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31. <title>Teaching Courses that Provoke Student Anxiety</title>
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33. <comments>https://s39613.pcdn.co/articles/effective-classroom-management/teaching-courses-that-provoke-student-anxiety/#respond</comments>
35. <dc:creator><![CDATA[Maryellen Weimer, PhD]]></dc:creator>
36. <pubDate>Fri, 03 May 2024 04:36:00 +0000</pubDate>
37. <category><![CDATA[Effective Classroom Management]]></category>
38. <category><![CDATA[course anxiety]]></category>
39. <category><![CDATA[stress management]]></category>
40. <category><![CDATA[student anxiety]]></category>
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43. <description><![CDATA[<p>This article first appeared in The Teaching Professor on April 22, 2019© Magna Publications. All rights reserved. For more articles like this, check out The Teaching Professor subscription! Do you teach one of those courses that promotes lots of student anxiety? Nowadays that seems to apply to all sorts of courses. Student are convinced they [&#8230;]</p>
44. <p>The post <a href="https://www.facultyfocus.com/articles/effective-classroom-management/teaching-courses-that-provoke-student-anxiety/">Teaching Courses that Provoke Student Anxiety</a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
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52. <p><em>This article first appeared in</em> The Teaching Professor <em>on April 22, 2019© Magna Publications. All rights reserved.</em> <strong>For more articles like this, check out <em><a href="https://www.magnapubs.com/product/newsletter/the-teaching-professor/?st=FFarticle" target="_blank" rel="noreferrer noopener">The Teaching Professor</a></em> subscription!</strong></p>
53.  
54.  
55.  
56. <p class="has-drop-cap">Do you teach one of those courses that promotes lots of student anxiety? Nowadays that seems to apply to all sorts of courses. Student are convinced they can’t learn what we’re teaching, worry they won’t do well on the tests, and become filled with anxiety over anything in a course that looks like it might be hard.</p>
57.  
58.  
59.  
60. <p>Those of us concerned about student anxiety in our courses have history on our side. Some courses have long promoted anxiety, think statistics courses, for example, and that’s spawned a good amount of literature on its causes and cures. Two recent articles (see the references) explore the anxiety associated with social science statistics courses. The one in <em>Teaching Sociology </em>has an extensive bibliography that highlights what the literature has to offer. Much of the content in both articles is relevant to other kinds of high-anxiety content and courses.</p>
61.  
62.  
63.  
64. <p>What causes students to dread the social science statistics course? Four causes have been identified in research cited in the sociology article and it starts with an overall lack of confidence. It is the specific course that students respond to in the study, but the anxiety stems from a more general lack of confidence in themselves as learners. They question their abilities and wonder if they have what it takes. Or, students may be anxious because they’ve done poorly in related courses. The anxiety some students feel about a course grows out of fears associated with test-taking. The pressure to solve problems, answer multiple-choice question, and write essays on an exam scares them. They’re convinced they won’t do well. And finally, students are anxious about statistics courses because they aren’t good at math, don’t have the math background, and are convinced they won’t be able to run the tests or do the statistical calculations. This fear is about the skills needed in the course itself, much like students taking a poetry course are anxious because they think they can’t write poetry.</p>
65.  
66.  
67.  
68. <p>The authors of the Teaching Sociology article recommend teachers respond first by finding out if they have anxious students, how many, and what’s causing the anxiety. Is it related to the course specifically, their confidence as learners, worries about the grade, test anxiety, or the absence of some necessary skill? It’s a good recommendation because teachers can respond better if they know what they’re dealing with. And students are often comforted to discover they aren’t the only ones in the course with these fears.</p>
69.  
70.  
71.  
72. <p>The collected data from students can be used to start a discussion. What’s causing the anxiety can be named, students can be encouraged, features of the course that create lots of anxiety can be identified and possibly modified, such as providing some choice as to the value of quizzes and exams.</p>
73.  
74.  
75.  
76. <p>In both the political science and sociology statistics courses, students were afraid they didn’t have the necessary math skills. Bailey, the political science author, quips, “Somehow math freezes brains.” (p. 367) He goes on to recommend that teachers “get to real data. . .really quickly.” (p. 368) A demonstration can spark interest and show students they can handle the math. The sociology authors recommend pointing out to students how success in the course does not depend on advanced math skills. Providing a review of some fundamental math concepts early in the course is also helpful.</p>
77.  
