“Evaporated,” by Ben Folds Five

From the album, Whatever and Ever Amen
(c) 1997 Sony Music Entertainment
Official Web Site: Ben Folds
Available @: I-Tunes, Amazon, YouTube

Blue Jay’s Rating: 5 out of 5 Notes ♪♪♪♪♪

“Over the last 15 years, Ben Folds’ first-class melodic gifts, irony-laced lyrics, and punk-rock tendency to play piano as if it were a contact sport have earned the North Carolina native a legion of devoted fans of all ages,” (Ben Folds site). Under the same album as their highly popular single, “Brick,” the song “Evaporated“, this evening’s featured mental minute music, self reported as one of their most difficult pieces to date due to its outward simplicity, is a song “about loss.” ~Ben Folds Five.

Main Entry: evap·o·rate

Inflected Form(s): evap·o·rat·ed; evap·o·rat·ing

intransitive verb 1 a: to pass off in vapor or in minute particles b (1): to pass off or away : disappear <her ardor evaporated> (2): to diminish quickly

Music Copyright Information

Ben Folds. Biography. Retrieved June 30, 2009, from http://www.benfolds.com/biography.

Ben Folds Five. “Evaporated.” Whatever and Ever Amen. Sony Music Entertainment, 1997.
(c) 1997 Sony Music Entertainment

Ben Folds Five. “Evaporated.” Cover Art. Whatever and Ever Amen. Sony Music Entertainment, 1997.

Evaporate. (2009). In Merriam-Webster Online Dictionary. Retrieved June 30, 2009, from http://www.merriam-webster.com/dictionary/evaporate

YouTube. “Evaporated - Ben Folds.” Online video clip, YouTube. Retrieved June 30, 2009, from Source Link.

“You Found Me,” by The Fray

From the album, The Fray 
(c) 2009 Sony Music Entertainment
Official Web Site: The Fray
Available @: I-Tunes, Amazon, YouTube

 Blue Jay’s Rating: 5 out of 5 Notes ♪♪♪♪♪

The Fray is a Grammy-award winning Denver-based band led by Isaac Slade, most recognized for their piano-infused song, “How to Safe a Life,” off of their 2005 debut album, (the top selling album on iTunes in 2006). The Fray recently released its second self-titled album, The Fray, on February 3, 2009, and its first single, “You Found Me” is the spotlight of today’s Mental Minute.

Describing the personal meaning behind the song, Slade posted on his blog, “You Found Me” is a tough song for me. It’s about the disappointment, the heartache, the let down that comes with life. Sometimes you’re let down, sometimes you’re the one who lets someone else down. It gets hard to know who you can trust, who you can count on. This song came out of a tough time, and I’m still right in the thick of it. There’s some difficult circumstances my family and friends have been going through over the past year or so and can be overwhelming. It wears on me. It demands so much of my faith to keep believing, keep hoping in the unseen. Sometimes the tunnel has a light at the end, but usually they just look black as night. This song is about that feeling, and the hope that I still have, buried deep in my chest.”

Acoustic Video

Music Copyright Information

ABC, Inc. “The Fray Studio Session - You Found Me.” Online video clip, ABC Television Network. Retrieved May 12, 2009, from Source Link. 

The Fray. “You Found Me.” The Fray. Sony Music Entertainment, 2009.
(c) 2009 Sony Music Entertainment

The Fray. “You Found Me.” Cover Art. The Fray. Sony Music Entertainment, 2009.

The Fray. You Found Me - Lost iTunes. Retrieved May 12, 2009, from http://blog.thefray.net/us/blog

A sincere thank you to all of today’s new blog visitors from Dr. Blue Jay and the behind-the-scenes birds. We appreciate you taking time out of your busy day to stop by the Inquiring Minds site dedicated to the college student population, “where minds, moods, and mental health matters meet!”

Please take a few moments to look around and make sure to check out our most recent blog posts regarding college mental health, as well as our neat new sections, including “Mental Notes,” “Ask Dr. Blue Jay,” and the “Mental Minute.”

Interested in volunteering with Inquiring Minds? Please visit: Want To Get Involved?  
(E-Mail us by Friday, June 5, 2009, for consideration!)

Good luck with any remaining finals and please join our RSS Feed, or follow us on Twitter or Facebook, so you can keep in touch and stay up to date over the summer!

