Pub Date : 2023-12-25DOI: 10.1080/87567555.2023.2296081
Steve Haberlin
{"title":"Facilitating Meditation Practice in the Higher Education Classroom: A Conceptual Framework","authors":"Steve Haberlin","doi":"10.1080/87567555.2023.2296081","DOIUrl":"https://doi.org/10.1080/87567555.2023.2296081","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1080/87567555.2023.2291353
Rebecca M. L. Curnalia
{"title":"Linking Outcomes to Students’ Experiences with Emotions, Course Modalities, and Instructional Practices during Fall 2020 Remote Learning","authors":"Rebecca M. L. Curnalia","doi":"10.1080/87567555.2023.2291353","DOIUrl":"https://doi.org/10.1080/87567555.2023.2291353","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"58 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1080/87567555.2023.2278133
Charles S. Reichardt, Daniel Storage, Edward F. Garrido, Sarah T. Huff, E. Paige Lloyd, Pamela C. Miller, Aimee Reichmann-Decker
AbstractStudents were taught to use statistical reasoning to critically evaluate the pseudoscience of astrology. A pretest and posttest were given before and after a 20-minute lesson that empirically demonstrated the inaccuracy of three entertaining astrological predictions and, in doing so, taught skills in quantitative literacy. On the pretest, 33% of the 233 undergraduates enrolled in introductory or intermediate psychology courses believed that astrology is “not at all scientific.” Following the short lesson debunking astrology, that percentage increased to 84%. The data for testing astrological predictions came from the General Social Survey, which can be freely and easily used to teach quantitative skills or pursue further research on discrediting astrology. Students found the lesson debunking astrology interesting and worthwhile.Keywords: Astrologybivariate frequency tablespseudosciencestatistical significanceteaching statistics Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe materials and data referenced in the present study are publicly available in the OSF repository: https://osf.io/e4s8t/?view_only=08da9556291f469cb78338acf59c705e. The “Age” and “Class” variables were omitted from the data for further security in preserving anonymity.
摘要学生们被教导使用统计推理来批判性地评价占星术的伪科学。在20分钟的课程前后分别进行了前测和后测，从经验上证明了三个有趣的占星预测的不准确性，并在此过程中教授了定量读写技能。在预测中，233名参加心理学入门或中级课程的本科生中，有33%的人认为占星术“一点也不科学”。在揭穿占星术的简短课程之后，这一比例上升到了84%。测试占星术预测的数据来自《综合社会调查》(General Social Survey)，可以自由、轻松地用于教授定量技巧或对不可信的占星术进行进一步研究。学生们觉得这节课揭穿占星术很有趣，也很有价值。关键词:星相学双变量频率表伪科学统计学意义教学统计学披露声明作者未报告潜在利益冲突。数据可用性声明本研究中引用的材料和数据可在OSF存储库中公开获取:https://osf.io/e4s8t/?view_only=08da9556291f469cb78338acf59c705e。数据中省略了“年龄”和“类别”变量，以进一步保证匿名性的安全性。
{"title":"Teaching Students to Use Statistical Reasoning to Debunk Astrology","authors":"Charles S. Reichardt, Daniel Storage, Edward F. Garrido, Sarah T. Huff, E. Paige Lloyd, Pamela C. Miller, Aimee Reichmann-Decker","doi":"10.1080/87567555.2023.2278133","DOIUrl":"https://doi.org/10.1080/87567555.2023.2278133","url":null,"abstract":"AbstractStudents were taught to use statistical reasoning to critically evaluate the pseudoscience of astrology. A pretest and posttest were given before and after a 20-minute lesson that empirically demonstrated the inaccuracy of three entertaining astrological predictions and, in doing so, taught skills in quantitative literacy. On the pretest, 33% of the 233 undergraduates enrolled in introductory or intermediate psychology courses believed that astrology is “not at all scientific.” Following the short lesson debunking astrology, that percentage increased to 84%. The data for testing astrological predictions came from the General Social Survey, which can be freely and easily used to teach quantitative skills or pursue further research on discrediting astrology. Students found the lesson debunking astrology interesting and worthwhile.Keywords: Astrologybivariate frequency tablespseudosciencestatistical significanceteaching statistics Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe materials and data referenced in the present study are publicly available in the OSF repository: https://osf.io/e4s8t/?view_only=08da9556291f469cb78338acf59c705e. The “Age” and “Class” variables were omitted from the data for further security in preserving anonymity.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"20 S5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135873180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/87567555.2023.2272277
Meichai Chen, George Y. Bizer, Roger W. Hoerl