78.  
79.  
80. <p>It makes good sense to address the anxiety early on and head on. In addition to clarifying what skills and knowledge students need to do well in the course, the conversation can revisit the reasons why it’s a required course. And that goes for so many of our courses. How can you be involved in any social science profession and not have at least a working knowledge of statistics? How can you be a nurse and not know some chemistry basics? How can you be an engineer and not expect to have to give presentations? We tend to forget that students don’t yet have firsthand hand knowledge of what they’ll need to know and be able to do as professionals.</p>
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85.  
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88.  
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90.  
91. <p>References: Condron, D. J., Becker, J. H., and Bzhetaj, L. (2018). Sources of students’ anxiety in a multidisciplinary social statistics course. Teaching Sociology, 46 (4), 346-355.</p>
92.  
93.  
94.  
95. <p>Bailey, M. A. (2019). Teaching statistics: Going from scary, boring and useless to, well, something better. PS, Political Science and Politics, April, 367-370.</p>
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192. </item>
193. <item>
194. <title>Embracing AI in Education </title>
195. <link>https://www.facultyfocus.com/articles/teaching-with-technology-articles/embracing-ai-in-education/</link>
196. <comments>https://www.facultyfocus.com/articles/teaching-with-technology-articles/embracing-ai-in-education/#respond</comments>
198. <dc:creator><![CDATA[Aileen Wanli Lam]]></dc:creator>
199. <pubDate>Wed, 01 May 2024 04:15:00 +0000</pubDate>
200. <category><![CDATA[Teaching with Technology]]></category>
201. <category><![CDATA[AI in higher education]]></category>
202. <category><![CDATA[AI in the classroom]]></category>
203. <category><![CDATA[artificial intelligence]]></category>
204. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70467</guid>
205.  
206. <description><![CDATA[<p>Even before the explosion of generative AI, technology had already found its way into traditional face-to-face and distance learning classrooms. No longer are we bound only to text, but we can now bring in software and media such as videos, audio, and images to enhance learning. No longer must distance learning be asynchronous, we can [&#8230;]</p>
207. <p>The post <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/embracing-ai-in-education/">Embracing AI in Education </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
208. ]]></description>
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211. <p class="has-drop-cap">Even before the explosion of generative AI, technology had already found its way into traditional face-to-face and distance learning classrooms. No longer are we bound only to text, but we can now bring in software and media such as videos, audio, and images to enhance learning. No longer must distance learning be asynchronous, we can now have learners conversing with others synchronously online. On top of this, the rise of MOOCs (Massive Open Online Courses) have also broken-down walls and created access to institutional and organizational resources with ample opportunities for self-directed learning and growth. With the pandemic, the adoption of digital technologies has accelerated (Mckinsey, 2020). Educators rose to the challenge and successfully leveraged technology to keep their lessons online, and many of us have continued using technology to sustain our students’ attention and engage them as we return to the classrooms. These digital natives (Prensky, 2001) are able to multitask and think in parallels with constant exposure to multimedia. So it is important that we focus on higher-level thinking skills instead of route memory, learner-constructed knowledge and static knowledge from limited authoritative sources, and instead consider collaboration on authentic projects (International Society for Technology in education, 2008). Our students have changed and so have we. &nbsp;</p>
212.  
213.  
214.  
215. <p>But what’s next for us? With the rise of ChatGPT and other generative AI tools like Gemini by Google, Ernie Bot by Baidu, and even Copilot in Microsoft365, what does this mean for us as educators? It seems that we can no longer ignore its existence when we teach, especially when more people are dabbling with AI across industries, job functions, and work locations (Mckinsey, 2023b). The prediction that automation technologies would have a larger impact on more-educated workers (Mckinsey, 2023a) is a somber reminder that we need to prepare our students and ourselves for the future. &nbsp;</p>
216.  
217.  
218.  
