We report on the lived experiences of faculty members during the early months of the COVID‐19 pandemic, exploring the broader experiences of faculty members as individuals living multifaceted lives whose homes became their offices, their students scattered geographically and their home lives upended. Using a phenomenological approach for data collection and analysis, we conducted 20 in‐depth interviews with faculty holding varied academic appointments at universities across Canada. Experiences during the early months of the pandemic were described as being overwhelming and exhausting, and participants described as being stuck in a cycle of never‐ending repetitiveness, sadness and loss, or managing life, teaching and other professional responsibilities with little sense of direction. In keeping with phenomenological methods, this research paints a visceral picture of faculty experiences, seeking to contextualize teaching and learning during this time. Its unique contribution lies in portraying emergency remote teaching as an overlapping and tumultuous world of personal, professional and day‐to‐day responsibilities. What is already known about this topic Surveys and first‐person accounts of remote teaching paint an initial picture of experiences. During the COVID‐19 pandemic many faculty were facing various anxieties and tensions. The transition to remote teaching was uneven. What this paper adds A systematic analysis of faculty experiences during the early months of the pandemic. Evocative and vivid descriptions of academics’ experiences. An explanation of what it feels like to live through this time. Implications for practice and/or policy Faculty require more support. Trauma‐aware and trauma‐informed practices can support faculty and their work. Rich descriptions can inform future policymaking and practice.

Background Relationships between dietitians and other healthcare providers can impact the degree to which patient care is collaborative; inefficient communication can lead to suboptimal care. It takes time for multidisciplinary team members to build collaborative, trusting relationships. For this reason, frequent dietitian turnover is of concern. Consequences include fewer referrals to clinical dietetic services and limited provider continuity. The characteristics of clinical dietetic jobs associated with high turnover have not been identified. We predicted that managers would identify disease prestige as having an impact. In this study, we aimed to explore: 1) characteristics of clinical dietetic jobs associated with the highest turnover, and 2) consequences of high turnover on patients and managers of clinical dietitians. Methods Research assistants conducted semi-structured interviews with ten managers of clinical dietitians in the Canadian public healthcare system. We employed a constant comparative approach to thematic analysis. We classified themes related to turnover as either avoidable or unavoidable. Results Sub-themes under avoidable turnover included lack of manager support, growth opportunities, burnout/workload, tension/conflict and hours of work. Sub-themes under unavoidable turnover included life-stage/life-events and geography. We also identified themes related to consequences of turnover, including: burnout/workload, client/patient impact, tension/conflict, cost and gap-specific. As predicted, prestige was perceived as playing a role in triggering dietitian turnover. Managers observed high turnover resulting in low provider continuity and limiting patient access to dietitians. Conclusions Managers of publicly-employed dietitians identified many factors as contributing to high turnover. Future prospective research, incorporating the objective measure of turnover and multi-method analysis of work characteristics and work setting, would be of value in the identification of characteristics of clinical dietetic jobs associated with high turnover and the consequences of high turnover on patients and managers of these staff.

Integrating community-based learning (CBL) into graduate education has gained attention in higher education during the past decade because CBL allows students to inculcate professional values and ethics, situate academic knowledge and understanding in contexts, and practice academic citizenship through serving communities with disciplinary knowledge and skills. In a North American higher education context, about half of the graduate student population are international students, who have needs in several areas. However, their experiences in CBL are under-investigated and scarcely documented in existing literature and scholarship in either community-based learning or international education. Drawing on international students' experiences in a graduate program infused with CBL components in Canadian higher education, this mixed methods case study examined the impact of CBL on international students' developments in five areas: academic, sociocultural, personal, professional, and global citizenship. Through discussions on the benefit, barriers, and implications of providing CBL to international graduate students, this article offers recommendations for improved higher education policy, programs, and praxis to make CBL more inclusive and responsive to international graduate students. As an educational philosophy, approach, and pedagogy, community-based learning (CBL) provides students with experiential learning opportunities in community settings and outside of classrooms (Bringle & Clayton, 2012). CBL allows students to gain a deeper understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility through community engagement and services

The disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members' experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to manage these impacts. In this paper we report on a thematic analysis of interviews with Canadian faculty members which revealed that the sources of impacts on Canadian faculty were both the COVID-19 pandemic, as well as racial tensions. These impacts revealed themselves in both the personal and professional lives of participants. With regard to their professional role, participants reported that the additional time and care that they put towards learning new technologies, implementation of new teaching practices, support of students, and efforts to sustain their perceived obligations as a scholar carried an emotional burden. With respect to their personal lives, participants noted that emotional impacts emanated from increased caring responsibilities for family and friends, reduced inperson connections, and news reports and social media. We conclude by presenting support recommendations for individual faculty members, teaching and learning centres, and university administrators.

As digital education at the post-secondary level continues to grow, robust professional development that prepares faculty to teach in online and blended settings is necessary. In this study we analyze open-ended comments from the Canadian Digital Learning Research Association’s annual survey of Canadian post-secondary institutions (2017-2019) to deepen our understanding of faculty training and support for digital education as articulated by higher education institutions. We find that 1) digital education orientation or on-boarding processes for faculty vary widely; 2) institutions employ an extensive array of professional development practices for digital education; 3) institutions report culture change, work security, and unclear expectations as challenges in providing digital education training and support; and 4) institutions articulate aspirations and hopes around professional development investments in order to build digital education capacity. These findings have significant implications for research and practice and we describe these in the article.