Pub Date : 2023-11-14DOI: 10.1080/13562517.2023.2280261
Rola Ajjawi, Karen Gravett, Sarah O’Shea
Belonging is considered to be a positive foundation for students’ well-being and success at university; however, in this article, we argue that it is time to think about belonging more critically. This research highlights how students experience and create multiple belongings. Drawing upon empirical data from interviews and video blogs with students in the UK and Australia, we identify how calls for integrated, uniform, approaches to building belonging in universities are unhelpful. Instead, we foreground the situated and political ways in which students make and curate meaningful and purposeful connections and safe spaces. Our research points to the personalised nature of belonging. We show how individual learners often enact belonging in ways that disrupt or challenge institutional assumptions and expectations. We advocate for critical discussions between staff and students related to the affordances of embracing the multiple ways students choose to belong, at different times and in different spaces.
{"title":"The politics of student belonging: identity and purpose","authors":"Rola Ajjawi, Karen Gravett, Sarah O’Shea","doi":"10.1080/13562517.2023.2280261","DOIUrl":"https://doi.org/10.1080/13562517.2023.2280261","url":null,"abstract":"Belonging is considered to be a positive foundation for students’ well-being and success at university; however, in this article, we argue that it is time to think about belonging more critically. This research highlights how students experience and create multiple belongings. Drawing upon empirical data from interviews and video blogs with students in the UK and Australia, we identify how calls for integrated, uniform, approaches to building belonging in universities are unhelpful. Instead, we foreground the situated and political ways in which students make and curate meaningful and purposeful connections and safe spaces. Our research points to the personalised nature of belonging. We show how individual learners often enact belonging in ways that disrupt or challenge institutional assumptions and expectations. We advocate for critical discussions between staff and students related to the affordances of embracing the multiple ways students choose to belong, at different times and in different spaces.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134956671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/13562517.2023.2280264
Kirstin Wilmot
ABSTRACTMaking a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. To achieve this ‘boundary pushing’, the findings offered in the research must have relevance for contexts beyond the site of study. In effect, the knowledge generated in one context needs to be transferable to other contexts. This aspect of research writing is broadly acknowledged; however, learning how to implement it in practice is less widely understood. Drawing on the concept of semantic gravity from Legitimation Code Theory, this paper offers a conceptual account of knowledge and an associated set of practical writing strategies for weaving different forms of knowledge together. The paper offers a writing tool which can be used by supervisors in the humanities and social sciences to make writing expectations clear and as a metalanguage for feedback practices.KEYWORDS: Doctoral writingsupervision practicedoctoral educationLegitimation Code Theorysemantic gravityknowledge transfer Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Constructing research findings: a tool for teaching doctoral writing","authors":"Kirstin Wilmot","doi":"10.1080/13562517.2023.2280264","DOIUrl":"https://doi.org/10.1080/13562517.2023.2280264","url":null,"abstract":"ABSTRACTMaking a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. To achieve this ‘boundary pushing’, the findings offered in the research must have relevance for contexts beyond the site of study. In effect, the knowledge generated in one context needs to be transferable to other contexts. This aspect of research writing is broadly acknowledged; however, learning how to implement it in practice is less widely understood. Drawing on the concept of semantic gravity from Legitimation Code Theory, this paper offers a conceptual account of knowledge and an associated set of practical writing strategies for weaving different forms of knowledge together. The paper offers a writing tool which can be used by supervisors in the humanities and social sciences to make writing expectations clear and as a metalanguage for feedback practices.KEYWORDS: Doctoral writingsupervision practicedoctoral educationLegitimation Code Theorysemantic gravityknowledge transfer Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/13562517.2023.2280254
Xinyue Ren
