Browsing by Subject "Professionalization"
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Item Becoming an Expert through the Process of Professionalization: A Case Study of an Adult Basic Education Licensure Program(2018-05) Kreil, JamieThis is a case study of ABE licensure program participants who completed or are actively completing the program as a part of the professionalization process. Program participants were either pre-service (less than one year teaching experience and/or actively looking for a teaching position) or in-service (more than one year teaching experience and already hired). They may also have taken on multiple professional roles before and after program participation, and may have taught a variety of content in a variety of settings. Given this diversity of experience and work settings, research questions addressed what ABE teacher expertise looks like, how it develops through specific licensure program components, and ways in which it can continue to develop after program completion. Findings indicated that experience and time of entry into the program factored into the degree to which participants benefited from specific program components. Implications for program administrators and professional development providers outline how to remain engaged with the field, connect with K-12 practitioners, and prepare teachers on academic and practical levels.Item Defining the Physician's Duty: Medical Professionalization in America and the Politics of Prostitution Reform Activism, 1870s-1910s(2017-10) Luepke, LauraHistorians have identified the late-nineteenth to early-twentieth centuries as a period of intensified professionalization in American medicine, marked by the growth of professional associations and specialization, the development of licensing standards, and efforts to improve medical education. This dissertation intervenes in that literature by moving beyond this focus on institutional structures to instead address how extra-professional intervention shaped professionalization processes. Focusing on physicians’ prostitution reform activism from the 1870s-1910s, this study demonstrates that professionalization was often the product of unplanned actions in unexpected areas of intervention, not of a clear plan with a predetermined direction. As doctors entered prostitution reform, confluences of circumstances and actions beyond physicians’ control generated opportunities that individuals exploited for many reasons besides professionalization, but nonetheless shaped how physicians claimed professional status and identity. This dissertation contends that to understand medical professionalization, it must be situated in its Christian, sexual, and imperial politics because it was at the crossroads of faith, gender, and empire that balances of power between groups of physicians, and with it their ability to shape the trajectory of their profession, could tilt. Prostitution reform activism thus became a key battleground upon which doctors worked collectively for expanded authority and power, even as they engaged in internecine conflicts over professional duty and its areas of social, political, moral, and spiritual purview. Attending to these relations of power reveals women physicians, eccentric male health reformers, military surgeons, venereal specialists, and other assumed-to-be marginal groups playing leading roles in defining the physician’s duty.Item Developing a Professionalism Plan(University of Minnesota, College of Pharmacy, 2013) Grice, Gloria R; Monson, Kacie; Pitlick, Jamie; Chereson, Rasma; Duncan, Wendy; Geslani, Gemma; Kilgore, Kimberly; Patel, Puja B; Pautler, HeatherProfessionalism is a way of being which underlies all the responsibilities of a pharmacist and associated general and professional abilities. The Student Affairs Committee was charged with developing a college-wide professionalism plan to meet the Accreditation Council for Pharmacy Education (ACPE) Standards 15.1 and 23. This plan was developed concurrently with a new curriculum. The plan was developed systematically with the following goals: 1) create a definition of professionalism, 2) determine outcomes of the plan, 3) identify existing components which should be continued and new components to be added, 4) ensure existing and new components are linked to outcomes and 5) develop a continuous assessment process for the plan. The proposed plan consists of curricular, co-curricular and extra-curricular activities designed to help students gain experience in three professionalism pillars: Competence, Connection and Character, as defined by Brown et al in “Taxonomy of Professionalism”. While knowledge and skills will be enhanced, the focus of development will be on student virtues, values and attitudes—that what they do defines who they are. The goal is to help students develop as people and professionals who value the high ideals expected of a pharmacist.Item From nursing sisters to a sisterhood of nurses: German nurses and transnational professionalization, 1836-1918.(2009-08) Soine, Aeleah HeaRanBetween the 1830s and World War I, German nurses engaged in collaborative efforts with American and British nurses for the purpose of transforming their work into a respectable profession for women. This dissertation reasserts the importance of German nurses in the development of a profession, not only because they were actively involved in the movement, but also because many transnationally-influential nursing ideologies and organizational models originated in Germany. Through archived collections of personal letters, organizational records and publications, government transcripts, and speeches by German nurses, my project brings together artificially-separated national nursing traditions at key moments in their shared history of nursing professionalization. As such, the writings and activities of these German women offer illuminating evidence of the historical intersections among professional class formation, gender relations, and organizational development as they occurred simultaneously on a local, national, and transnational scale.Item Professionalization of Program Evaluation: A Comparative Mixed Methods Case Study of Canada and the United States(2020-06) Ayoo, SandraProfessionalization of evaluation means different things to different people across the globe. This study explored the professionalization of program evaluation in Canada and the United States of America (US) using sociological models of professionalism as the guiding framework for assessing the level of maturity of program evaluation as a field of professional practice. Five concepts identified by the model were used to develop a professionalism assessment tool for program evaluators (PAToPE) to measure the behavioral attributes of professionalism: professional autonomy, expertise, ethical dispositions, innovation and research, and credentialing. Data for the study were collected using a sequential mixed-methods approach starting with interviews of 27 evaluators and a test of the measurement instrument in an online survey to a random sample of 1,000 American Evaluation Association (AEA) members and 573 Canadian Evaluation Society (CES) members from the 2017 membership directory. The results of the study suggest that credentialing is the major difference between Canada and the US and that Canada is perceived to be more advanced in the professionalization of evaluation than the US. The empirical information also suggests that program evaluators demonstrate professionalism differently by country, place of work, gender, credentialed evaluator status, level of skills, level of education, age, and years of evaluation practice. The study concludes with implications and recommendations for professional associations, evaluation practice, and future studies.