219. <p>I believe that we can start by taking baby steps and exploring the potential of generative AI for both us and other stakeholders in education. For educators, it can be helpful in generating content such as lesson plans and learning materials and even provide pedagogical advice. Imagine how it can help new instructors as they navigate this challenging world of teaching. Generative AI could potentially aid them as they ideate and learn more about classroom management. For experienced instructors who want to enhance their content using media, they could use generative AI to come up with storyboards, create videos, and make visually appealing presentations to engage their students. But of course, educators need to decide what works best for their context and consider AI-created content as a starting point to create more appropriate and effective materials. For example, they could use AI to brainstorm and create a range of questions for assessments at different levels and for different purposes. AI can even automate some grading processes. It can assist and provide immediate feedback or track student progress so educators can identify at-risk students for quick tutor intervention (Baidoo-Anu &amp; Ansah, 2023; Grassini, 2023; Lo, 2023; Zhai, 2022).&nbsp;</p>
220.  
221.  
222.  
223. <p>For students, generative AI could act as a virtual tutor to answer questions, summarize information, check conceptual understanding, and even assist in drafting. It could provide not only interactive and ongoing feedback but can also provide personalized learning and even adapt teaching methods based on their progress and performance (Baidoo-Anu &amp; Ansah, 2023; Grassini, 2023; Lo, 2023; Zhai, 2022).&nbsp;</p>
224.  
225.  
226.  
227. <p>For administrators, there are tasks that generative AI could possibly assist in so it can free up time for other pressing issues. For example, it could assist in the enrollment and registration process, aid in student record management, deal with course scheduling, and even lend a hand in determining financial aid eligibility (Zhai, 2022).&nbsp;</p>
228.  
229.  
230.  
231. <p>The argument here is that we can use generative AI to assist and augment the way we work so we can be even more creative and innovative. In the same vein, our students have to learn that generative AI should not replace their work, but it can create outputs that can enhance their critical thinking and creativity. The focus should be on using these tools to elevate the quality of their work. Students need to be aware of what AI can do and what its limitations are; limitations such as inaccuracies and biases in the outputs, the lack of contextual understanding, the inability to fully replicate human interaction (e.g. empathy, motivation), and the important issues of ownership and plagiarism. Though I write this now, I acknowledge that AI is progressing quickly with ChatGPT4 expanding its knowledge base. It is enhancing its language understanding and even provides multilingual support. ChatGPT4 has even integrated image usage generation abilities which makes it easier for users to generate images. With more tech startups and an emphasis on large tech companies, the prevalence of generative AI will become more pronounced. So, how can we prepare our students?&nbsp;</p>
232.  
233.  
234.  
235. <h2 class="wp-block-heading" id="h-critical-thinking"><strong>Critical thinking</strong> </h2>
236.  
237.  
238.  
239. <ol start="1"></ol>
240.  
241.  
242.  
243. <p><strong>Questioning the software</strong>&nbsp;<br>Students should consider how they question the software to obtain relevant and well-rounded information. This requires a clear understanding of what they know, what they want to find out, and what terms to use to narrow down the findings. &nbsp;</p>
244.  
245.  
246.  
247. <p><strong>Verifying outputs</strong>&nbsp;<br>Students should question the credibility and reliability of outputs by doing a “reverse-search” (Halaweh, 2023) to identify the primary sources and references before evaluating its suitability. They should also understand biases and limitations of the training data before forming their opinions. &nbsp;</p>
248.  
249.  
250.  
251. <p><strong>Evaluating outputs</strong>&nbsp;<br>Students need to critically analyze outputs and consider the various viewpoints and information presented before deciding if they agree with what is presented. &nbsp;</p>
252.  
253.  
254.  
255. <h2 class="wp-block-heading" id="h-creativity"><strong>Creativity </strong> </h2>
256.  
257.  
258.  
259. <ol start="2"></ol>
260.  
261.  
262.  
263. <p><strong>Gaps and opportunities</strong>&nbsp;<br>Higher order thinking skills beyond the capabilities of AI should be emphasized. AI tools can be used to quickly generate ideas, but users must evaluate it and consider how to build upon it to strengthen, adapt, or enhance their work. AI tools can also be used to summarize what is known to allow the user to identify gaps and opportunities for creation and innovation. &nbsp;&nbsp;</p>
264.  
265.  
266.  
267. <h2 class="wp-block-heading" id="h-awareness-of-legal-implications-ownership"><strong>Awareness of legal implications/ownership</strong> </h2>
268.  
