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The University of California, San Francisco (UCSF) Library has been actively engaged in promoting diversity, equity, inclusion, and accessibility (DEIA) goals through a variety of approaches, including outreach and education to targeted campus groups, research collaborations, exhibits and public programming, participation in UC-wide groups, and collections. The library has incorporated DEIA into the library’s strategic plan goals, created rubrics for use in the hiring process, and incorporated DEIA activities and goals into the performance evaluation process for library employees. The University of California has also developed transformative publishing agreements with multiple publishers, allowing UC authors the option of publishing their articles open access with no or low article processing charges (APCs). These agreements allow UC authors to maintain their copyrights and encourage young researchers, LGBTQ+ researchers and other minority researchers to publish and promote their projects from the diversity of our campus populations. All of these activities promote UCSF’s PRIDE values of professionalism, respect, integrity, diversity, and excellence. This poster will highlight numerous activities and initiatives both within the library and on the UCSF campus promoting DEIA and beyond that, the campus mission of Advancing Health Worldwide.  Presented at the American Library Association 2024 Conference.

Counselor education pedagogy entails multiple unique instructional modalities, including supervision, group counseling, and skills instruction. Counseling programs often include courses such as practicum and internship, which embed experiential learning throughout the curriculum. However, little is known about the motivations and perceptions counselors-in-training hold for experiential learning. Thus, there is a need to explore learners' perceptions of an experiential learning experience on their knowledge and skills and to identify the learners' motivation to participate in experiential learning activities. Twelve counselors-in-training were surveyed after volunteering at a month-long STEM summer camp for middle school students. The Experiential Learning Survey was used to assess counselors-in-training's perception of experiential learning. A modified version of the Self-Regulation Questionnaire was also used to determine motivations for volunteering for experiential learning activities. Based on the findings, counselors-in-training had a favorable perception of experiential learning and reported intrinsic motivation as the main factor influencing volunteerism.

In this paper, we present a qualitative case study on an online graduate program for practicing teachers and educators that explores contemporary mathematics and its integration into K to 12 education. Data for the study comprised students' work in the courses, student feedback, and notes from instructor debriefings for two cohorts of the program. The findings are organized in terms of (1) specialized knowledge for teaching mathematics, (2) online professional learning communities, and (3) online teaching in general. We conclude the paper with suggestions for online mathematics teacher education and the identification of venues for future research.

A service-learning project was conducted with counselors-in-training to increase self-efficacy for interacting with individuals with unique abilities/intellectual disabilities. Counselors-in-training (N=27) completed a semester-long service-learning project and took a pre and post assessment. The results indicated that self-efficacy improved for all counselors-in-training. The paired samples t-test identified that the mean increase in self rated self-efficacy was statistically significant with a medium to large effect size, t (26) = - 4.052, p < 0.001, d = 0.742. However, the increase of self-efficacy was greater among the counselors-in-training who had no prior experience with individuals with unique abilities/intellectual disabilities.

Academic advisors in higher education interact and engage with students in various academic disciplines from freshman year through graduation, and have the greatest opportunity to impact students' sense of belonging to their universities. During a time of global hardship in education, it is crucial to equip frontline student-facing personnel with accessible, practical methods to help students maintain hope and find solutions to move educational goals forward. This conceptual paper offers a framework for the integration of school counseling methods with academic advising. Institutional personnel can utilize practical tools taken from solution-focused brief therapy to help students actualize their educational goals during times of hardship.

The Computing Curriculum 2020 project report, CC2020, Paradigms of Global Computing Education prescribes a competency model for describing curricula that challenges baccalaureate curriculum design to integrate "knowing why" into a fifty-year tradition of guidelines focused on "knowing what." Prescribing this competency model is a call to action to understand the scope of society's aspirations dependent upon computing and, in turn, computing education. These aspirations remind us that the character of a computing professional is as important as her computing expertise. Computing professionalism demands a well-formed mindset, of which computing competency is an essential ingredient. We argue, however, that the whole recipe for professionalism in computing must recognize and reflect on its transformative impact on the systems of society, both technological and human. We extrapolate CC2020's competency model into a framework through which academia and industry can partner to advance computing as a profession by integrating the technological, sociological, and ethical dimensions of computing. Finally, we present a rationale of professionalism in computing where competent practice is informed by the critical aspects of accountability: risk, responsibility, and consequence, where developing a professional mindset of inclinations and dispositions of character is not ancillary, but essential to educating baccalaureate computing graduates.

