This article discusses the present realities of college and university counseling centers as the bases for proposing a more adaptive and interactive model of the original Cube developed by W. H. Morrill, E, R. Oetting, and J. C. Hurst (1974). The article conceptualizes an evolved model of the Cube, here termed the global model, which allows counseling centers to function, in light of current and future demands, with greater flexibility, interdependency, and collaboration vis‐á‐vis the campus community.

This article presents the results of an investigation of male and female clients' expressed preferences for gender of their counselor. The study addressed two major comparisons: clients with a preference for therapist gender versus those without a preference, and clients with a preference for a male therapist versus those with a preference for a female therapist. LOGIT analyses indicate significant relationships among sex of the client, sex of the intake counselor, whether or not clients express a preference, and whether they express a preference for a male or female counselor. Results also suggest an influence of the sex of the intake counselor. Results are discussed in terms of their implications for counseling and research activities.

This article reports the results of a survey of female faculty. Overall, respondents indicated positive perceptions of their academic environment and a strong interest in mentoring female students.

Sexual relationships between faculty members and students,a form of sexual harassment, can be damaging to the student, the facul~member, and the academic community.Considerations of issues ofpower, entitlement, and responsibility are essential to understanding and cknge. This article examines the issues and dynamics involved and describes a comprehensive educational intervention model that bs been developed for each of the constituent groups.Sexual harassment, one of the most widespread of all forms of sexual victitiation (National Council for Research on Women, 1991), is a serious concern in colleges and universities. Many colleges and universities have adopted policies that define sexual harassment as unwelcome sexual advances or creation of a hostile work environment, while others have broadened the definition of sexual harassment to include consensual relationships among partners who differ in power (e.g. me University of Iowa and me University of Minnesota). Such expanded policies reflect a broader conceptuatiation of sexual harassment, stiar

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