269.  
270.  
271. <ol start="3"></ol>
272.  
273.  
274.  
275. <p>There needs to be keen awareness of the issues of intellectual property and ownership. What are the terms and conditions surrounding the use of the outputs generated from these tools and what legal consequences are there? Are there regulatory guidelines that one needs to comply with which can include when those outputs can be used? &nbsp;Do users need to declare the use of tools? But more importantly, when do the outputs truly belong to the user? These are considerations that students should be made aware of when they use AI tools. &nbsp;</p>
276.  
277.  
278.  
279. <p>All in all, I am hopeful that AI will spur human development and growth, and we can prepare ourselves and our students for a future with AI. &nbsp;</p>
280.  
281.  
282.  
283. <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
284.  
285.  
286.  
287. <p><em>Aileen Wanli Lam is a senior lecturer and technology enthusiast at the National University of Singapore</em>. <em>She is fascinated by education technology and has developed online and blended courses including an edX MOOC titled, &#8220;<a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.edx.org%2Flearn%2Fbusiness-communications%2Fthe-national-university-of-singapore-intercultural-communication-at-work-land-the-job-and-do-it-well&amp;data=05%7C02%7C%7C491d3d9ac19d4910299f08dc63feffe4%7C9d0fcfec9c9a40deaf4eb5c369d94699%7C0%7C0%7C638495194101203096%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=s3b87%2FfnUo9v%2BFSfL2PAcuIAa0FulmNEg%2Bo1m%2BO%2BKXg%3D&amp;reserved=0">Intercultural communication at work &#8211; Land the job and do it well&#8221;</a>. She has won multiple teaching awards and enjoys conversations about the latest industry developments, professional communications, student engagement and educational leadership. </em></p>
288.  
289.  
290.  
291. <p><strong>References</strong> </p>
292.  
293.  
294.  
295. <p>Baidoo-Anu, D., &amp; Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62.&nbsp;</p>
296.  
297.  
298.  
299. <p>Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692.&nbsp;</p>
300.  
301.  
302.  
303. <p>Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(2), ep421. <a href="https://doi.org/10.30935/cedtech/13036">https://doi.org/10.30935/cedtech/13036</a>&nbsp;</p>
304.  
305.  
306.  
307. <p>International Society for Technology in Education. (2008). National educational technology standards for teachers: Preparing teachers to use technology. ISTE. &nbsp;</p>
308.  
309.  
310.  
311. <p>Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410.&nbsp;</p>
312.  
313.  
314.  
315. <p>Mckinsey (2020, October 5). How COVID-19 has pushed companies over the technology tipping point—and transformed business forever. <a href="https://www.mckinsey.com/capabilities/strategy-and-corporate-finance/our-insights/how-covid-19-has-pushed-companies-over-the-technology-tipping-point-and-transformed-business-forever" target="_blank" rel="noreferrer noopener">https://www.mckinsey.com/capabilities/strategy-and-corporate-finance/our-insights/how-covid-19-has-pushed-companies-over-the-technology-tipping-point-and-transformed-business-forever</a>&nbsp;&nbsp;</p>
316.  
317.  
318.  
319. <p>Mckinsey (2023a, June 14). The economic potential of generative AI: The next productivity frontier.&nbsp; <a href="https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/the-economic-potential-of-generative-ai-the-next-productivity-frontier#business-value" target="_blank" rel="noreferrer noopener">https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/the-economic-potential-of-generative-ai-the-next-productivity-frontier#business-value</a>&nbsp;&nbsp;</p>
320.  
321.  
322.  
323. <p>Mckinsey (2023b, August 1). The state of AI in 2023: Generative AI’s breakout year.&nbsp; <a href="https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-state-of-ai-in-2023-generative-ais-breakout-year" target="_blank" rel="noreferrer noopener">https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-state-of-ai-in-2023-generative-ais-breakout-year</a>&nbsp;&nbsp;</p>
324.  
325.  
326.  
327. <p>Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently?. On the horizon, 9(6), 1-6.&nbsp;</p>
328.  
329.  
330.  
