Career Connections Research Articles

Evaluation and comparison of aging education for undergraduates across multiple fields of study

ABSTRACT The college years represent a key opportunity for broadening the future gerontology workforce by introducing students to the aging content that may influence their career decisions, yet this content is often limited to students with behavioral health and health professions majors. The present study sought to determine the degree to which a Midwestern university’s general education course on aging could increase learning, interest, knowledge, and ability to use knowledge for undergraduates across multiple fields of study. Participants included 560 undergraduate students, 48% of which were health professions majors, 28% behavioral health majors, and 23% majors in other fields. While all groups reported significant increases in learning, knowledge, and interest in aging studies, ANOVA found significant differences by students’ field of study in reported ability to apply course knowledge in their career or organization. As demand increases for workers versed in the needs of the older adult population, it will be important for educators to incorporate career connections into aging studies coursework and make abundantly clear how students in all fields of study are necessary for the future gerontological workforce.

고교학점제 운영에 있어 진로전담교사의 직무역량지원을 위한 요구분석 진로지도 및 상담직무 중심으로

Purpose: The high school credit system, which is a customized curriculum for each student that
 values the career design and growth of each student, is expected to be fully implemented in general
 high schools from 2025. These institutional changes in secondary education mean that it is necessary
 to prepare for the establishment and transformation of teachers and school management systems.
 Therefore, this study aimed to redefine the job competencies of high school and middle school career
 teachers in the operation of the high school credit system and analyze the educational needs necessary
 for job performance.
 Methods: The results of 242 career teachers in middle and high school were analyzed. Priority needs
 were derived by systematically and comprehensively applying the Borich demand analysis and The
 Locus for Focus model analysis to 39 'career guidance and counseling' performance capabilities.
 Results: As a result of the study, counseling for undecided students and counseling for students with
 low career motivation were the top educational needs of middle and high school career teachers. For
 middle school career teachers, instruction, and counseling for selecting subjects suitable for students'
 careers and aptitudes, and counseling for career advancement according to future jobs and social changes
 were the top educational needs, while for general high school career teachers, instruction, and counseling
 to ensure career connection between middle and high school were the top educational needs. For
 all middle and high school career teachers, the ability to prepare academic plans, counseling for
 undecided students, career-linked counseling for middle and high school students, and counseling for
 students with low career motivation were the top educational demands.
 Conclusion: Based on the results of this study, it was suggested to provide programs to strengthen
 high-demand job competencies, provide new education every year for jobs that want to increase
 professionalism, establish an education system suitable for each annual level, and systemize career
 counseling records management linking middle and high schools.

Career connections: transnational expert networks and multilateral cybercrime negotiations

ABSTRACT The Council of Europe’s Budapest Convention on cybercrime (2001) remains a key landmark in multilateral governance on cybersecurity. Negotiated over two decades ago, this regional agreement gains renewed significance today through its enduring impact, its rarity as a binding multilateral agreement on cyber-issues, and its role in shaping the debate on free speech and the criminalization of online content. This article asks how the almost-total exclusion of content crimes from the Convention can be explained. Drawing on new documents published for the twentieth anniversary of the Convention, including detailed testimonials from its chair and principal drafters, the article highlights the importance of long-term career connections among technically-savvy and diplomatically experienced negotiators, creating a transnational policy network that overcame differences and power imbalances. Understanding how the Budapest Convention resolved disagreements helps contextualize current crises in multilateral cybersecurity and cybercrime governance and provides a path away from growing digital authoritarianism.

Design-Based Natural Disaster Education Practices for Primary School Teachers

The goal of this study was to uncover primary teachers' perspectives on the use of design-based activities in disaster education and to thoroughly examine the plans. The study is designed as a case study. The participants were chosen using the purposeful sampling method. The study included 24 primary school teachers (12 male and 12 female) from various regions of the country. The data collection tools were group-prepared lesson plans and follow-up focus group interviews, which aimed to reveal their experiences and opinions on the lesson plan design process. The data was analyzed using the content analysis method. The findings revealed that the use of design-based activities in primary school, the importance of disaster education in the primary school curriculum, and the importance of disaster education awareness at the primary school level were all highlighted. The primary school teachers' lesson plans were examined, and the themes of drawing attention, design, material, career connections, and assessment-evaluation emerged. The significance of using design-based activities in primary schools, as well as the pedagogical benefits of using design-based activities in disaster education, was emphasized. Despite their abstract nature, natural disasters can be made more understandable through design-based education, particularly for primary school students who are in the concrete operational stage and have limited experience.

