College Teaching最新文献

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":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":"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"title":"Use of the Faculty Handbook and Student Feedback to Intentionally Improve Teaching","authors":"Stefanie S. Boswell","doi":"10.1080/87567555.2023.2266856","DOIUrl":"https://doi.org/10.1080/87567555.2023.2266856","url":null,"abstract":"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.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093602","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}