scholarly journals Lessons Learned: Teaching In-Person During the COVID-19 Pandemic

2021 ◽  
Vol 6 ◽  
Author(s):  
Alvin Tran ◽  
Robin L. Kerkstra ◽  
Sarah Logan Gardocki ◽  
Savannah C. Papuga
Keyword(s):  
Learning Environments ◽  
Emotional State ◽  
Health Sciences ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
Campus Community ◽  
New Haven ◽  
Innovative Strategies ◽  
Starting Point ◽  
The University

For the Fall 2020 semester, the University of New Haven (UNewHaven) joined over a third of colleges and universities across the country in offering in-person courses and reopening its campus. Allowing the campus community to safely return was a challenging endeavor, particularly for those at the University’s School of Health Sciences, which offers both non-clinical and clinical courses. In order to create learning environments that adhered to continuously-changing guidelines, our team at the School of Health Sciences was forced to develop and implement innovative strategies. In this article, we share our experiences in fulfilling our roles as faculty, staff, and students at a School of Health Sciences offering in-person, non-clinical and clinical courses during the COVID-19 pandemic. We reflect upon our challenges and share the lessons learned, which we hope will serve as guidance for our collective community in higher education, including those working within schools of public health and health sciences. Our lessons learned are presented in following three themes: 1) preparation for in-person classes; 2) the emotional state of faculty, staff, and students; and 3) innovative practices. Should colleges and universities ever find themselves in similar, yet unprecedented times, our lessons and recommendations may serve as a starting point to assist them in navigating through such tumultuous moments.

scholarly journals Library Impact Practice Brief: Supporting Bibliometric Data Needs at Academic Institutions

2020 ◽  
Author(s):  
Shannon Gordon ◽  
Alison Hitchens
Keyword(s):  
Service Providers ◽  
Lessons Learned ◽  
Data Sources ◽  
Campus Community ◽  
Bibliometric Data ◽  
Institutional Level ◽  
Research Libraries ◽  
Library Impact ◽  
The University ◽  
Impact Framework

This practice brief presents research conducted by staff at the University of Waterloo Library as part of the library’s participation in ARL’s Research Library Impact Framework initiative. The research addressed the question, “How can research libraries support their campus community in accessing needed bibliometric data for institutional-level purposes?” The brief explores: service background, partners, service providers and users, how bibliometric data are used, data sources, key lessons learned, and recommended resources.

Concept Diagramming Software for Engineering Design Support: A Review and Synthesis of Studies

2009 ◽  
Author(s):  
Nathan L. Eng ◽  
Rob H. Bracewell ◽  
P. John Clarkson
Keyword(s):  
Engineering Design ◽  
Design Thinking ◽  
Lessons Learned ◽  
Future Research ◽  
Engineering Practice ◽  
Levels Of Abstraction ◽  
University Of Cambridge ◽  
Starting Point ◽  
Software Interfaces ◽  
The University

Engineering design thinking combines concepts from heterogeneous sources like personal experience, colleagues, digital and hardcopy media. Despite this challenge, modes of thinking across levels of abstraction through multi-dimensional (spatial) representations are widely neglected in digital support systems. This paper aims to summarize lessons learned through years of experience with software tools that augment this visio-spatial conceptual thinking. This work cuts across disciplines to provide a needed, coherent starting point for other researchers to examine complex outstanding issues on a class of promising support tools which have yet to gain widespread popularity. Three studies are used to provide specific examples across design phases, from conceptual design to embodiment. Each study also focuses on an exemplar of diagrammatic software: the University of Cambridge Design Rationale editor (DRed), the Institute for Human Machine Cognition’s (IHMC) CmapTools and the Open University’s Compendium hypermedia tool. This synthesis reiterates how hypermedia diagrams provide many unique, valuable functions while indicating important practical boundaries and limitations. Future research proposed includes: a need to build more diagrammatic literacy into engineering practice, the need for more detailed studies with experts in industry and specific directions for refining the hypermedia diagram software interfaces.

scholarly journals Lesson for the Wolf by R. & S. Qitsualik-Tinsley

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Sandy Campbell
Keyword(s):  
Elementary School ◽  
School Libraries ◽  
Health Sciences ◽  
The Arctic ◽  
University Of Alberta ◽  
Starting Point ◽  
Face Length ◽  
Good Starting Point ◽  
The University

