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ABSTRACTThis article focuses on disproportionate service burdens faced by women academics and faculty of color in higher education created by COVID-19 and the massive, multilocation street protests that followed George Floyd's death. Our work aims to inform provosts, deans, directors, and other institutional actors in academia who recognize the need for documenting structural inequities and investing in high-impact, long-term solutions. Recommendations are offered to meet challenges, given the need to raise colleague awareness of disproportionate service burdens.

The paper summarizes the results of the state exams as well as of the defenses of bachelors' and mas- ters' theses in the field of "Geology". In 2022, the state examination committees worked in person. They considered 155 master's and 178 bachelor's theses. In 2022, the Faculty of Geology prepared master specialists in "Digitalization in the field of fossil fuel geology" for the first time; 156 master's students passed the state exam in the field of "Geology"; 177 bachelor's students passed state exams in the respective fields; 89 master's students and 47 bachelor's students graduated with honors. State examination committees worked systematically, in a well-organized and active manner.

During the fall of 2006, the Faculty of Health Sciences (FHS) celebrates its 20th birthday. Linköping has a long tradition of health education; our nursing programme started already in 1895 and occupational therapy began in 1965. From the late 1960's, medical students from Uppsala spent their last seven semesters in Linköping, mainly for clinical studies. After some years, academic and teachers from the young faculty, together with the county council, realized the enormous potential benefits of a complete undergraduate medical programme at Linköping University. Inspired by apparent innovations from McMaster University in Canada, Maastricht in Holland, Ben Gurion in Israel and Tromsø in Norway, these ideas and ideals were gradually turned into reality. In a complicated process, concerning the life or death of the medical faculty, a close co-operation between the University and the County Council of Östergötland was extremely fruitful. A proposal regarding a complete medical programme, and study periods integrated between the other health education programmes, was forwarded to the Swedish government in December 1982 and approved in 1984. The new FHS at Linköping University was launched in 1986, and by the end of August the first students began their studies. Already at the start, FHS included several programmes for health professionals: nursing, occupational therapy, physiotherapy, medicine, social welfare and laboratory technology. Speech and language pathology was added in 2003 and the education curriculum for laboratory technicians was developed into a master's programme in medical biology. A number of important concepts were included in the new programmes. Problem based learning (PBL) was chosen as the fundamental basis for organising studies; using small tutorial groups with supervisors as "coaches" and real patient histories as triggers for learning. Since 2001, realistic cases/scenarios are made available on the Intranet. PBL is highly appreciated by the majority of students and teachers. This method of learning focused in contexts, according to pedagogic research, leads to a higher retention of knowledge than in traditional teacher-centered approaches toward learning. Important PBL spin-off effects are in educating students to cooperate in groups, to communicate and argue, to listen to other students' opinions, to evaluate their own efforts and to identify learning needs. Furthermore, the method implies that students' learn to independently find and evaluate scientific information, thereby realizing that the truth is somewhat "relative," since what they find may differ depending on the sources used. Perhaps the most important characteristic of PBL is that it moves the main responsibility for obtaining goals and new knowledge from the teacher to the student. Other important elements of the various curricula at the FHS are vertical and horizontal integration. In vertical integration, e.g. between clinical and basic science, different sections are interwoven with clear progressive shifts over phases and semesters. This has shown to stimulate profound rather than superficial learning, and probably stimulates better understanding. Horizontal integration focuses on the simultaneous learning of several subjects needed to understand and explain the scenarios used. In PBL, teachers are expected to cooperate over departmental borders, a process that often produces positive spin-off effects extending further to research. They take on many different roles as e.g. planners, semester coordinators, tutors, lecturers and clinical supervisors. As such, newcomers may encounter certain frustration. Continuous staff development is critical to assure pedagogical selection and excellence, and thereby the quality of the programmes. In PBL, teachers are expected to cooperate over departmental borders, a process that often produces positive spin-off effects extending further to research. They take on many different roles as e.g. planners, semester coordinators, tutors, lecturers and clinical supervisors. As such, newcomers may encounter certain frustration. Continuous staff development is critical to assure pedagogical selection and excellence, and thereby the quality of the programmes. The aim to be a medical faculty with a standing among the most progressive worldwide implies continuous evaluation and development. Our mission is to foster the very best in health care; health care extending consideration toward educating competent professionals and conducting quality research with a focus on societal needs and welfare. To fulfil this mission, we need to advance teaching models based on evidence, and continuously improve and develop our educational methods. This process requires cooperation between departments, teachers and students within the university and indeed, throughout the world. Such contacts and collaborations are as important in education as they are in research, and extend an endless source of inspiration. Communication between the different undergraduate programmes at FHS has been extremely fruitful and should further be stimulated. At the faculty level, it is important to provide teachers with credit for efforts and development toward education. To keep integration and innovation at a high level, it is very important to balance the decision power and the distribution of money between departments and programmes. The aim of this book is to provide a general overview, in glimpses, of some of the important developments in FHS education; to describe new ideas in progress or those already turned to reality and also, to extend some consideration of publications regarding our educational innovations. We hope these examples provide the essence of inspiration for future work, contributing to improved education and better health for all. ; Produced by the Department of External Relations, Linköping university Coordinator: Åke Hjelm. Editorial translation: Bohdan Sklepkovych. Design: Peter Modin. Photographers: Göran Billeson. Ida Lagstam, Jan Christer Persson

Taiwanese university educators' efficacy is traditionally associated with the belief in aligning teaching and learning outcomes. However, existing research on teacher efficacy involving modern university educators is limited. We bridge this gap by exploring university educators' perceived efficacy and the factors that influence those perceptions. We surveyed teachers from a national university in southern Taiwan using the Teacher Efficacy Scale and interviews about the source of efficacy beliefs. We obtained 74 survey responses and descriptive statistics and analysis of variance were performed. During the interviews, four qualitative data sets were collected, and we analyzed the data using a continuous comparison analysis method. Generally, participants had medium- to high-levels of perceived efficacy; however, levels differed by gender. Efficacy scores were also higher in course design, technology usage, and classroom management, compared to instructional strategies and learning assessments. The main sources of efficacy perception included mastery experience, role models, student-teacher relationship, professional growth, and student support. Our findings suggest several strategies for follow-up research to promote university educators' sense of efficacy.