Pub Date : 2023-03-10DOI: 10.1080/87567555.2023.2185763
Z. Gersten, O. Anderson
{"title":"Barriers and Facilitators for Attending In-Person Classes as Identified by Public Health Undergraduate Students Amidst the COVID-19 Pandemic","authors":"Z. Gersten, O. Anderson","doi":"10.1080/87567555.2023.2185763","DOIUrl":"https://doi.org/10.1080/87567555.2023.2185763","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87927590","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 : 2023-03-09DOI: 10.1080/87567555.2023.2184319
Rick Ginsberg, J. Jackson, Lauren Midgette
{"title":"Learning from College Students’ Engagement in Collective Action: Divergent Values and Implementation","authors":"Rick Ginsberg, J. Jackson, Lauren Midgette","doi":"10.1080/87567555.2023.2184319","DOIUrl":"https://doi.org/10.1080/87567555.2023.2184319","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90550830","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 : 2023-03-03DOI: 10.1080/87567555.2023.2183377
Laura J. Petranek, Cara Gallegos
{"title":"Perceptions of Learning and Engagement with Mobile Technology in a University Setting","authors":"Laura J. Petranek, Cara Gallegos","doi":"10.1080/87567555.2023.2183377","DOIUrl":"https://doi.org/10.1080/87567555.2023.2183377","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83570394","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 : 2023-02-25DOI: 10.1080/87567555.2023.2183376
Somesh P. Roy, Amber Young-Brice, Jenna Lassila, B. K. Johnson
{"title":"Emphasizing Self-Regulation in Teaching: Reducing Disruption to Students’ Learning during Unplanned Instructional Mode Transition","authors":"Somesh P. Roy, Amber Young-Brice, Jenna Lassila, B. K. Johnson","doi":"10.1080/87567555.2023.2183376","DOIUrl":"https://doi.org/10.1080/87567555.2023.2183376","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86723335","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 : 2023-02-23DOI: 10.1080/87567555.2023.2179591
Virginia Clinton-Lisell, Lindsey Gwozdz
Abstract Renewable assignments are student created artifacts that have value outside of courses. However, more empirical inquiry in renewable assignments grounded in theoretical frameworks is necessary. In this study, students (N = 69) engaged in renewable assignments and were asked to report on their perceptions based on the self-determination theory of motivation and social justice principles. Overall, students reported higher levels of motivation as well as more opportunity to represent their identities for renewable assignments than traditional assignments. Students who opted to publicly share reported higher levels of competence and relatedness than did students who did not opt to publicly share.
{"title":"Understanding Student Experiences of Renewable and Traditional Assignments","authors":"Virginia Clinton-Lisell, Lindsey Gwozdz","doi":"10.1080/87567555.2023.2179591","DOIUrl":"https://doi.org/10.1080/87567555.2023.2179591","url":null,"abstract":"Abstract Renewable assignments are student created artifacts that have value outside of courses. However, more empirical inquiry in renewable assignments grounded in theoretical frameworks is necessary. In this study, students (N = 69) engaged in renewable assignments and were asked to report on their perceptions based on the self-determination theory of motivation and social justice principles. Overall, students reported higher levels of motivation as well as more opportunity to represent their identities for renewable assignments than traditional assignments. Students who opted to publicly share reported higher levels of competence and relatedness than did students who did not opt to publicly share.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"1 1","pages":"125 - 134"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79938496","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 : 2023-02-20DOI: 10.1080/87567555.2023.2181307
Katie J. Shillington, D. Morrow, Ken N. Meadows, Carmen T. Labadie, Benjamin Tran, Zoha Raza, Catherine Qi, Dale J. Vranckx, Manvi Bhalla, K. Bluth, Tara M. Cousineau, David E. Cunningham, M. Estrada, Jennifer Massey, Nokuzola Ncube, J. Irwin
{"title":"Leveraging Kindness in Canadian Post-Secondary Education: A Conceptual Paper","authors":"Katie J. Shillington, D. Morrow, Ken N. Meadows, Carmen T. Labadie, Benjamin Tran, Zoha Raza, Catherine Qi, Dale J. Vranckx, Manvi Bhalla, K. Bluth, Tara M. Cousineau, David E. Cunningham, M. Estrada, Jennifer Massey, Nokuzola Ncube, J. Irwin","doi":"10.1080/87567555.2023.2181307","DOIUrl":"https://doi.org/10.1080/87567555.2023.2181307","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76320527","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 : 2023-02-13DOI: 10.1080/87567555.2023.2178373
S. Sprecher
Abstract Many departments in colleges and universities require a capstone course that involves the students conducting a research project. This author has had over 20 years of experience teaching such a capstone course and describes a flexible research method for student research projects – the vignette study (an experiment embedded in a survey). She also has teams of undergraduate students working in her lab for research credit make progress on a vignette design as one of several research activities. The vignette study can be used for students across many majors, including but not limited to sociology, psychology, criminal justice, nursing, social work, and marketing. Detail is provided on how to teach a capstone course using this flexible research method.
{"title":"The Vignette Method: A Flexible Method for Capstone Courses and as a Supplemental Learning Experience in Research Labs","authors":"S. Sprecher","doi":"10.1080/87567555.2023.2178373","DOIUrl":"https://doi.org/10.1080/87567555.2023.2178373","url":null,"abstract":"Abstract Many departments in colleges and universities require a capstone course that involves the students conducting a research project. This author has had over 20 years of experience teaching such a capstone course and describes a flexible research method for student research projects – the vignette study (an experiment embedded in a survey). She also has teams of undergraduate students working in her lab for research credit make progress on a vignette design as one of several research activities. The vignette study can be used for students across many majors, including but not limited to sociology, psychology, criminal justice, nursing, social work, and marketing. Detail is provided on how to teach a capstone course using this flexible research method.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"16 1","pages":"75 - 81"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82230860","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 : 2023-02-13DOI: 10.1080/87567555.2023.2179011
Mel Stanfill, Jillian Klean Zwilling
Abstract In 2014, the popular conversation about safe space in the classroom tended to mock marginalized students seeking protection. Nearly a decade later, the discourse has become protectionist toward majority students allegedly discriminated against by being informed that they benefit from racism, sexism and heterosexism. What, then, does it mean to talk about making classrooms safe spaces for learning? Through defining six considerations for safe space, we advocate for all colleges, faculty, and students to better facilitate inclusion.
{"title":"Critical Considerations for Safe Space in the College Classroom","authors":"Mel Stanfill, Jillian Klean Zwilling","doi":"10.1080/87567555.2023.2179011","DOIUrl":"https://doi.org/10.1080/87567555.2023.2179011","url":null,"abstract":"Abstract In 2014, the popular conversation about safe space in the classroom tended to mock marginalized students seeking protection. Nearly a decade later, the discourse has become protectionist toward majority students allegedly discriminated against by being informed that they benefit from racism, sexism and heterosexism. What, then, does it mean to talk about making classrooms safe spaces for learning? Through defining six considerations for safe space, we advocate for all colleges, faculty, and students to better facilitate inclusion.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"10 1","pages":"85 - 91"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75153843","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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