Graduate School Curricula Research Articles

Analysis of Library School Syllabi Reveals Poor Design and Limited Content about Disability and Accessibility

A Review of:Pionke, J. (2023). What are library graduate students learning about disability and accessibility? A syllabus analysis. Urban Library Journal, 29(1). https://academicworks.cuny.edu/ulj/vol29/iss1/2/ Objective – To analyze the disability and accessibility content of library sciences courses. As well as to determine the importance of teaching students about this topic throughout programs covered in the study. Design – Qualitative study involving the data analysis of syllabi. Setting – Selected library graduate school curriculum programs in the United States. Subjects – In total, 77 syllabi drawn from 49 institutions taken from the American Library Association listing of accredited library school graduate programs. Methods – The author used keyword searches to identify courses offered between 2017–2020 that contained content on disability and accessibility. Syllabi were available for 77 of the 145 identified courses. The author analyzed the sample set (n=77) for both content and structure. Main Results – Poor citation structure, disability accommodation statements, assessment, and a focus on digital accessibility were among the main findings highlighted. The author identified four major categories to explain and understand the content found on the syllabi; these descriptors were further broken down into sub-categories to explain the findings of each topic content area. Highlights of the results are: disability and accessibility topics and all related terms were ranked according to number of times they appeared, e.g. digital content, usability, web/internet, coding (22); instruction and information literacy (16); and specific demographics etc. (10); the organization and sequencing of when course content was presented - at the beginning, middle and end of the semester; citation currency– Two hundred syllabi were analyzed. One hundred and forty-one syllabi had fairly current citation dates falling between 2009-2018. Forty-eight had no dates and eleven had dates that were outdated (2008 or earlier); assignments – which measured the learning outcome of the said topic were reported in the following way: nothing assigned (67); 1 or more assignments (11); undetermined (3). Conclusion –The study underlies that a well-crafted syllabus effectively communicates the goals of the course – the importance of the topic structure about disability and accessibility in library schools’ curricula. The author identified numerous design flaws that impact how the content relays information about the course’s pedagogy. The data suggest the need for the following improvements on the syllabi: professional topic presentation, variety of formats in texts and materials and their access, citation currency and poor structure, assignments and organization sequencing of course content, a number of assessment focused observations on vague assignments or lack of examples provided, and the inclusion of disability statements. Some of the higher order concerns were: the ableist language contained, outdated language, and the lack of stated university-related disability resources for students. All of the aforementioned present an accessibility barrier for disabled students and may affect the general perception about the topic. The author recommends that stronger guidelines for LIS educators would be advantageous to students, encourage disability awareness and the best DEI practices. Further to this, libraries should implement and adapt a strategic plan that would help overcome accessibility barriers for patron delivery services. There must be an increased emphasis on teaching about accessibility that expands beyond forms of digital media. Providing equitable library services in all areas for the disabled populations in the physical library spaces is needed.

Graduate School Curriculum Inquiry from The Lens of the Graduates: A Single Intrinsic Case Study

The evaluation of the curriculum is a critical aspect of curriculum development as it allows the school administration to assess whether the curriculum has successfully achieved its objectives. This study aimed to identify the strengths and areas for improvement in a graduate school curriculum. To conduct this qualitative case study, the researchers utilized purposeful sampling, selecting graduate students in the thesis writing stage and recent graduates from various courses offered in the graduate school. A total of 10 participants willingly participated in the focus group discussion, while four took part in the exit interview. The researchers employed focus group discussions and exit interviews as data collection tools, focusing on the participants’ experiences with the graduate school curriculum. The findings revealed three main themes: Advancing professional capability, empowering experiences, and overcoming research hurdles. These themes indicated that the Graduate School Curriculum had contributed to the development of the participants' research skills in their respective disciplines, ultimately empowering them to develop leadership skills in the workplace. This was largely facilitated by the professors' effective facilitation of the learning processes. While this study provides valuable insights into the strengths of the graduate school curriculum, the study points to the need to intensify its scaffolds on the area of research and of reflecting further on the sequence of curricular offerings tailored to fit the context of graduate students in an online environment. A further empirical investigation using quantitative methods is endorsed to obtain more robust information on the curriculum's best features and to enhance its overall effectiveness.

A Nanopore Sequencing Course for Graduate School Curriculum.