Big data ethics and its role in the innovation and technology adoption process

PurposeUpon graduating from university, many engineers will work in new product development and/or technology adoption for continuous improvement and production optimization. These jobs require employees to be cognizant of ethical practices and implications for design. However, little engineering coursework, outside the traditional ABET (Accreditation Board for Engineering and Technology) required Engineering Ethics course, accounts for the role of ethics within this process. Because of this, engineering students have few learning opportunities to practice and reflect on ethical decision-making.Design/methodology/approachThis paper highlights one approach to integrating ethics into an engineering course (outside of engineering ethics). Specifically, the study is implemented within a five-week module with a focus on big data ethics, as part of a Supply Chain Management Technology course (required for Industrial Engineering Technology majors), using metacognition as the core assessment.FindingsFour main themes were identified through the qualitative data analysis of the metacognitive reflections: (1) overreliance on content knowledge, (2) time management skills, (3) career connections and (4) knowledge extensions.Originality/valueThree notable points emerged which contribute to the literature. First, this study showcased one example of how an ethics module can be integrated into an engineering course (other than Engineering Ethics). Second, this study demonstrated how metacognitive reflections can be used to reinforce student self-awareness of the learning process and connections to big data ethics in the workplace. Finally, this study exhibited how metacognitive reflection assignments can be deployed as a teaching and learning assessment tool, providing an opportunity for the instructor to make immediate changes as needed.

Expectations for the Clinical Anesthesiologist in Academia

Career Connection| December 2022 Expectations for the Clinical Anesthesiologist in Academia Kelly Wolfgang Kelly Wolfgang Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor December 2022, Vol. 86, 31. https://doi.org/10.1097/01.ASM.0000904268.90569.04 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Cite Icon Cite Get Permissions Search Site Citation Kelly Wolfgang; Expectations for the Clinical Anesthesiologist in Academia. ASA Monitor 2022; 86:31 doi: https://doi.org/10.1097/01.ASM.0000904268.90569.04 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll PublicationsASA Monitor Search Advanced Search Topics: academia (organization) For clinical anesthesiologists in academia, there has been a longstanding expectation that, in addition to clinical work, a certain amount of time should also be devoted to research, journal publications, managing residents, or other academic pursuits. While those expectations still exist in some institutions, other are embracing the notion that, as clinical demands grow, academic institutions must compete for the best clinical anesthesiologists – often by forgoing academic expectations altogether. ASA Monitor spoke to experts on each side of the debate to see how institutions approach these standards and what the future holds. For many academic institutions, as has long been the standard, clinician anesthesiologists are often expected to devote time to academic pursuits. “While the primary focus is on patient care, there is an expectation that the clinician anesthesiologist will make scholarly contributions,” said Daniel J. Cole, MD, FASA. Dr. Cole is Professor of Clinical Anesthesiology at the University... You do not currently have access to this content.

Navigating a Career as a Woman in Anesthesiology

Career Connection| May 2022 Navigating a Career as a Woman in Anesthesiology Catlin Nalley Catlin Nalley Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor May 2022, Vol. 86, 42. https://doi.org/10.1097/01.ASM.0000830880.52175.aa Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Cite Icon Cite Get Permissions Search Site Citation Catlin Nalley; Navigating a Career as a Woman in Anesthesiology. ASA Monitor 2022; 86:42 doi: https://doi.org/10.1097/01.ASM.0000830880.52175.aa Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll PublicationsASA Monitor Search Advanced Search Topics: gender, leadership, internship and residency, advocacy, lactation, mentorships, personal satisfaction, workforce Over the last 20 years, the number of women entering medical school has steadily increased. Given this trend, we would expect to see more women joining anesthesiology – a specialty traditionally dominated by men. It would also make sense to assume that the number of leadership roles filled my women would also grow. However, that has not proven to be the case. “The reality is that we have seen the attrition of women in medicine. On average, a woman physician leaves medicine seven years after completing her training,” noted Elizabeth Malinzak, MD, FASA, Assistant Professor at Duke University and President of Women in Anesthesiology. The anesthesiology workforce is currently about 25% women, and anesthesiology residency programs are about 33% women – numbers that are unchanged since 2006. Meanwhile, the percentage of women going into surgical residencies has increased in the same time period, and we now see more women pursuing... You do not currently have access to this content.