Crunching the Numbers on College Mental Health

“Even in the presence of others, he was completely alone.”
- Robert Pirsig

Alone in the Crowd by Olha Pryymak, 2009(c)

If you’re stressed, depressed, or just feeling quite overwhelmed in college, it’s important to know, that you’re not alone… 

Although young adulthood is often characterized by rapid intellectual and social development, college-aged individuals are also commonly exposed to circumstances that place them at risk for developing psychiatric disorders.
~ Blanco and colleagues, 2007

Psychiatric disorders are medical conditions that can dramatically affect a person’s thoughts, feelings, judgment and ability to function. These conditions can affect people of any age, but often first appear between the ages of 18 and 24.
~ The JED Foundation, 2009

The College Campus Crunch

• There are more than 4,300 degree-granting colleges and universities in the United States, enrolling 17.8 million students in the Fall of 2006.¹ Of those students, 85% were enrolled in undergraduate programs, 13% in graduate programs, and 2% in professional programs.²

• Although the age range of the college population varies widely, the American College Health Association estimates that the vast majority of college students (87.1%) are aged 18 to 24 years.³

• Among undergraduates nationwide, approximately 30% are minorities, 20% are foreign born or first generation U.S. citizens, and 55% are female.²

Mental Health: It’s Part of College Life

• An estimated 26.2 percent of Americans ages 18 and older - about one in four adults - suffers from a diagnosable mental disorder in a given year. (NIMH, 2009) 

• Epidemiological health surveys often fail to accurately gauge the extent of mental health problems among college students, both undergraduate and graduate, largely because college students straddle the conventional age-reporting categories for young adults (15-19, 20-24, 25-29 years of age).

• When we apply the “1 in 4 adults” statistic to the 2004 U.S. Census residential population estimate for ages 18 and older, this figure translates to 57.7 million people suffering from a diagnosable mental disorder in a given year.

57.7 Million? According to 2008 U.S. Census data, 57.7 million equates to the collective population of all individuals residing in the states of New York, (19.5 million), California, (36.8 million),  and Delaware, (870k), plus the District of Columbia, (592K). 

Mental Illness & The College Set

• Most mental illnesses first emerge between the ages of 15 and 24. (6)

• In a 2008 study published in the Archives of General Psychiatry, based upon results from the National Epidemiologic Study on Alcohol and Related Conditions, (N=43,093), almost one-half of the college students and their non-college-attending peers interviewed met DSM-IV criteria for at least 1 psychiatric disorder in the previous year. (7)
  • The most common disorders in college students were alcohol use disorders (20.37%) followed by personality disorders (17.68%).
  • Overall, fewer than 25% of individuals interviewed within the study with a mental disorder sought treatment in the year prior to the survey.

The American College Health Association-National conducted its bi-annual College Health Assessment Reference Group¹ Survey during the Spring 2008, from January through May 2008. According to the data collected from 80,121 students enrolled at 106 institutions of higher education, many college students reported experiencing mental health difficulties, as noted in the graph below, confirming, that you are not alone:

References (in order of appearance)        

1) American College Health Association (2009). The American College Health Association National College Health Assessment (ACHA-NCHA), Spring 2008 Reference Group Data Report. Journal of American College Health, 57(5), 477-488.

2) Choy, S. (2002). Access and persistence: Findings from 10 years of longitudinal research on students. Washington, D.C.: American Council on Education.

3) American College Health Association (2006). The American College Health Association National College Health Assessment (ACHA-NCHA), Spring 2008 Reference Group Data Report. Journal of American College Health, 57(5), 477-488.

3) American College Health Association. American College Health Association National College Health Assessment Spring 2006 Reference Group Executive Summary. Retrieved from:  http://tinyurl.com/c7ptac

4) National Institute of Mental Health. The Numbers Count: Mental Disorders in America. Retrieved from:  http://tinyurl.com/c7evb6

5) Patrick, K., Grace, T.W., and Lovato, CY. (1992). Health issues for college students. Annual Review of Public Health, 13, 253-268.

6) Kessler, R.., Berglund, P., Demler, O., Jin, R., Merikangas, K.R., & Walters, E.E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62, 593-602.

