Faculty Training Research Articles

Leveraging the ARIS BI Toolkit to Equip Faculty for Career—and CAREER—Success

Research development professionals at the University of Nebraska-Lincoln (UNL) used the Center for Advancing Research Impact in Society (ARIS) Broader Impacts (BI) Toolkit with early-career faculty preparing grant proposals for the National Science Foundation’s Faculty Early Career Development Program (CAREER). This prestigious career-development funding mechanism places unique emphasis on the integration of research and education, positioning awardees to enhance the impact of their research programs through education initiatives like curriculum development, outreach, and community engagement. However, many early-career faculty lack experience or training to develop robust education plans that are thoughtfully aligned with and responsive to their research. With the aim of developing practical ways to help faculty gain these skills, the study team used mixed methods to analyze the integration of research and education in CAREER proposals submitted by UNL faculty. These methods included using the ARIS BI Rubric to evaluate the proposals, convening two panel review discussions, and interviewing principal investigators about their ARIS BI Toolkit use and approach to research-education integration. Case study findings reveal that while effective and impactful integration can take many forms, early-career faculty and those who support them can utilize the ARIS BI Toolkit strategically to strengthen this aspect of grant proposals, positioning faculty to write well-integrated CAREER proposals and potentially contributing to long-term grant-writing and research program success.

Obstacles to the Use of AI Applications in Blackboard for Faculty Members at Northern Border University, Saudi Arabia

This study investigates the impediments and facilitators of artificial intelligence (AI) use in the Blackboard Learning Management System. A survey of 286 faculty members at Northern Border University examined demographics, AI tool usage frequency, adoption barriers, and factors influencing AI integration in teaching. Results revealed significant perceived barriers to AI tool use in Blackboard, with insufficient support and training identified as the primary obstacle. The survey found that gender and educational level influenced the adoption of the AI tool. The study suggests that addressing faculty training needs, ensuring privacy and security, and improving AI tool reliability could help overcome perceived impediments to AI use in Blackboard. These findings contribute to understanding the challenges and potential solutions for integrating AI in higher education learning management systems.

Constancy Amidst Change

Using a scholarly personal narrative, I share about my first year pretending to be a deputy director, responsible for ‘faculty training’ under the Center of Open and Digital Teaching and Learning in an open university. My reflections over time in storied form as part of teaching and learning with colleagues (Ingersoll, 2018) aim to illuminate what constitutes our ongoing and best practices within the institution’s so called Open and Distance eLearning programs or ODeL (Alfonso, 2014). I branded a series of faculty learning activities as “T&L Convoes” to bring to the fore topics worth talking about, like an online version of stories we would normally share over ‘merienda’ or breaktime. Focused group discussions were undertaken to interrogate how faculty members learn best, and their current practices which seemed to work as examined through the lens of teaching presence, an element of the Community of Inquiry framework by Garrison et al. (2000). I also inquired about what else they would like to learn, hence topics for the T&L Convoes tackled assessment for student success, managing large-sized classes, doing synchronous live classes and faculty-tutor dynamics. As I reexamined recorded sessions (stored data) of our T&L Convoes, I found myself taking a critical stance, asking whether we as an open university and champions of ODeL are in fact contributing innovative teaching practices or do we simply come across as such because of the technologies we choose to enhance our practice. Findings which constitute our best practices boiled down to engagement of active and independent learning through course site features, use of direct or explicit instructions, facilitation of critical discourse, timely feedback on submissions, and intentional learning community-building efforts (Villanueva & Eacersall, 2024). I also highlighted shared issues among faculty members which to my mind were seemingly a blast from my past as a newbie higher education faculty, fifteen years back. These concerns were related to a sense of disconnectedness, grading/marking assignments, finding time for research and publication as well as work life balance. I resolved to no longer pretend but sustain these worthwhile engagements with fellow faculty members by banking on social presence and cognitive presence. These “T&L Convoes” may be optimized to trigger curiosity and exploration alongside other peer-learning activities which should comprise a wholistic approach to faculty development experiences. Grounded on constancy of purpose (Dye, 1991), I choose to persevere in order to drive this reflexivity further on to ascertain whether there will be integration and resolution to all we say and do as faculty members within our ODeL programs. The importance of a personal and reflexive approach to determine peer-learning sessions with colleagues is affirmed as an optimal way to make a needs-based, just-in-time learning happen, versus the so-called ‘in-service teacher training’ residential universities are accustomed to undertaking. Effective use of technology enabled us to operate as colleagues learning from each other’s practices, equally reinforcing the communities of practice (Wenger, 2000) as a supreme pedagogy we shall continue to own up to amid the ever-changing landscape of open universities.

