Finding Shelter in the Storm

This paper presents the case study of a 100+ year old school of social work recently shaken by acts of racial aggression targeted toward our Black/African American community. Following campus incidents that received national attention, minority social work students urged faculty to organize action to voice values of equity and justice, and to provide an intentional safe space within our school. In response, a volunteer faculty committee dedicated themselves to the group’s formation and implementation of the Undoing Racism Principles from the People’s Institute for Survival and Beyond (PISAB, n.d.), beginning internally and expanding outward. Representing multiple identities and positionalities of power, committee members use these principles to process our privilege. We reflect on our journeys with racism as social work educators and as individuals who are, and have been, influenced by internalized historical and contemporary racism. Guided by Pedagogy of the Oppressed (Freire 1970/ 2002) and Critical Race Theory (Sulé, 2020), the praxis of reflecting in-and-on our work has evolved (Schön, 1983, 1987). Authors share their personal experiences, professional impacts, and efforts to implement anti-racist pedagogy. Contextual implications for schools of social work that aim to become anti-racist within their implicit and explicit curricula are provided by this case study.

A Tale of Too Many Agendas: The Recreation of a Teaching Licensure Program

This case study is useful for leadership for change or leadership theory in education and other disciplines. It describes the process of including multiple stakeholders in a major revision of a large educator preparation program after state legislation mandates. Student discussions can focus on change goals and patterns of planned change, leading mandated change efforts, and resistance to change. Students can focus on a leader’s role in several ways: as the higher-education leader (Dean), as the field partner leader (K–12 schools), and as the faculty committee leader. The case can be used to examine laws affecting school policy, and/or school leadership and its influence on organizational culture. Students discuss the perspective of multiple roles and how the Dean can resolve the situation successfully.

A SYSTEMATIC APPROACH TO SPREADING THE WORD ABOUT GERONTOLOGY TRAINING OPPORTUNITIES IN A UNIVERSITY SETTING

Training university students to work in professional gerontology settings is extremely important during an era when the number of older adults is increasing due to the Baby Boom cohort entering their later years. Efforts to reach students are critical given budget and enrollment challenges. Some university students find gerontology resources and training on their own, yet gerontology programs can do much to help students know of opportunities. In this paper, I will share methods that the gerontology program at my university has used to reach out to students and faculty across campus to encourage students to study gerontology. In the last 3 years, student enrollment in this gerontology minor has grown from 65 students housed in 3 colleges, to 275 students housed in 7 colleges. Faculty involvement has grown from a 7-faculty committee, to 61 faculty affiliates. The roles of university resources and fundraising will also be discussed.

2534. Development of an Infectious Diseases Fellowship Well-Being Program

Background Burnout in graduate medical education is common and reported in ~70% of Internal Medicine (IM) residents. Most studies have described interventions focused on residency training, but fellowship training suffers from similar challenges and likely similar levels of burnout. After conducting a needs assessment amongst fellows within our Infectious Diseases (ID) fellowship program, we developed a wellness program to address these issues. Methods In Spring 2018, we reviewed the existing literature and consulted with local experts on trainee well-being. Based on our findings, we designed a multi-tiered approach to enhance wellness amongst fellows. An ID Fellowship Well-Being Committee (WBC) was created in September 2018 to lead the intervention. The WBC includes an even mix of fellows and faculty at multiple levels at all three main teaching hospitals associated with the program. Meetings occur every other month, and co-chairs (one faculty and one fellow) report back to the program director quarterly. Topic areas and interventions are described in Table 1. Fellows were sent a qualitative survey to evaluate the impact of the well-being interventions to date. Results Four of 5 first year fellows responded to the survey, and all felt the retreat should be repeated yearly. Themes identified from the survey included benefits of having protected time together, convening in a low pressure and informal setting to provide feedback, and spending quality time in a non-clinical setting with co-fellows. Fellows cited the wellness retreat as a strength at our annual fellowship external program review. Conclusion Burnout is likely high among IM sub-specialty fellows, and interventions are needed to support the well-being of those trainees. We describe a roadmap for the development of a well-being program at a relatively large, academic ID fellowship program led by a mixed fellow and faculty committee. We will continue to monitor data on fellow burnout and make programmatic changes based on feedback. We are hopeful that our work will empower other programs to engage in developing their own well-being programs. Disclosures All authors: No reported disclosures.