7) Blanco, C., Okuda, M., Wright, C., Hasin, D.S., Grant, B.F., Shang-Min, L., Olfson, M. (2008). Mental health of college students and their non-college attending peers. Archives of General Psychiatry, 65(12), 1429-1437.

Get Involved! Make A Difference! Volunteer!

Inquiring Minds is currently looking to fill a variety of student volunteer positions for the Summer 2009 semester.  This is a wonderful opportunity to dedicate your time and efforts to a highly important cause, the mental health of the Johns Hopkins (and national) college student population.

Note, you do not have to remain in the Baltimore area to volunteer with Inquiring Minds this summer. Time commitment varies by position, however, expect to spend no more than 2-3 hours per week planning, preparing, and conducting various blog-related activities. While we would prefer students from Johns Hopkins University, we will accept and review applications from undergraduate and graduate students from other colleges and universities across the country. Ideally we are looking for undergraduate or graduate students, however, we will accept applications from recent college graduates, professionals in related fields, or mental health advocates.

Inquiring Minds is currently looking for the following positions:

Resident Blogger
As a Resident Blogger, you would be responsible for submitting one to two blogs per week regarding a topic related to mental health, mental illness, psychiatry, psychology, or clinical research. The topics can be based upon your own interests, recent news headlines, research discoveries, etc., and the blog posts should be no longer than several paragraphs, maximum.

Part-Time Blogger
As a Part-Time resident blogger, you would be responsible for submitting one to two blogs every other week, regarding a topic related to mental health, mental illness, psychiatry, psychology, or clinical research. The topics can be based upon your own interests, recent news headlines, research discoveries, and the Blog posts should be no longer than several paragraphs, maximum.

Mental Health Reporter/Interviewer
As a Mental Health Reporter/Interviewer, you would be responsible for contacting professionals and advocates in the mental health field and conduct e-mail, telephone or in-person interviews regarding specific college mental health-related topics. This is a wonderful opportunity to establish connections with top leaders in the field and hone your writing skills. We would ideally like the Reporter/Interviewer to conduct one interview per week which will be posted on the web, if possible, although our schedule is quite flexible.

One-Time Guest Posts
We also welcome one-time only writing and artwork submissions from students which can be posted in either the “Blog” or “Mental Notes” sections - posts can be listed anonymously or can contain your name and information regarding your major, university affiliation, careers interests, etc.

CONTACT:

Please use the site Contact Form or send an e-mail to InquiringMindsMatter@gmail.com with the Subject Title: “Volunteer Position,” highlighting your interest in one of the above-mentioned positions. Please make sure to list your summer schedule, your class standing and major, and any personal interests you may have in mental health, if applicable. In addition, we strongly suggest submitting a writing sample(s) and a copy of your resume or CV, (as an attachment), although this is not necessary to apply or be considered for a position. 

Please contact Inquiring Minds by  Friday, June 5, 2009 in order to be considerd for a position.  

 (Early contact is recommended!)

If you want to join our Volunteer List Mailing List, please contact us with your name, contact information and a description of your preferred volunteer activities.

Thank you and we look forward to hearing from you! Have a wonderful summer! 

The Perspectives of Psychiatry, Second Edition
Paul R. McHugh, M.D. and Phillip R. Slavney, M.D
Johns Hopkins University Press; 2nd Edition
Paperback, 352 Pages

 Blue Jay’s Bookworm Rating: 5 out of 5 Worms 

Taken from Chapter 1: The Mind-Brain Problem and a Structure for Psychiatry

“Students of Psychiatry have two tasks to accomplish as they seek to master this discipline. They must become familiar with the features of mental disorders and their treatments […] and simultaneously must grasp implications embedded in the several methods of explaining mental disorders that, when unacknowledged and unordered, give this discipline denominationalist disarray inimical to progress. […] As our title implies, the purpose of this book is not to review the contemporary contents of psychiatry on which practice proceeds […] rather, our intention is to consider and render explicit the forms in which those contents are contained, that is, the basic pattern of thought and explanation by means of which psychiatrists arrive at the diagnostic and therapeutic assertions.”