AbstractPrevious research has shown mixed results regarding the relationship between Student Evaluations of Teaching (SETs) and teaching effectiveness. Although the literature on this topic is extensive, it appears that none of the scholarship was conducted at small, selective, undergraduate institutions in which teaching is prioritized. In the current research, we explored the association between student evaluations and teaching effectiveness at such an institution. Data were collected at a selective liberal-arts institution of approximately 2200 students in the Northeastern United States. Participants were 139 students who had enrolled in both Calculus I and Calculus II. Seven different professors taught Calculus I, while seven different professors taught Calculus II. Linear regression analyses indicated that, for one of the three subscales of the College’s SET, there was a positive association between SET scores of the faculty member in Calculus I and student grades in Calculus II. Machine-learning analyses confirmed this association and indicated that the relationship was strongest for students with overall grade-point averages near the cohort’s mean. Our research thus adds to the scholarship broadly but also suggests that assessment of SETs in smaller, selective teaching-oriented institutions is an important direction for future scholarship.Keywords: Liberal-arts schoolsmachine-learning analysisstudent evaluationsteaching effectiveness Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Student Evaluations of Teaching as a Predictor of Teaching Effectiveness in a Selective Liberal-Arts College","authors":"Meichai Chen, George Y. Bizer, Roger W. Hoerl","doi":"10.1080/87567555.2023.2272277","DOIUrl":"https://doi.org/10.1080/87567555.2023.2272277","url":null,"abstract":"AbstractPrevious research has shown mixed results regarding the relationship between Student Evaluations of Teaching (SETs) and teaching effectiveness. Although the literature on this topic is extensive, it appears that none of the scholarship was conducted at small, selective, undergraduate institutions in which teaching is prioritized. In the current research, we explored the association between student evaluations and teaching effectiveness at such an institution. Data were collected at a selective liberal-arts institution of approximately 2200 students in the Northeastern United States. Participants were 139 students who had enrolled in both Calculus I and Calculus II. Seven different professors taught Calculus I, while seven different professors taught Calculus II. Linear regression analyses indicated that, for one of the three subscales of the College’s SET, there was a positive association between SET scores of the faculty member in Calculus I and student grades in Calculus II. Machine-learning analyses confirmed this association and indicated that the relationship was strongest for students with overall grade-point averages near the cohort’s mean. Our research thus adds to the scholarship broadly but also suggests that assessment of SETs in smaller, selective teaching-oriented institutions is an important direction for future scholarship.Keywords: Liberal-arts schoolsmachine-learning analysisstudent evaluationsteaching effectiveness Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"31 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136377170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/87567555.2023.2271619
Somer R. Davis, Kristin A. Ritchey
AbstractThe SOAR study method (Selection, Organization, Association, Regulation) has proven effective, yet students are typically reluctant to use reading interventions or study aids. This study compared each of the components of the SOAR strategy to determine if they produce reading comprehension scores as strong as the combined SOAR strategy. Undergraduates from a Midwestern university were trained on one of six study methods: selection, organization, association, regulation, SOAR, or rereading, and were tested with fact, concept, and relationship questions. Concept and relationship comprehension were the same across conditions, and fact comprehension was highest for the SOAR and regulation groups. Participants’ reported likelihood of completing all four steps of the SOAR strategy was low, even while they acknowledged its effectiveness. Implications include developing reading interventions that maximize comprehension and efficiency while increasing students’ willingness to use those interventions.Keywords: ComprehensionreadingSOARstudy strategy Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Helping College Students Read: An Investigation of the SOAR Strategy","authors":"Somer R. Davis, Kristin A. Ritchey","doi":"10.1080/87567555.2023.2271619","DOIUrl":"https://doi.org/10.1080/87567555.2023.2271619","url":null,"abstract":"AbstractThe SOAR study method (Selection, Organization, Association, Regulation) has proven effective, yet students are typically reluctant to use reading interventions or study aids. This study compared each of the components