Pub Date : 2023-05-24DOI: 10.1080/87567555.2023.2213877
Roneet Merkin, Barbara King
{"title":"Investigating Faculty Perception of Hybrid Teaching: A Case Study","authors":"Roneet Merkin, Barbara King","doi":"10.1080/87567555.2023.2213877","DOIUrl":"https://doi.org/10.1080/87567555.2023.2213877","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83350488","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 : 2023-05-22DOI: 10.1080/87567555.2023.2208816
Teresa Thonney
{"title":"What Community College Instructors Think about Student Writing: Results of a National Survey about Writing across the Curriculum","authors":"Teresa Thonney","doi":"10.1080/87567555.2023.2208816","DOIUrl":"https://doi.org/10.1080/87567555.2023.2208816","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86181648","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 : 2023-05-22DOI: 10.1080/87567555.2023.2205628
Marcela G. Cuellar, Emily R. Koren, Alberto Guzman-Alvarez, Gina A. Garcia
{"title":"Validating the Multicultural Teaching Competency Scale in Higher Education: Testing Factor Structure among Faculty at Hispanic-Serving Institutions","authors":"Marcela G. Cuellar, Emily R. Koren, Alberto Guzman-Alvarez, Gina A. Garcia","doi":"10.1080/87567555.2023.2205628","DOIUrl":"https://doi.org/10.1080/87567555.2023.2205628","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87077080","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 : 2023-05-10DOI: 10.1080/87567555.2023.2208817
John Kerrigan, Christina Bifulco
{"title":"Syllabus 2.0: Using Videos to Make the Syllabus Active","authors":"John Kerrigan, Christina Bifulco","doi":"10.1080/87567555.2023.2208817","DOIUrl":"https://doi.org/10.1080/87567555.2023.2208817","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84567228","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 : 2023-05-10DOI: 10.1080/87567555.2023.2208818
S. Jeram
{"title":"Fostering Social Connection in Large Lecture Classes","authors":"S. Jeram","doi":"10.1080/87567555.2023.2208818","DOIUrl":"https://doi.org/10.1080/87567555.2023.2208818","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72800728","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 : 2023-05-09DOI: 10.1080/87567555.2023.2208815
Nina B. Eduljee, Laurie A. Murphy, Meredith Emigh-Guy, K. Croteau
This empirical study examined undergraduate college students' perceptions about HyFlex/hybrid courses during the COVID-19 pandemic. A total of 305 students (73 male, 234 female) completed an online survey that assessed technological strategies, instructional strategies, and perceptions about HyFlex classes. Students indicated that most of their classes during the Spring 2021 semester were a mix of in-person and online, and professors used Google Meet for classes, and the learning management system (LMS) for assignments, syllabi, and rubrics. Student perceptions about their HyFlex classes indicated that they felt challenged in their classes and that course materials were available to them "during” and "after” class. Students also felt a lack of "connection” with other students in the class and were unsure if HyFlex improved their learning. Some of the aspects students liked about the HyFlex model included the "freedom to choose whether to attend in-person or virtually” (66.9%) and "flexibility to view lectures at my own pace” (55.4%), while aspects of the HyFlex model they did not like included "technology issues” (67.5%) and "not enough interaction with my classmates” (60.7%). Two open-ended questions generated comment themes with students indicating the need for classroom flexibility, classroom engagement, instructor communication, leveraging technology, and minimizing distractions. [ FROM AUTHOR] Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
