The inability of college students to traditionally interact with post-secondary personnel might have unintended limitations on career readiness and post-graduation outcomes. Novel Coronavirus (COVID-19) persists as a healthcare concern; however, it has and continues to impact various sectors. In higher education, the global pandemic has affected university operations from in-person to virtual based support. However, little is known about the unintended consequences of collegiate support services’ virtual operations, such as career services. This conceptual paper will objectively analyze the potential inequities of the COVID-19 pandemic on job prospects and social capital for students of color. Recommendations for the economic and social factors are discussed. In addition, this paper may contribute to disrupting the overlooked consequences of offering college services remotely.

Institutional websites are powerful tools that communicate wide range of information. Providing access to higher education requires institutions to consider how services are communicated with a goal of engaging students from diverse populations. This study utilized a conceptual content analysis to review university and college websites to determine how information about support services for first-generation students is electronically communicated. The researchers constructed an evaluative study to assess 14 institutions to formulate a critique and extend the work of Eccles's expectancy-value theory (1984), which suggests that achievement-related choices are motivated by students' expectations for success. The results of this study found salient factors to indicate that institutions sought to provide support for first-generation students, but relevant information was not always explicitly conveyed on websites, particularly in ways most likely to engage diverse populations.

Mentorship is framed as a critical developmental relationship characterized by reciprocal learning, goal attainment, and personal growth. Therein, the mentor serves as a counselor and advocate, a coach who provides guidanc, to the mentee's career development. Relatedly, mentorship in post-secondary education has the opportunity to critically shape graduate students' research training, professional identity, and socialization into the academe. Thus, the purpose of this chapter was to explore as an implication of practice, establishing a taxonomy of mentoring professional graduate students. This chapter was guided by the following contemplative question: How can a taxonomy of mentorship enhance professional graduate students' educational experience? Drawing on existing literature, the author investigated the mentoring relationship, the potential impact on professional graduate students, then concluded with mentoring strategies and important implications for practice.

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had unexpectedly passed away in a tragic accident on campus. Adam and I served together on the Editorial Board for the Journal of Campus Activities Scholarship and Practice. The announcement of Adam's passing immediately transported me back eight years to a time when I served as Senior Student Affairs Officer at The University of Tampa-when the campus lost a beloved staff member quickly and unexpectedly. I was charged with leading my team through that tragedy while also supporting our students, all while personally grieving myself. That experience was one of the most challenging and meaningful experiences I have navigated as a Senior Student Affairs Officer because the work and the emotions spanned across my professional and personal life.Many student affairs professionals have experienced grief spanning across our personal and professional lives. Adam's passing prompted the authors of this article to share stories of similar staff losses to provide insight into navigating similar tragedies. As student affairs professionals, we often serve on the "front lines" when bad things happen. These roles are mentally exhausting to take on, even when you are not in relationship with those impacted. So, when you are in relationship with the loss, the complexity at the intersection of managing our grief while helping others process their own can seem overwhelming. This article will explore two different cases of staff deaths, from the perspective of the Senior Student Officer, at two unique institutions, and how the student affairs staff managed their own grief processes while leading and supporting their teams. A theoretical framework of secondary traumatic stress, grief, and healing will be woven throughout the article, with special attention focused on the healing process and reflections for practice. All involved in this article respected Dr. Adam Peck as the consummate scholar/practitioner. We believe he would enjoy knowing that his passing was the inspiration for this article aimed at providing tools for other student affairs staff members navigating loss, love, and forward movement.