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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. Practitioner notesWhat is already known about this topicSurveys 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 addsA 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 policyFaculty require more support.Trauma‐aware and trauma‐informed practices can support faculty and their work.Rich descriptions can inform future policymaking and practice. [ABSTRACT FROM AUTHOR]

Practicums provide opportunities for students to connect theory with practice through experiential learning and hands‐on work experience. While recommended for students in Kenya, there is little research on the practicum experience. This article describes evidence used to prepare students for practicum experiences. Interviews and focus groups (FGs) were conducted with three stakeholder groups in two phases. Findings informed the development of a practicum preparation course that covers topics including (i) becoming a reflective professional and/or practitioner; (ii) articulating practicum learning goals; (iii) mental preparation for demanding field‐based situations; and (iv) developing confidence in interpersonal communication. Phase two evaluated the initial impact of the course through FGs and follow‐up interviews. [ABSTRACT FROM AUTHOR]