Trans-disciplinary Collaboration to Enhance Coastal Resilience: Envisioning a National Community Modeling Initiative

This section presents a synthesis of the major outcomes from the coastal resilience workshops. This paper is based on the presentations and discussions that have been guided by the Chair and numerous stakeholders such as university researchers, Non Governmental Organizations, and federal, state, and local governments. SURA’s workshop series promotes collaboration and fully-integrated processes, and it should be noted that the actual workshop is only a first step; the follow-up work is likely to continue for years. The major results from this workshop relate to the development of trans-disciplinary approaches that help a community to bounce back after hazardous events such as hurricanes, coastal storms, and flooding – rather than simply rebuilding in the aftermath. The workshops have included participants from academia, industry, and government. They provide opportunity to share coastal resilience research and projects focused on helping the community to rebound quickly from climate and extreme weather related events, including sea level rise. The purpose of the paper is to showcase how social and natural scientists can collaborate to reduce the negative human health, environmental, and economic effects of coastal hazards

Trans-disciplinary Collaboration to Enhance Coastal Resilience: Envisioning a National Community Modeling Initiative

This section presents a synthesis of the major outcomes from the coastal resilience workshops. This paper is based on the presentations and discussions that have been guided by the Chair and numerous stakeholders such as university researchers, Non Governmental Organizations, and federal, state, and local governments. SURA’s workshop series promotes collaboration and fully-integrated processes, and it should be noted that the actual workshop is only a first step; the follow-up work is likely to continue for years. The major results from this workshop relate to the development of trans-disciplinary approaches that help a community to bounce back after hazardous events such as hurricanes, coastal storms, and flooding – rather than simply rebuilding in the aftermath. The workshops have included participants from academia, industry, and government. They provide opportunity to share coastal resilience research and projects focused on helping the community to rebound quickly from climate and extreme weather related events, including sea level rise. The purpose of the paper is to showcase how social and natural scientists can collaborate to reduce the negative human health, environmental, and economic effects of coastal hazards

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education

Instructional Models for Course-Based Research Experience (CRE) Teaching

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching

Delayed colorectal cancer care during covid-19 pandemic (decor-19). Global perspective from an international survey

Background The widespread nature of coronavirus disease 2019 (COVID-19) has been unprecedented. We sought to analyze its global impact with a survey on colorectal cancer (CRC) care during the pandemic. Methods The impact of COVID-19 on preoperative assessment, elective surgery, and postoperative management of CRC patients was explored by a 35-item survey, which was distributed worldwide to members of surgical societies with an interest in CRC care. Respondents were divided into two comparator groups: 1) ‘delay’ group: CRC care affected by the pandemic; 2) ‘no delay’ group: unaltered CRC practice. Results A total of 1,051 respondents from 84 countries completed the survey. No substantial differences in demographics were found between the ‘delay’ (745, 70.9%) and ‘no delay’ (306, 29.1%) groups. Suspension of multidisciplinary team meetings, staff members quarantined or relocated to COVID-19 units, units fully dedicated to COVID-19 care, personal protective equipment not readily available were factors significantly associated to delays in endoscopy, radiology, surgery, histopathology and prolonged chemoradiation therapy-to-surgery intervals. In the ‘delay’ group, 48.9% of respondents reported a change in the initial surgical plan and 26.3% reported a shift from elective to urgent operations. Recovery of CRC care was associated with the status of the outbreak. Practicing in COVID-free units, no change in operative slots and staff members not relocated to COVID-19 units were statistically associated with unaltered CRC care in the ‘no delay’ group, while the geographical distribution was not. Conclusions Global changes in diagnostic and therapeutic CRC practices were evident. Changes were associated with differences in health-care delivery systems, hospital’s preparedness, resources availability, and local COVID-19 prevalence rather than geographical factors. Strategic planning is required to optimize CRC care