Volume 48, Issue 2

This study analyzed the impact of a medical amnesty policy and an online alcohol poisoning video on college students’ intentions to seek help when witnessing alcohol poisoning symptoms. Students were randomly assigned to receive an amnesty policy, alcohol poisoning video, or both. The group that received both treatments was most likely to seek help. Females, abstainers, and those not previously exposed to an alcohol poisoning situation were more likely to seek help.

Reliance on college student peer assessment of the signs of alcohol poisoning to prevent overdose deaths is, in most instances, an impossible dream, one that is both misleading and dangerous insofar as it fosters a false sense of security and enhances the perception of personal invulnerability. Although teaching the signs of alcohol poisoning should certainly continue, college students must understand that moderate and responsible drinking is the only reliable way to avoid death from alcohol poisoning.

This study examined the experiences of gay male undergraduate students enrolled at a traditional women’s college using the framework of queer theory. Using data collected from student interviews, journals, and document analysis, the findings offer insight into how institutional space as well as peer culture impact identity. The students reported the need to identify with peers across a range of individual characteristics. Conclusions and implications for practice are offered.

As part of a larger investigation into the spiritual climate at one college of the Lutheran church, we interviewed students to determine the meaningful experiences that they faced as students. Many experiences mentioned related to two specific religion and philosophy courses. The analysis of data provided by ten students who had completed one of the courses of interest resulted in intriguing insights concerning the development of the cognitive dimension of the students’ faith.

Using transformational learning as a framework and a case study approach, this study explored how students make meaning of their experiences 1 year after a weeklong study abroad experience and examines how they integrate their study abroad experience into their lives. The findings include that students who had engaged in subsequent learning opportunities continued to find meaning in their study abroad experience. The experience had faded into a distant memory for students who did not integrate the experience into their lives in some way.

This study examined how the international education experiences of 16 participants facilitated civic and global engagement. This article focuses on 3 participants whose experiences were representative of the entire sample. Interpersonal interactions and observations of the host culture were primary factors in facilitating global competence, global-mindedness, and global engagement. Due to the time required to process their experiences, participants often took several years to translate personal growth into global engagement.