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Living at Work: Teaching Online During the COVID-19 Pandemic 在工作中生活：COVID-19 大流行期间的在线教学
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.2722
Rachelle Hulbert, Peter Maslin, Sue Baker
{"title":"Living at Work: Teaching Online During the COVID-19 Pandemic","authors":"Rachelle Hulbert, Peter Maslin, Sue Baker","doi":"10.5204/ssj.2722","DOIUrl":"https://doi.org/10.5204/ssj.2722","url":null,"abstract":"This article presents a case study of what educators from an initial teacher education provider in Aotearoa, New Zealand learnt from the collapse of institutional practice architecture during the COVID-19 lockdown in March 2020. It explores how educators responded to the challenges emerging from living at work and recognises the interconnected links of educators’ practices in their sayings, doings, and relatings. The study was conducted using semi-structured interviews to gather in the moment lived experiences of nine teacher educators in their ‘living at work’ context. The insight from these interviews provides a unique perspective of how educator and student wellbeing can be sustained through relationships. The collapse of institutional practice architecture highlighted arrangements and set-ups within the institute that enabled or constrained educator practices and how the changing arrangements impacted student wellbeing.\u0000 ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"3 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584373","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}
引用次数: 0
Taking a Text and Tweaking it: Using Wendy Belcher’s 12-Week Journal Writing Program to Support Writing Wellbeing for Busy Educators 取其精华，去其糟粕：使用温迪-贝尔彻的 "12 周日记写作计划 "为繁忙的教育工作者提供写作支持
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.2764
Abbe Winter
{"title":"Taking a Text and Tweaking it: Using Wendy Belcher’s 12-Week Journal Writing Program to Support Writing Wellbeing for Busy Educators","authors":"Abbe Winter","doi":"10.5204/ssj.2764","DOIUrl":"https://doi.org/10.5204/ssj.2764","url":null,"abstract":"This practice report argues that, in a higher education system where publication is a key performance metric, existing resources, such as textbooks, can be used and modified to make engaging and valuable professional development resources for researcher/educators – both students and academics. The report outlines a series of writing workshops offered over 2021 and 2022 at Queensland University of Technology, based on Wendy Laura Belcher’s 2019 book Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. The practice report describes the specific steps taken to “tweak”, or re-work the book-as-curriculum, to provide flexibility and a place for writing wellness for educators during over-crowded academic semesters. It also provides a case study of the usefulness of the writing program for educators in enhancing their writing wellbeing, and ends with lessons for other academic developers who may be considering using existing texts as the basis for professional development for already-overworked staff in the neoliberal academy.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"50 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010273","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}
引用次数: 0
Co-Creating a Health and Wellbeing Strategy for Students and Staff 共同制定学生和教职员工健康与幸福战略
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.2781
Berni Cooper, Nicole Border, Felicity Couperthwaite
{"title":"Co-Creating a Health and Wellbeing Strategy for Students and Staff","authors":"Berni Cooper, Nicole Border, Felicity Couperthwaite","doi":"10.5204/ssj.2781","DOIUrl":"https://doi.org/10.5204/ssj.2781","url":null,"abstract":"This paper reports on the application of culture change methodology to co-design a whole-of-university health and wellbeing strategy. We outline considerations that necessitate a change in the way higher education contributes to student and staff mental health and wellbeing. We provide an overview of an Appreciative Inquiry culture change methodology; a map of the process followed; the benefits of applying Appreciative Inquiry principles; and a description of outcomes, which include funding for a new health and wellbeing strategy implementation team. We argue that by co-designing a strategy, with representatives of the whole system taking a strengths-based perspective, we enabled self-determined change. We also argue that the process of co-designing and co-developing a strategy can be a wellbeing intervention in and of itself.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"24 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010368","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}
引用次数: 0
Delivering Quality WIL Without Compromising Wellbeing: Exploring Staff and Student Wellbeing in a WIL Context Through the Lens of Organisational Health 在不损害福利的情况下提供高质量的 WIL：通过组织健康的视角，探索西湖大学背景下的教职员工和学生福祉
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.2812
Deanna Grant-Smith, A. Feldman