The high-throughput long-read sequencing has become affordable enough for any molecular biology lab to utilize genome sequencing in their research. Complete genome sequencing and assembly of bacterial genomes is one such application which is powerful yet simple enough for anyone without advanced molecular biology or bioinformatics skills to conduct on his/her own. High-throughput sequencing will eventually become a basic routine tool in molecular biology labs just like polymerase chain reaction and electrophoresis in a near future. To assist the use of such nanopore sequencing technologies, we designed a graduate school course to learn both the experimental and bioinformatic skills of complete bacterial genome sequencing and assembly.

장르 분석을 활용한 학위논문 장르 교육 수업 설계 연구

The purpose of this study was to design a instruction of thesis genre education for foreign graduate students accounting for largest portion of academic writings. For the purpose, After reviewing major theories by Swales(1990) such as genre concept, moves and steps, genre analysis, and CaRS model and considering the curriculum of domestic graduate school curriculum, principles of instructional design were derived. In this process, acknowledging criticism that the major theories by Swales(1990) are merely applied in a guiding role in the pre-instructional stage the tasks were used to ensure that the major concepts by Swales(1990) are applied throughout the lecture. The tasks included genre analysis of theses by seniors, genre analysis of journal articles from high-rank academic journals, genre analysis of one’s own theses, and discussion for Discovery Learning. These tasks were designed to help them to understand genre-specific features of specific academic writing such as rhetorical organization and lexico-grammatical features of thesis. It is hoped that active research on writing and education that satisfies the needs of foreign graduate students will help ‘creating a gap of study’ and improving the quality of texts. (Dongguk University)

“I felt like I was not just a student:” examining graduate student learning at academic and professional conferences

PurposeThe purpose of this study is to explore what new knowledge is gained at academic and professional conferences by describing how this knowledge complements or contradicts campus-based learning and previous experiences of graduate students. Through gaining insights into conference-based learning, researchers and policymakers can create more complex and dynamic graduate student learning experiences and design conferences that welcome and encourage graduate student perspectives and voices.Design/methodology/approachRooted in transformative learning theory, this qualitative study explores what and how master’s level graduate students learn at professional and academic conferences.FindingsFindings point to four categories of learning through conferences: students acquired empirical knowledge, gained insights into professional and scholarly trends and values, explored diversity of the conference body and their own belonging and benchmarked their knowledge in relationship to scholars and professionals. Interviewees gained this knowledge by linking conference-based learning to their graduate school curriculum and previous knowledge and experiences.Practical implicationsFindings suggest considerations for educators, policymakers and administrators to enhance learning in graduate programs through in-person and virtual conference attendance.Originality/valueThis study adds to minimal existing research on graduate student learning beyond the campus that contributes to holistic learning at the master’s level. The findings on conference-based learning for graduate students go beyond the common notion of conferences as places of socialization for graduate students. These findings are increasingly relevant as academic and professional conferences are being reconsidered in the shift to the virtual space.

A Study on the Graduate School Curriculum of the Department of Libraries and Information Sciences in Korea

A Study on the Graduate School Curriculum of the Department of Libraries and Information Sciences in Korea

음악치료 슈퍼바이저 역량에 관한 질적 연구

The goal of this research was to find out the experience of music therapy supervisors, who had been training clinical practicum in university and graduate school curriculum, and to investigate their components of competencies required while they had provided a supervision to music therapy student supervisee. A total of 10 experienced supervisors who have been active as supervisors for more than 10 years participated in this research and data was collected throughout in-depth interviews. The results were described as follow. Firstly, the experience of music therapy supervisor drawn from the research was identified to be 19 sub-components and 5 components. More specifically, the experience consists of 5 components: ‘being a psychological, physical and social environment for supervisee’, ‘promoting supervisee to grow’, ‘setting the boundaries of supervision’, ‘recognizing imperfection and continuing self-reliant efforts’, and ‘systematizing supervision method and establishing their philosophy’. Secondly, the competency of the music therapy supervisor drawn from the research was identified to be 10 sub-components and 3 components. Specifically the 3 components consisted of ‘competency of theoretical knowledge’, ‘competency for job performance’, and ‘personal qualities and attitude competency’. Among those 3 components, “personal qualities and attitude competency” consisting of respect, support and care for supervisee was considered as the most important and needed one by supervisors.