Making the most of your career connections: how to make and maintain your network

We are repeatedly told about the power of networking, and the phrase ‘It's not what you know, it's who you know’ springs to mind. To some of us, networking comes naturally, but to others it can fill them with dread. The great thing is, all of us can improve our networking game in a way that doesn't have to feel difficult and forced. This article explains how both parties can walk away from an interaction feeling glad that they bumped into one another, and provides some tips and tricks to make the most of and maintain your network.

Buchan’s Domestic Medicine and Thomas Huggan, drunken surgeon of the Bounty

The sixth-edition copy (1779) of William Buchan's Domestic Medicine that belonged to Thomas Huggan, surgeon of the Bounty (d.1788 at Tahiti), has been in the National Maritime Museum since 1963. This research note comments on the implications of annotations in it, briefly considers its owner in the context of the status of naval surgeons at the time, and provides hitherto unpublished information on his prior career history and connections.

ASA-ACHE Physician Leadership Collaborative Develops Health Care Executive Leadership

Career Connection| October 2021 ASA-ACHE Physician Leadership Collaborative Develops Health Care Executive Leadership Amy Gallagher Amy Gallagher Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor October 2021, Vol. 85, 39. https://doi.org/10.1097/01.ASM.0000795124.57281.be Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Cite Icon Cite Get Permissions Search Site Citation Amy Gallagher; ASA-ACHE Physician Leadership Collaborative Develops Health Care Executive Leadership. ASA Monitor 2021; 85:39 doi: https://doi.org/10.1097/01.ASM.0000795124.57281.be Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentAll PublicationsASA Monitor Search Advanced Search Topics: acetylcholinesterase, leadership It is said that “crisis creates community and communications.” The COVID-19 pandemic was the great proving ground of communicating as collaboration with the solid foundation of education and training. The opportunities that emerged during the pandemic showed how leadership initiatives through disaster training, teamwork, change management, creative problem-solving, and a dose of humility and empathy can ultimately be transferred to grow the day-to-day operations of the present-day organization. ASA and the American College of Healthcare Executives (ACHE) created a formal relationship to provide ASA members with meaningful and rigorous education for leadership development through such collaborative interactions. The ASA-ACHE Physician Leadership Development Collaborative was formed when anesthesiologists identified the need to partner with health care executives and operational management as health care becomes a more integrated system from both clinical and economic perspectives. The collaboration offers participants professional networking opportunities and can help anesthesiologists gain an understanding of the many... You do not currently have access to this content.

Grow Your Emotional Intelligence

Career Connection| July 2021 Grow Your Emotional Intelligence Kelly Jong Kelly Jong Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor July 2021, Vol. 85, 16. https://doi.org/10.1097/01.ASM.0000758312.44261.eb Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share MailTo Twitter LinkedIn Cite Icon Cite Get Permissions Search Site Citation Kelly Jong; Grow Your Emotional Intelligence. ASA Monitor 2021; 85:16 doi: https://doi.org/10.1097/01.ASM.0000758312.44261.eb Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll PublicationsASA Monitor Search Advanced Search Topics: emotions, intelligence With so much focus on education, residency, fellowship, data, and knowledge, it can be easy for physicians to overlook some of the finer points of medicine. Patient health and well-being is the number one priority – and your training as an anesthesiologist should give you every tool you need to ensure your patients are well cared for. But is there something you may have overlooked? Emotional intelligence – or the ability to perceive, control, and evaluate emotions – can not only improve your interactions with patients, but allow you to develop a deeper understanding of their emotions. With strong, fine-tuned emotional intelligence, your skills will be greater than ever. “When we look at where the future of anesthesiology is going, we need to focus on the experience of our patients and how to make that experience optimal, in addition to how we look at data and a medical outcome,” said... You do not currently have access to this content.