{"title":"Delivering Quality WIL Without Compromising Wellbeing: Exploring Staff and Student Wellbeing in a WIL Context Through the Lens of Organisational Health","authors":"Deanna Grant-Smith, A. Feldman","doi":"10.5204/ssj.2812","DOIUrl":"https://doi.org/10.5204/ssj.2812","url":null,"abstract":"Recent scholarship has highlighted the need to be attentive to the student experience of placement-based work-integrated learning and its possible impacts on the wellbeing of student participants. The experiences of staff involved in planning, delivering and supporting work-integrated learning programs and the impact on their wellbeing have received less attention. Using data from a survey conducted at an elite Australian university, this article explores staff perspectives on, and experiences of, work-integrated learning. Through the theoretical lens of organisational health, this article proposes key contributors to ensuring quality learning outcomes for students without comprising the wellbeing of staff. These include conducting realistic workload assessments and providing staffing and allocating workload in line with these; providing appropriate training, staff recognition and reward, and employment which recognises work-integrated learning as a specialist skillset; and resourcing skilled administrative support and technological systems.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"1 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584369","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}
引用次数: 0
Exploring the Role of Academic Development in Supporting Tertiary Educators’ Well-Being: The Case of Online Consultations at UniSA 探索学术发展在支持高等教育工作者幸福生活中的作用：南澳大学在线咨询案例
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.2782
Antonella Strambi, James E Hobson, K. Baldock, Amanda Janssen
{"title":"Exploring the Role of Academic Development in Supporting Tertiary Educators’ Well-Being: The Case of Online Consultations at UniSA","authors":"Antonella Strambi, James E Hobson, K. Baldock, Amanda Janssen","doi":"10.5204/ssj.2782","DOIUrl":"https://doi.org/10.5204/ssj.2782","url":null,"abstract":"In this practice report, we posit that academic development encompasses more than improving and developing courses; it offers a space for tertiary educators to develop professionally, personally, and improve their well-being. The report is focussed on an initiative of a Teaching Innovation Unit to offer individual consultations to tertiary educators as a way of supporting well-being while building professional knowledge and capacity. Preliminary findings based on evaluation data suggest that the consultations were indeed a valued resource for educators. Moving forward, we propose that our assertion of the value of the consultations can be tested by applying well-being models and frameworks, such as Ryff and Keyes’ (1995) scale and Wheatley’s (2022) workplace well-being framework.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"4 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982130","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}
引用次数: 0
Allegations, Abuse and Discrimination: Using Student Evaluation of Teaching Surveys to Support Student and Educator Wellbeing 指控、虐待和歧视：利用学生教学评价调查支持学生和教育工作者的福祉
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.2756
Samuel Cunningham, A. Cathcart, Tina Graham
{"title":"Allegations, Abuse and Discrimination: Using Student Evaluation of Teaching Surveys to Support Student and Educator Wellbeing","authors":"Samuel Cunningham, A. Cathcart, Tina Graham","doi":"10.5204/ssj.2756","DOIUrl":"https://doi.org/10.5204/ssj.2756","url":null,"abstract":"Student Evaluation of Teaching surveys (SETs) are used at universities to inform teaching practice and subject design. However, there is increasing concern about the impact of allegations, abuse, and discrimination in survey open text components. Here we discuss the implementation of an automated screening mechanism using a combination of dictionary and machine learning approaches. We present both a process diagram detailing how the screening is performed, as well as a form of categorisation for comments that are unacceptable or indicate a potential risk of harm. Examples of real comments in each of these categories are presented to demonstrate the depth of the challenge and potential cause for concern. Ultimately, we argue that student and educator wellbeing are inextricably connected and exposing staff to abusive and discriminatory comments causes harm. Furthermore, SETs are an important channel for students to raise concerns about their own wellbeing and potentially unsafe experiences in the learning environment.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"2 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584638","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}
引用次数: 0
Defining and Advancing a Systems Approach to Achieving Educator Wellbeing: An Integrative Review of Wellbeing in Higher Education 界定和推进实现教育工作者福祉的系统方法：高等教育福祉综合评述
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.3191
Melinda Laundon, Deanna Grant-Smith
{"title":"Defining and Advancing a Systems Approach to Achieving Educator Wellbeing: An Integrative Review of Wellbeing in Higher Education","authors":"Melinda Laundon, Deanna Grant-Smith","doi":"10.5204/ssj.3191","DOIUrl":"https://doi.org/10.5204/ssj.3191","url":null,"abstract":"Educators are crucial for student success in higher education, yet they often experience high levels of occupational stress which threaten their wellbeing. Informed by a conceptual framework initially developed for addressing worker wellbeing in the healthcare sector, another sector where workers experience high levels of occupational stress, this article explores how educator wellbeing is influenced by factors within the teaching environment, institutional environment and the external environment. Through an integrative review of existing literature, this article synthesises their findings to identify work system factors, individual factors, and outcomes and consequences of educator wellbeing across these domains. The resulting framework offers practical guidance for universities to identify, assess and respond to potential threats to educator wellbeing, ultimately enhancing the prospects of student success and meeting organisational goals without compromising the wellbeing of educators.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"11 44","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584289","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}
