Identifying the needs of veterinary students and recent alumni in establishing a student service center.

Quality service for students has been identified as an important theme of higher education. In pursuing the aim of service quality, educational providers have long recognized that perceptions of service transcend the area of quality teaching and encompass the students' overall experience within the university. This article investigates the types of services that would be most beneficial to students, from the perspective of both current students and recent alumni. A cross-sectional survey of all students was conducted using an online survey. A separate survey was also conducted of alumni from the last five graduating classes. From these surveys, 94.0% of student respondents and 91.9% of alumni respondents strongly agreed with the statement "It is important for the OSU CVM (Ohio State University College of Veterinary Medicine) to provide on-site comprehensive student services." Both groups ranked job postings for post-graduation employment, fourth-year off-site rotation opportunities, and financial planning/budgeting among their top ranked preferred services. In addition, requests for continued or enhanced interviewing/communication skills training; individual mental, emotional, and spiritual counseling; and individual and group tutoring were predominant themes identified from the qualitative data as well as the Likert-scale questions. The findings from the study sheds light on the need for comprehensive services for veterinary students beyond those services traditionally provided in an academic setting, such as tutoring and course advising.

Beyond cause to consequence: The road from possible to core self-revision.

Two studies addressed the ultimate consequences and pathways running from repeated possible self-revisions to gradual revisions in core selves over time. As hypothesized, greater prior experiences of downward possible self-revision ultimately predicted greater subsequent declines in core self-integrity (e.g., greater self-doubt, lower self-esteem). However, also as hypothesized, this effect was mediated by the relative use of defensive vs. remedial attributions for past downward self-revision experiences. In closing, we unpack how the present work extends prior work by situating possible selves and motivated self-attributions as complementary systems that can slowly undermine as well as expand the integrity of core selves over time.