First Class: Pioneering Students at San José State University’s School of Library and Information Science, 1928-1940

This article examines the backgrounds, education, and careers of the first group of students in San José State University’s School of Library and Information Science. It finds that the 1928-1929 cohort were typical of the students attending teacher’s colleges in the early 1900s and represented the first generation of women pursuing higher education and professional careers following the passage of the 19th amendment in 1920. The study also explores the challenges working women faced during the 1930s, particularly the Great Depression’s impact California librarians

Review of Waldo Gifford Leland and the Origins of the American Archival Profession

Review of Waldo Gifford Leland and the Origins of the American Archival Profession

Pathways to Prosperity Conference Blends Technology and Facilitation to Engage Leaders Statewide

Pathways to Prosperity (P2P) is a statewide economic development leadership conference that is hosted by Washington State University Extension (WSUE) and involves use of a unique hybrid delivery model to reach rural communities and revive economies. For P2P, WSUE uses technology to connect multiple sites simultaneously to provide a webinar featuring a national expert. Well-designed and adaptable activities facilitated by a local team address issues and opportunities introduced by the speaker. Regional leaders and stakeholders participate at local sites, allowing them to leverage the knowledge gained by applying it to their community goals and aspirations

Using Data Visualization to Demonstrate Outcomes—Examples From Ripple Effects Mapping

If you have conducted a ripple effects mapping (REM) event, you may have wondered What is the best way to use these data, and what are some creative options for sharing the findings? REM involves a mind mapping approach to evaluation and is an effective way to collect qualitative data that document the direct and indirect impacts of complex programs and projects. We provide examples of visual ways to display the gathered data and describe how to use the information to elevate your program outcomes

Why Health Care Professionals Belong to an Intensive Care Virtual Community: Qualitative Study

Background: Clinical practice variation that results in poor patient outcomes remains a pressing problem for health care organizations. Some evidence suggests that a key factor may be ineffective internal and professional networks that limit knowledge exchange among health care professionals. Virtual communities have the potential to overcome professional and organizational barriers and facilitate knowledge flow. Objective: This study aimed to explore why health care professionals belong to an exemplar virtual community, ICUConnect. The specific research objectives were to (1) understand why members join a virtual community and remain a member, (2) identify what purpose the virtual community serves in their professional lives, (3) identify how a member uses the virtual community, and (4) identify how members used the knowledge or resources shared on the virtual community. Methods: A qualitative design, underpinned by pragmatism, was used to collect data from 3 asynchronous online focus groups and 4 key informant interviews, with participants allocated to a group based on their posting behaviors during the previous two years-between September 1, 2012, and August 31, 2014: (1) frequent (\u3e5 times), (2) low (≤5 times), and (3) nonposters. A novel approach to focus group moderation, based on the principles of traditional focus groups, and e-moderating was developed. Thematic analysis was undertaken, applying the Diffusion of Innovation theory as the theoretical lens. NCapture (QRS International) was used to extract data from the focus groups, and NVivo was used to manage all data. A research diary and audit trail were maintained. Results: There were 27 participants: 7 frequent posters, 13 low posters, and 7 nonposters. All participants displayed an external orientation, with the majority using other social media; however, listservs were perceived to be superior in terms of professional compatibility and complexity. The main theme was as follows: Intensive care professionals are members of ICUConnect because by being a member of a broader community they have access to credible best-practice knowledge. The virtual community facilitated access to all professionals caring for the critically ill and was characterized by a positive and collegial online culture. The knowledge found was credible because it was extensive and because the virtual community was moderated and sponsored by a government agency. This enabled members to benchmark and improve their unit practices and keep up to date. Conclusions: This group of health care professionals made a strategic decision to be members of ICUConnect, as they understood that to provide up-to-date clinical practices, they needed to network with colleagues in other facilities. This demonstrated that a closed specialty-specific virtual community can create a broad heterogeneous professional network, overcoming current ineffective networks that may adversely impact knowledge exchange and creation in local practice settings. To address clinical practice variation, health care organizations can leverage low-cost social media technologies to improve interprofessional and interorganizational networks

Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education

A New Lens: Using the Policy, Systems, and Environmental Framework to Guide Community Development