本实证研究调查了2019冠状病毒病大流行期间本科生对HyFlex/混合课程的看法。共有305名学生(73名男性，234名女性)完成了一项在线调查，评估了技术策略、教学策略和对HyFlex课程的看法。学生们表示，他们在2021年春季学期的大部分课程都是面对面和在线结合的，教授们使用Google Meet来上课，使用学习管理系统(LMS)来布置作业、教学大纲和大纲。学生对HyFlex课程的看法表明，他们在课堂上感到有挑战，课程材料在“课中”和“课后”都可以使用。学生们还感到与班上其他学生缺乏“联系”，不确定HyFlex是否改善了他们的学习。学生们喜欢HyFlex模式的一些方面包括“可以自由选择是亲自上课还是虚拟上课”(66.9%)和“可以按照自己的节奏灵活地观看课程”(55.4%)，而他们不喜欢HyFlex模式的方面包括“技术问题”(67.5%)和“与同学的互动不足”(60.7%)。两个开放式问题产生了学生们的评论主题，他们指出了课堂灵活性、课堂参与度、教师沟通、利用技术和减少干扰的必要性。College Teaching的版权归Taylor & Francis Ltd所有，未经版权所有者的明确书面许可，其内容不得复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这可以删节。对副本的准确性不作任何保证。用户应参阅原始出版版本的材料的完整。(版权适用于所有人。)
{"title":"Student Perceptions about HyFlex/Hybrid Delivery of Courses during the COVID-19 Pandemic","authors":"Nina B. Eduljee, Laurie A. Murphy, Meredith Emigh-Guy, K. Croteau","doi":"10.1080/87567555.2023.2208815","DOIUrl":"https://doi.org/10.1080/87567555.2023.2208815","url":null,"abstract":"This empirical study examined undergraduate college students' perceptions about HyFlex/hybrid courses during the COVID-19 pandemic. A total of 305 students (73 male, 234 female) completed an online survey that assessed technological strategies, instructional strategies, and perceptions about HyFlex classes. Students indicated that most of their classes during the Spring 2021 semester were a mix of in-person and online, and professors used Google Meet for classes, and the learning management system (LMS) for assignments, syllabi, and rubrics. Student perceptions about their HyFlex classes indicated that they felt challenged in their classes and that course materials were available to them \"during” and \"after” class. Students also felt a lack of \"connection” with other students in the class and were unsure if HyFlex improved their learning. Some of the aspects students liked about the HyFlex model included the \"freedom to choose whether to attend in-person or virtually” (66.9%) and \"flexibility to view lectures at my own pace” (55.4%), while aspects of the HyFlex model they did not like included \"technology issues” (67.5%) and \"not enough interaction with my classmates” (60.7%). Two open-ended questions generated comment themes with students indicating the need for classroom flexibility, classroom engagement, instructor communication, leveraging technology, and minimizing distractions. [ FROM AUTHOR] Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82092929","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 : 2023-05-04DOI: 10.1080/87567555.2023.2203892
K. Siwatu, Kara Page, Narges Hadi
{"title":"The Development of the College Teaching Self-Efficacy Scale","authors":"K. Siwatu, Kara Page, Narges Hadi","doi":"10.1080/87567555.2023.2203892","DOIUrl":"https://doi.org/10.1080/87567555.2023.2203892","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78386026","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 : 2023-05-02DOI: 10.1080/87567555.2023.2205629
P. Gardner
{"title":"The Reflective Essay in Social Research Methods Education: An Analysis of Student Assessment Experiences","authors":"P. Gardner","doi":"10.1080/87567555.2023.2205629","DOIUrl":"https://doi.org/10.1080/87567555.2023.2205629","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76804532","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 : 2023-04-26DOI: 10.1080/87567555.2023.2203893
Brandon Bosch
{"title":"Does Being Known Matter? Analyzing the Effects of Name Recognition by Instructor and Student","authors":"Brandon Bosch","doi":"10.1080/87567555.2023.2203893","DOIUrl":"https://doi.org/10.1080/87567555.2023.2203893","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82265026","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 : 2023-04-19DOI: 10.1080/87567555.2023.2201670
L. A. Meadows, Max Bernard, Kaela Clabaugh-Howell, Jessica Duke, L. Irvin, Lydia Mayo, E. Holt
{"title":"Inclusive-Equity Rubric and its Evaluation of Introductory Biology Course Syllabi","authors":"L. A. Meadows, Max Bernard, Kaela Clabaugh-Howell, Jessica Duke, L. Irvin, Lydia Mayo, E. Holt","doi":"10.1080/87567555.2023.2201670","DOIUrl":"https://doi.org/10.1080/87567555.2023.2201670","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79944479","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}
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