As we move through the semester the students’ certainty in their understanding of how to be an evidence-informed practitioner falters. They learn of instances where what we do in practice is not supported by science and instances where science is silent. And now they have new, different questions and how they make sense of a disconnect between science/research and practice ultimately matters—to them and to their clients.
In early December, NetVUE hosted a webinar on “The Scientific Vocation in a Time of Crisis.” Judy Ericksen, associate professor of occupational therapy at Elizabethtown College, offered these reflections about how COVID-19 has created an “active learning lab” for students.
I teach in a program that attracts students who have decided early on what they want to do with their lives: they want to help people. They are often drawn to the health professions by personal experiences with disease or disability, and understand becoming an occupational therapist as a calling, something they were drawn to at an early age.
As they move through our program, which is five years in length, they are required to reconcile their vision of occupational therapy with the reality of today’s healthcare environment and this is often not an easy task for them. My advisees who question this early calling seem to fall into two categories—those who discover that health care, e.g. medical care no longer fuels their passion—and those who discover that while their calling came from the heart, being an occupational therapist also requires good use of the head. We describe our profession as being an art and a science and often it is the science that is more challenging for them.
With the aim of spreading some holiday cheer, Jocelyn McWhirter wrote this poem last month and has generously shared it with NetVUE. “It concerns an essential worker who takes his vocation seriously,” she says. Jocelyn is Stanley S. Kresge Professor of Religious Studies at Albion College.
There are good reasons to be wary of leaders when they invoke the “ancient Chinese wisdom” that in crisis lies opportunity. It often portends dramatic or controversial decisions that have not been sufficiently considered, but are now seemingly justified by the needs of the moment. A dead give-away that such thinking is at work is the gleam in the eye of the one so relishing the moment. Such opportunism is not always but often enough at odds with long-standing mission.
But today’s Inside HigherEd includes an opinion piece that exemplifies a different kind of opportunism.
We are responsible for what we believe because our beliefs have consequences. In the face of so much information, we must periodically ask ourselves some tough questions. How do I know this fact? Why do I believe this idea?
We need to encourage critical thinking (rhetorically and in the classroom), but we need more. In navigating the information deluge, we need to think about what beliefs merit our faith and what ideas merit our trust. Attention to the ethics of belief is crucial to not merely surviving these tumultuous times but thriving.
The course encourages a broader classification of self-care, deconstructing the term and common characterization from modern, neoliberal, pop culture references. We remove self-care from a contemporary framework and apply readings, research and discovery to better define it in its global context.
In this third part of a four-part series on care in the academy, I want to share details about an upper-level course I developed for the Wofford College Religion department for Fall 2020 titled A Global Guide to Caring for the Self.
In 2018, Wofford received a grant from the Andrew W. Mellon Foundation for general education reform. One high-impact educational initiative we have piloted is a senior culminating experience (SCE) for all fourth-year students. In our reform efforts for general education, we have focused on strategies that explore the growth mindset, identity and perspective, writing, and critical reasoning. I developed A Global Guide to Caring for the Self as an SCE course which embodies the idea of building cumulative learning.
Intervention, from its Latin root intervenire meaning “to come between,” begins as an encounter and grows into a a relationship that triggers the possibility of reinvention, redemption, and belonging.
In my senior year of high school I received a gift that brought transformative opportunities to my life as time went by. Senior year marked the beginning of my third year living in the United States after immigrating from Mexico at age 15. If being an adolescent can be confusing and stressful by itself, being transplanted from a place of comfort to an unknown, new environment complicated my sense of self even more. Like many immigrants experiencing culture shock, I felt like an outsider early on; like many newcomers, I tried to be seen and be listened to by others the best I could. To me this meant trying to excel socially, athletically, and academically. Lacking self-confidence and having to continue to work on my English language skills, I didn’t do too well in the first category. Instead, I tried to play sports and to focus on my studies. In my first try at sports sophomore year, I didn’t make it through the first try-out day for the soccer JV team. As a junior, I barely made the JV basketball team. To this day, I think the only reason I made the team was because the coach was also my History teacher. My good grades in his class more so than my athletic abilities had to have awoken his compassion to let me be on the team.
Senior year was a different story. With nothing to lose, I tried out for the tennis team. In those days, Pueblo High School on the South Side of Tucson was an underperforming school. Only a handful of students in each class had hopes of attending college, me being one of them. In my senior year, the school needed new tennis coaches for the boys’ and girls’ teams. That same year, two Pueblo High alumni who had been student-athletes in the early 1970s returned home after finishing their respective medical residencies. Their commitment to community not only gave them the vision to someday open a community health clinic, which one of them did years later, but to volunteer together as coaches of the tennis teams at their old high school. The dedication to community and education was the gift my teammates and I received from our coaches, Dr. Frank Gomez and Dr. Cecilia Rosales.
During their college years, our students are learning to claim the power to engage and shape reality. The digital landscape is a part of this, and we serve them and ourselves well to take it as seriously as we do other parts of life.
A review of Chris Stedman’s IRL: Finding Realness, Meaning, and Belonging in Our Digital Lives (Broadleaf Books, 2020).
The name comes from the fact that “members of this generation are growing up with smartphones, have an Instagram account before they start high school, and do not remember a time before the internet. … iGen’s oldest members were early adolescents when the iPhone was introduced, in 2007, and high-school students when the iPad entered the scene, in 2010” (Twenge 2017). They have the distinctive experience of being the first to navigate adolescence and now emerging adulthood with a smartphone nearly always in their pocket and social media an ever-present factor of life.