University students’ views on the application of virtual reality in higher education

This study analyzes the perception of university students regarding the use of virtual reality (VR) in higher education, focusing on their level of knowledge, usage, perceived advantages and disadvantages, as well as their willingness to use this technology in the future. Using a mixed-methods approach that combines questionnaires and semi-structured interviews, both quantitative and qualitative data were collected to provide a comprehensive view of the subject. The results indicate that while students have a basic understanding of VR, its use in the educational context is limited. A considerable number of students recognize VR’s potential to enhance the learning experience, particularly in terms of immersion and engagement. However, significant barriers to adoption were identified, such as technical issues, the high cost of equipment, and inadequate access to technological infrastructure. Additionally, there is a need for broader training for both students and faculty to ensure the effective use of this technology in academic environments. The semi-structured interviews confirmed that perceptions of VR vary depending on prior exposure to the technology and access to resources. Despite the challenges, most students appreciate VR’s potential to enrich learning, although its effective adoption will depend on overcoming the identified barriers. The study concludes that strategies must be implemented to facilitate the integration of VR into higher education, thus optimizing its impact on the teaching-learning process.

Examining the ethical and sustainability challenges of legal education’s AI revolution

ABSTRACT Two of the forces that have most shaped the landscape in higher education over the last few years have been sustainability on one hand and Artificial Intelligence (AI) on the other. Bringing these phenomena together, this article examines the multifaceted sustainability challenges posed by integrating AI into legal education. The integration of AI into legal education has promised to revolutionise the field, offering unprecedented opportunities for efficiency and innovation. However, this transformative shift is accompanied by ethical and sustainability challenges. This article explores important sustainability issues arising from AI adoption in legal education, emphasising equity, ethics and the long-term viability of AI-driven initiatives. Strategies to promote fairness, inclusivity and ethical AI practices are explored, alongside resource allocation schemes, digital divide mitigation and sustainable faculty training programmes. Ethical considerations are examined, focusing on AI biases and policies for promoting equity and inclusion. This article also discusses the challenge of regulatory compliance in an evolving AI landscape. The intersection of AI adoption, sustainability ethics and legal education necessitates a conscientious integration of sustainability principles to navigate ethical dilemmas responsibly. By addressing these challenges, legal education can lead the way in shaping a future where AI serves as a valuable tool.

A survey of US and Caribbean veterinary schools reveals strengths and opportunities in antimicrobial stewardship and infection prevention and control activities.

To understand antimicrobial stewardship (AS) and infection prevention and control (IPC) activities in veterinary schools. An online survey was completed by representatives from American Association of Veterinary Medical Colleges-accredited veterinary schools in the US and Caribbean prior to attending the Inaugural Small Animal Antimicrobial Stewardship Workshop for US Veterinary Schools. Responses were examined to identify patterns among AS and IPC activities and adherence to the AVMA core principles. Half (12 of 24) of the surveyed schools had an AS committee and most (79% [19 of 24]) had an IPC committee. Lack of dedicated staff time was a common barrier to AS (88% [21 of 24]) and IPC (75% [18 of 24]) reported by schools both with and without AS and IPC committees. Eleven of 24 schools (46%) reported performing at least 1 activity focused on each of the AVMA's 5 core principles of AS. Although 79% (19 of 24) of schools incorporate AS into preclinical curricula, training of clinical faculty (17% [4 of 24]), veterinary technicians and support staff (21% [5 of 24]), and house officers (42% [10 of 24]) is less common, despite these individuals engaging in teaching clinical-year veterinary students. Veterinary schools varied in established AS education and AS and IPC practices, though financial and human resources were a common barrier. A collaborative and cohesive approach to AS and IPC among schools to create sustainable frameworks for practice improvement will help combat the global threat of antimicrobial resistance. This is a critical action for settings where future veterinarians are trained.

