Activate Ethnomusicology Everywhere

2021 ◽  
pp. 203-218
Author(s):  
Kathryn Metz
Keyword(s):  
Social Justice ◽  
Graduate Student ◽  
Classroom Environment ◽  
Graduate Programs ◽  
Service Organizations ◽  
Professional Organization ◽  
Job Functions ◽  
Research And Teaching ◽  
Long Form ◽  
Arts Programs

Most ethnomusicology graduate programs emphasize research and teaching, with rare mentions of how to apply those skills beyond the academy or how to develop additional skills that might serve an ethnomusicology graduate student in their hunt for meaningful employment. In this chapter, the author discusses how to implement the idea of connecting music to social justice from the beginning of an ethnomusicology curriculum. The author advocates for incorporating more public scholars into the classroom environment and taking students out of the classroom into those public spaces, from museums to out-of-school arts programs to philanthropic institutions to service organizations. The chapter illustrates how to balance the academic syllabus with listening to and creating podcasts, reading blogs, long-form journalism, and professional organization publications affiliated with museums, arts nonprofits, and libraries, as well as specific job functions such as development, community engagement, marketing. The chapter explores how to reduce elitism against those who choose not to pursue a PhD beyond their master’s research and how to reconceive social justice-centered research in an entirely new environment.

Leveraging social justice pedagogy to counter racism: Conceptualizing an Advanced Certificate in Social Justice for Information Professionalsa

2021 ◽  
pp. 1-15
Author(s):  
Rajesh Singh ◽  
Kevin Rioux
Keyword(s):  
Social Justice ◽  
North America ◽  
Graduate Programs ◽  
Social Justice Pedagogy ◽  
Information Professionals

The goal of the Advanced Certificate in Social Justice for Information Professionals at St. John’s University (SJU) is to offer both current LIS practitioners and LIS students a curriculum explicitly grounded in social justice principles and concepts that builds and enhances capabilities to substantively counter racism and other challenges to social justice that are reflected in the information sphere of the 2020’s. This article reports on the contexts, motivations and considerations for developing the Certificate. Included is a brief overview of current courses related to social justice offered by ALA-accredited graduate programs in North America, and a list of thematic emphases based in social justice frameworks that will drive the Certificate upon its launch.

scholarly journals The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

JCSCORE ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 132-166
Author(s):  
Sherria D. Taylor ◽  
Maria J. Veri ◽  
Michele Eliason ◽  
Jocelyn Clare R. Hermoso ◽  
Nicole D. Bolter ◽  
...  
Keyword(s):  
Social Justice ◽  
Stereotype Threat ◽  
Classroom Environment ◽  
Underrepresented Students ◽  
Design Tool ◽  
Social Justice Pedagogy ◽  
Integrative Framework ◽  
The Social ◽  
Syllabus Design ◽  
Pedagogical Research

Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom setting. This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. A syllabus that signals belongingness, growth mindset, communal goals, clear and positive expectations, and success-orientation assists in setting a welcoming tone that leads to greater student achievement and engagement. Such a syllabus may also help reduce the potential for triggering stereotype threat or other forms of alienation that affect student success among women and students of color in STEM programs. Feedback received from faculty who utilized the tool to revise their course syllabi are discussed, in addition to limitations and recommendations for future practice.

Taking the First Steps into Academia

2020 ◽  
pp. 274-288
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Learning Curve ◽  
Graduate Student ◽  
Learning Opportunities ◽  
Full Time ◽  
New Faculty ◽  
Supportive Environment ◽  
Research And Teaching ◽  
Curriculum Vitae ◽  
The Right

The learning curve is quite large when moving from the role of a graduate student to the role of a faculty member in academia. Preparation to move into full-time academia begins during one’s time in graduate school, and factors such as finding the right adviser and taking advantage of opportunities in research and teaching are imperative for success. Understanding the first steps in academia helps new PhD students not only to find the right position by creating a curriculum vitae and attending conferences, but also to the importance of surrounding oneself with a supportive network of scholars. A supportive environment embraces questions and celebrates both the successes and the learning opportunities that come from challenges that new faculty may face.

