Community Cultural Wealth

This chapter is the story of the authors' journey using community mapping in graduate coursework to make visible the assets in local communities through experiential learning. Community mapping is an experiential, inquiry-based ethnographic research method that can be utilized by various community members to understand a community better. In this case, teachers uncovered language and literacy present in the communities and created contextualized learning experiences by connecting students' lived realities to school instruction. The authors began with discussions around community and ethnographic projects to understand what was present in the community. This evolved to include some form of action, primarily in the form of curricular reform and critical literacy projects and/or culturally sustaining pedagogies.

Becoming Licensed Means That I Am Now Competent

Mental health clinicians invest in many years of hard work to develop their clinical competence through graduate coursework and through supervised clinical experiences. All this is done with the ultimate goal of becoming independently licensed to practice in one’s profession. Because licensure is such an important event, signifying the culmination of so much education and training, it may be natural to believe that becoming licensed means that one is now clinically competent. This chapter addresses how clinical competence and licensure should be viewed and understood. Licensure assesses one’s competence to enter the profession, but it cannot guarantee competence in all areas of clinical practice at the time of licensure or in the future. How to maintain, update, and expand one’s competence over time is addressed. Risks and threats to competence are discussed, and recommendations are provided for ensuring one’s ongoing competence over time.

Online TPACK Learning Trajectory Tools and Processes

A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In this course, inservice K-12 teachers' relearn, rethink, and redefine teaching and learning for developing a 21st century literacy significantly influenced by the proliferation and societal acceptance of multiple digital technologies. The research examination identifies insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers' Technological Pedagogical Content Knowledge (TPACK). Three themes reveal how the online learning trajectory relies on these tools and processes for enhancing the participants' learning: the tools and processes are needed for constructing knowledge, for transitioning the participant's thinking as a student to that of a teacher, and for recognizing the value of pedagogical strategies for teaching and learning with technologies.

Graduate(d) Student Athletes in Division I Football: Redefining Archetypes and Disrupting Stereotypes or Invisible?

This article foregrounds the experiences of graduate(d) student athletes, defined as college athletes who earn a bachelor’s degree before exhausting their athletic eligibility and take postbaccalaureate or graduate coursework. Findings from semistructured phone interviews with 11 graduate(d) student athletes in Division I football suggest participants are able to marshal their academic credentials to negotiate stereotypes. Examining how simultaneously being a graduate(d) student and a football player impacted participants’ vulnerability to stereotyping, I find that despite the ability to disrupt stereotypes, obstacles both systemic and individual may inhibit this effect. In particular, I explore the themes: stereotyping, disrupting/disproving stereotyping, trailblazer/role model, and invisibility. I also attend to the factors contributing to this subpopulation of college athletes’ continued invisibility and offer implications and suggestions for practice.

Utilizing Program Specific Data to Develop Case Studies for Use With Preservice Teachers

With a focus on data driven decision making, teacher education programs need to prepare preservice teachers to analyze data while modeling data driven practices in our own programs. Research has demonstrated the effectiveness of using case studies to promote critical thinking, analysis and interpretation, and higher order thinking. This study utilized the results from surveys of residents enrolled in a clinically rich residency program to develop and implement relevant case studies for use in program coursework. The utility of using case studies in graduate coursework was evaluated through a survey of current residents. The theoretical and practical value of creating case studies based on program specific challenges, and examples of the case studies that were generated from this data will be shared.

Knowledge organization content in graduate coursework

Purpose Knowledge organization (KO) content is central to educational programs of library and information science (LIS) and information and knowledge management (KM) programs. The components of information and KO have similar philosophies, theories, approaches, strategies and tools. LIS education programs have strong traditions of teaching KO. Fresh emphasis is noted on metadata, data mining, info-maps, knowledge maps, taxonomy, ontologies and other strategies for organizing an organization’s explicit and tacit knowledge. This paper aims to analyze how LIS schools have responded to the needs of developing competencies related to information and KO among its graduates. Design/methodology/approach This study analyzed the curricula of LIS accredited schools and leading schools in selected regions of the world based on the course titles presented on their websites. Findings This analysis provided an overall picture of the coverage of KO courses in LIS programs of 68 selected schools located in Southeast Asia, the Europe and accredited schools of North America. Research limitations/implications The paper is limited to the treatment of KO in 68 selected programs of LIS education. Practical implications Library and information education programs may benefit from the findings for incorporating needed content in KO coursework. Originality/value The study is ground-breaking as it addresses the needs of development of KO competencies among LIS professionals from the perspective of findings of a systematic study of the curricula of 68 schools.