Academic nursing administrators perceptions of replacing clinical hours with simulation

BackgroundNursing education has seen a shift towards simulation-based education (SBE) to meet the demands of a rapidly evolving healthcare landscape. Maryland's Clinical Simulation Resource Consortium (MCSRC) aimed to enhance SBE utilization; however, noted a decline in SBE usage post pandemic prompting an investigation into nurse administrators' perspectives on replacing clinical hours with SBE. MethodsThis descriptive quality improvement study was informed by Rogers' Diffusion of Innovation (DOI) Theory. Semi-structured interviews were conducted with four academic nurse administrators from various pre-licensure nursing programs in Maryland. The data collected were analyzed using thematic analysis. ResultsNurse administrators who value SBE as a safe learning space are integral when building and maintaining infrastructure to support simulation usage. Identified barriers related to faculty buy-in, workload, and inadequate human resources to deliver high-quality simulations can hinder sustained adoption of clinical simulation. ConclusionsThis study highlights the necessity of continuous faculty training in SBE and dedicated resources to support simulation infrastructure. Recommendations include sustained investment in faculty development, creating specialized roles for simulation champions, and fostering collaborations to strengthen simulation integration. The findings emphasize the pivotal role of nurse administrators in navigating challenges and maximizing SBE's potential to replace clinical hours in nursing education, urging ongoing support and strategic planning for successful integration.

Using implementation science to encourage Serious Illness Conversations on general medicine inpatient services: An interrupted time series.

Serious Illness Conversations (SICs) are not consistently integrated into existing inpatient workflows. We assessed the implementation of multiple interventions aimed at encouraging SICs with hospitalized patients. We used the Consolidated Framework for Implementation Research to identify determinants for conducting SICs by interviewing providers and the Expert Recommendations for Implementing Change to develop a list of interventions. Adult patient encounters with a Readmission Risk Score (RRS) > 28% admitted to a general medicine service from January 2019 to October 2021 and without standardized SIC documentation in the prior year were included. A multivariable segmented logistic regression model, suitable for an interrupted time series analysis, was used to assess changes in the odds of standardized SIC documentation. Barriers included those associated with the COVID-19 pandemic, such as extreme census. Facilitators included the presence of the Speaking About Goals and Expectations program and palliative care consultations. Key interventions included patient identification via the existing Quality and Safety Dashboard (QSD), weekly emails, in-person outreach, and training for faculty and trainees. There was no significant change in the odds of standardized SIC documentation despite interventions (change in temporal trend odds ratio (OR) 1.16, 95% Confidence Interval (CI) 0.98-1.39). The lack of significant change in standardized SIC documentation may be attributed to insufficient or ineffective interventions and COVID-19-related challenges. Although patient identification is a known barrier to SICs, this issue was minimized with the use of the QSD and RRS. Further research is needed to enhance the implementation of SICs in inpatient settings.

Exploration of Collaborative Innovation Pathways in the Development of Clinical Pharmacy Faculty Teams

Objective: To explore the collaborative innovation pathways for the development of clinical pharmacy faculty teams. Methods: Taking clinical pharmacy faculty in Shaanxi Province as the research subjects, the study investigates their current status and identifies existing issues. Based on these findings, collaborative innovation pathways for building clinical pharmacy faculty teams are proposed. The pathways are then implemented and evaluated to determine the final approach. Results: The proposed pathways include the establishment of collaborative bases for clinical pharmacy talent training, the creation of an internal mechanism for the collaborative development of clinical pharmacy faculty across multiple units, the development of a faculty training mechanism for instructors at clinical pharmacy internship bases, and the establishment of a collaborative incentive and competition mechanism combining universities and hospitals. Conclusion: This collaborative pathway meets the urgent needs of resource sharing, complementary strengths, cooperative problem-solving, and collaborative innovation. It aims to improve teaching quality and cultivate clinical pharmacy talents for society.