In the highly regarded text, The Perspectives of Psychiatry, authors Dr. Paul McHugh and Dr. Phillip Slavney embark on a meticulous endeavor to transcend the fundamental limitations, divisive, fragmented divisions, and the operational and organizational challenges hinging upon the absolute elucidation and clinical management of mental illness, difficulties which have undoubtedly plagued and stunted the timely progression of contemporary psychiatry.  The authors present a comprehensive structural and instructive framework to be applied in psychiatric medicine, incorporating the application of four conceptual methods designed to clearly illustrate and cohesively facilitate the identification, understanding, study, and treatment of psychopathology.  Highlighting specific characteristics, components and elements of psychopathology through the lens of the “disease, dimensional, behavioral, and life-story” Perspectives of Psychiatry, these four interweaved “patterns of thought,” serve as complementary yet distinctive avenues possessing the simplistic yet remarkable utility of targeting specific realms of psychiatric afflictions. (For example, suicide methodically assessed as a disordered “behavior” with the goal of death, or the “disease” approach applied to highlight the neuropathology at the foundation of the cardinal hallucination symptoms frquently observed in Schizophrenia.)

Authors McHugh and Slavney take into consideration the inherent complexity of diagnosing mental illness and the heterogeneous nature of the psychiatric population, issues compounded by the narrow descriptive understanding of the “mind-brain” relationship and the methodical weakness of the one-dimensional, superficial classificatory scheme of psychopathology offered by the Diagnostic and Statistical Manual of Mental Disorders. They analytically equate the multi-faceted, pervasive foundations of psychiatric afflictions to four, interlocking pieces of a puzzle, that individually, carry significant meaning, yet when together, present and ‘assembled,’ offer clarity and a greater understanding of the larger puzzle picture, the patient and their clinical presentation of mental illness. 

A must-read for those with an interest in psychology, psychiatry, mental health, and mental illness - this text is incorporated into the medical student educational curriculum at the Johns Hopkins University School of Medicine, and is also discussed in greater length during Dr. Edwin’s Theory & Methods/Clinical Psychology course offered at the Homewood undergraduate campus at Johns Hopkins, for those Hopkins readers out there.

Editorial Reviews:

“This brilliant book illuminates psychiatry more clearly than any other work I know…. This is the best (and the shortest) single volume on psychiatry that anyone could read.” – New England Journal of Medicine

“Every psychiatry department, regardless of ideology, should build a course around this… work. Open—mindedness might become fashionable.” – Journal of Clinical Psychiatry

“A very informative text that does an excellent job of introducing to some and presenting to others effective approaches to psychiatric and neurological symptoms… Provides practical, time friendly, concepts that would be usable after only the first read.” — M. Ojinga Harrison, M.D., Journal of Psychosomatic Research

Paul R. McHugh, M.D., is Henry Phipps Professor and Director in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. Phillip R. Slavney, M.D., is Eugene Meyer III Professor of Psychiatry and Medicine at the Johns Hopkins University School of Medicine.

“Breathe Me,” by Sia Furler

From the album, Colour the Small One
(c) 2006 Universal Music Group
Available @: I-Tunes, Amazon, YouTube

 Blue Jay’s Rating: 5 out of 5 Notes ♪♪♪♪♪

In the interview “The Making of Colour the Small One,” artist Sia discusses the meaning behind the song: “Breathe Me is about feeling worried, generally anxious. Being overwhelmed by your own inner dialogue and having some sort of conniption fit and then potentially doing yourself some harm, and then asking for help.”

The original video is quite creative and perfectly conveys Sia’s personal story regarding anxiety and loneliness, however Universal Music doesn’t like embedding: Original Video

Breathe Me

Help, I have done it again
I have been here many times before
Hurt myself again today
And, the worst part is,
There’s no one else to blame

Be my friend
Hold me, wrap me up
Unfold me
I am small
and needy
Warm me up
And breathe me

Ouch I have lost myself again
Lost myself and I am nowhere to be found,
Yeah I think that I might break
Lost myself again and I feel unsafe

Be my friend
Hold me, wrap me up
Unfold me
I am small
and needy
Warm me up
And breathe me

Music Copyright Information

Furler, Sia. “Breathe Me.” Colour the Small One. Universal Music Group, 2006.
(c) 2004 Systemtactic Limited t/a Go! Beat Under Exclusive Licence to Universal-Island Records, Ltd.

Furler, Sia. “Breathe Me.” Lyrics & Cover Art. Colour the Small One. Universal Music Group, 2006. (c) 2004 Systemtactic Limited t/a Go! Beat Under Exclusive Licence to Universal-Island Records, Ltd.