Extension is uniquely positioned to deliver data-driven solutions to complex community issues with University applied research, particularly through crises like COVID-19. Applying the Policy, Systems and Environmental (PSE) framework to community development is an effective, innovative approach in guiding Extension leaders to create, document, and share long-term transformative change on challenging issues with stakeholders. Beyond the public health sector, applying a PSE approach to community development provides leverage points for population-level benefits across sectors. This article describes current public health approaches, methodologies, and how the PSE framework translates to other programs with four examples of high-impact, systems level Extension projects

The Clinical Psychology Training Program at the University of Nebraska–Lincoln

The Clinical Psychology Training Program (CPTP) at the University of Nebraska–Lincoln (UNL) has been continuously accredited by the American Psychological Association (APA) since 1948, the first year any programs were accredited. The CPTP’s history and approach to training through the years have been described in numerous articles (DiLillo & McChargue, 2007; Hargrove, 1991; Hargrove & Howe, 1981; Hargrove & Spaulding, 1988; Hope, Hansen, & Cole, 1994; Howe, 1974; Howe & Neimeyer, 1979; Jones & Levine, 1963; Rivers & Cole, 1976). Our program was historically described as a “Community-Clinical” psychology training program, and this focus on understanding and enhancing well-being at the individual, family, and community levels continues to be valued in our program today across a variety of clinical and research activities. The CPTP has followed the scientistpractitioner, Boulder-model of clinical training since its inception. Our Director of Clinical Training in 1949, Marshall Jones, was a participant in the Boulder Conference on Graduate Education in Clinical Psychology. Both clinical and research training are continuous, integrated processes in the CPTP, continuously supervised and monitored by the clinical faculty. The CPTP subscribes to the APA evidence- based practice model (APA, 2006) across all of our clinical training. Integration of EBP into our scientist-practitioner curriculum was highlighted in a special issue of Journal of Clinical Psychology that focused on EBP training (DiLillo & McChargue, 2007). Students in the CPTP are trained to be both consumers and producers of research, applying best research evidence in clinical practice and generating new knowledge to improve treatment. Within this EBP framework our emphasis is on behavioral and cognitive behavioral therapies. The department made an active decision, beginning in 1990, to hire scientist- practitioner faculty members with a behavioral or cognitive-behavioral orientation. The core clinical faculty provide clinical and research training in behavioral and cognitive-behavioral therapies, third-generation cognitive-behavioral approaches (e.g., mindfulness and acceptance-based), motivational enhancement approaches, and, to a lesser degree, family systems. The CPTP was honored to receive the 2013 ABCT Outstanding Training Program Award. The award is given for “significant contribution to training behavior therapists and/or promoting behavior therapy.

Reporters of TCR signaling identify arthritogenic T cells in murine and human autoimmune arthritis.

How pathogenic cluster of differentiation 4 (CD4) T cells in rheumatoid arthritis (RA) develop remains poorly understood. We used Nur77-a marker of T cell antigen receptor (TCR) signaling-to identify antigen-activated CD4 T cells in the SKG mouse model of autoimmune arthritis and in patients with RA. Using a fluorescent reporter of Nur77 expression in SKG mice, we found that higher levels of Nur77-eGFP in SKG CD4 T cells marked their autoreactivity, arthritogenic potential, and ability to more readily differentiate into interleukin-17 (IL-17)-producing cells. The T cells with increased autoreactivity, nonetheless had diminished ex vivo inducible TCR signaling, perhaps reflective of adaptive inhibitory mechanisms induced by chronic autoantigen exposure in vivo. The enhanced autoreactivity was associated with up-regulation of IL-6 cytokine signaling machinery, which might be attributable, in part, to a reduced amount of expression of suppressor of cytokine signaling 3 (SOCS3)-a key negative regulator of IL-6 signaling. As a result, the more autoreactive GFPhi CD4 T cells from SKGNur mice were hyperresponsive to IL-6 receptor signaling. Consistent with findings from SKGNur mice, SOCS3 expression was similarly down-regulated in RA synovium. This suggests that despite impaired TCR signaling, autoreactive T cells exposed to chronic antigen stimulation exhibit heightened sensitivity to IL-6, which contributes to the arthritogenicity in SKG mice, and perhaps in patients with RA