FASA Designation Awards Dedication and Leadership in Anesthesiology

Career Connection| June 2021 FASA Designation Awards Dedication and Leadership in Anesthesiology Gordon Glantz Gordon Glantz Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor June 2021, Vol. 85, 23. https://doi.org/10.1097/01.ASM.0000754232.47491.6a Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Cite Icon Cite Get Permissions Search Site Citation Gordon Glantz; FASA Designation Awards Dedication and Leadership in Anesthesiology. ASA Monitor 2021; 85:23 doi: https://doi.org/10.1097/01.ASM.0000754232.47491.6a Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentAll PublicationsASA Monitor Search Advanced Search Topics: awards and prizes, leadership In late January 2021, it was announced that more than 1,100 ASA members had been designated as Fellows of the American Society of Anesthesiologists. Launched in 2017, the FASA designation is the society's highest acknowledgment that recognizes years of dedication to exceptional education, leadership, and commitment to the specialty. Gary Schwartz, MD, FASA, is a private practice interventional pain physician and regional anesthesiologist, as well as Chair of the FASA subcommittee. He sought involvement with ASA several years ago and applied to be a part of the Committee on Membership, which oversees the FASA program and its eligibility criteria. Dr. Schwartz stressed that the FASA is a privileged fellowship designation for those who demonstrate leadership, advocacy, education, and dedication to the specialty of anesthesiology. “The FASA designation shows years-long commitment to the field of anesthesiology,” he said, adding that it is a large benefit to receive recognition as being a... You do not currently have access to this content.

Nonpharmaceutical Interventions for Health Care Providers

Career Connection| May 2021 Nonpharmaceutical Interventions for Health Care Providers Dibash Kumar Das, PhD Dibash Kumar Das, PhD Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor May 2021, Vol. 85, 22. https://doi.org/10.1097/01.ASM.0000751496.39157.4f Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Twitter LinkedIn Cite Icon Cite Get Permissions Search Site Citation Dibash Kumar Das; Nonpharmaceutical Interventions for Health Care Providers. ASA Monitor 2021; 85:22 doi: https://doi.org/10.1097/01.ASM.0000751496.39157.4f Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentAll PublicationsASA Monitor Search Advanced Search Topics: health personnel Nonpharmaceutical interventions (NPIs) are public health measures that play a critical role in preventing and/or controlling the transmission rates and impact of SARS-CoV-2, the virus that causes COVID-19. The daily work of anesthesiologists and their team of health care professionals (those who provide direct bedside care in ORs, emergency departments, and critical care units, as well as in labor and delivery suites, and other procedural locations) puts them and their families at risk for acquiring COVID-19. For this reason, many U.S. and international organizations and professional societies have published guidelines or recommendations for the prevention of infection transmission to health care providers for perioperative care during the COVID-19 pandemic. The ASA Monitor spoke with Harsha Shanthanna, MD, PhD, MSc, FRCPC, to discuss his insights on NPIs in health care providers and why they are still essential to curbing the... © 2021 American Society of Anesthesiologists (ASA), All Rights Reserved.2021 You do not currently have access to this content.

Shared Decision-Making: Fostering Innovation, Improving Patient Outcomes, and Empowering the Team