Exploration on Reconstruction of Graduate School Curriculum for Reinforcing Academic Literacy: Focusing on Reconstruction of Lectures and Academic Activities Reflecting Foreign Graduate Students' Needs

Exploration on Reconstruction of Graduate School Curriculum for Reinforcing Academic Literacy: Focusing on Reconstruction of Lectures and Academic Activities Reflecting Foreign Graduate Students' Needs

Problem in the profession: How and why writing skills in nursing must be improved.

As a profession, nursing is obligated to disseminate knowledge by publishing research in the professional literature. Beyond producing scholarly work for publication, nurses need writing skills to complete doctoral dissertations and scholarly projects, and to succeed in obtaining funds for new nurse-directed business ventures. Ultimately, good writing skills are essential for the future of the nursing profession. In this article, we describe the critical role of writing in nursing, and offer a practical 10-point strategy for improving the writing ability of individual advanced practice nurses who need to improve their writing skills. This article also offers suggestions for increasing nursing's surveillance of nurses' writing skills such as increasing the emphasis on writing instruction as a priority in today's nursing graduate school curriculum, greater writing support for nurses who are writing dissertations and scholarly projects, evaluating writing programs, and monitoring the completion rate of nursing dissertations.

From Clinic to Classroom: Creating Evidence-Based Practice Champions in a Graduate Social Work Program

ABSTRACTMeaningful integration of evidence-based practice (EBP) in graduate school curricula may be best achieved by partnerships between service agencies and academia. This article provides a concrete example for teaching EBP in a master’s-level social work course through collaboration with an agency with a strong track record of EBP implementation. The article presents a template for structuring a course on EBP and illustrates how social work students can help bridge the gap between science and service in the community. It includes examples of activities, role-plays, and assignments that have been effective in supporting students’ knowledge of EBP, understanding of bringing EBP to a practical reality, and their potential role as a champion for EBP in the clinical workplace.

테크니컬디자이너 양성을 위한 관련 교과과정에 대한 연구 : 국내 4년제 대학 의류 · 패션관련학과 및 대학원 과정을 중심으로

테크니컬 디자이너는 의류 제품 기획부터 생산단계에 이르기까지 의류의 기술적인 부분을 담당하는 패션 스페셜리스트이다. 점차 글로벌화 되어가는 의류환경의 변화에 맞춰 학계에서 보다 적극적으로 교과목 개편 및 개정을 통해 기존의 교과목의 내용 및 과목명에 대한 적극적인 변화가 요구되어지고 있어 의류설계 및 생산 분야에서 필요한 테크니컬 디자이너 양성을 위한 대학의 현황과 교과과정의 개설에 관한 조사를 하였다. 연구를 위하여 국내의 4년제 대학 중 의류 · 패션관련학과가 개설된 81개교 82개 학과 홈페이지를 통해 공개된 교과목을 분석하였으며, 대학원의 경우 의류 · 패션관련 대학원 과정이 개설되어 있는 57개교 63개 학과에 대해 로그인을 하지 않고 확인할 수 있는 공개된 교과목에 대해 분석을 하였다. 연구시기는 2016년 8월 29일에서 9월 8일까지로 하였다.BR 국내 4년제 대학의 패션 관련 학과는 서울 · 인천 · 경기 지역이 36%, 부산과 대구를 포함한 경상남북도에서 28.5%로 나타났다. 패션 관련 학과가 속해 있는 단과 대학별로 살펴본 결과, 예술군에 39개, 생활과학군에 15개, 자연과학군에 10개, 인문/문화군에 7개, 기타 11개의 학과로 나타났다.BR 지역별 테크니컬 디자인 관련 교과목의 개설 분포는 대학의 경우 서울29%(5개 대학), 충청도 지역11% (각각2개 대학), 부산 · 광주 · 대전 · 경기도 · 전라도 각각 10%(각각 2개교), 대학원은 서울40%(2개 대학원), 대전 · 부산 · 전라도20%(각각 1개교) 순으로 나타났다. 대학에서의 테크니컬 디자인 관련 교과목 명은 테크니컬 디자인, 테크니컬 디자인 실무, 의복구성과 테크니컬 디자인, 테크니컬 디자인과 패턴 CAD이란 과목명으로 개설되었고, 대학원에서 테크니컬 디자인 교과목은 테크니컬 디자인, 테크니컬 스튜디오, 피팅방법 연구로 조사되었다.BR 테크니컬 디자인 관련 교과목의 교과내용을 살펴본 결과, 테크니컬 디자이너의 주업무인 작업지시서를 작성하고 의류상품 개발과 평가를 위한 기술습득을 위한 실무 교육을 하는 ‘테크니컬 디자인’과 패턴수정 능력과 그레이딩 작업이 요구되는 직무의 특성상 ‘CAD나 3D’ 관련 수업이 이루어지고 있었으나 바이어와의 커뮤니케이션을 위한 교과목은 개설되지 않은 것으로 나타났다.BR 테크니컬 디자이너에 대한 필요성을 인식하고 학계에서 교육이 되어지고 있는 것을 알 수 있었다. 앞으로 국내 테크니컬 디자이너의 수요가 더 늘어갈 것이고, 해외 취업의 기회가 증가할 것으로 예상되어 교육의 필요성이 더 커지고 있다.

