TY - BOOK AU - National Academy of Engineering AU - National Academies of Sciences, Engineering, and Medicine TI - Infusing Advanced Manufacturing into Undergraduate Engineering Education SN - DO - 10.17226/26773 PY - 2023 UR - https://nap.nationalacademies.org/catalog/26773/infusing-advanced-manufacturing-into-undergraduate-engineering-education PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Industry and Labor KW - Engineering and Technology AB - Cutting-edge technologies are reshaping manufacturing in the United States and around the world, with applications from medicine to defense. If the United States wants to further build upon these new innovations, the next generation of engineers must be trained to work in advanced manufacturing from the undergraduate level and beyond. Infusing Advanced Manufacturing into Undergraduate Engineering Education examines advanced manufacturing techniques for the defense industry and explores how undergraduate engineering programs can better develop advanced manufacturing capabilities in the workforce. This report discusses how industry can contribute to engineering programs and the role that government can play by including undergraduate engineering students in their manufacturing initiatives. The report gives specific guidance on ways to incorporate experiential learning emphasizing advanced manufacturing and strengthen ties between academia, industry, and government through mentoring and internship programs. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Susan J. Debad TI - Recognizing and Evaluating Science Teaching in Higher Education: Proceedings of a Workshop–in Brief DO - 10.17226/25685 PY - 2020 UR - https://nap.nationalacademies.org/catalog/25685/recognizing-and-evaluating-science-teaching-in-higher-education-proceedings-of PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Student ratings have long been used by many institutions of higher education as a primary form of summative evaluation of teaching. In recent years, studies have brought into question the validity of student ratings, highlighting the need for more effective evaluation methods that recognize and reward evidence-based teaching practices. To begin to frame the national conversation around the reform of teaching evaluation, the Roundtable on Systemic Change in Undergraduate STEM Education convened a 2-day workshop September 11-12, 2019, to discuss issues around recognizing and evaluating science teaching in higher education. Participants included experts in the fields of teaching and learning, as well as faculty from a range of institutional types, engaged in evaluation reform. This publication highlights the presentations of the workshop ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Linda Boyd A2 - Elizabeth Hutchison A2 - Cara Tuttle A2 - Jeena Thomas TI - Preventing and Addressing Retaliation Resulting from Sexual Harassment in Academia DO - 10.17226/27362 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27362/preventing-and-addressing-retaliation-resulting-from-sexual-harassment-in-academia PB - The National Academies Press CY - Washington, DC LA - English KW - Policy for Science and Technology KW - Behavioral and Social Sciences AB - Retaliation in any form can result in a range of negative consequences for those who experience it either directly or indirectly. Individuals can experience limitations in the opportunities to contribute and advance in their career, and they may feel as if their only response to the adversity is to leave the field. When an institution allows such retaliation to take place, the target’s sense of trust and dependency in the institution to maintain their safety and act on their behalf is negatively impacted. Retaliation can also have consequences for the broader community and the institution. For example, observers of retaliation can be affected by the low morale in the department or unit stemming from retaliation. The paper illustrates how legal protections can fall short when various types of retaliatory actions occur in academia and explores how institutions can creatively address retaliation with broader policies—policies that expand on and hone institutions’ current anti-retaliation practices, engender effective communication of their response to various forms of retaliation. This individually-authored issue paper was created by members of the Remediation Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to explore the full implications of retaliation in higher education and develop a paper that provides relevant information as discussed in the 2018 National Academies report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Jens-Uwe Kuhn A2 - Nizam Arain A2 - Justin Bell A2 - Brianna Davis A2 - Helen Kaiser A2 - Devin Madden A2 - Guilene Prepetit A2 - Kaaren Williamsen TI - Strategies for Developing, Implementing, and Sustaining Sexual Harassment Bystander Intervention Programs for Faculty, Staff, and Graduate Students DO - 10.17226/27266 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27266/strategies-for-developing-implementing-and-sustaining-sexual-harassment-bystander-intervention-programs-for-faculty-staff-and-graduate-students PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - To address the persistent problem of sexual harassment within higher education, research suggests that environments need to convey that sexual harassment is not a norm and actively discourage it when it does occur. One approach that researchers have identified as helping to create such environments is bystander intervention programs, which prepare and equip individuals to interrupt and intervene when harassing behavior occurs. This paper explores bystander intervention training approaches that are designed for the complex work environments within higher education, and considers how to apply the principles of bystander intervention to the experiences and environments of faculty, staff, and graduate students., Institutions within the Action Collaborative were asked a standard set of questions to learn about their experiences with commitment and buy-in from leadership, details on how the trainings were developed and what audience it was targeted to, and how the training programs were evaluated. The paper summarizes responses from seven of these institutions and ends with a call for additional research and action. This individually-authored issue paper was created by members of the Prevention Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to understand how institutions are addressing the gap in bystander intervention training for faculty, staff, and graduate students. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Patricia A. Cuff A2 - Erin Hammers Forstag TI - Addressing the Needs of an Aging Population Through Health Professions Education: Proceedings of a Workshop SN - DO - 10.17226/27136 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27136/addressing-the-needs-of-an-aging-population-through-health-professions-education PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The National Academies Global Forum on Innovation in Health Professional Education hosted a Fall 2022 workshop series to explore the various needs of an aging population and an ideal health workforce with the numbers and skillset to match those needs. Discussions included the composition of the intended health workforce, training requirements for each level of care provider, who would provide the training and education, and in what setting the training would take place. Given these considerations and learner reluctance to work with elder adults, implementation science was introduced as a path forward. Implementation science is the study of methods and strategies that facilitate the use of evidence-based practice and research into regular use by practitioners and policymakers. This proceedings document summarizes workshop discussions. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Patricia A. Cuff A2 - Erin Hammers Forstag TI - Exploring the Use and Application of Implementation Science in Health Professions Education: Proceedings of a Workshop SN - DO - 10.17226/26783 PY - 2023 UR - https://nap.nationalacademies.org/catalog/26783/exploring-the-use-and-application-of-implementation-science-in-health-professions-education PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Implementation science bridges the gap between research and medical practice, investigating aspects of practice and pedagogy that make the strategies successful for future use. By introducing and training leaders, faculty, and health workforce researchers in implementation science, health professions education institutions can build capacity for evidence-based practices. The National Academies Global Forum on Innovation in Health Professional Education held a workshop series to introduce the concept of implementation science to health professional educators to consider its potential use in the classroom. Speakers provided a foundation for discussion of the role of implementation science in health professions education and provided methods for educators interested in applying these recommendations to scale. This Proceedings of a Workshop highlights the presentations and discussions that occurred at the workshop. ER - TY - BOOK AU - National Academy of Engineering AU - National Academies of Sciences, Engineering, and Medicine TI - Building Capacity for Teaching Engineering in K-12 Education SN - DO - 10.17226/25612 PY - 2020 UR - https://nap.nationalacademies.org/catalog/25612/building-capacity-for-teaching-engineering-in-k-12-education PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Philip J. Hanlon A2 - Jayathi Y. Murthy A2 - Sarah M. Rovito TI - Foreign-Funded Language and Culture Institutes at U.S. Institutions of Higher Education: Practices to Assess and Mitigate Risk SN - DO - 10.17226/27065 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27065/foreign-funded-language-and-culture-institutes-at-us-institutions-of-higher-education PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Foreign-funded language and culture institutes exist on U.S. campuses beyond Confucius Institutes (CIs)—Chinese government-funded centers established by the Chinese Communist Party to extend the reach of Chinese language and culture and to enhance worldwide opinion of China through offering classes in Mandarin Chinese and highlighting positive aspects of Chinese culture. Regardless of the sponsoring nation, foreign-funded language and culture institutes may pose risks for U.S. host institutions regarding academic freedom, freedom of expression, governance, and national security. This is particularly true if the values of the sponsoring nation do not align with the democratic values held in the United States and if the sponsoring nation is suspected of engaging in activities adversely affecting human rights, academic freedom, freedom of expression, association, dissent, and U.S. national security. This report explores the role of other foreign-funded institutes at U.S. institutions of higher education, describing characteristics and features of such institutes; determining characteristics and features of foreign-funded institutes at U.S. institutions of higher education that could be flags for institutions to engage in further deliberation and vetting prior to entering into a partnership; identifying implementable practices for U.S. institutions of higher education to ensure appropriate operations; and continuing exploration of what role the sensitivity of the research conducted on campus should play in determining which foreign-funded partnerships are appropriate. Foreign-Funded Language and Culture Institutes at U.S. Institutions of Higher Education recommends actions that U.S. colleges and universities can take to minimize risks associated with hosting foreign-funded language and culture institutions, such as a CI, on or near campus and protect academic freedom and national security. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Patricia A. Cuff A2 - Erin Hammers Forstag TI - Health Professions Faculty for the Future: Proceedings of a Workshop SN - DO - 10.17226/26041 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26041/health-professions-faculty-for-the-future-proceedings-of-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - To explore various aspects of faculty development, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine held a virtual workshop in August 2020 titled Health Professions Faculty for the Future. At the workshop, presenters provided examples of how educators are using effective teaching strategies and of practices in health professional education. This publication summarizes the presentation and discussion of the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Mariam Lam A2 - Ashley Falcon A2 - Nicole Merhill A2 - Kaitlin Spear TI - Approaches to the Evaluation of Sexual Harassment Prevention and Response Efforts DO - 10.17226/27267 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27267/approaches-to-the-evaluation-of-sexual-harassment-prevention-and-response-efforts PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Evaluation, an important component of all research, is critical to integrate into interventions addressing sexual harassment, because the targets of such harassment can suffer serious consequences, including physical and emotional harm, lost educational opportunities, and negative effects on their career. Not only are the consequences potentially severe, but the problem is pervasive across all levels of academia. Studies show that 20–50 percent of undergraduate and graduate students experience sexual harassment from faculty or staff, as well as nearly 50 percent of women faculty and staff in academia. Moreover, despite efforts in recent decades to prevent and respond effectively to sexual harassment, it remains a significant issue with no clear decline in incidence rates. This paper offers insight into selecting the appropriate methods for evaluating interventions based on evidence, case studies, and the perspectives and experiences of the authors. The goal of the paper is to provide interested parties in higher education with an introduction to methods and approaches to evaluating interventions designed to prevent and respond to sexual harassment in their institutions. This individually-authored issue paper was created by members of the Evaluation Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to explore the challenges and research areas related to the evaluation of a wide range of efforts to address sexual harassment, which they present in this document. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Patricia A. Cuff A2 - Erin Hammers Forstag TI - Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop SN - DO - 10.17226/26695 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26695/exploring-the-role-of-health-professional-students-and-trainees-as-members-of-the-health-workforce-during-crises PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The onset of COVID-19 pandemic and inundation of the U.S. health care system emphasized infrastructural and health professional education vulnerabilities. A planning committee of the National Academies of Sciences, Engineering, and Medicine Global Forum on Innovation in Health Professional Education conducted a series of public workshops in the fall of 2021 to explore whether students and trainees should be viewed as members of the health workforce, particular in times of emergency as was experienced during the COVID-19 public health crisis. The planning committee gathered educators, students, administrators, and health professionals to share ideas, experiences, and data to strategize expansion of learning opportunities for medical trainees and enhancement of medical preparedness to unforeseen crises without compromising the quality of patient care. The workshops explored issues such as identifying evidence on value-added roles for students to serve in the delivery of care and in a public health capacity, and balancing the role of learners as consumers (tuition payers) and not licensed providers versus members of the health workforce. This Proceedings highlights presentations and discussions from the workshop. ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Patricia A. Cuff A2 - Erin Hammers Forstag TI - Educating Health Professionals to Address the Social Determinants of Mental Health: Proceedings of a Workshop SN - DO - 10.17226/25711 PY - 2020 UR - https://nap.nationalacademies.org/catalog/25711/educating-health-professionals-to-address-the-social-determinants-of-mental-health PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The social determinants of mental health involve the economic, social, and political conditions into which one is born that influence a person's mental health - and, in particular, that affect the likelihood a person raised in deficient or dangerous conditions often associated with poverty will develop persistent mental health challenges throughout his or her life. To explore how health professions education and practice organizations and programs are currently addressing social determinants that contribute to mental health disparities across the lifespan, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine hosted a workshop in Washington, DC on November 14-15, 2019. This publication summarizes the presentation and discussion of the workshop. ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Patricia A. Cuff A2 - Melissa Maitin-Shepard A2 - Marian Flaxman TI - Sharing and Exchanging Ideas and Experiences on Community-Engaged Approaches to Oral Health: Proceedings of a Workshop SN - DO - 10.17226/27100 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27100/sharing-and-exchanging-ideas-and-experiences-on-community-engaged-approaches-to-oral-health PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Despite the integral contribution of oral health to general health status, it continues to be treated as a marginalized and less important practice of health care. Minimizing its importance begins with how U.S. dental professionals are educated. The National Academies Global Forum on Innovation in Health Professional Education held a public workshop in November 2022 to discuss definitions of community-engaged oral health and its application within, between, and across health professions. Discussions emphasized lifelong learning, the social determinants of health and community engagement, and the development of innovative approaches and models for oral health workforce education and training in a global context. This Proceedings of a Workshop summarizes the discussions held during the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Patricia A. Cuff A2 - Erin Hammers Forstag TI - Artificial Intelligence in Health Professions Education: Proceedings of a Workshop SN - DO - 10.17226/27174 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27174/artificial-intelligence-in-health-professions-education-proceedings-of-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine KW - Computers and Information Technology KW - Education AB - The National Academies Global Forum on Innovation in Health Professional Education hosted a multi-day workshop series in March and April 2023 to explore the potential of artificial intelligence (AI) in health professions education. Speakers at the workshops provided background on AI; discussed the social, cultural, policy, legal, and regulatory considerations to integrating AI into health care and training; considered the skills health professionals will need as educators and providers to effectively use AI in practice; and explored needs for educating the next generation of health workers. Speakers took consideration of the bias, burden, health equity concerns that introducing AI into clinical education would bring. This Proceedings of a Workshop summarizes the discussions held during the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Tricia Serio A2 - Ashley Blamey A2 - Laura Rugless A2 - Vickie R. Sides A2 - Melissa Sortman A2 - Hima Vatti A2 - Quinn Williams A2 - Kaitlin Spear TI - Exploring Policies to Prevent "Passing the Harasser" in Higher Education DO - 10.17226/27265 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27265/exploring-policies-to-prevent-passing-the-harasser-in-higher-education PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - One troubling aspect of sexual harassment by faculty is the ability of these individuals to quietly move on to new academic positions at other institutions of higher education (IHEs) without the disclosure of their behavior. This practice is known as passing the harasser, and is exacerbated by a general lack of transparency about findings of sexual harassment in higher education. The ramifications of passing the harasser include not only failing to hold harassers accountable for their actions but also reinforcing an institutional climate in which sexual harassment is perceived as tolerated. The aim of this paper is to provide academic institutions with an examination of the landscape of practices and the considerations for implementing procedures to prevent passing the harasser, as well as examples of how some colleges and universities are addressing specific challenges, so that administrative leadership has the information they need to create policies tailored to their institution’s needs. This individually-authored issue paper was created by members of the Response Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to explore the challenges and potential resolutions related to policies and practices intended to prevent passing the harasser (e.g., lack of transparency in the adjudication process) as discussed in the 2018 National Academies report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Patricia A. Cuff A2 - Erin Hammers Forstag TI - Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 1: Proceedings of a Workshop SN - DO - 10.17226/26210 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26210/lessons-learned-in-health-professions-education-during-the-covid-19-pandemic-part-1 PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - During the COVID-19 pandemic, health professionals adapted, innovated, and accelerated in order to meet the needs of students, patients, and the community. To examine and learn from these experiences, the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education convened a series of workshops, the first of which was a one-day virtual workshop on December 3, 2020. The first workshop explored lessons learned in the grand challenges facing health professions education (HPE) stemming from the COVID-19 pandemic and how those positive and negative experiences might inform development of sustainable improvements in the value, effectiveness, and impact of HPE. Educators, students, administrators, and health professionals shared ideas, stories, and data in an effort to discuss the future of HPE by learning from past experiences. Topics included: evaluation of online education; innovations in interprofessional education and learning opportunities within the social determinants of health and mental health; effects on preclinical and clinical education; regulatory and accreditation changes affecting HPE; and stress and workload on students and faculty. This publication summarizes the presentations and panel discussions from the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Alan I. Leshner A2 - Layne A. Scherer TI - Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student SN - DO - 10.17226/26015 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26015/mental-health-substance-use-and-wellbeing-in-higher-education-supporting PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine KW - Education AB - Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education. ER -