Career Connection| March 2021 Shared Decision-Making: Fostering Innovation, Improving Patient Outcomes, and Empowering the Team Kelly Jong Kelly Jong Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor March 2021, Vol. 85, 15–16. https://doi.org/10.1097/01.ASM.0000737048.31232.80 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Email Cite Icon Cite Get Permissions Search Site Citation Kelly Jong; Shared Decision-Making: Fostering Innovation, Improving Patient Outcomes, and Empowering the Team. ASA Monitor 2021; 85:15–16 doi: https://doi.org/10.1097/01.ASM.0000737048.31232.80 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentAll PublicationsASA Monitor Search Advanced Search Topics: patient-focused outcomes, shared decision making Shared decision-making, a collaborative process by which the clinician care team works together and with patients to reach informed, evidence-based, and value-congruent medical decisions, can improve patient outcomes, as well as foster innovation within the health care team. Given the opportunity to balance expert medical knowledge with patient values and preferences, medical teams – with the anesthesiologist's unique perspective at the forefront – can learn, grow, and provide personalized care that increases patient understanding, adherence, and long-term success. For facilities that have implemented it in their medical teams, shared decision-making has proven to not only inspire greater patient care, but to cultivate continued innovation and learning among the team. “Shared decision-making contributes to a culture of learning within the hospital,” said Ravish Kapoor, MD, Assistant Professor, Department of Anesthesiology and Perioperative Medicine, Division of Anesthesiology, Critical Care and Pain... © 2021 American Society of Anesthesiologists (ASA), All Rights Reserved.2021 You do not currently have access to this content.

Intelligence of the Heart: Building Emotional Resilience in a Pandemic

Career Connection| January 2021 Intelligence of the Heart: Building Emotional Resilience in a Pandemic Jackie Stevenson, MSSA, LISW, BCC Jackie Stevenson, MSSA, LISW, BCC Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor January 2021, Vol. 85, 24. https://doi.org/10.1097/01.ASM.0000725856.07810.0f Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Cite Icon Cite Get Permissions Search Site Citation Jackie Stevenson; Intelligence of the Heart: Building Emotional Resilience in a Pandemic. ASA Monitor 2021; 85:24 doi: https://doi.org/10.1097/01.ASM.0000725856.07810.0f Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll PublicationsASA Monitor Search Advanced Search Just before the outbreak of COVID-19, I underwent a scheduled minor surgery. I was fearful about the experience until a kind, compassionate anesthesiologist transformed my fear into a calm sense of well-being. His clear conveyance of information and his heartfelt presence put me at ease. He assured me that he would be present during my whole procedure and would take exceptional care of me. The last thing I remember before falling asleep was his gentle invitation to rest well and have a sweet dream. And it was so. Today's COVID-19 pandemic has required anesthesiologists to evolve into so much more than the calming presence I appreciated during my surgical procedure. For many patients and their families, anesthesiologists represent a physical lifeline to breath by way of a ventilator, particularly for patients with COVID-19 who require intubation and ventilator support. When treating critically ill patients whose family members cannot be with... You do not currently have access to this content.

Rx for Financial Health

Career Connection| November 2020 Rx for Financial Health ASA Monitor November 2020, Vol. 84, 38. https://doi.org/10.1097/01.ASM.0000722172.78887.a2 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Cite Icon Cite Get Permissions Search Site Citation Rx for Financial Health. ASA Monitor 2020; 84:38 doi: https://doi.org/10.1097/01.ASM.0000722172.78887.a2 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll PublicationsASA Monitor Search Advanced Search As an anesthesiologist, it's essential that you make the right decisions to help achieve the goal of a successful surgery. The same due diligence should be taken when it comes to major decisions in your own life, such as reaching your financial goals. These goals are probably similar to those of most people: own a home, send your children to college, retire comfortably, and leave a legacy to your family. But, given the extensive training and education required to attain your position, you also have some particular needs – one of which may be dealing with enormous student loans. In fact, the average education debt after medical school is well over $250,000, according to the National Center for Education Statistics. If you are still facing debts from medical school, and possibly your undergraduate days, too, here are a few suggestions to consider: While reducing and eventually eliminating your student loans... You do not currently have access to this content.

Career and professional development services for pharmacy students

IntroductionAs the number of pharmacy programs and graduates continue to rise, pharmacy students are being faced with new challenges in seeking post-graduate positions. A Career Connections program was established as part of the student affairs office to develop, implement, and evaluate career and professional development at the University of Michigan College of Pharmacy. The objective of this paper was to evaluate student perceptions and value of career and professional development services in preparing students for competitive job and residency markets. MethodsAn electronic survey was administered to second-, third-, and fourth-professional year students and 2017 graduates to evaluate all facets of career and professional development services offered by the college of pharmacy. ResultsThe majority of students (76.8%) were satisfied with their access to career development services. Of all the services and events evaluated, students were most satisfied with the internship panel, fourth-year residency seminars, and third-year professional development elective course. Additional services recommended by students included more networking opportunities with alumni, continued exposure to different careers in pharmacy, and more emphasis on the job searching process. ConclusionsCareer development services were generally perceived favorably. The college has implemented several changes based on feedback from students, including splitting students into career-based tracks in the professional development elective and adding additional job-searching seminars. Future initiatives will include increasing outreach to college alumni. Career and professional development services at pharmacy programs should be continuously evaluated in a rapidly changing post-graduate landscape.