Qitsualik-Tinsley, Rachel and Sean Qitsualik-Tinsley.  Lesson for the Wolf.  Illus. Alan Cook. Iqaluit, NU:  Inhabit Media, 2015. Print.The writing duo of Rachel and Sean Qitsualik-Tinsley are back with a story about being comfortable in your own skin, literally.  The wolf in this story is not happy to be a wolf, so with the help of “the magic of the land”, he acquires owl’s feathers, the wolverine’s tail and the caribou’s antlers.  But he cannot fly like the owl or eat lichen like the caribou and he is too different from the wolves, so he becomes sad, lonely and starves.  Eventually he learns the beauty of being himself and the magic of the land restores him.  The story is a lovely Arctic fable on the lesson of being true to one’s self. Alan Cook’s paintings capture the wildness of the Arctic, with sweeping brush-strokes and suggestions of distant landscapes.  The animals are all cartoon-like creatures, sometimes verging on caricature.  Both the wolves and the caribou are drawn with over-accentuated face length and extreme thinness of the abdomen. Children who are struggling to be satisfied with and confident in their identities may be able to identify with the wolf.  This book would be a good starting point for discussion.  Highly recommended for elementary school libraries and public libraries.Highly recommended:  4 stars out of 4Reviewer:  Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines.  Sandy thinks that sharing books with children is one of the greatest gifts anyone can give. 

Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic

2021 ◽  
Author(s):  
Keyword(s):  
West Indies ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
Tertiary Institutions ◽  
Payment Schemes ◽  
The Caribbean ◽  
The University ◽  
The Impact

The COVID-19 pandemic forced the closure of schools across the Caribbean, including tertiary institutions. Colleges and universities turned to digital solutions and modified their pedagogy in order to sustain continuity of learning. Other adaptations like flexible payment schemes were made to allow students to stay enrolled. The University of West Indies CCEP and CLRI and the IDB co-hosted a conversation titled “Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic,” which sought to explore how tertiary institutions were coping with the impact of the COVID-19 pandemic. The conversation focused on the most prominent challenges and what measures the institutions had taken to deal with them, what they felt they had done well in adapting, and how sustainable they deemed those measures in supporting their operations in the medium to long term. A follow-up meeting was held with several students from UWI to further explore how they had been impacted. This publication shares the responses to these questions, offers lessons learned and outlines next steps for the Caribbean Tertiary Institutions and the IDB.

Translating and Networking in Virtual Learning Environments

2018 ◽  
pp. 243-267
Author(s):  
Gunta Ločmele
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Lessons Learned ◽  
Virtual Learning Environments ◽  
Virtual Networks ◽  
Community Based ◽  
The University ◽  
Changing World

The chapter describes the experience of three projects carried out at the University of Latvia and their contribution to developing student skills for working in virtual networks. The research is carried out against the background of the rise of a community-based model in translation and increased involvement of virtual networks of translators in solving translation problems and the discussion of broader issues of the profession. The chapter describes the three projects, provides the approach and rationale for their development, dwells on problems faced in the projects and their solutions, as well as shares the lessons learned and recommendations for those who are interested in similar projects. As translation plays an important role for the development of society, acquiring skills for working in virtual translation projects is a key for translators to continue being masters of their profession in a changing world.

scholarly journals Beyond traditional library spaces: the practicalities of closing hospital libraries and opening a virtual library

2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Carol Cooke
Keyword(s):  
Health Centre ◽  
Health Sciences ◽  
Lessons Learned ◽  
Virtual Library ◽  
Regional Health ◽  
University Of Manitoba ◽  
Manitoba Health ◽  
Winnipeg Regional Health Authority ◽  
The University ◽  
The City

The formation of the University of Manitoba Health Sciences Libraries (UMHSL) was the result of signing consecutive agreements over a period of 24 years between the University of Manitoba (UM) and Winnipeg area hospitals, now collectively known as the Winnipeg Regional Health Authority (WRHA). In 2017, the UMHSL included the UM's Neil John Maclean Health Sciences Library (NJMHSL) and eight hospital and health centre libraries located in the city of Winnipeg. In 2018, all the hospital and health centre libraries closed and the UML opened the rebranded WRHA Virtual Library. This article describes the complications and lessons learned while closing the hospital libraries and opening a virtual library service to a distributed health care system with diverse clinical and educational needs.

scholarly journals Building a University-wide Agenda for Intercultural Competence and Understanding: 
Lessons Learned at the University of Minnesota

2018 ◽  
Vol 29 (1) ◽  
Author(s):  
Andrew Furco ◽  
Kris Lockhart
Keyword(s):  
Higher Education ◽  
Intercultural Competence ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
University Of Minnesota ◽  
Intercultural Understanding ◽  
Comprehensive Plan ◽  
Foundational Work ◽  
The University ◽  
Different Parts

