Although academy-industry partnerships have been a subject of interest in professional communication for many years, they have barely been considered in terms of globally networked learning environments (GNLEs). This empirical case study of an academy—industry partnership, in which the authors participated, examines the opportunities and challenges in applying GNLE practices to the design of a corporate engineering communication workshop. Using genre-ecology modeling as the analytical framework, the study demonstrates how the pedagogical processes considered for inclusion in such a workshop may be embedded in a network of institutional genres, some of which are associated with strong regulating controls. The findings from this study have implications for those who are interested in applying GNLE practices in workplace contexts and for those interested in using a principled framework for representing the work of such partnership activities.

This paper addresses the extent to which, and the ways in which, engineering educators take student differences into account when making teaching-related decisions. We have found that educators deal with multiple types of student differences, although rarely in the way research recommends (e.g., focusing on learning styles). More often, educators differentiate students in terms of class standing, level of interest in a subject matter, and behavior. Our findings, illustrated by three case studies, demonstrate a variety of ways in which educators differentiate students. Generally, data such as this works against the perception that engineering educators at research universities are not taking into account educationally relevant student differences. However, to improve engineering education we should recognize and learn from the ways in which educators differentiate their students.

Her research and teaching explores collaborative learning and professional socialization in e-portfolios and student research groups. She has extensive experience in higher education and industry. Jennifer A Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design and Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education.

Objective To evaluate the impact of Pain Skills Intensive trainings (PSIs) as a complement to the Indian Health Service (IHS) and the Chronic Pain and Opioid Management TeleECHO Program (ECHO Pain) collaboration. Design On-site PSIs conducted over two to three days were added to complement ECHO Pain at various IHS areas to enhance pain skills proficiency among primary care teams and to expand the reach of ECHO collaboration to ECHO nonparticipants. Setting This evaluation focuses on two PSI trainings offered to IHS clinicians in Albuquerque, New Mexico, and Spokane, Washington, in 2017. Methods The mixed-methods design comprises CME surveys and focus groups at the end of training and 12 to 18 months later. Quality of training and perceived competence were evaluated. Results Thirty-eight participants attended the two PSI workshops. All provided CME survey results, and 28 consented to use of their postsession focus group results. Nine clinicians participated in the virtual follow-up focus groups. IHS clinicians rated the PSIs highly, noting their hands-on and interdisciplinary nature. They reported above-average confidence in their skills. Follow-up focus groups indicated they were pursuing expanded options for their patients, consulting other clinicians, serving as pain consultants to their peers, and changing prescribing practices clinic-wide. However, rurality significantly limits access to ancillary and complementary services for many. Clinicians reported the need for additional training in integrating behavioral health into their practice. Conclusions Hands-on pain skills and information on medication-assisted treatment (MAT) are critical to the successful treatment of chronic pain and opioid use disorder. The PSIs provide clinicians with critical competencies in assessment and screening, pain management, and communication skills, complementing required IHS training and telementoring from ECHO Pain.