SaaS-Based reporting systems in higher education: A digital transition framework for operational resilience

The rapid digital transformation in higher education necessitates innovative solutions to enhance operational resilience. Software as a Service (SaaS)-based reporting systems emerge as pivotal tools that facilitate data-driven decision-making and streamline institutional processes. This abstract presents a digital transition framework for integrating SaaS-based reporting systems in higher education institutions, emphasizing their role in improving efficiency, accessibility, and adaptability in an increasingly complex educational landscape. SaaS-based reporting systems provide scalable solutions that allow higher education institutions to collect, analyze, and report data in real-time, fostering transparency and accountability. By leveraging cloud technology, these systems enable users to access critical information from anywhere, thereby promoting collaborative decision-making across departments. The framework proposed in this study outlines essential components for a successful transition to SaaS-based reporting, including stakeholder engagement, data governance, and change management strategies. The implementation of SaaS reporting systems not only enhances operational efficiency but also supports institutional goals related to student success, faculty performance, and resource allocation. With robust data analytics capabilities, institutions can identify trends and make informed decisions, ultimately leading to improved academic outcomes and resource utilization. Furthermore, the adaptability of SaaS solutions allows institutions to respond effectively to changing regulatory requirements and emerging educational trends. Challenges associated with the transition to SaaS-based reporting systems include concerns regarding data security, integration with existing systems, and the need for training faculty and staff. The proposed framework addresses these challenges by emphasizing the importance of a comprehensive implementation strategy that includes risk assessment, user training, and continuous support. In conclusion, adopting SaaS-based reporting systems within a structured digital transition framework can significantly enhance operational resilience in higher education institutions. By embracing these technologies, institutions can not only improve their reporting capabilities but also foster a culture of innovation and responsiveness to the evolving educational environment. Keywords: Saas-Based Reporting Systems, Higher Education, Digital Transition Framework, Operational Resilience, Data-Driven Decision-Making, Cloud Technology, Stakeholder Engagement, Data Governance.

Faculty training in neurodiversity: Stakeholder feedback on social validity and perceived effectiveness

AbstractNeurodivergent students, including autistic students, often benefit from faculty support to navigate college challenges. To better equip faculty in their interactions with neurodivergent students and enhance their understanding, NeuroPREP, a faculty training program was developed. Comprising four 20‐min modules, NeuroPREP addresses key topics including neurodiversity, understanding neurodivergent needs and strengths, effective support strategies (e.g., universal design), and illustrative case studies. An Advisory Committee (N = 10), including faculty, autistic students, and disability support staff, assessed the social validity and perceived effectiveness of NeuroPREP through written forms and virtual sessions. On forms, Committee participants uniformly expressed positive ratings regarding the program's quality (i.e., language, content, impact, and format). Through individual interviews or focus group sessions, the Advisory Committee offered valuable feedback, suggesting improvements such as clarifying definitions, addressing misconceptions and stigmatizing language, and incorporating additional case scenarios. These recommendations informed the refinement of NeuroPREP in preparation for a pilot program. Higher education initiatives informed by stakeholders’ perspectives, like NeuroPREP, are vital for equipping faculty with the tools to foster inclusive educational environments and equitable educational experiences for neurodivergent students. Implications for practice will be discussed.

Special Issue on Informatics Education: Vanderbilt Clinical Informatics Center Education Strategy: To Infinity and Beyond!

