Practising Student Voice in University Teaching and Learning: Three Anchoring Principles

In this invited commentary, we offer three principles to anchor understanding of student voice in university teaching and learning. Encompassing related concepts and practices, the principles we offer support a shift in (1) attitude toward, (2) structures for, and (3) goals of teaching and learning. In our introduction, we provide a short history of the concept of student voice and our reason for using the notion of anchoring to argue for embracing its practice. In the main body of our commentary, we share expanded reflections on what each of the three principles might look like in practice, grounded in examples and selected scholarship. We conclude with an invitation to continued dialogue about this work

Writing Scholarship of Teaching and Learning articles for peer-reviewed journals

There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for journals focused on the Scholarship of Teaching and Learning (SoTL). One of the challenges of beginning to write about teaching and learning is that most scholars have become interested in exploring these issues in higher education alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres, as well. Hence, for many, as they write about their projects, they are simultaneously forging their identities as scholars of teaching and learning. We discuss the process of producing four types of SoTL-focused writing for peer-reviewed journals: empirical research articles, conceptual articles, reflective essays, and opinion pieces. Our goal is to support both new and experienced scholars of teaching and teaching— faculty/academics, professional staff, and students—as they nurture and further develop their voices and their identities as scholars of teaching and learning and strive to contribute to the enhancement of learning and teaching in higher education. We pose three related sets of overarching questions for consideration when writing about teaching and learning for peer-reviewed journals and offer heuristic frameworks for publishing in the four specific writing genres listed above. We also discuss how to get started with writing, preparing to submit, and responding to reviewers, focusing on the importance of contributing to and creating scholarly conversations about teaching and learning. Finally, using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of scholars of teaching and learning and their sense of belonging within the SoTL discourse community

An analysis of a highly compounded two-stroke-cycle compression-ignition engine

Presents an analysis of a compound engine operating with manifold pressures ranging from 60 to 110 lb/sq in. absolute. The effects of engine limits (peak cylinder pressure and turbine-inlet temperature) and component efficiency are discussed. A range analysis is used to evaluate the merit of the engine. The analysis indicates that specific-fuel-consumption values of 0.32 lb/bhp-hr and specific weights of 0.8 lb/bhp are obtainable at high manifold pressures

Global report on preterm birth and stillbirth (5 of 7): advocacy barriers and opportunities

<p>Abstract</p> <p>Background</p> <p>Efforts to achieve the Millennium Development Goals (MDGs) to improve maternal and child health can be accelerated by addressing preterm birth and stillbirth. However, most global health stakeholders are unaware of the inextricable connections of these adverse pregnancy outcomes to maternal, newborn and child health (MNCH). Improved visibility of preterm births and stillbirths will help fuel investments and strengthen commitments in the discovery, development and delivery of low-cost solutions globally. This article addresses potential barriers and opportunities to increasing global awareness and understanding.</p> <p>Methods</p> <p>Qualitative research was conducted to analyze current knowledge, attitudes and commitments toward preterm birth and stillbirth; identify advocacy challenges; and learn more about examples of programs that successfully advocate for research and appropriate interventions. Forty-one individuals from 14 countries on six continents were interviewed. They included maternal, newborn, and child health advocates and implementers, United Nations agency representatives, policymakers, researchers, and private and government donors.</p> <p>Results</p> <p>A common recognition of three advocacy challenges with regard to preterm birth and stillbirth emerged from these interviews: (1) lack of data about the magnitude and impact; (2) lack of awareness and understanding; and (3) lack of low-cost, effective and scalable interventions. Participants also identified advocacy opportunities. The first of these opportunities involves linking preterm birth and stillbirth to the MDGs, adding these outcomes to broader global health discussions and advocacy efforts, and presenting a united voice among advocates in the context of broader MNCH issues when addressing preterm birth and stillbirth. Another key opportunity is putting a human face to these tragedies—such as a parent who can speak to the personal impact on the family. Lastly, several interviewees suggested identifying and engaging champions to garner additional visibility and strengthen efforts. Ideal champions will work collaboratively with these and other maternal, newborn and child health issues. Conclusion: Advocacy efforts to add preterm births and stillbirths to broader MNCH goals, such as the MDGs, and to identify champions for these issues, will accelerate interdisciplinary efforts to reduce these adverse outcomes. The next article in this report presents an overview of related ethical considerations.</p

Facilitation of the Estuary/Ocean Subgroup and the Expert Regional Technical Group, Fiscal Year 2013 Annual Report

This project covers facilitation of the Estuary/Ocean Subgroup (EOS) for federal research, monitoring, and evaluation (RME) and the Expert Regional Technical Group (ERTG) for estuary habitat restoration. The EOS is part of the research, monitoring, and evaluation effort that the Action Agencies (Bonneville Power Administration [BPA], U.S. Army Corps of Engineers [Corps], U.S. Bureau of Reclamation) developed in response to obligations arising from the Endangered Species Act as applied to operation of the Federal Columbia River Power System (FCRPS). The EOS is tasked by National Marine Fisheries Service (NMFS) and the Action Agencies (AAs) to design and coordinate implementation of the federal RME plan for the lower Columbia River and estuary, including the river’s plume in the ocean. Initiated in 2002, the EOS is composed of members from BPA, the Corps, NMFS, and Pacific Northwest National Laboratory’s (PNNL’s) Marine Sciences Laboratory, and other agencies as necessary

Students as co-creators of teaching approaches, course design and curricula: implications for academic developers

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning

Survey of Pediatric Critical Care Fellows on Postresuscitation Debriefing

PURPOSE: Current guidelines recommend debriefing following medical resuscitations to improve patient outcomes. The goal of this study was to describe national trends in postresuscitation debriefing practices among pediatric critical care medicine (PCCM) fellows to identify potential gaps in fellow education. METHODS: A 13-item survey was distributed to fellows in all 76 ACGME-accredited PCCM programs in the United States in the spring of 2021. The online survey addressed frequency and timing of debriefings following medical resuscitations, whether formal training is provided, which medical professionals are present, and providers\u27 comfort level leading a debriefing. Results were analyzed using descriptive statistics. RESULTS: A total of 102 responses (out of a possible N of 536) were gathered from current PCCM fellows. All fellows (100%) reported participation in a medical resuscitation. Only 21% stated that debriefings occurred after every resuscitation event, and 44% did not follow a structured protocol for debriefing. While 66% reported feeling very or somewhat comfortable leading the debriefing, 19% felt either somewhat uncomfortable or very uncomfortable. A vast majority (92%) of participating fellows believed that debriefing would be helpful in improving team member performance during future resuscitations, and 92% expressed interest in learning more about debriefing. CONCLUSIONS: The majority of PCCM fellows do not receive formal training on how to lead a debriefing. Given that 74% of fellows in our study did not feel very comfortable leading a debriefing but almost universally expressed that this practice is useful for provider well-being and performance, there is a clear need for increased incorporation of debriefing training into PCCM curricula across the United States