Navigating Toxic Masculinity in Clients as a Beginning Therapist

2020 ◽  
pp. 264-283
Author(s):  
Jeffrey K. Christensen ◽  
Justin D. Henderson ◽  
Cort M. Dorn-Medeiros ◽  
Ian Lertora
Keyword(s):  
Social Justice ◽  
Graduate Student ◽  
Cultural Theory ◽  
Counseling Students ◽  
Relational Cultural Theory ◽  
Counseling Competencies ◽  
Beginning Counselors ◽  
Male Clients

The purpose of this chapter is to provide counseling students with a framework that will allow them to broach gender with male clients and to navigate conversations that may elicit anxiety for beginning counselors. This will be done through the case example of Whitney, a graduate student who just started internship. Her client is Rick, a client in his 50s, who is coming to services because of receiving a DUI and needing to complete counseling for his diversion mandate. Whitney is younger than Rick and has the experience of having some discomforting exchanges with him, such as remarks on how “bright” she is and a passing comment her outfit. The strategies proposed in this case study are grounded in the Multicultural and Social Justice Counseling Competencies and in Relational Cultural Theory and will give students a framework for understanding clients who may respond like Rick.

scholarly journals Exploring the synergistic relationship between research and teaching

2021 ◽  
Author(s):  
Suzanne Fredericks
Keyword(s):  
Classroom Environment ◽  
Academic Setting ◽  
Teaching And Research ◽  
The Past ◽  
Single Entity ◽  
Research Relationship ◽  
Research And Teaching ◽  
Alternative Approach ◽  
The Relationship ◽  
Synergistic Relationship

Even though the relationship between teaching and research has been examined extensively over the past decade, and a number of published articles and seminar based workshops exist (Hattie and Marsh, 1996) ; there continues to be a disconnect in the application and integration of these two concepts in the academic setting. This difficulty may be due to the perception that teaching and research are two separate entities that need to be fitted together (Boyer 1990). An alternative approach to understanding these two concepts is to envision them as one entity consisting of two components that feed off of each other. That is, as academics, our goal is to engage in a single entity identified as scholarly activities. These activities should present themselves as an amalgamation of teaching and research. To have a scholarly presence, an academic must not only be competent in both areas, but must consistently demonstrate the relationship between their teaching and research throughout their tenure. The purpose of this paper is to present an overview of strategies academics can consider as they continue to refine and develop their program of scholarship. A summary of the relationship between teaching and research will be provided, followed by a presentation of various methods that can enhance the teaching and research relationship both within and outside of the classroom environment.

scholarly journals Educating Doctoral Students in Kinesiology to Teach Effectively

2021 ◽  
Vol 4 (1) ◽  
pp. p16
Author(s):  
Angela Lumpkin ◽  
Rebecca M. Achen
Keyword(s):  
Doctoral Students ◽  
Effective Teachers ◽  
Graduate Programs ◽  
Doctoral Program ◽  
Relative Importance ◽  
Research And Teaching ◽  
Faculty Positions ◽  
Required Courses

Doctoral program graduates, including in kinesiology, may be inadequately prepared to become effective teachers. The purpose of this study was to examine the required courses in research and teaching for kinesiology doctoral students and the related skills and abilities most important for doctoral students to develop to be successful in their first faculty positions. Through a survey, faculty coordinators of graduate programs in kinesiology were asked to identify required courses, the relative importance of skills and abilities in research and teaching, and the preparation levels of doctoral program graduates in research and teaching. Respondents rated courses, skills, abilities, and preparation in research consistently higher than courses associated with teaching. The authors proposed recommendations for preparing a more qualified cadre of kinesiology doctoral program graduates.

scholarly journals Plant Science Graduate Students: Demographics, Research Areas, and Recruitment Issues

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1138B-1138
Author(s):  
Rebecca Darnell ◽  
Jimmy Cheek
Keyword(s):  
Graduate Students ◽  
Molecular Biology ◽  
Graduate Student ◽  
Graduate Training ◽  
Graduate Programs ◽  
Research Area ◽  
Plant Science ◽  
Student Enrollment ◽  
Career Opportunities ◽  
Plant Sciences

Graduate student enrollment in the plant sciences has decreased over the past several years, and there is increasing interest in recruitment/retention strategies. Before successful strategies can be implemented, however, the status of current plant science graduate programs needs to be determined. Survey data on graduate student demographics, research area, support levels, current recruitment strategies, and career opportunities were collected from 23 plant science graduate programs. Overall, 55% of graduate students in plant sciences were male and 45% were female; about 60% were domestic and 40% were international. Cellular/molecular biology and breeding/genetics were the two disciplines that had the greatest number of graduate students and the greatest number of job opportunities. Most programs cited financial support as the biggest obstacle to recruitment. However, stipend number, the guarantee of multiple years of support, the funding of tuition waivers, and health insurance costs also impact student numbers. As more of these costs are shifted to faculty, there appears to be an increasing inability and/or reluctance to invest grant funds (which support 60% of the plant science graduate students) in graduate student education. These data suggest that the decline in plant science graduate student enrollment may be due to shifting of more of the total cost of graduate training to faculty, who may be unable/unwilling to bear the cost. There is also a clear shift in the research focus of plant science graduate students, as postdoctoral and career opportunities are weighted toward molecular biology/genetics, leaving the more applied plant science areas particularly vulnerable to low graduate enrollment.

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