Academics Embrace Disruption: Lessons Learned Teaching First Year Law During a Pandemic

Many existing programs for countering violent extremism focus on either end of the radicalization spectrum. On one hand are prevention programs aimed at deterring individuals from starting down the path to violent extremism. On the other hand are disengagement/de-radicalization programs designed for assisting individuals who have been fully radicalized. Conspicuously absent are programs for those who fall in-between, into what might be referred to as the pre-criminal space: individuals who have begun to exhibit signs of radicalization, but for whom radicalization is not yet complete. The British Columbia Shift (BC Shift) initiative was created to assist individuals determined to be in this pre-criminal space; that is, those deemed to be in danger of radicalizing. The goal of BC Shift is to stop individuals from traveling further down the path of radicalization, and, ideally, to turn individuals away from the path. BC Shift operates as a navigational model, connecting at-risk individuals with services and supports in the community. BC Shift is a government initiative supported by the Canada Centre for Community Engagement and Prevention of Violence. It is a civilian organization that partners very closely with, but is separate from, law enforcement. In addition to its primary CRVE mandate, BC Shift has rapidly evolved and expanded into several other responsibilities, including coordination on national CVE standards; liaising with other CVE programs across Canada; maintaining stakeholder relationships; and helping create capacity through dialog and training. Although the program only began accepting referrals in 2019, its operation has already revealed many important lessons for CRVE programs. First, it is critically important to have the right people in the room. There has to be buy-in from the highest levels of partner agencies and stakeholders, particularly early on. Second, programs of this sort should leverage existing resources wherever possible. BC Shift has been lucky enough to coordinate with situation tables, such as the CHART program in Surrey. There are already many organizations doing excellent work in their respective communities; it is very helpful to plug into those resources. Third, even though BC Shift operates as a navigational hub, it has benefitted greatly from having a social worker as part of the team. This skill set is important in helping referred individuals feel comfortable with the process of accessing services and supports. Finally, marketing matters! CRVE programs such as BC Shift have to navigate a complex reality. The very concept of violent extremism is disconcerting to a lot of people in the community; these fears have to be addressed, and difficulties related to differences in perspective and language have to be overcome. BC Shift’s first year-and-a-half of operation has also highlighted several issues that have not yet been satisfactorily resolved. There is, for example, the “low hanging fruit” problem; agencies are typically referring less severe cases. Trying to get agencies to refer more serious cases has proved challenging. We hope that, by outlining these lessons and issues, this presentation proves to be useful to other CRVE initiatives.

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Information Literacy Instruction for an Honors Program First-Year Orientation: Lessons Learned over 15 Years of a Sustainable Partnership

Communications in Information Literacy ◽

10.15760/comminfolit.2013.6.2.124 ◽

2013 ◽

Vol 6 (2) ◽

pp. 141 ◽

Cited By ~ 1

Author(s):

Anna Marie Johnson ◽

Keyword(s):

Information Literacy ◽

Literacy Instruction ◽

Lessons Learned ◽

First Year ◽

Honors Program ◽

Information Literacy Instruction

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INTEGRATING ENGINEERING SCIENCE AND DESIGN: CASE STUDY DEVELOPMENT FOR A FIRST YEAR ENGINEERING SCIENCE COURSE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.5738 ◽

2015 ◽

Author(s):

Lyndia Stacey ◽

Andre Unger ◽

Marios Ioannidis ◽

Steve Lambert

Keyword(s):

Quantitative Methods ◽

Lessons Learned ◽

First Year ◽

Engineering Science ◽

Pedagogical Tool ◽

Design Case ◽

Design Case Study ◽

Design Attribute ◽

Study Development

There is a need in engineering education toimprove the connection between design and engineeringscience. Students should be provided more opportunitiesto practice applying both science and design to a singleproblem in order to be better prepared for challengesthey will face when they enter the workforce. For thisreason, an instructor of a first year engineering sciencecourse was motivated to improve its connection to theCanadian Engineering Accreditation Board (CEAB)Attributes, specifically the Design attribute. The goal wasto revise the course such that the students would berequired to integrate quantitative methods that weretaught during the term through the means of design. Itwas decided that an effective pedagogical tool that couldaccomplish this was a case study, since it would providecomplexity and context using a real-world issue thatrelated to several course concepts. The methodology forcase development, implementation strategy, future steps,lessons learned, as well as the instructor’s observationswill be discussed.

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Implementing a Thoracic Enhanced Recovery Program: Lessons Learned in the First Year

The Annals of Thoracic Surgery ◽

10.1016/j.athoracsur.2018.01.080 ◽

2018 ◽

Vol 105 (6) ◽

pp. 1597-1604 ◽

Cited By ~ 43

Author(s):

Linda W. Martin ◽

Bethany M. Sarosiek ◽

Meredith A. Harrison ◽

Traci Hedrick ◽

James M. Isbell ◽

...