The Sexual Rebel: Leo Koch

Koch was an assistant professor of biology and author of a letter to the student newspaper condoning premarital sexual intercourse and cohabitation for sufficiently mature university students. Parents, community leaders, and Illinois newspapers strongly condemned him and called for his firing. A faculty committee quickly recommended dismissal, which President Henry approved. The American Association of University Professors (AAUP), Illinois students, and many faculty, both at Illinois and across the nation, came to Koch’s defense, to no avail. The case was appealed all the way to the U.S. Supreme Court, but the firing stood.

The University Delays

Dean of Students Millet assumed the point position on the DuBois issue, making public statements regarding the status, reviews, analyses, and delays in decision-making. A faculty committee recommended club recognition. Campus activists, from Young Socialists to student senators, declared the DuBois issue one of “Free Speech” (mimicking Berkeley), created an ad hoc committee, and birthed a campus free-speech movement. Henry declared a reorganization, creating a new chancellor position to manage the main campus and named Jack W. Peltason to the job. The first campus antiwar speak-out was organized. Phil Durrett and Vic Berkey advanced as movement leaders.

Revisiting you know and I mean: some notes on the functions of the two pragmatic markers in contemporary spoken American English

This article presents a corpus-based study of the pragmatic markers you know and I mean in contemporary spoken American English. Previous research indicates that you know and I mean are polysemous in their discourse roles, serving various functions in speech. By drawing on tokens extracted from the Corpus of Contemporary American English, the Corpus of American Soap Operas and the Corpus of Spoken, Professional American English, which include data from text types differing on the scales of formality and spontaneity, the main aims are 1) to compare the use of these two pragmatic markers and 2) to explore whether and how their behavior differs in three text types: TV and radio programs, soap operas, and White House press conferences and faculty/committee meetings. The results demonstrate that, despite overlapping in some of their functions, you know and I mean cannot be used interchangeably in discourse. Additionally, the functions of the two pragmatic markers vary significantly depending on the corpora, which is due to the particular characteristics of the speech situations in which they are used.

“Having Waited in Vain”

Camp is employed in 1884 by the New Haven Clock Company (NHCC) and begins work that fall in the company’s New York City store. In 1885 Harvard’s faculty athletic committee bans football at Harvard as too brutal. Continuing to be involved in football and its management and promotion, Camp responds to the Harvard ban in the Yale News, contending that the Harvard faculty committee members have not sufficiently informed themselves about the game to make sound decisions. He gives an impassioned description of players’ love for football. Harvard resigns from, and Pennsylvania and Wesleyan join, the Intercollegiate Football Association. Later in the year, the Harvard athletic committee is reconstituted to include two students, a graduate interested in sports, a physician, and only one faculty member. The reconstituted committee reinstates football after a year’s absence, but Harvard remains out of the IFA.

Addressing Social Loafing on Faculty Committees

Scholarly productivity reaps tangible internal and external rewards, while the "reward" for excellent faculty committee work performance often is additional committee work. Some faculty members perform substantial institution-sustaining committee work while others are institutional service work “social loafers”. This essay suggests this traditional workload distribution model may be unsustainable. Innovations in legal education are resulting in increased committee work while reductions in full-time faculty at many schools leave fewer faculty members available to do that work. Those currently doing the lion's share of the work may be unable, or unwilling, to take on additional committee work responsibilities. This article examines methods for avoiding an institutional governance crisis. Grounding the discussion in social science literature, it explores ways to engage more faculty members in committee work by creating accountability structures via smaller committees and evaluation of committee work contributions. It posits that evaluating committee work sets normative standards, potentially changing cultural expectations about institutional committee work participation. The appendix contains a sample committee work contribution evaluative rubric. The article also discusses an equitable solution to disparate committee workloads – providing those who consistently take on significant committee work responsibilities with a temporary release from committee work. This kind of workload release could help level the playing field and allow those who carry heavy committee workloads the opportunity to engage more fully in their scholarship. Throughout, the article discusses the implications of failing to address committee workload inequities and proposes ways to engage more faculty in the work necessary to maintain thriving self-governing educational institutions in today's changing legal environment.Citation: Andrea A. Curcio & Mary A. Lynch, Addressing Social Loafing on Faculty Committees, 67 J. Legal Educ. 242 (2017). Also available at https://jle.aals.org/home/.