The art and science of poster presentation in a conference

Poster presentation is an effective mode of scientific communication and involves both arts and science. The poster presentation besides being aesthetically designed should also contain necessary high quality. While efforts are made to teach the elements of writing a journal article in many graduate school curricula, much less attention is pain to teaching those skills necessary to develop a good oral or poster presentation – even though these arguably are the common and most rapid ways to disseminate new findings. The various stages of poster presentation include planning, organization, printing, poster transportation, display and interaction stage. Electronic poster (or e-poster) is a new way to present academic work at conference and there is an increasing acceptance of this form of poster. In both the formats, poster presentation should be visual feast for the attendee.

School District Employee Versus Contractor: How to Decide?

School District Employee Versus Contractor: How to Decide?

“¿Qué Estoy Haciendo Aquí? (What Am I Doing Here?)”: Chicanos/Latinos(as) Navigating Challengesand Inequalities During Their First Year of Graduate School

Based on in-depth qualitative interviews, this study analyzed the challenges and structural inequities that Chicanos/Latinos(as) encountered and resisted during their first year of graduate school. Grounded in intersectionality theory, this study analyzed how race, class, and gender inequalities that are embedded in the graduate schooling process impinged on first-year Chicano/Latino(a) doctoral students. Findings reveal that academic transition challenges; isolation and alienation; clashes with traditional academic culture and the graduate school curriculum; and racist, sexist, and classist microaggressions constituted the most salient hurdles for Chicanos/Latinos(as) as they transitioned into graduate study. Respondents, however, challenged these structural inequalities through their deployment of various resistance strategies. Overall, the study underscores the importance of both analyzing the first-year doctoral education experience of Chicanos/Latinos(as) and utilizing intersectionality theory for analyzing Chicanos/Latinos(as)’ educational experiences.

Social Workers as “Experts” in the Family Court System: Is Evidence-Based Practice a Missing Link or Host-Created Knowledge?

The graduate school curriculum for social workers requires that students learn to critically distinguish between opinion-based knowledge and evidence-based practices, or empirically-supported interventions. Once graduated, licensed social workers are often called upon to offer diagnostic and predictive opinions as experts in a variety of macro-environments. When the family courts are that “host” environment, social workers proffer expert opinions that may categorize and label parents or children for purposes of a judge's allocation of physical or legal custody. In this article, it is suggested that the social work profession, within all three domains of education, practice, and research, should more precisely link the design and fidelity of an evidence-based practice (EBP) with its potential misapplication or warping when proffered as science in “host” environments like family courts. As Foucault and other scholars warn, the failure to verify that an intervention is applied correctly may actually enhance the risk of social injustice by interpreting and translating EBP knowledge in the non-empirical form of authority-by-license. This article, therefore, proposes that the social work profession, from the classroom to the field, has an obligation to thoroughly understand and engage interdisciplinary practices that assure respect for the strengths and limits of social work knowledge.

Public Health as a Distinct Profession

This article reviews the elements consistent with the definition of a "profession" in the contemporary United States and argues that public health should be considered a distinct profession, recognizing that it has a unique knowledge base and career paths independent of any other occupation or profession. The Welch-Rose Report of 1915 prescribed education for public health professionals and assumed that, although at first the majority of students would be drawn from other professions, such as medicine, nursing, and sanitary engineering, public health was on its way to becoming "a new profession." Nearly a century later, the field of public health has evolved dramatically in the direction predicted. It clearly meets the criteria for being a "profession" in that it has (1) a distinct body of knowledge, (2) an educational credential offered by schools and programs accredited by a specialized accrediting body, (3) career paths that include autonomous practice, and (4) a separate credential, Certified in Public Health (CPH), indicative of self-regulation based on the newly launched examination of the National Board of Public Health Examiners. Barriers remain that challenge independent professional status, including the breadth of the field, more than one accrediting body, wide variation in graduate school curricula, and the newness of the CPH. Nonetheless, the benefits of recognizing public health as a distinct profession are considerable, particularly to the practice and policy communities. These include independence in practice, the ability to recruit the next generation, increased influence on health policy, and infrastructure based on a workforce of strong capacity and leadership capabilities.