Furthering intercultural competence in higher education requires colleges and universities to establish an intentional, mission driven strategic plan that embeds intercultural understanding and practice across the institution’s work. To secure broad-based buy-in and support, this plan needs to consider the various ways that different units within the academy define, interpret, and view intercultural work. For large, complex and multi-faceted colleges and universities, building this plan can prove daunting as different parts of the institution will ascribe different meanings, purposes, and intentions to intercultural advancement.In this paper, administrators from the University of Minnesota, who represent units that are highly engaged in intercultural competence work, share some of their struggles and lessons learned in their effort to build a comprehensive, campus-wide strategy to grow intercultural advancement. The administrators initiated this campus-wide strategic work following their participation in an international conference focused on intercultural competence. Since that time, they have developed recommendations for the foundational work required to establish a common university-wide framework and comprehensive plan for institutional intercultural advancement.

scholarly journals Sustainable collaboration: a method to integrate discipline-sensitive information literacy modules at program levels

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Karin Süld ◽  
Eli Bytoft-Nyaas
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Information Science ◽  
Lessons Learned ◽  
Basic Knowledge ◽  
Sensitive Information ◽  
Professional Career ◽  
University Departments ◽  
Starting Point ◽  
The University

The Borås Model, a model on how the library and the university departments can collaborate to facilitate development of information literacy (IL) among students, is the outcome of a project run by the Library and Learning Resources and the School of Library and Information Science at the University of Borås. The model is a top-down-model and the Rector of the University of Borås in early 2009 made a decision that it should be implemented in all programs at the university. Thereby the senior administrators were given the responsibility to promote and facilitate sustainable collaboration between the university departments and the library to develop embedded IL modules through the curriculum. The overall analysis and planning to identify where IL modules should be integrated in a program is a responsibility shared by the director of studies and the teaching librarian. Course coordinators, teachers and the teaching librarian collaborate on writing learning outcomes for the actual IL module, decide the content, assignments and the overall design of the IL module. The implementation of the model is still in it’s cradle. There will surely be obstacles to overcome along the road as the model unfolds and it will surely take some time for everything to fall into place. But the goal is clear: to design embedded discipline sensitive IL modules to support the students’ development of information literacy, both for their needs as students but equally important to prepare them for their professional career. As a starting point for the implementation of the model the teaching librarians discussed what should be classified as basic knowledge and what should be classified as advanced knowledge in terms of information literacy. The discussions resulted in guidelines for the creation of IL modules with an emphasis of progression throughout the whole programs, but the guidelines are general enough to allow for adaptation to the specific needs of individual programs and the students’ various future professions. What was achieved during this first year reveals that the IL modules must indeed be allowed to differ in number and size as well as in content for the different programs. The presentation will give a few examples that will illustrate how learning outcomes can vary between different programs, and how the university’s learning management systems (LMS) is used for assignments and assessment. Finally it will present some lessons learned.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

scholarly journals Evaluation and Lessons Learned from a Campus as a Living Lab Program to Promote Sustainable Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 1739
Author(s):  
Paul Save ◽  
Belgin Terim Cavka ◽  
Thomas Froese
Keyword(s):  
Learning Curve ◽  
Business Process ◽  
Lessons Learned ◽  
Process Models ◽  
Sustainable Practices ◽  
Business Process Models ◽  
District Energy ◽  
University Of British Columbia ◽  
Living Lab ◽  
The University

Any group that creates challenging goals also requires a strategy to achieve them and a process to review and improve this strategy over time. The University of British Columbia (UBC) set ambitious campus sustainability goals, including a reduction in its greenhouse gas emissions to 33% below the 2007 level by 2015, and 100% by 2050 (UBC, 2006). The University pursued these goals through a number of specific projects (such as major district energy upgrade and a bioenergy facility) and, more generally, through a “Campus as a Living Lab” (CLL) initiative to marry industry, campus operations, and research to drive innovative solutions. The CLL program has achieved significant successes while also demonstrating many opportunities for improvements and lessons learned. The aim of this study was to examine the UBC CLL program, to identify and formalize its operations, to extract key transferable characteristics, and to propose replicable processes that other universities and municipalities can follow to expand their sustainable practices in similar ways. There was a learning curve with implementing a CLL program at UBC; thus, the goal of this study was to potentially shorten this learning curve for others. The research involved an ethnographic approach in which researchers participated in the CLL process, conducted qualitative analysis, and captured the processes through a series of business process models. The research findings are shared in two parts: 1. generalized lessons learned through key transferrable characteristics; 2. a series of generic organizational charts and business process models (BPMs) culminated with learned strategies through defined processes that illustrate what was required to create a CLL program at UBC. A generalized future improvement plan for UBC CLL programs is defined, generic BPMs about CLL projects are evaluated, and the level of engagement of multiple stakeholders through phases of project life cycle given in the conclusion for future use of other Living Lab organizations.

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