YouTube. “Sia, Breathe Me Lyrics.” Online video clip, YouTube. Retrieved May 10, 2009, from Source Link. 

Originally hailing from New York, I’ve been forced to listen to the Eagles’s, “In A New York Minute” almost as many times as Frank Sinatra’s traditional, end-of-the-party song, “New York, New York.” (DJ’s commonly {and infamously} tend to play these songs at celebratory parties, well, at least in New York they do, I’m not really sure what they play in South Dakota, come to think of it.) If you’re not from New York, well, don’t ask, I know, it’s a bit strange. Back to the topic at hand…

Just what is a New York minute? According to the Merriam-Webster dictionary, (cannot believe this term actually made it into the dictionary), a New York minute is a noun used to describe “an instant, a flash.” And, for a further description, according to trusty Wikipedia, (one of my closest friends), a New York minute is “an informal term used to mean a very short period of time. The term refers to the common perception that the people in New York City are hurried and inpatient.” (Hey Wikipedia, that’s not very nice!)

Using the Eagles’s song title, as well as the above-mentioned definition as inspiration, Inquiring Minds is pleased to offer you “Mental Minutes,” pages you can review in a short period of time, especially if you are a hurried and inpatient college student, dedicated to reviewing books and music, (by the Inquiring Minds Bookworm Rating scale), referencing mental health, mental illness, college, psychology, and psychiatry. There will also be handy links to web sites where you can order the reviewed text or easily download the song for convenient I-Pod listening.

That’s all for now, posting this in a New York minute-style.

P.S. If you have a great book or music suggestion, please feel free to contact InquiringMindsMatter@gmail.com.

References & Music Copyright Information:

Henley, Don. “In A New York Minute.” The End of the Innocence. Geffen Records, 1989
(c) 1989 Geffen Records

New York minute. (2009). In Merriam-Webster Online Dictionary.
Retrieved May 10, 2009, from Source Link.

New York minute (time). (2009). In Wikipedia, The Free Encyclopedia. Retrieved May 10, 2009, from Source Link.

Pope, Josh. “In A New York Minute.” Online video clip, YouTube. Retrieved May 10, 2009, from Source Link.

Veritas vos liberabit!

• According to the Office of Undergraduate Admissions web site, Johns Hopkins University boasts an undergraduate class of approximately 4,561 enrolled students, and a graduate class of approximately 1,666 enrolled students.  

• The most popular undergraduate majors include Biology, Neuroscience, Public Health Studies, Writing Seminars, Economics, Political Science, International Relations, and Psychology within the Krieger School of Arts and Sciences, and Biomedical Engineering, Chemical and Biomolecular Engineering, and Mechanical Engineering within the Whiting School of Engineering.

• The most popular graduate majors include Biology, Chemistry, History, Economics, and Political Science within Krieger A&S, and Chemical and Biomedical Engineering, Computer Science, Electrical and Computer Engineering, and Mechanical Engineering at Whiting.

Per the most recent 2007-2008 Counseling Center Report published online, the Johns Hopkins Counseling Center saw a total of 995 clients during the 2007-2008 academic year, (an increase of 4% from the 2006-2007 academic year), 67% from the Krieger School of Arts and Sciences and 18% from the Whiting School of Engineering, with 87% of the visiting students listing themselves in “good academic standing”

The top 5 academic majors with the highest number of student visits included:

1. Biology (63)
2. Public Health (44)
3. International Studies (42)
4. Psychological and Brain Sciences (41)
5. Neuroscience (37

*63 students were listed as “Undeclared/Undecided,” and 56 did not respond

When looking at visits by gender:

• 62% of the visits were from female students
• Only 38% of the visits were from male students

When looking at visits by residence status:

• 29% of the students lived within on-campus 
• 60% lived off-campus

The top 6 presenting complaints by frequency described as “serious or severe,” listed by students assking assistance at the Counseling Center, in rank order, were:

1. Feeling overwhelmed by a number of things - 31.9% (317 students)
2. Anxiety, fears, worries - 30.8% (306 students)
3. Academic concerns; school work and grades - 27.7% (276 students)
4. Time management, procrastination, motivation - 26.6% (265 students)
5. Depression - 20.0% (199 students)
6. Generally unhappy and dissatisfied - 19.7% (196 students)

According to the Center’s web site, “the Johns Hopkins University Counseling Center serves full-time undergraduate and graduate students from the schools of Arts and Sciences, Engineering, Nursing, and the Peabody Institute. All of these students are encouraged to utilize the services offered by the Counseling Center. All services are confidential and free of charge.”