Keyword(s):

Enhanced Recovery ◽

Lessons Learned ◽

First Year ◽

Enhanced Recovery Program ◽

Recovery Program

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Hoverboard Safety: Lessons Learned from the First Year of Injuries

10.1542/peds.141.1_meetingabstract.67 ◽

2018 ◽

Author(s):

Michelle Ho ◽

B. David Horn ◽

Ines C. Lin ◽

Benjamin Chang ◽

Robert B. Carrigan ◽

...

Keyword(s):

Lessons Learned ◽

First Year

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Engaging Housestaff as Informatics Collaborators: Educational and Operational Opportunities

Applied Clinical Informatics ◽

10.1055/s-0041-1740258 ◽

2021 ◽

Vol 12 (05) ◽

pp. 1150-1156

Author(s):

Jared A. Shenson ◽

Ivana Jankovic ◽

Hyo Jung Hong ◽

Benjamin Weia ◽

Lee White ◽

...

Keyword(s):

Positive Impact ◽

Care Delivery ◽

Medical Center ◽

Academic Medical Center ◽

Clinical Information ◽

Lessons Learned ◽

First Year ◽

Hospital Governance ◽

Staff Members ◽

It Systems

Abstract Background In academic hospitals, housestaff (interns, residents, and fellows) are a core user group of clinical information technology (IT) systems, yet are often relegated to being recipients of change, rather than active partners in system improvement. These information systems are an integral part of health care delivery and formal efforts to involve and educate housestaff are nascent. Objective This article develops a sustainable forum for effective engagement of housestaff in hospital informatics initiatives and creates opportunities for professional development. Methods A housestaff-led IT council was created within an academic medical center and integrated with informatics and graduate medical education leadership. The Council was designed to provide a venue for hands-on clinical informatics educational experiences to housestaff across all specialties. Results In the first year, five housestaff co-chairs and 50 members were recruited. More than 15 projects were completed with substantial improvements made to clinical systems impacting more than 1,300 housestaff and with touchpoints to nearly 3,000 staff members. Council leadership was integrally involved in hospital governance committees and became the go-to source for housestaff input on informatics efforts. Positive experiences informed members' career development toward informatics roles. Key lessons learned in building for success are discussed. Conclusion The council model has effectively engaged housestaff as learners, local champions, and key informatics collaborators, with positive impact for the participating members and the institution. Requiring few resources for implementation, the model should be replicable at other institutions.

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Beyond COVID-19 supply chain heroism, no dust settling yet – lessons learned at Rolls Royce about advancing risk management thinking

International Journal of Operations & Production Management ◽

10.1108/ijopm-03-2021-0141 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Remko van Hoek ◽

David Loseby

Keyword(s):

Risk Management ◽

Supply Chain ◽

Lessons Learned ◽

First Year ◽

Multiple Time ◽

Content Type ◽

Manufacturing Operations ◽

Time Horizons ◽

Management Literature ◽

The Impact

PurposeWhile there is a rich body of risk management literature and while there have been valuable theoretical advancements on the specific impact of the COVID-19 pandemic on risks, this paper aims to posit that at least four more advancements are needed.Design/methodology/approachThe co-author from Rolls Royce (RR) illustrates the risks experienced and risk management approaches taken in its manufacturing and supply chain operations both in the earlier stages of the pandemic as well as after the first year of the pandemic.FindingsThe COVID-19 pandemic offers a unique risk scenario that is beyond the scope of most existing risk management literature. The impact of the pandemic is very multi-faceted, not location specific but very global and experienced throughout the entire supply chain, across industries and over a much extended timeline with multiple time horizons. In manufacturing operations, there have been major instances of supply chain heroism in the first year of the pandemic and there is a lot more work ahead.Originality/valueThe authors' co-created paper enriches the perspective on COVID-19 research in manufacturing and supply chain operations by pointing at empirical opportunities, the need for more inter disciplinary research and the need to consider multiple time horizons.

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Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

American Journal of Evaluation ◽

10.1177/1098214019885632 ◽

2020 ◽

Vol 41 (3) ◽

pp. 384-403

Author(s):

Jori N. Hall ◽

Melissa Freeman ◽

Soria E. Colomer

Keyword(s):

Professional Development ◽

Culturally Responsive ◽

Formative Evaluation ◽

Professional Development School ◽

Lessons Learned ◽

First Year ◽

Cultural Characteristics ◽

Missed Opportunities ◽

Responsive Evaluation ◽

University Partnership

While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transparent how our culturally responsive, educative approach was sufficient to employ culturally responsive methods. Yet, our culturally responsive, educative stance failed to provide critical midcourse feedback, which worked against the development of the district–university partnership. The lessons learned from the formative evaluation are important to draw attention to the intersections between the cultural characteristics of the evaluand and how the evaluation contributes to educative insights.

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