The Vanderbilt Clinical Informatics Center (VCLIC) is based in the Department of Biomedical Informatics (DBMI) and operates across Vanderbilt University Medical Center (VUMC) and Vanderbilt University (VU) with a goal of enabling and supporting clinical informatics research and practice. VCLIC supports several types of applied clinical informatics teaching, including teaching of students in courses, professional education for staff and faculty throughout VUMC, and workshops and conferences that are open to the public. In this paper, we provide a detailed accounting of our center and institution's methods of educating and training faculty, staff, students, and trainees from across the academic institution and health system on clinical informatics topics, including formal training programs and informal applied learning sessions. Through a host of informal learning events, such as workshops, seminars, conference-style events, bite-size instructive videos, and hackathons, as well as several formal education programs, such as the Clinical Informatics Graduate Course, Master's in Applied Clinical Informatics, Medical Student Integrated Science Course, Graduate Medical Education Elective, and Fellowship in Clinical Informatics, VCLIC and VUMC provide opportunities for faculty, students, trainees, and even staff to engage with Clinical Informatics topics and learn related skills. The described programs have trained hundreds of participants from across the academic and clinical enterprises. Of the VCLIC-held events, the majority of attendees indicated through surveys that they were satisfied, with the average satisfaction score being 4.63/5, and all events averaging a satisfaction score of greater than 4. Across the 20 events VCLIC has held, our largest audiences are DBMI, HealthIT operational staff, and students from the medical and nursing schools. VCLIC has created and delivered a successful suite of formal and informal educational events and programs to disseminate clinical informatics knowledge and skills to learners across the academic institution and healthcare system.

Nurturing the Faculty: Training for Excellence and Growth

"The impact of teacher education and wellbeing on higher education: a critical analysis" is one of the primary topics of the research. The well-being and ongoing education of faculty and staff are crucial for the advancement of higher education and significantly contribute to the achievements of both faculty and students. In this paper, we have explored the significance of providing training opportunities and prioritizing the wellbeing of faculty members.The significance of teacher training in higher education is paramount as it guarantees that educators are well-informed about contemporary teaching techniques, technological advancements, and the latest research findings. In a constantly evolving educational landscape, ongoing professional development is crucial to guarantee that teachers can offer the highest quality education to their students. Exciting challenges among educators in higher education frequently encounter stress and pressure as a result of demanding workloads, intense research, various responsibilities, and job searches. Failing to prioritize health can result in reduced job satisfaction, psychological issues, and the loss of teaching and research opportunities.It is crucial to find a balance between faculty and health in order to ensure the success of higher education institutions. It's not sufficient to solely concentrate on one aspect. Failing to prioritize education can result in a chaotic teaching environment, while neglecting health can lead to teacher exhaustion. Training and wellbeing are closely linked, as training equips educators with the necessary knowledge and skills to effectively teach and conduct research, while wellbeing ensures they can maintain their efforts in the long run. "Faculty training and wellbeing in higher education: a crucial balancing act" is a subject that requires the attention of higher education institutions, policy-makers, and educators themselves. Striking the right balance between training and wellbeing can result in a more productive, innovative, and compassionate higher education system that benefits both faculty members and students. It's a challenge worth tackling for the improvement of academia.

ИССЛЕДОВАНИЕ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА КУРСАНТОВ И АДЪЮНКТОВ САНКТ-ПЕТЕРБУРГСКОГО УНИВЕРСИТЕТА ГПС МЧС РОССИИ

The features of the manifestation of social intelligence of adjuncts and cadets during their studies at the Saint-Petersburg university of State fire service of EMERCOM of Russia are considered. The ability to understand the behavior, actions of students, their logic and adequacy, interrelationships and interdependence of social contacts was evaluated. The main means of solving the task set for the authors was the methodology of Joy P. Guilford, designed to help assess the level of social intelligence of two categories of university students – adjuncts and cadets. The authors managed to carry out a comparative analysis of the behavior of employees, their ability to recognize different meanings of phrases, understanding the logic of the emergence and development of socio-psychological contradictions and reactions to nonverbal expression. The specific features of the ways of expressing the sense of «WE» are associated with the aggravation of the processes of group identification and reference are indicated. The practical significance of the results obtained for cadets, adjuncts studying at the Faculty of training highly qualified personnel, scientific and pedagogical staff and heads of structural divisions of EMERCOM of Russia is substantiated.