ABSTRACTWith the growth of online programs in higher education, students are more likely to experience various barriers and challenges while taking online courses, such as social isolation, low motivation, distraction, and mental health issues. Mindfulness-informed pedagogy, such as contemplative pedagogy, showed its promise in decreasing students’ negative emotions and increasing their self-awareness and concentration on learning environments and materials. However, limited research is available to discuss the integration of contemplative pedagogy to promote student engagement from online course design and delivery perspectives. Therefore, the purpose of this article is to discuss the benefits of contemplative pedagogy and encourage educators’ use of mindfulness-informed teaching practices in online instruction in higher education. Some effective strategies to adopt contemplative pedagogy into online course design and delivery include: the integration of mindfulness exercises, the reduction of cognitive overload, the importance of reflective learning activities, and the inclusion of socially supportive features.摘要随着高校在线教育的兴起，学生们在上网络课程时，难免会遇到许多困难和挑战， 比如社交孤立， 积极性降低，分心分神， 和一些心理健康的问题。依据正念发展的教学方法， 比如沉思式教学法， 在降低学生负面情绪，提高学生自我意识，和对学习环境和资料的专注性方面展现出积极的效果。然而，在这个领域的研究非常有限，尤其是讨论如何将沉思式教学法融入到网络课程的设计和教学中从而提高学生参与度。因此，这篇文章的目的就是讨论沉思式教学法的好处以及鼓励教育工作者们可以在高校在线课堂上使用正念引导的教学活动。 文章还讨论了一些可以将沉思式教学法有效融入到网络课程设计和教学中的策略，包括：尝试一些正念练习，降低认知超载的可能性，增加一些反思性学习活动， 以及包含一些社交支持属性。KEYWORDS: Contemplative pedagogymental healthmindfulness-informed course design and deliveryonline teaching and learningstudent engagement Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Contemplative pedagogy for positive engagement in online teaching and learning in higher education","authors":"Xinyue Ren","doi":"10.1080/13562517.2023.2280254","DOIUrl":"https://doi.org/10.1080/13562517.2023.2280254","url":null,"abstract":"ABSTRACTWith the growth of online programs in higher education, students are more likely to experience various barriers and challenges while taking online courses, such as social isolation, low motivation, distraction, and mental health issues. Mindfulness-informed pedagogy, such as contemplative pedagogy, showed its promise in decreasing students’ negative emotions and increasing their self-awareness and concentration on learning environments and materials. However, limited research is available to discuss the integration of contemplative pedagogy to promote student engagement from online course design and delivery perspectives. Therefore, the purpose of this article is to discuss the benefits of contemplative pedagogy and encourage educators’ use of mindfulness-informed teaching practices in online instruction in higher education. Some effective strategies to adopt contemplative pedagogy into online course design and delivery include: the integration of mindfulness exercises, the reduction of cognitive overload, the importance of reflective learning activities, and the inclusion of socially supportive features.摘要随着高校在线教育的兴起，学生们在上网络课程时，难免会遇到许多困难和挑战， 比如社交孤立， 积极性降低，分心分神， 和一些心理健康的问题。依据正念发展的教学方法， 比如沉思式教学法， 在降低学生负面情绪，提高学生自我意识，和对学习环境和资料的专注性方面展现出积极的效果。然而，在这个领域的研究非常有限，尤其是讨论如何将沉思式教学法融入到网络课程的设计和教学中从而提高学生参与度。因此，这篇文章的目的就是讨论沉思式教学法的好处以及鼓励教育工作者们可以在高校在线课堂上使用正念引导的教学活动。 文章还讨论了一些可以将沉思式教学法有效融入到网络课程设计和教学中的策略，包括：尝试一些正念练习，降低认知超载的可能性，增加一些反思性学习活动， 以及包含一些社交支持属性。KEYWORDS: Contemplative pedagogymental healthmindfulness-informed course design and deliveryonline teaching and learningstudent engagement Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/13562517.2023.2280268
Ying Zhan, Zhi Hong Wan, Munty Khon
ABSTRACTStudent feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate students, using structural equation modelling. Results reveal that the complexity dimension of epistemic beliefs positively influences student feedback literacy, both directly and indirectly through critical thinking. Meanwhile, the source dimension directly influences student feedback literacy positively, but indirectly negatively through critical thinking. The justification dimension indirectly benefits student feedback literacy through critical thinking, while the certainty dimension has a direct negative effect. The study concludes that nurturing dialectic epistemic beliefs and critical thinking is vital for developing feedback-literate students in higher education.KEYWORDS: Student feedback literacyCambodian undergraduate studentsepistemic beliefscritical thinking Ethical disclosure statementThis study has been approved by the Human Research Ethics Committee at Author 1’s university. A reference number is 2021-2022-0328. No potential conflict of interest was reported by the author(s).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by The Education University of Hong Kong: [Grant Number RG76/2020-2021R].