While scholars have proposed incorporating the study of complex phenomena such as chaotic systems in high school and undergraduate-level curricula, the literature on this topic is scant and has focused mostly on the analysis of mathematical models--and often only on certain populations, such as gifted students. We report in this manuscript an exploratory study involving 16 high school students engaged in a task-based interview. Consistent with the socio-epistemological theory in mathematics education, the task was informed by an analysis of the social practices around the historical development of the study of chaotic phenomena. An analysis of students' descriptions and justifications revealed key features of "comparison" as a mathematical type of practice involved in the study of chaotic behavior, which differs from common school mathematical practices. We conclude with implications relevant to socio-epistemological theory in mathematics education and suggestions to incorporate the study of chaotic phenomena and dynamic systems in formal education.

Quantitative Critical Race Theory (QuantCrit) is a burgeoning field of study seeking to challenge and improve the use of statistical data in social research. It pulls lessons and insights from Critical Race Theory and applies them to understanding social challenges. In this paper, we aim to improve the quality of quantitative research produced by showing examples of how pioneers in this field are effectively enacting QuantCrit. We conducted a systematic review of the literature to include all empirical education studies published since 2010 through 2022. Twenty-seven studies fit the criteria. Our data shows there is room for innovation, experimentation, and exploration. However, the study highlights exemplars of authors who embody QuantCrit principles through their professional and personal positionality statements, cognizance of community, robust racial/ethnic categories, intentionality on not centering whiteness, use of atypical methods, new measurement tools centering Black and Brown students, and innovative interpretations of findings.

The purpose of this scoping review was to identify, review, and map the concept of experiential learning in counselor education. The review provides an overview of the types of studies, the theoretical positioning, definitions, and positionality of experiential learning in counselor education. The study includes an overview of N = 38 studies that met the inclusion criteria. After coding each qualifying study, the resulting data was combined to provide insight into how the literature on experiential learning is situated in the broader field of counselor education. Despite the lack of parity in how experiential learning is defined, there is increasing evidence that the field of counseling education views experiential learning as a signature pedagogy that supports learner self-efficacy and identity as well as a means to complement counseling curricular content.

During the initial wave of the COVID-19 pandemic, 1,930 Canadian teachers were surveyed about their burnout and resilience levels, as well as their job demands and resources. Latent profile analysis revealed that teachers were responding to their experiences in five distinct patterns, or profiles, of burnout or resilience. Survey data were then used to match each profile group with their salient demands and resources. A continuum model of recommendations is offered to support teacher resilience as they navigate and recover from the pandemic.

In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers, as well as follow-up interviews with a representative sub-set of those who took part in the initial round of the survey, to gain perspectives on teaching during the pandemic crisis. We summarize the foundations of the entire study and focus on the analysis and discussion of interview data to provide enhanced understanding of initial survey results. This study presents five lessons from the voices of teachers in the initial stages of COVID-19 in Canadian K-12 schools. Each lesson addresses a reality of teaching that was magnified by the pandemic and is highlighted for future consideration of educators in times of uncertainty and change.

The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: (1) complexity thinking in education, which has recently focused on school system change; and (2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.

Purpose: This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method: A single-subject, multiple-probe design across participants was used to evaluate the effects of the software intervention. Six children with developmental delays were the primary focus for intervention, while six children with typical development participated as peer partners in intervention activities. e-Books were created with the new software feature, in which a child selects a picture from the e-book and the written word is presented dynamically and then spoken out. These e-books were then used in shared reading activities with dyads including a child with a disability and a peer with typical development. Participants engaged in the shared reading activity for an average of 13 sessions over a 6-week time period, an average of 65 min of intervention for each dyad. Results: Participants with disabilities acquired an average of 73% of the words to which they were exposed, a gain of 4.3 words above the baseline average of 1.7 correct responses. The average effect size (Tau-U) was 0.94, evidence of a very large effect. Conclusion: The results provide evidence that the use of e-books with the dynamic text and speech output feature during inclusive shared reading activities can be an effective and socially valid method to develop the single-word reading skills of young children with developmental disabilities.

Just as the adoption of eXtensible Business Reporting Language has standardized the exchange, transmission, and reporting of accounting and financial data, this paper proposes the eXtensible Computing Curriculum Reporting Language as a standard for the exchange, transmission, and reporting of computing curriculum information in hopes of achieving semantic comparability among the descriptions of the computing disciplines. This specificity in the extension of eXtensible Business Reporting Language to the computing disciplines in the form of eXtensible Computing Curriculum Reporting Language acknowledges the nascent and emergent nature of computing and the need to reconcile, semantically, between uses of computing terminology and concepts to achieve clarity. This paper provides a brief background on eXtensible Business Reporting Language and demonstrates how the same concept may be applied in computing curriculum reporting. This paper is related to efforts to support the Computing Curricula 2020 initiative of the Association for Computing Machinery and the Institute of Electrical and Electronics Engineers and represents the ongoing work of the Education Special Interest Group Standing Committee on Curricular Matters.