8-110 PBL教育を重視した大学院カリキュラムの構築と実践((18)MOT教育/(21)高度専門技術者教育,社会人のための大学院工学教育/(23)新入社員導入教育)

8-110 PBL教育を重視した大学院カリキュラムの構築と実践((18)MOT教育/(21)高度専門技術者教育,社会人のための大学院工学教育/(23)新入社員導入教育)

Applications in Cross-Curriculum Teaching The Synthesis of the Design Studio and Building Technology Seminar

"Change or perish. You need to prepare yourself for a profession that you are notgoing to recognize a decade from now.”Thom Mayne, Remarks on building information modeling at the 2005 AIAConvention, Las Vegas, NVToday architects are faced with new challenges involving Integrated Project Delivery and associated digital technologies that are rapidly changing the way architects work. Collaboration is the key to this newway of working as architects discover that the management of buildinginformation requires new skills and methods in design.How do educators respond to this call? How do we prepare a futuregeneration of architects to thrive within a rapidly changing profession?Given these new models for project delivery currently being utilized by theprofession, a new pair of courses was created at the Southern CaliforniaInstitute of Architecture (SCI_Arc) for the integration of the designcurricula with a building technology course by emphasizing teamworkand the use of three-dimensional software. The aim was to develop newskill-sets for students while maintaining a deep understanding of designand built form. Educators have long struggled with traditional architectural curricula that inherently separate design and technology courses. This bifurcation, often times convenient and useful for the organization of aschool and curriculum, is of course at odds with the "comprehensive” nature of architectural education that is so strived for in most programs.This paper serves to show examples of an attempt to address this seriousissue within the first professional graduate school curriculum (3 1/2 yearM.ARCH) by bridging both the second year design and technology classesover a two semester span. The goals of the two courses were; to bridgethe gap between design and technology pedagogy, develop collaborativetools for students, investigate a comprehensive understanding of theintegration of building systems, and to finally produce a set of documentsthat demonstrate this ability and use appropriate three-dimensionalsoftware to facilitate the investigation.It is helpful to set the stage on the importance of this shift of educational methodology by outlining first the context of the current environment bothwithin the profession and the academic realms. Finally, I will attempt toreflect on the methods employed and analyze the pros and cons of theendeavor and discuss possible improvements.

TU-C-211-02: Medical Physicist Leadership in Managing Projects €“ Large and Small

In a medical physicist's career there are many opportunities to assume a leadership or consultant role as a subject matter expert in the management of projects; both large and small. While both relevant and important this role‐function does not typically, formally appear in the graduate school curriculum. As a Result well qualified medical physicists who are called upon to lead or assist in the management of a project might rely on instinct, experience through trial and error, and may need additional training or guidance. In this presentation we will dive into the world of project management; uncovering potential barriers and discovering strategies that can be applied to most project situations and scale. Communicating with vendors, administrators, and colleagues; coordinating schedules; dealing with unexpected glitches; and framing the project in a way that increases the probability of success are some of the topics which will be explored. The establishment of a multi‐site Quality Management Program will be used as a case study. Learning Objectives: 1. Understand tools and strategies which can be used in project management 2. Understand project barriers and ways to avoid or overcome them 3. Understand the importance of the medical physicist in the project manager role

The Crisis in Art History

“The Crisis in Art History” comprises a revised set of papers delivered at the 2011 College Art Association of America (CAA) meeting in New York City as part of the “Critical Issues in Art History” series sponsored by its Board of Directors. Representing a broad spectrum of the art history profession, authors Patricia Mainardi, Patricia Rubin, Stephen Murray, Pepe Karmel, Elizabeth Easton, and Maxwell Anderson discuss how the current situation looks to each of them. Many of the same issues emerge in several different essays, such as the dislocations caused by government policies that privilege technological training over the humanities, and the skewing of academic art history and museum exhibitions toward contemporary and away from historical art. The papers also reveal economic issues, changing museum audiences, issues of gender and race, graduate school curricula, shifts in trends in scholarship, and redefinitions of the public domain.