Improving the Leadership Development of Students Who Work Off-Campus.

Using the cocurricular career connections (C3) leadership model, this chapter will focus on the potential for off-campus jobs to help a largely underserved group to develop leadership skills. In so doing, leadership educators and student employers can help students be more effective in their work, develop skills that can promote employability after college, and impact the perception of employers about how effectively colleges and universities are preparing students for the world of work.

Engaged Humanities and the Future of Spanish Programs

Engaged Humanities and the Future of Spanish Programs Ann Abbott Keywords curricular reform/reforma curricular, engaged humanities/humanidades comprometidas, foreign language study/estudio de lengua extranjera, Hispanism/hispanismo, reductionist models/modelos reduccionistas, Service-Learning/aprendizaje del servicio, Spanish for the Professions/español para profesiones Response to "Apologia No More: On Strong Foundations and the Future of Hispanism" More than just finally articulating the value of what we do in Spanish programs, we must actually change a significant portion of what we do—and how we do it—in order to offer the kind of value the authors wisely propose. To provide solutions to "the possibility of non-Hispanic American cultural resistance to the growth of Hispanic communities" (Bayliss and Rossomondo 2017) we need to focus much of our curricula on US Latinos, commit to social justice education and engage with our local Latino communities. Few departments do this, though, because few departments have truly seen this as their mission. To prepare students to be civically-engaged, savvy cultural critics who are equipped to combat highly-charged, racialized discourses will require integrating into our curriculum topics such as human migrations (historical and global), economics, policy studies, communication, media studies and more. Yet the vast majority of departments continue to mostly teach students how to analyze cultural products (literary studies, predominantly) and language (linguistics). To bridge what Spanish programs actually do and what the authors claim we are preparing students to do requires a more radical—and uncomfortable—shift than just finding the right words. This curricular shift must occur swiftly. A decade has already passed since the MLA's special report on foreign languages (cited by the authors) as well as Carlos Alonso's declaration in Profession that Spanish is now "a second national language and culture in this country" (220). Yet most Spanish departments in the United States still operate as foreign language programs, perennially privileging Spain and reproducing value systems and power structures the authors suggest we can dismantle in the United States. They astutely propose that Spanish departments embrace the local and transnational nature of Spanish, but our current approach of scattered heritage speaker sections and service learning courses is insufficient. Departments that adopt the engaged humanities model and a mission to see and seek connections among traditional scholarly projects of inquiry and the issues surrounding them imbue their programs with an urgency and relevance that our profession as a whole currently lacks but that students and other stakeholders seek. The demographic trends listed by the authors will consolidate by 2067, but we can change today. Take the concrete example of campuses located in new-growth communities—places where immigrants have not traditionally settled and which lack infrastructure to build linguistic and transcultural competencies. Cultural studies scholars and students can work with the community to analyze depictions of these new encounters and suggest more accurate, helpful representations of the challenges and opportunities within their changing communities. Second language acquisition experts and schools can partner to create positive responses to [End Page 33] multilingualism, inside and outside the K–12 classrooms. Literary scholars and libraries can collaborate to build collections, attract Latino patrons and design relevant programming. Language program directors can integrate service learning across the curriculum to provide targeted assistance that meets community-identified needs. Conceived as the department's mission, these activities can be integrated into regular research, teaching and service obligations, not heaped upon them. Nonetheless, a quick look at the dissertations produced in Spanish departments ("Open Access Dissertation Lists") reveals that our focus on literary analysis and linguistics has barely budged, constantly reproducing frameworks that do not actually address the societal needs the authors foreground. Lastly, our profession should embrace both civic and career connections to Spanish studies. After all, the important civic project the authors outline plays out in workplaces and among colleagues and clients, not just in voting booths and neighborhoods. We perpetuate our own reductionism by presenting a focus on careers as a caricature of vocational training. Instead, it is an opportunity to engage with the complexities and creative challenges of professionals who must not just develop but also deploy translingual and transcultural competence in real time, with real people, not...