Resident Instruction: Improving End-of-Year Medical Student Ultrasound Performance.

Having a limited number of trained faculty is a barrier to successful incorporation of ultrasound into undergraduate medical education. We evaluated the effectiveness of a resident-led extended focused assessment with sonography in trauma (eFAST) session administered to fourth-year medical students during their emergency medicine clerkship by measuring students' end-of-year eFAST performance and confidence. This was a single-site cross-sectional study of all graduating medical students enrolled in fourth-year clerkships between May 1, 2022 and April 30, 2023. A 60-minute, team-based eFAST session (intervention), taught by emergency medicine residents, was added to students' fourth-year emergency medicine clerkship in September 2022. All students were assigned to review an eFAST video (control). End-of-year performance and self-reported confidence assessments used a 20-point objective structured clinical examination (OSCE) and a 5-point Likert scale, respectively. The mean OSCE and confidence scores for control and intervention groups were compared using two-sample t tests and repeated after removing students exposed to additional US experiences. Of 113 eligible students, 103 students participated: 48 in the control group, 55 in the intervention group. The intervention group scored higher on the OSCE than the control group (11.9 ±4.6 vs 9.9 ±5.1, P=.04) and reported similar confidence (3.2 ±1.0 vs 2.8 ±1.2; P=.09). After removing the 28 students with additional US experiences, the intervention group scored higher (10.8 ± 4.4 vs 8.2 ± 4.0; P=.01) and reported higher confidence (3.0 ±1.0 vs. 2.3 ±1.0, P=.01). Resident-taught eFAST instruction during emergency medicine clerkships led to improved end-of-year fourth-year medical student eFAST performance and confidence.

Teaching General Physical Training discipline in the format of distance learning

The issues of teaching the General Physical Training discipline in the distance learning format and the development of distance courses of sports disciplines in the period before the COVID-19 pandemic and the associated self-isolation were practically not studied. The contradiction between the active introduction of distance learning in modern universities and insufficient experience and methodological elaboration of this issue in relation to teaching sports disciplines causes the problem of maintaining the quality of teaching the General Physical Training discipline in the distance learning format. The purpose of the study is to develop methodological support, test and evaluate the effectiveness of teaching the General Physical Training discipline in the distance learning format. Students of the Faculty of Physical Training, Sports and Tourism of the Mari State University, 44 young men aged 17 to 19, participated in the study in the form of a pedagogical experiment. The results indicate that, in general, the development of physical qualities of students of the experimental group was no worse than in the control group, and the acquisition of theoretical knowledge of students of the experimental group was better than that of students of the control group. The acquisition of theoretical knowledge, the development of speed and flexibility of students during the transition to distance teaching of the General Physical Training discipline practically do not lose quality compared to full-time education, and solving the problems of developing strength, endurance and coordination abilities of students requires additional methodological work on the part of the teacher.

Exploring Pre and Post COVID-19 Educational Practices at Higher Educational Institutions (HEI’s) in Kazakhstan

This study delves into how the COVID-19 pandemic reshaped educational practices in higher education institutions (HEIs), focusing on the transition from traditional to online learning. Through qualitative interviews with faculty members it examined the readiness of the university for distance learning, changes in teaching methodologies, and technological advancements. While the initial readiness to online learning was limited, the HEI quickly provided support and resources. Teaching methods evolved towards more interactive approaches, despite challenges in assessment and student engagement. Technological advancements facilitated by the pandemic offer opportunities for enhancing teaching and learning. This research offers insights into the transformative impact of COVID-19 on educational practices in HEIs. The findings highlight a swift move to online learning, necessitating the adoption of digital tools by educators. Despite initial limitations in readiness, the university quickly provided the necessary support and resources. This led to an evolution in teaching methods towards more interactive approaches, despite challenges in assessment and student engagement. Recommendations include investing in technological infrastructure, prioritizing faculty training, and promoting alternative assessment methods. Keywords: COVID-19, higher education institutions (HEIs), educational practices, online learning, distance learning