Please visit the Counseling Center’s web site for further information: http://www.jhu.edu/~ccenter/

358 Garland Hall 
3400 North Charles Street
Baltimore, Maryland 21218
Telephone: (410) 516-8278
Fax: (410) 516-4286

Hours: Open 8:30 am to 5:00 pm, Monday through Friday

References

2008 Registrar Reports:  http://www.jhu.edu/registrar/reports/fall08/

2008 Admissions Statistics:  http://apply.jhu.edu/facts/facts.html

Counseling Center Annual Reports:  http://www.jhu.edu/counselingcenter/Reports.html

Food for Thought: Research has shown that only approximately 25% of college students suffering from mental illness will actually seek treatment and/or professional advice or care for their condition.  

Hypothetically, if you were suffering from a mental health issue while enrolled in college, how likely is it that you would seek counseling assistance and/or medical care at your university’s Counseling Center?

Very likely, likely, not very likely, not at all likely?

Mental Illness in the College-Aged Population
Identifying and Addressing Obstacles Impeding Access to Psychiatric Care

It was an early morning during the beginning of December 2008, a few days before the the start of finals. My television was on, but I wasn’t watching it, as I was too busy getting ready to leave my apartment in order to arrive at class on time. As I grabbed my schoolbag and went to shut off the television, I overheard the beginning of a news story regarding mental illness in the college student population. However, in need of a pit stop at Starbucks before class and at least 5 minutes to warm up my car, I shut off the television, ran out of the apartment, and headed off to start my day.

Fast forward a few weeks, after finals were over and I had arrived home for break. News channels and web sites had become overly saturated with reports from that same study I had heard about that one December morning, conducted by researchers at Columbia University and the New York State Psychiatric Institute. Headlines read:

• “1 in 5 young Americans has personality disorder.”
• “Fewer than 25 percent of college-aged sufferers get treatment”
• “College students under-treated for psychiatric conditions”
• “Why do college students shun help?”
• “Young adults hit by mental health issues.”

As a psychology major with an interest in psychiatry, and quite surprised by the statistics the media kept harboring over, I decided to download the article published in the Archives of General Psychiatry titled, “Mental Health of College Students and Their Non–College-Attending Peers” written by Blanco and colleagues, in an effort to understand why this publication was receiving so much attention and press…

Article Abstract: LINK

Considering the academically challenging, high stress environment and unique circumstances college-aged individuals often encounter, I was quite alarmed by the results of the study which found that approximately 50% of college students interviewed met the criteria for a mental illness diagnosis in the past year prior to their interview. And, to make matters worse, fewer than 25% percent of the college-aged students participating in this National Institutes of Health-sponsored study sought treatment for mental illness and/or substance-use disorders while enrolled at their college institution. 

Failure to obtain appropriate medical care, psychological counseling, and/or therapeutic treatment when suffering from a psychological condition can leave a student at great risk for lost productivity, changes in academic performance, relapses, increased severity of chronic conditions, and adverse health outcomes, including suicide and/or death.  And while many articles, including this one, advised that urgent action was needed to increase detection and treatment of psychiatric disorders in the college population, it was highly evident that innovative, effective methods to implement to improve access to psychiatric treatment and care, increase education regarding mental illness, and reduce the stigma of mental illness and treatment were and still are direly needed. 

At the same time this article was published, I found an announcement online from the national Active Minds organization regarding the Thomas Scattergood Emerging Scholars Fellowship, and believed it would provide the perfect platform to investigate, create, and implement new methods to improve mental health care delivery to college students on campus.

Hence, after sending in a proposal and hoping for the best, I was awarded a Fellowship during the first week of the Spring 2009 semester and have focused my efforts on the creation of a mental health-related site and Blog geared toward the college student population, in hopes of reduing the figures that Blanco and colleagues found in their recent research study, educate the campus community, and potentially create an effective model highlighting innovative outreach methods that hopefully can be utilized across campuses nationwide.

And with all that in mind, (no pun intended), came the birth of Inquiring Minds.