Maximize Social Media for Your Career Transition

You have accessThe ASHA LeaderGet Social1 Sep 2016Maximize Social Media for Your Career TransitionTap into social media connections and resources when you change work settings or specialties. Danielle ReedMS, CCC-SLP Danielle Reed Google Scholar More articles by this author , MS, CCC-SLP https://doi.org/10.1044/leader.GS.21092016.np SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Flexibility remains one of the most rewarding features of a career as an audiologist or speech-language pathologist. Working with various ages and populations as well as in diverse settings allows audiologists and SLPs to explore all areas of their profession and work around the world. However, along with excitement, changing specialties or even just jobs might bring uncertainty and questions. When pursuing a new career path, we require many resources, and social media provides a place to find them. Logging into platforms such as Facebook isn’t just for liking your friends’ photos anymore. Leveraging social media when changing jobs helps connect you with other professionals working in the same setting or geographical area. Whether linking you with clinical fellows or experienced clinicians, social media networking can ease the transition into a new position and answer many of your questions. Here are some key ways to use your favorite social media sites when thinking about, looking for or starting a new job. Facebook. Facebook groups exist for nearly every setting and specialty in communications sciences and disorders professions. For example, SLPs can join a school-based group and connect with nearly 20,000 peers from all over the world. Audiologists can enjoy the inside connection through Audiology Antics and Anecdotes. Discussions in these groups range from treatment techniques to questions regarding state and district qualifications for students. You can also search Facebook for resources such as products, assessments, blogs or other businesses. If you “like” these pages, you’ll receive helpful updates from them. Hashtags. Use these to find specific content on Twitter, Instagram, Pinterest and Facebook. For example, an SLP looking to find information about providing intervention for middle school students provision could search for #MiddleSchoolSLP for content related to that topic. Other popular hashtags include #AudPeeps, #SLPeeps, #EdAud, #slp2b, #PreKslp, #audiologists, #schoolSLP and many more. Searching on these hashtags lets you connect with professionals in a specific area or find information relevant to a certain work setting. Pinterest. This site hosts boards devoted to particular topics or professions with visual information and links to treatment ideas, professional sites or blogs, and other resources. Type a specialization, population or keyword into the site’s search bar to find related pins. You can find resources for your new position as well as sites and other professionals with an online presence and interest in the same area. LinkedIn. Connect with others prior to interviewing or beginning your new position using this professional networking site. You can search for other people working for potential employers or in a specific work setting by searching for key words and phrases, such as educational audiologist. You can easily click on an employer’s name on a person’s profile on LinkedIn (Facebook offers a similar function) to see all people who list a company as a present or past employer. Taking time to connect with others can help you find answers to workplace-specific questions, quickly begin social relationships, and more. All of these sites—and their related apps—offer options to ease the transition into a new setting, specialty or position. The connections and resources available can help even the most experienced clinicians to expand their professional networks and knowledge. Of course, online etiquette is even more important when using social media as a professional. Good social media manners uphold your reputation and protect your career connections. Take some time to tap into the positive, professional aspects of social media and find the most useful platforms to meet your needs. Author Notes Danielle Reed, MS, CCC-SLP, is a school-based clinician in Phoenix. She also writes the Sublime Speech blog and is director of e-learning for YappGuru. As a user of social media, she collaborates regularly with colleagues via Facebook, live video streaming apps and Instagram. [email protected] Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 21Issue 9September 2016 Get Permissions Add to your Mendeley library History Published in print: Sep 1, 2016 Metrics Current downloads: 222 Topicsleader_do_tagasha-article-typesleader-topicsCopyright & Permissions© 2016 American Speech-Language-Hearing AssociationLoading ...