{"title":"What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking","authors":"Ying Zhan, Zhi Hong Wan, Munty Khon","doi":"10.1080/13562517.2023.2280268","DOIUrl":"https://doi.org/10.1080/13562517.2023.2280268","url":null,"abstract":"ABSTRACTStudent feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate students, using structural equation modelling. Results reveal that the complexity dimension of epistemic beliefs positively influences student feedback literacy, both directly and indirectly through critical thinking. Meanwhile, the source dimension directly influences student feedback literacy positively, but indirectly negatively through critical thinking. The justification dimension indirectly benefits student feedback literacy through critical thinking, while the certainty dimension has a direct negative effect. The study concludes that nurturing dialectic epistemic beliefs and critical thinking is vital for developing feedback-literate students in higher education.KEYWORDS: Student feedback literacyCambodian undergraduate studentsepistemic beliefscritical thinking Ethical disclosure statementThis study has been approved by the Human Research Ethics Committee at Author 1’s university. A reference number is 2021-2022-0328. No potential conflict of interest was reported by the author(s).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by The Education University of Hong Kong: [Grant Number RG76/2020-2021R].","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/13562517.2023.2258489
Lauren Ila Misiaszek
{"title":"Teaching and writing in the slipstream: aphorisms of precarity","authors":"Lauren Ila Misiaszek","doi":"10.1080/13562517.2023.2258489","DOIUrl":"https://doi.org/10.1080/13562517.2023.2258489","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/13562517.2023.2263838
Svenja Woitt, Joshua Weidlich, Ioana Jivet, Derya Orhan Göksün, Hendrik Drachsler, Marco Kalz
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.
{"title":"Students’ feedback literacy in higher education: an initial scale validation study","authors":"Svenja Woitt, Joshua Weidlich, Ioana Jivet, Derya Orhan Göksün, Hendrik Drachsler, Marco Kalz","doi":"10.1080/13562517.2023.2263838","DOIUrl":"https://doi.org/10.1080/13562517.2023.2263838","url":null,"abstract":"Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135992699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/13562517.2023.2263839
Neil Kramm, Sioux McKenna
ABSTRACTThe dominant response within higher education to the emergence of free online text- and graphic-generating software has been a concern with identifying AI usage in students’ work. We argue that this is both a waste of time and neglects our educational responsibilities. A police-catch-punish approach to AI, as with the use of this process in relation to plagiarism, ignores the broader purposes of higher education. If higher education is understood as being a space for nurturing transformative relationships with knowledge, AI can be harnessed to enhance learning experiences. Such an approach would also enable a critical understanding of the limitations and ethical deliberations around AI usage. Those critical academics who emphasise transformative learning over surveillance-driven approaches are likely to foster more meaningful higher education experiences.KEYWORDS: Artificial intelligencesurveillancetrustknowledge constructionpurpose of higher education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"AI amplifies the tough question: What is higher education <i>really</i> for?","authors":"Neil Kramm, Sioux McKenna","doi":"10.1080/13562517.2023.2263839","DOIUrl":"https://doi.org/10.1080/13562517.2023.2263839","url":null,"abstract":"ABSTRACTThe dominant response within higher education to the emergence of free online text- and graphic-generating software has been a concern with identifying AI usage in students’ work. We argue that this is both a waste of time and neglects our educational responsibilities. A police-catch-punish approach to AI, as with the use of this process in relation to plagiarism, ignores the broader purposes of higher education. If higher education is understood as being a space for nurturing transformative relationships with knowledge, AI can be harnessed to enhance learning experiences. Such an approach would also enable a critical understanding of the limitations and ethical deliberations around AI usage. Those critical academics who emphasise transformative learning over surveillance-driven approaches are likely to foster more meaningful higher education experiences.KEYWORDS: Artificial intelligencesurveillancetrustknowledge constructionpurpose of higher education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136063094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1080/13562517.2023.2263744
Anatoly Oleksiyenko, Serhiy Terepyshchyi
ABSTRACTPrecarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investigations have been conducted on how university professors handle the hardships of teaching in wartime. This study tries to understand the phenomenon of precarity, as it is experienced by Ukrainian educators affected by the brutal invasion and ensuing dehumanization. The study explores the following questions: What do post-Soviet educators learn from precarity and hostile environments that undermine their individual and professional dignity? How do they manage the security deficit in their academic and living environments? By presenting insights from thirty-nine interviews, this paper elaborates on the phenomenon of precarity among university educators who are urged to redefine themselves, reinstate their academic identity, and salvage their teaching careers in the context of war.KEYWORDS: Higher educationprecarityteachingcrisisUkraine Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Hong Kong Research Grants Council: [grant number #17665816].