of the SOAR strategy to determine if they produce reading comprehension scores as strong as the combined SOAR strategy. Undergraduates from a Midwestern university were trained on one of six study methods: selection, organization, association, regulation, SOAR, or rereading, and were tested with fact, concept, and relationship questions. Concept and relationship comprehension were the same across conditions, and fact comprehension was highest for the SOAR and regulation groups. Participants’ reported likelihood of completing all four steps of the SOAR strategy was low, even while they acknowledged its effectiveness. Implications include developing reading interventions that maximize comprehension and efficiency while increasing students’ willingness to use those interventions.Keywords: ComprehensionreadingSOARstudy strategy Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/87567555.2023.2274366
Bryan D. Poole, Sarah G. Johnson, Sarah G. Milliron
{"title":"Did You Get my Email? How Email Use May Impact Students’ Perceptions of Teachers","authors":"Bryan D. Poole, Sarah G. Johnson, Sarah G. Milliron","doi":"10.1080/87567555.2023.2274366","DOIUrl":"https://doi.org/10.1080/87567555.2023.2274366","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"43 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135216890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstractUsing four methodologies, with both students and professors as participants, we predicted and found that college students are more likely to address/reference female versus male professors by first name. The effect was not explained by perceptions of lower status/competence or greater warmth, but rather more student-professor interaction. When we made first-name-only references impractical, students actually used more formal reference terms for female than male professors. We discuss potential moderating variables and implications for female faculty work life.Keywords: address termsgenderprofessorsreference termsrelationshipsstereotypestitles Ethics statementAll studies in this manuscript were approved by our university’s Institutional Review Board.Disclosure statementThe authors have no competing interests.Notes1 We examined the job status of those professors who were referenced at least once by name, identifying 69 (54 male, 15 female) as Full Professors, 30 (15 male, 15 female) as Associate Professors, and 62 (40 male, 22 female) as non-tenured faculty (Assistant Professors, Visiting/Adjunct Professors, and Lecturers). A gender × job status chi-square test resulted in a significant interaction, χ2(2, n = 161) = 8.10, p = .017, C2 = .05. + There were proportionally more male than female professors at the Full Professor level. To examine the potential role of job status differences in gender differences, we performed a gender × job status ANOVA on the first name references. + The gender main effect was still significant and had the same effect size, suggesting that job status accounted for none of gender’s effects on first name usage. + The only other significant finding was a job status main effect, F(1, 155) = 7.28, p = .001, η2 = .09. + Tukey post-hoc tests revealed that Associate Professors were more often referenced by first name, as compared to both Full Professors (p < .001) and non-tenured Professors (p = .006), which interestingly did not differ (p = .344).2 The website also included “easiness” ratings, which were similarly unrelated to professor gender and positively related to first name references.3 These results excluded 17 professors without quantifiable responses to the invitation item.4 We specified the audience as students taking the same class because we wanted students to feel free to use any reference term they wanted, as opposed to thinking they had to identify the professor by name to students who might be unfamiliar with the professor. If participants had to use the full name or last name for identification reasons, then it would introduce an element that is not relevant to situations in which address terms are used, thus making the comparison between reference and address terms more complex.5 We also ruled out some potential confounds (average class size, average grade earned in the class, average number of times students took that professor, average number of instructors taken by students, average number of terms
