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Investigating Faculty Perception of Hybrid Teaching: A Case Study 调查教师对混合教学的看法:个案研究
College Teaching Pub Date : 2023-05-24 DOI: 10.1080/87567555.2023.2213877
Roneet Merkin, Barbara King
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引用次数: 0
What Community College Instructors Think about Student Writing: Results of a National Survey about Writing across the Curriculum 社区大学教师对学生写作的看法:一项关于课程写作的全国调查的结果
College Teaching Pub Date : 2023-05-22 DOI: 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}
引用次数: 0
Validating the Multicultural Teaching Competency Scale in Higher Education: Testing Factor Structure among Faculty at Hispanic-Serving Institutions 高等教育多元文化教学能力量表的验证:对拉美裔院校教师因素结构的测试
College Teaching Pub Date : 2023-05-22 DOI: 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}
引用次数: 0
Syllabus 2.0: Using Videos to Make the Syllabus Active 教学大纲2.0:使用视频使教学大纲活跃
College Teaching Pub Date : 2023-05-10 DOI: 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}
引用次数: 0
Fostering Social Connection in Large Lecture Classes 在大课中培养社会联系
College Teaching Pub Date : 2023-05-10 DOI: 10.1080/87567555.2023.2208818
S. Jeram
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引用次数: 0
Student Perceptions about HyFlex/Hybrid Delivery of Courses during the COVID-19 Pandemic COVID-19大流行期间学生对HyFlex/混合交付课程的看法
College Teaching Pub Date : 2023-05-09 DOI: 10.1080/87567555.2023.2208815
Nina B. Eduljee, Laurie A. Murphy, Meredith Emigh-Guy, K. Croteau
{"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}
引用次数: 1
The Development of the College Teaching Self-Efficacy Scale 大学教学自我效能感量表的编制
College Teaching Pub Date : 2023-05-04 DOI: 10.1080/87567555.2023.2203892
K. Siwatu, Kara Page, Narges Hadi
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引用次数: 0
The Reflective Essay in Social Research Methods Education: An Analysis of Student Assessment Experiences 社会研究方法教育中的反思性文章:学生评价经验分析
College Teaching Pub Date : 2023-05-02 DOI: 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}
引用次数: 0
Does Being Known Matter? Analyzing the Effects of Name Recognition by Instructor and Student 为人所知重要吗?教师与学生姓名识别效果分析
College Teaching Pub Date : 2023-04-26 DOI: 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}
引用次数: 0
Inclusive-Equity Rubric and its Evaluation of Introductory Biology Course Syllabi 生物导论课程大纲的包容公平原则及其评价
College Teaching Pub Date : 2023-04-19 DOI: 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}
引用次数: 0
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