{"title":"‘Hope despite all odds’: academic precarity in embattled Ukraine","authors":"Anatoly Oleksiyenko, Serhiy Terepyshchyi","doi":"10.1080/13562517.2023.2263744","DOIUrl":"https://doi.org/10.1080/13562517.2023.2263744","url":null,"abstract":"ABSTRACTPrecarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investigations have been conducted on how university professors handle the hardships of teaching in wartime. This study tries to understand the phenomenon of precarity, as it is experienced by Ukrainian educators affected by the brutal invasion and ensuing dehumanization. The study explores the following questions: What do post-Soviet educators learn from precarity and hostile environments that undermine their individual and professional dignity? How do they manage the security deficit in their academic and living environments? By presenting insights from thirty-nine interviews, this paper elaborates on the phenomenon of precarity among university educators who are urged to redefine themselves, reinstate their academic identity, and salvage their teaching careers in the context of war.KEYWORDS: Higher educationprecarityteachingcrisisUkraine Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Hong Kong Research Grants Council: [grant number #17665816].","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/13562517.2023.2259810
Jessica D. Cless, Briana S. Nelson Goff
ABSTRACTHigher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructors be purposeful and cautious with the use of trauma-related materials in the classroom. Most recommendations for implementation of these materials are based on theory, as few empirical studies examine actual student reactions to this content. This study, guided by Hill's ABC-X Model, presents mixed methods survey data from undergraduate students enrolled in a trauma course across three semesters to measure trauma exposure and subjective reactions to course materials. Qualitative results indicated a range of emotional reactions to course content, with both positive and negative effects. Results support the notion that coping resources and appraisal of the content itself may influence how course content is experienced by students. Implications for teaching, policy, and future research are discussed.KEYWORDS: Traumatrauma-informedcollege teachingpedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a University Small Research Grant and a College of Human Ecology Faculty Research Grant, both through a large Midwestern university.
{"title":"Student reactions to trauma-related course content","authors":"Jessica D. Cless, Briana S. Nelson Goff","doi":"10.1080/13562517.2023.2259810","DOIUrl":"https://doi.org/10.1080/13562517.2023.2259810","url":null,"abstract":"ABSTRACTHigher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructors be purposeful and cautious with the use of trauma-related materials in the classroom. Most recommendations for implementation of these materials are based on theory, as few empirical studies examine actual student reactions to this content. This study, guided by Hill's ABC-X Model, presents mixed methods survey data from undergraduate students enrolled in a trauma course across three semesters to measure trauma exposure and subjective reactions to course materials. Qualitative results indicated a range of emotional reactions to course content, with both positive and negative effects. Results support the notion that coping resources and appraisal of the content itself may influence how course content is experienced by students. Implications for teaching, policy, and future research are discussed.KEYWORDS: Traumatrauma-informedcollege teachingpedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a University Small Research Grant and a College of Human Ecology Faculty Research Grant, both through a large Midwestern university.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1080/13562517.2023.2253758
Jialei Jiang, Jason Tham
{"title":"Rethinking community-engaged pedagogy through posthumanist theory","authors":"Jialei Jiang, Jason Tham","doi":"10.1080/13562517.2023.2253758","DOIUrl":"https://doi.org/10.1080/13562517.2023.2253758","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49350011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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