Search

This program profile of the Critical Writing Program at the University of Pennsylvania focuses on how disability came to be a valued term, a structuring philosophy, and a pedagogical touchstone for the program's philosophy, curriculum, and practices. After exploring various challenges involved in addressing the needs of students with disabilities, we provide an overview of our program's efforts to address the needs of students with disabilities. In so doing, we explain how we came to adopt an orientation towards disability that depends for its philosophical force on a return to Derrida's advocacy of the deconstructive notion of "différance." "Différance" seeks to overturn binary thinking, challenge uninterrogated binaries such as abled/disabled and the normate templates that enact and enforce these, replacing them with a relational, fluid, contextual approach.

This paper outlines a unit on linguistics in the curriculum of the writing seminar taken by all undergraduate students at the University of Pennsylvania. The linguistic unit introduces undergraduates to key concepts from linguistic scholarship, and compels students to engage with these language issues in order to advance their consciousness of linguistic inequity and their appreciation of linguistic diversity. Taking our cue from linguists, the unit focuses on the descriptive and contrasts it with the prescriptive approach with which they are typically accustomed. It introduces foundational ideas about language, languaging, and linguistic discrimination through readings and videos. Students write guided reflections in response to the readings and screenings, culminating in a personal narrative and questions they share with their peers on an online discussion board, exploring their own and others' language use or language attitudes. Upon completion of this unit, many students confirm one of the unit's learning outcomes by expressing a new awareness of a linguistic climate that they had previously assumed was neutral. Our goal, in part, is to render the campus's linguistic climate more equitable by advancing students' consciousness of linguistic inequity and appreciation of the rich diversity of their voices. [ABSTRACT FROM AUTHOR]

External music examiners play a significant role in assessing, verifying and maintaining musical standards. Educational output endorsed by external examiners serves to verify, modify and legitimise internal behaviour. This article examines some of the "inside practices" of external music examiners in the context of quality assurance. It compares the different tasks of music examiners in specific authentic scenarios and evaluates the significance of such micro-macro tasks with regard to their impact on and contribution to best practices. It distinguished the various levels of participation occupied by external music examiners and classified them as public examiners, specialist examiners and institutional moderators. It advocates for specialised training being accorded to external examiners in recognition of their transformative roles undertaken in the advancement of music teaching and learning within the framework of good practice.

Background and Objectives: Residency program directors (PDs) are tasked with supporting resident well-being, and a 2018-2019 CERA survey found PDs to be generally satisfied with residency wellness curricula. However, less is known about graduate medical education wellness programming following the unprecedented social and public health stressors of 2020. This study aimed to evaluate PDs' satisfaction with wellness programming and perceived changes in wellness program implementation in the context of these factors.Methods: An online survey was administered by CERA to the program directors of all ACGME-accredited, US-based family medicine residencies. The survey replicated a 2018 CERA survey and assessed PDs' satisfaction with the wellness curriculum and which wellness curricular elements were currently implemented in the residency.Results: The survey was completed by 263 PDs (42% response rate). There was no difference in total number of wellness curricular elements reported in programs in 2021 (M=9.85) vs 2018 (M=9.57; P=.377). Compared to the 2018 survey, PDs reported increased assessment of resident burnout (P=.02), increased scheduled time for personal needs (P=.002), but decreased scheduled time for interpersonal connection (P=.017). Most PDs reported increased emphasis on wellness and the same or increased access to wellness resources compared to 2018 χ2 indicated no significant difference in PD satisfaction with wellness programming between the two years (P=.84).Conclusions: Despite significant social and public health challenges to curriculum delivery, family medicine PDs did not perceive significant reductions in wellness programming, and in fact reported increases in some specific curricular elements and an overall increased emphasis on well-being. Future studies should explore the factors that facilitate and impede the implementation of wellness programming. [ABSTRACT FROM AUTHOR]

Patients attempting to manage their chronic conditions require ongoing support in changing and adopting self-management behaviors. However, patient values, health goals, and action plans are not well represented in the [...]

The Winter's Tale Presented by Shakespeare Santa Cruz at the Sinsheimer-Stanley Festival Glen, Santa Cruz, California. July 31-August 28, 2005. Directed by Tim Ocel. Lighting by Russell H. Champa. Music […]