Lecturers' Perspectives on Disability and Inclusion in Afghan Higher Education Institutions: A Study Toward Achieving the Sustainable Development Goals

Objective: This study investigates lecturers' insights into disability and inclusive practices within Afghan Higher Education Institutions (HEIs), exploring the challenges and accommodations provided to students with disabilities (SwDs) in alignment with Sustainable Development Goal 4 (SDG 4), which promotes inclusive and equitable education. Theoretical Framework: The study is grounded in the concepts of inclusive education and disability studies. The study draws on the medical and social models of disability to analyze how faculty members perceive and implement inclusive practices. The social model aligns with SDG 4’s emphasis on removing societal barriers to provide equal educational opportunities. Method: This qualitative study uses semi-structured interviews with 27 faculty members from six Afghan HEIs. Purposeful sampling was used to select participants with knowledge of inclusive education. Data were collected through face-to-face and virtual interviews, transcribed, translated, and analyzed using thematic analysis. Results and Discussion: Lecturers demonstrate willingness to support SwDs, but barriers such as inadequate infrastructure, limited faculty training, and societal attitudes persist. The findings highlight that current practices are predominantly shaped by the medical model, limiting inclusivity. Targeted faculty development and institutional reforms are needed to align practices with SDG 4. Research Implications: This research offers critical insights for improving inclusive education in Afghanistan and other low-resource settings, informing policymaking and development of disability support services to achieve SDG 4. Originality/Value: This study is among the first to explore faculty perspectives on inclusive education in Afghan HEIs, providing recommendations for developing inclusive frameworks in conflict-affected and resource-limited contexts.

Instructional Method Shifts: Instructors’ Plans Post Emergency Remote Teaching

The coronavirus pandemic, beginning in 2020, caused significant disruption to higher education around the globe, forcing instructors into emergency remote teaching. This emergency response created unprecedented adaptation to online and distance education processes and activities. Yet, the ways in which those teaching changes influenced or continue to influence teaching in higher education are unknown. This study explores the changes to faculty teaching practices, and associated learning, as a result of emergency remote teaching and faculty plans to continue or discontinue those practices post-pandemic. Quantitative results indicated practices were largely intended to impact cognitive, emotional, behavioral, and social dimensions, social interactions, and learning activities. A significant majority of the practices achieved their intended results and almost two-thirds of the practices will be continued. Qualitative results illustrated a variety of benefits for both students and instructors. These shifts were largely student-centered with noted improvements in areas like flexibility, agency, access, inclusivity, engagement, and connection. Results apply to workplace training and professional development for faculty in higher education and beyond, including ways to engage faculty in valuable teaching practices and support student learning at a distance.

Diversity of Bird Species in Training and Model Forest of Faculty of Forestry Science, National University of Laos A case study of Napo Village, Sangthong District, Vientiane Capital

This research are the objectives to study the diversity of bird species in 3 different forest areas: forest plantation area, agricultural land and natural forest area. Which the tools used in the study are the interviews with people who found types of bird species in the area and direct survey belong point transects or point count with take note and then analyzed by formula frequency ratio and dominant ratio. From the interview, there are 53 species of birds, 43 genus and 9 orders in the study area as forest plantation area of 30 species, 24 genus, 6 orders, agricultural land area of 31 species, 24 genus, 9 orders, and nature forest area of 12 species, 10 genus, 3 orders. From the actual survey in 3 areas it was found that there are 49 bird species, 37 genus and 11 orders. Species were not found in the survey but found in the interview of 17 species, 16 genus, 7 orders, and species found outside of the interview of 15 species, 14 genus, 6 orders. In that there are 2 species in the prohibited category of poultry or his list 1, namely: the Nokkotpeut (Centropus sinensis), and the KaiKuaNin (Lophura diardi), but from the actual survey it was found only by the NokkotPeut (Centropus sinensis), As for the KaiKuaNin (Lophura diardi) is not found, Status by Threatened Species List of IUCN and aquatic and wildlife list of Laos: 7 species and 1 species on the list (1) of 2008 aquatic and wildlife.