Open Access Journals at IU Indianapolis
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A Functional Musicianship Assessment System for Internship-Ready Music Therapy Students
No full textIn light of the AMTA Commission’s (2024) recommendations for increased consistency among music therapy training, we were driven to share functional musicianship assessment processes from one undergraduate music therapy program. We utilize the Transparency in Teaching and Learning (TILT) Framework (Winklemes et al., 2019) to support accessibility of clinical musicianship skill development for first-generation college students, transfer students, and students who do not have western classical music backgrounds. Specific resources are provided for music therapy educators, including our 66-item Functional Music Skills Checklist (FMSC) and grading rubric, which were highlighted as strengths of our program in our recent National Association of Schools of Music review. We speak to the development and continued refinement of the FMSC and related processes, as well as areas for future improvement. We hope these resources will provide concrete inspiration for other music therapy faculty looking to renovate their programs’ clinical musicianship assessments
Devils and Dinner Tables: Inherited Medieval Etiquette on Frederick Douglass\u27s Slave Plantation
No full textA Renewed Sense of Hope: Career Exploration for Students on Academic Probation
No full textAcademic recovery programs and career exploration are often presented as mutually exclusive interventions. This study explores their intersection through the design and implementation of a credit-bearing career exploration course for students on academic probation at a public four-year university. Data collected from interviews and student artifacts suggest that career exploration contributed to sustained hope and optimism and an increase in positive self-talk. Additionally, participants demonstrated improved grade point averages (GPAs) and higher retention rates compared to peers. Results suggest that career planning enhances career self-efficacy and the success of students in the midst of academic recovery
Empowering Employability: Enhancing Career Search Self-Efficacy Through a Required Professional Development Course
No full textCareer search self-efficacy (CSSE) is pivotal for undergraduate business students’ career readiness and employment prospects. This article examines the impact of a required career development course at a business school in the eastern U.S., highlighting CSSE improvements among a diverse student cohort in a resource-limited setting. Using the Career Search Efficacy Scale (CSES), the study measures skills in networking, job-searching, personal exploration, and interviewing. Findings from over 800 students across three years demonstrate enhanced CSSE, affirming the course\u27s success. The article offers a scalable strategy for ensuring equitable access to career development, fostering competencies that lead to positive career outcomes for diverse students
The Double-Edged Sword of AI in Career Development for GenZ and Future Generations
No full textThis article explores the implications of Generation Z (Gen Z) and future generations using Generative AI tools in their career searches, highlighting how these tools can benefit and harm job seekers. We critically analyze the advantages and pitfalls of Generative AI, focusing on issues such as voice, bias, industry trends, privacy, personal development, and decision-making. By understanding these dynamics and providing assessment strategies, we aim to off er actionable recommendations to better equip career educators and job seekers to thrive in a rapidly changing job market and prepare for the future of work
Increasing Social and Cultural Capital Through Internships
No full textUtilizing graduate employability capitals, this article tests an internship program designed to eliminate barriers to access internships and to build college students’ social and cultural capital. The primary components of the program were: 1) financial support, 2) social and cultural capital resources provided by the college and the employer, 3) institutional support during the intern-site matching process, and 4) support to build graduate employability capitals throughout the internship. The program increased students’ social and cultural capital and created a model to improve how colleges share institutional resources with students to improve students’ social mobility
Frederick Douglass, Benjamin Harrison, and Accepting the Outcome of the Election of 1892
No full textEditors\u27 Note
No full textGuest Editors, Kimberly Yousey-Elsener and Lisa Mann introduce the second issue of JSAIII\u27s special series on Career Preparation and Outcomes