摘要采用四种方法，以学生和教授为参与者，我们预测并发现大学生更倾向于直呼女教授的名字。这种影响不能用地位/能力较低或更温暖的感觉来解释，而是用学生与教授之间更多的互动来解释。当我们让只称呼名字的推荐人变得不切实际时，学生们实际上对女教授的推荐人比对男教授的推荐人更正式。我们讨论潜在的调节变量和影响女教师的工作生活。关键词:称谓、性别、教授、参考文献、关系、刻板印象、标题伦理声明本文所有研究均经我校机构审查委员会批准。声明作者与他人无利益冲突。注1:我们调查了那些至少被提及一次的教授的工作状态，确定69位(54位男性，15位女性)为正教授，30位(15位男性，15位女性)为副教授，62位(40位男性，22位女性)为非终身教授(助理教授，客座/兼职教授和讲师)。性别×工作状态卡方检验结果显示交互作用显著，χ2(2, n = 161) = 8.10, p = 0.017, C2 = 0.05。+正教授级别的男教授比例高于女教授。为了检验工作地位差异在性别差异中的潜在作用，我们对名字引用进行了性别×工作地位的方差分析。性别的主要影响仍然是显著的，并且具有相同的效应大小，这表明工作状态对名字的使用没有任何性别的影响。+唯一的其他显著发现是工作状态的主要影响，F(1,155) = 7.28, p = 0.001， η2 = 0.09。+ Tukey事后检验显示，与正教授(p < .001)和非终身教授(p = .006)相比，副教授更常被直呼其名，有趣的是，两者没有差异(p = .344)该网站还包括“轻松度”评分，同样与教授的性别无关，而与名字相关这些结果排除了17位对邀请项目没有可量化回应的教授我们将受众指定为上同一门课的学生，因为我们希望学生可以自由地使用他们想要的任何参考术语，而不是认为他们必须向可能不熟悉教授的学生说出教授的名字。如果参与者出于识别原因不得不使用全名或姓氏，那么它将引入一个与使用称呼术语的情况无关的元素，从而使参考术语和称呼术语之间的比较更加复杂我们还排除了一些潜在的混淆因素(平均班级规模、班级平均成绩、学生上该教授课的平均次数、学生上该教授课的平均次数、学生上该教授课的平均学期数)，这些因素都没有因教授的性别而有所不同如果对教授持更极端观点的学生在网上发表更多评论，那么研究1就会受到潜在的选择偏差的限制。此外，该网站并没有防范虚构的回复或来自同一学生的多个回复。研究2和3对准确和无偏估计的依赖受到限制。研究4涉及虚构的场景，可能无法概括。本研究由麦克奈尔学者项目资助。
{"title":"Students’ Address and Reference Term Choices for Female versus Male Professors","authors":"Amani El-Alayli, Elizabeth Schriner, Ashley Hansen-Brown, Cristobal Santoyo, Willow Moline, Wendy Rosenau","doi":"10.1080/87567555.2023.2262677","DOIUrl":"https://doi.org/10.1080/87567555.2023.2262677","url":null,"abstract":"AbstractUsing four methodologies, with both students and professors as participants, we predicted and found that college students are more likely to address/reference female versus male professors by first name. The effect was not explained by perceptions of lower status/competence or greater warmth, but rather more student-professor interaction. When we made first-name-only references impractical, students actually used more formal reference terms for female than male professors. We discuss potential moderating variables and implications for female faculty work life.Keywords: address termsgenderprofessorsreference termsrelationshipsstereotypestitles Ethics statementAll studies in this manuscript were approved by our university’s Institutional Review Board.Disclosure statementThe authors have no competing interests.Notes1 We examined the job status of those professors who were referenced at least once by name, identifying 69 (54 male, 15 female) as Full Professors, 30 (15 male, 15 female) as Associate Professors, and 62 (40 male, 22 female) as non-tenured faculty (Assistant Professors, Visiting/Adjunct Professors, and Lecturers). A gender × job status chi-square test resulted in a significant interaction, χ2(2, n = 161) = 8.10, p = .017, C2 = .05. + There were proportionally more male than female professors at the Full Professor level. To examine the potential role of job status differences in gender differences, we performed a gender × job status ANOVA on the first name references. + The gender main effect was still significant and had the same effect size, suggesting that job status accounted for none of gender’s effects on first name usage. + The only other significant finding was a job status main effect, F(1, 155) = 7.28, p = .001, η2 = .09. + Tukey post-hoc tests revealed that Associate Professors were more often referenced by first name, as compared to both Full Professors (p < .001) and non-tenured Professors (p = .006), which interestingly did not differ (p = .344).2 The website also included “easiness” ratings, which were similarly unrelated to professor gender and positively related to first name references.3 These results excluded 17 professors without quantifiable responses to the invitation item.4 We specified the audience as students taking the same class because we wanted students to feel free to use any reference term they wanted, as opposed to thinking they had to identify the professor by name to students who might be unfamiliar with the professor. If participants had to use the full name or last name for identification reasons, then it would introduce an element that is not relevant to situations in which address terms are used, thus making the comparison between reference and address terms more complex.5 We also ruled out some potential confounds (average class size, average grade earned in the class, average number of times students took that professor, average number of instructors taken by students, average number of terms","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-14DOI: 10.1080/87567555.2023.2269457
Simon Brownhill
A distinctive feature of sizable university campuses across the globe is the large lecture hall. Home to the oldest and most widely used teaching method in tertiary educational institutions, the large lecture remains a prominent feature of academic programs, presenting content information to large numbers of students with the minimal amount of staffing resources. This Quick Fix article focuses its attention on those who are lectured, specifically those students who are able to physically stand. By making a stand, instructors can combat identified barriers to learner movement in the large lecture hall, supporting the improved physical activity, mental health, and learning of students.
