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Social justice is a critical component of many of the helping disciplines. Similar goals govern these different disciplines, which are reflected in the scholarship of their professional training. However, the crossover in scholarship is limited. This review of social justice andragogy literature from various fields in the United States creates a conversation among these helping disciplines so that they may be able to learn from each other. From these separate realms of scholarship, the authors have derived terms and recommendations of what these disciplines may learn from one another through their shared obstacles and through processing of their work.

Purpose: I investigated best practices for teaching content auditing within two graduate classes tasked with content auditing websites. I observed their strategies for developing auditing criteria. The graduate students used the audits to implement website redesign. Two research questions guided this study: 1) How do students create assessment criteria for website content audits? 2)What additional support could help students better determine assessment or rubric criteria to make them specific, and most of all, easily measurable? I focused on how and why students made auditing decisions. Method: I taught two graduate classes in which the students worked with real clients and live websites. Part of the process the students learned and used was content auditing. I used case study, interviews, and text analysis to empirically investigate student auditing. Nine participants shared their perspectives, including students and clients. Results: Simple categories with binary criteria made auditing easier; simple categories also made for simpler assessment. Students asked to see more examples of audits. Students in Class 1 misunderstood the audience, which led to a ripple effect on the resulting web design. Students from both classes were nonetheless able to make incremental improvements to both client websites. Conclusion: Additional training in listening to clients is needed with graduate students who do content auditing of websites. Discussion of the impact of web content evaluation may be needed to help students discover how to tailor auditing guidelines to their specific clients. Practitioners may need recursive auditing to fully define criteria. [ABSTRACT FROM AUTHOR]

Documenting and characterizing interactions between student interns and their mentors in the workplace offers perspective on student learning and enculturation that can help us introduce these ways of learning to students in the technical communication classroom, even before the internship. Three student intern conversations in the internship setting are the focus of this close discourse analysis, framed by 6-month-long case studies and Vygotsky's learning theory. Results indicate that many similarities exist between classroom feedback and mentor feedback in the internship, but that differences in student agency may make negotiation important in the technical communication classroom.

This article offers empirical data to explore ways that both industry mentors and academic internship coordinators support student interns in ways that optimize the workplace experience. Rich description of qualitative data from case studies and interviews shows that to optimize the internship, both the industry mentor and the academic internship coordinator ensure that the experience offers professional-level experiences while allowing students to make mistakes in the course of the learning experience. Finally, academic internship coordinators find it most effective to spend time selecting strong industry mentors, and then cultivating these relationships across years of internship interactions.