigated. In this study, a national sample of 230 career counselors completed an online survey that included measures of career counseling self‐efficacy and multicultural counseling competence. Beyond these self‐report instruments, counselors responded to open‐ended items that requested specific examples of their actual multicultural counseling practices. Results indicated that counselors rated themselves as multi‐culturally competent, but those ratings were more closely linked to general career counseling self‐efficacy than to external evaluations of their self‐reported multicultural counseling practices. Findings also reinforced the importance of training and experience in developing multicultural competence.

Does the appearance of an instructor and the format of the class influence student grades and learning? We tested this question with 861 undergraduate students who completed an online questionnaire rating their instructors. Students were equally spread across class year and were from different majors. We used multiple regression analyses and found that likable, good-looking, well-dressed, and approachable teachers had students who said they learned more, had higher grades, and liked the class better.

Counseling trainees often do not receive formal assistance in assuming the role of supervisee. What constitutes effective trainee behavior within the context of supervision, as opposed to the clinical context, also has received little empirical attention. A national sample of 176 participants (145 supervisees, 31 supervisors) affiliated with counseling psychology or counseling center internship programs rated the importance of 52 behaviors/characteristics (Supervision Utilization Rating Form; SURF) to the effective use of supervision at specific developmental training levels. Supervisors and supervisees applied ratings from important to extremely important to all items. Statistically significant differences between supervisor and supervisee ratings were noted on 6 items. The development of the SURF and its potential uses in supervisee role induction are discussed.

Does the appearance of an instructor and the format of the class influence student grades and learning? We tested this question with 861 undergraduate students who completed an online questionnaire rating their instructors. Students wereequally spread across class yearand werefromdifferent majors. Weusedmultiple regression analyses and found that likable, good-looking, well-dressed, and approachable teachers had students who said they learned more, had higher grades, and liked the class better.