{"title":"<i>Making a Stand!</i> Getting Students to Physically Stand up in the Large Lecture Hall","authors":"Simon Brownhill","doi":"10.1080/87567555.2023.2269457","DOIUrl":"https://doi.org/10.1080/87567555.2023.2269457","url":null,"abstract":"A distinctive feature of sizable university campuses across the globe is the large lecture hall. Home to the oldest and most widely used teaching method in tertiary educational institutions, the large lecture remains a prominent feature of academic programs, presenting content information to large numbers of students with the minimal amount of staffing resources. This Quick Fix article focuses its attention on those who are lectured, specifically those students who are able to physically stand. By making a stand, instructors can combat identified barriers to learner movement in the large lecture hall, supporting the improved physical activity, mental health, and learning of students.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135767456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1080/87567555.2023.2266855
Wm Marty Martin, Yvette Lopez
AbstractThe COVID-19 pandemic has had a significant disruption on institutions of higher education. While institutions were quick to pivot to online learning at the beginning of the pandemic, factors such as student push back, lawsuits, and financial indicators have resulted in a return to in-person education. With the pandemic still ongoing, leadership must embrace the legal and ethical responsibilities and duties for effectively protecting faculty from infection. This article underscores the relationship between teacher anxiety and teaching effectiveness. Finally, this article applies a hierarchy of controls approach to informing leadership on how to reduce teacher anxiety which interferes with teaching effectiveness.Keywords: COVID-19hierarchy of controlshigher education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Teaching during Pandemics: Managing Teacher Anxiety","authors":"Wm Marty Martin, Yvette Lopez","doi":"10.1080/87567555.2023.2266855","DOIUrl":"https://doi.org/10.1080/87567555.2023.2266855","url":null,"abstract":"AbstractThe COVID-19 pandemic has had a significant disruption on institutions of higher education. While institutions were quick to pivot to online learning at the beginning of the pandemic, factors such as student push back, lawsuits, and financial indicators have resulted in a return to in-person education. With the pandemic still ongoing, leadership must embrace the legal and ethical responsibilities and duties for effectively protecting faculty from infection. This article underscores the relationship between teacher anxiety and teaching effectiveness. Finally, this article applies a hierarchy of controls approach to informing leadership on how to reduce teacher anxiety which interferes with teaching effectiveness.Keywords: COVID-19hierarchy of controlshigher education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.1080/87567555.2023.2266856
Stefanie S. Boswell
AbstractMaking informed, reflective changes to improve teaching can be challenging when there is a limited feedback available about one’s teaching. This Quick Fix article presents an approach that I used, informed by my university’s faculty handbook, to solicit, organize, and reflect upon student feedback about my teaching. The process improved my ability to make intentional changes to become a more effective teacher.Keywords: Effective teachingfaculty handbookstudent evaluations of teaching Disclosure statementNo potential conflict of interest was reported by the authors.
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