引用次数: 0
Peer-supported Teaching Practice: Embodying a Relational, Practice-Led Approach to Enhancing Educator Wellbeing and Practice 同伴互助教学实践：体现以实践为导向的关系型方法，提高教育工作者的幸福感和实践能力
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.2780
Lauren Hansen, Tim Chambers, Danielle Hamilton
{"title":"Peer-supported Teaching Practice: Embodying a Relational, Practice-Led Approach to Enhancing Educator Wellbeing and Practice","authors":"Lauren Hansen, Tim Chambers, Danielle Hamilton","doi":"10.5204/ssj.2780","DOIUrl":"https://doi.org/10.5204/ssj.2780","url":null,"abstract":"Peer review of teaching (PRT) programs have the capacity to address the practice imperative of evaluating and enhancing teaching practice, and the ethical imperative of safeguarding and promoting educator wellbeing, which is intrinsically linked to student wellbeing. This article outlines the practice-led development of an institution-wide, embedded and contextualised PRT program, which we conceptualise as Peer-supported Teaching Practice (PTP). In contrast to traditional PRT, our working framework is built from the ground up and situates the educator as the driver of a relational peer-review process informed by psychological wellbeing literature. By incorporating peer reflection as a core function of the model, we seek to ensure all staff can access growth-fostering peer relationships regardless of their role, discipline or existing social capital. Rather than position academic developers as the facilitators of these conversations, we argue that peers are best equipped to support each other to explore, interrogate and mutually develop the embodied 'self-in-practice'.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"8 39","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584526","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}
引用次数: 0
I Need You To Survive: Black Women Resisting White Supremacy Culture for Faculty and Student Wellbeing 我需要你活下去黑人女性抵制白人至上文化，促进师生福祉
IF 1.2
Student Success Pub Date : 2023-12-11 DOI: 10.5204/ssj.2719
Marrielle Myers, Lateefah Id-Deen
{"title":"I Need You To Survive: Black Women Resisting White Supremacy Culture for Faculty and Student Wellbeing","authors":"Marrielle Myers, Lateefah Id-Deen","doi":"10.5204/ssj.2719","DOIUrl":"https://doi.org/10.5204/ssj.2719","url":null,"abstract":"The K-12 teaching population in the United States remains overwhelmingly White despite rapid changes in racial demographics. Black prospective educators enrolled in teacher preparation programs often find themselves isolated and subjected to racism.  Racial affinity groups have been established to support students of Color. Faculty mentors of these groups spend substantial time, physical, and emotional energy supporting students who navigate the violence of higher education institutions. Given recent and ongoing pandemics, supporting students to survive, thrive, and develop psychological literacy is critical work and has become more time intensive. This article examines the experiences of two Black women faculty mentors working with Black undergraduate students. Findings indicate that notwithstanding the labor, mentoring has supported faculty members’ wellbeing, thereby disrupting traditional notions of service leading to burnout. The authors posit that affinity mentoring is mutually beneficial for faculty and student wellbeing. Implications and transferability are discussed.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"8 29","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584535","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}
引用次数: 0
“Strained and Strange”: Second-Year University Students' Help-Seeking Strategies “紧张与陌生”:大学二年级学生的求助策略
Student Success Pub Date : 2023-10-16 DOI: 10.5204/ssj.3008
Lynnae Venaruzzo, Negin Mirriahi, Oleksandra Poquet, Shane Dawson
{"title":"“Strained and Strange”: Second-Year University Students' Help-Seeking Strategies","authors":"Lynnae Venaruzzo, Negin Mirriahi, Oleksandra Poquet, Shane Dawson","doi":"10.5204/ssj.3008","DOIUrl":"https://doi.org/10.5204/ssj.3008","url":null,"abstract":"Second-year university students often experience a disconnection with their learning and may feel unmotivated, lack confidence, and are unprepared for the higher expectations and complex concepts of their courses. Their disconnection with their learning can be addressed through deepening the social connections between other second-year students, and instructors providing encouragement to seek help in their learning when they need it. There is scant research that examines the peer-interactions between second-years and how their interactions influence their help-seeking behaviours. This article focuses on the interactions and help-seeking behaviours of 26 students from a major metropolitan Australian university in 2021. Results show that peer interaction is highly valued by students but not easily facilitated, and the relationship between students and their instructor is foundational for future help-seeking behaviours. Implications for practice are also presented.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136077609","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}
引用次数: 0
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