How the COVID-19 Pandemic Changed Chemistry Instruction at a Large Public University in the Midwest: Challenges Met, (Some) Obstacles Overcome, and Lessons Learned

This article documents the development and implementation of a new staff pay system for a large, comprehensive, public university. It discusses decisions that were made, alternatives chosen, important process issues and outcomes, as a guide to administrators and human resource staff into what can be expected as new job structures, pay and performance management systems are developed. The authors review program successes and remaining challenges from the perspective of 10 years after system implementation.

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Educating Principled Citizens: A Small Private College Advances Its Long-Standing Mission Via Lessons Learned From a New Values Initiative at a Large Public University

Journal of College and Character ◽

10.2202/1940-1639.1147 ◽

2006 ◽

Vol 8 (1) ◽

Author(s):

Eileen Sullivan ◽

Brandy Cunningham

Keyword(s):

Public University ◽

Private College ◽

Lessons Learned

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An Autoethnographic Study of Interprofessional Education Partnerships

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2017v7n1a262 ◽

2018 ◽

Vol 7 (1) ◽

Author(s):

Samantha Hurst ◽

Karen A. Macauley ◽

Linda Awdishu ◽

Kathleen M Sweeney ◽

Sophie S Hutchins ◽

...

Keyword(s):

Interprofessional Education ◽

Large Scale ◽

Opportunity To Learn ◽

Public University ◽

Shared Vision ◽

Lessons Learned ◽

Faculty Members ◽

Joint Effort ◽

Hands On ◽

Returns On Investment

Background: Thiis qualitative longitudinal study describes an Interprofessional Education (IPE) collaboration between a public university with medical and pharmacy schools and a private, non-affiliated university with a nursing school. The study explores the dynamics of the IPE partnership and lessons learned over a three-year period in which members of the collaborative directed three IPE simulations.Methods and Findings: An autoethnographic inquiry technique was used to interview eight collaborators who designed and implemented a large-scale IPE simulation for approximately 300 students and 100 faculty members annually for three years. Two, 90-minute group narrative interviews were conducted and audio recorded for transcription and analysis. Five themes emerged: Natural Collaboration, Shared Vision and Commitment, Integrations and Synergy, All Hands on Deck, and Lasting Foundations. Collaborators agreed the joint effort was a positive experience with multidimensional returns on investment. They applied teamwork competencies to build the partnership, develop the IPE simulation, and overcome implementation challenges.Conclusions: Thiis article provides readers with the opportunity to learn from those who have been intimately involved in the design and implementation of a large-scale IPE collaboration to enhance the shared learning process for health students and faculty. Findings highlight the complexity of building an IPE collaborative and the necessity to build partnerships with facilitators committed to communication.

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Leading a Public University: Lessons Learned in Choosing the Possibility of Quantum Results rather than Incremental Improvement

Public Administration Review ◽

10.1111/j.1540-6210.2004.00381.x ◽

2004 ◽

Vol 64 (3) ◽

pp. 372-377 ◽

Cited By ~ 3

Author(s):

Martha W. Gilliland

Keyword(s):

Public University ◽

Lessons Learned ◽

Incremental Improvement

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Intervention Strategies and Lessons Learned From a Student-Led Initiative to Support Lactating Women in the University Setting

Health Promotion Practice ◽

10.1177/15248399211004283 ◽

2021 ◽

pp. 152483992110042

Author(s):

Emily Bell ◽

Cristina Hunter ◽

Trista Benitez ◽

Jasmine Uysal ◽

Carey Walovich ◽

...

Keyword(s):

Infant Health ◽

Public University ◽

Lessons Learned ◽

Return To School ◽

Lactating Women ◽

Student Mothers ◽

Breastfeeding Education ◽

Mothers Of Color ◽

The University ◽

University Setting

The benefits of breastfeeding for mother and baby are strongly supported by research. However, lactating parents who return to school or work soon after delivery face many barriers to continued breastfeeding. This article presents a student-led initiative to support lactation at a large public university that emerged from advocacy efforts of student mothers of color. The socioecological model was used as a framework to understand and address the multifaceted influences on breastfeeding practices. Project activities included providing breastfeeding education to lactating parents and their partners, measuring availability and accessibility of lactation spaces, improving lactation spaces, connecting university stakeholders, and strengthening university lactation policies. The project achieved the following outcomes: formation of a stakeholder group with members across campus departments, improvement in accessibility and appropriateness of lactation spaces, provision of breastfeeding services through workshops and one-on-one appointments with lactation educators, and creation and dissemination of an online toolkit outlining parents’ lactation rights and support available on campus. Comprehensive lactation support at universities is essential to enhance educational and professional equity for women and to promote postpartum and infant health. Throughout the project implementation, the team learned many lessons that can help guide similar university initiatives.

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An Assessment Program for Accounting: Design, Implementation, and Reflection

Issues in Accounting Education ◽

10.2308/iace.2000.15.4.553 ◽

2000 ◽

Vol 15 (4) ◽

pp. 553-581 ◽

Cited By ~ 25

Author(s):

Bonnie P. Stivers ◽

Jane E. Campbell ◽

Heather M. Hermanson

Keyword(s):

Standardized Tests ◽

Program Development ◽

Public University ◽

Lessons Learned ◽

Assessment Process ◽

Full Description ◽

Source Information ◽

Practical Advice ◽

Assessment Program ◽

Specific Source

This paper describes an assessment program for the undergraduate accounting degree program at a large, public university and highlights lessons learned in the application of this program. Faculty developed this program and have implemented assessment activities each year since 1993. Prior research has examined different aspects of designing and implementing accounting assessment programs. This paper adds to the literature by offering in-depth, practical advice regarding implementation issues and by providing specific source information for several standardized tests and tools. This program and the lessons learned in implementing it should be of use to faculty who are in the early stages of assessment-program development. This paper presents an overview of the assessment process, a full description of our assessment program, details of assessment methods, examples of the utilization of assessment results, and a recapitulation of lessons learned.

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Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00092 ◽

2020 ◽

Vol 5 (1) ◽

pp. 88-96

Author(s):

Mary R. T. Kennedy

Keyword(s):

College Students ◽

Traumatic Brain Injury ◽

Brain Injury ◽

Sense Of Self ◽

Scientific Evidence ◽

Sudden Onset ◽

Lessons Learned ◽

Speech Language Pathologists ◽

The Brain ◽

Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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