The Rising Engineering Education Faculty Experience (REEFE): Preparing Junior Colleagues

Despite the importance of professional development, for most graduate students as up-and coming faculty members professional development is informal at best. Graduate programs often emphasize gaining technical knowledge, skills, and abilities through courses and research projects, but provide less opportunity for future faculty members to gain experience with teaching, service, communication, assessment, proposal writing, etc. To provide this experience, we developed the Rising Engineering Education Faculty Experience (REEFE). Founded on theoretical and practical models of graduate student development, REEFE is an innovative faculty apprenticeship program for engineering education graduate students that places students in visiting faculty member positions at host schools. This paper describes the foundations of REEFE and the program itself. We also offer lessons learned from the host school, sending school, and participants based on prior REEFE implementations. We hope our learnings prompt discussions regarding how to effectively prepare future engineering education facult

Chapter 8- Creating Adaptable Courses: A Course Design Approach that Accommodates Flexible Delivery

In early 2020, educators and students around the world endured lapses in quality of educational experiences due to the disruption caused by COVID-19. In return for these lapses, students continued their programs of study within previously established timelines, and educators balanced helping students achieve learning objectives while keeping a manageable workload. Moving forward, students will expect educators and their institutions to deliver high-quality education when disruptions occur, like natural disasters, facilities emergencies, or supply chain disturbances. This expectation will extend to all modes of delivery. We assert that training educators to build adaptable courses that provide them and their students with flexibility allows future disturbances to be managed with reduced stress for all stakeholders, while maintaining the quality of the educational experience

Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction

Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction

Abstracts from the NIHR INVOLVE Conference 2017

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Time to endoscopy for acute upper gastrointestinal bleeding: results from a prospective multicentre trainee-led audit

Background: Endoscopy within 24 hours of admission (early endoscopy) is a quality standard in acute upper gastrointestinal bleeding (AUGIB). We aimed to audit time to endoscopy outcomes and identify factors affecting delayed endoscopy (>24h of admission).Methods: This prospective multicentre audit enrolled patients admitted with AUGIB who underwent inpatient endoscopy between Nov-Dec 2017. Analyses were performed to identify factorsassociated with delayed endoscopy, and to compare patient outcomes, including length of stay and mortality rates, between early and delayed endoscopy groups.Results: Across 348 patients from 20 centres, the median time to endoscopy was 21.2h (IQR 12.0- 35.7), comprising median admission to referral and referral to endoscopy times of 8.1h (IQR 3.7- 18.1) and 6.7h (IQR 3.0-23.1) respectively. Early endoscopy was achieved in 58.9%, although this varied by centre (range: 31.0% - 87.5%, p=0.002). On multivariable analysis, lower Glasgow-Blatchford score, delayed referral, admissions between 7am-7pm or via the Emergency Department were independent predictors of delayed endoscopy. Early endoscopy was associated with reduced length of stay (median difference 1d; p= 0.004), but not 30-day mortality (p=0.344).Conclusions: The majority of centres did not meet national standards for time to endoscopy. Strategic initiatives involving acute care services may be necessary to improve this outcome