331. <p>Zhai, Xiaoming. &#8220;ChatGPT user experience: Implications for education.&#8221; Available at SSRN 4312418 (2022).&nbsp;</p>
332. </div>
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421. <p>The post <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/embracing-ai-in-education/">Embracing AI in Education </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
422. ]]></content:encoded>
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425. <slash:comments>0</slash:comments>
428. </item>
429. <item>
430. <title>Preparing to Lead with the Help of the Disney Leadership Institute </title>
431. <link>https://www.facultyfocus.com/articles/academic-leadership/preparing-to-lead-with-the-help-of-the-disney-leadership-institute/</link>
432. <comments>https://www.facultyfocus.com/articles/academic-leadership/preparing-to-lead-with-the-help-of-the-disney-leadership-institute/#respond</comments>
434. <dc:creator><![CDATA[Laura Trujillo-Jenks, Rebecca Fredrickson, Aaron Landon Turrubiarte, Anthony Rose, and Versinia Gooden]]></dc:creator>
435. <pubDate>Mon, 29 Apr 2024 04:01:00 +0000</pubDate>
436. <category><![CDATA[Academic Leadership]]></category>
437. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70463</guid>
438.  
439. <description><![CDATA[<p>“All our dreams can come true, if we have the courage to pursue them.” &#8211; Walt Disney  Many undergraduate and graduate programs at colleges and universities worldwide provide opportunities for their students to travel abroad and learn global experiences that help them complete requirements within a designated course. This global experience focuses on observing, relating [&#8230;]</p>
440. <p>The post <a href="https://www.facultyfocus.com/articles/academic-leadership/preparing-to-lead-with-the-help-of-the-disney-leadership-institute/">Preparing to Lead with the Help of the Disney Leadership Institute </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
441. ]]></description>
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444. <p><em>“All our dreams can come true, if we have the courage to pursue them.” &#8211; Walt Disney </em></p>
445.  
446.  
447.  
448. <p class="has-drop-cap">Many undergraduate and graduate programs at colleges and universities worldwide provide opportunities for their students to travel abroad and learn global experiences that help them complete requirements within a designated course. This global experience focuses on observing, relating to, and learning from like minds in like disciplines but in different cultures, environments, and strategic organizational goals. Keeping this in mind, the PhD in Education, Leadership, and Organization (ELO) at Texas Woman’s University (TWU) faculty wanted to offer a global experience to students that supported their individual needs and leadership goals. Hence, the Disney Institute of Leadership became a great opportunity for our students. We wanted our students to have the ability to attend and learn about leadership and organizational practices by learning from an entity that is a global sensation and is respected for its longevity and productivity.  </p>
449.  
450.  
451.  
452. <p>The first cohort that attended <em>Disney’s Approach to Leadership Excellence</em> was able to do so with an internal grant from the TWU Jane Nelson Institute for Women’s Leadership. Through the grant, five students were able to travel, stay at a Disney resort, attend the Disney Institute, and grow from their experiences in studying Disney’s Parks and how Disney implements their leadership in a truly “hands-on” way. Additionally, due to the online nature of the ELO program, this grant allowed this cohort to have time together to discuss the learning that was happening, along with getting to know each other, sharing advice, and making long-lasting connections. Each student walked away with something different, highlighting the Disney Leadership philosophy’s alignment with the PhD in ELO, while enhancing the individual educational experience of our students. Each student had their own perspective and expounded on how the Disney Institute enriched their academic and professional careers.&nbsp;&nbsp;</p>
453.  
454.  
455.  
456. <p>One of our doctoral candidates is a current elementary principal and he expressed his appreciation of being included in the grant and trip and viewed the Disney Institute (DI) as a supplemental learning experience that rounded out the ELO program, coursework, and student learning objectives. Through the DI, he learned a different perspective that challenged his thinking, especially as a school leader building culture on a campus or in a district. It was an opportunity to get out of the &#8220;vacuum&#8221; of leadership theory and see how businesses and companies are applying similar principles in a completely different environment. Additionally, it provided a space to think about what issues are within public education and how they can be tackled, while presenting those issues to peers and professors for their insight and direction.&nbsp;&nbsp;</p>
457.  
458.  
459.  
460. <p>Another doctoral candidate, who is an elementary teacher and an intern in his school district’s leadership academy, liked how the DI represented a strategic and innovative endeavor aimed at enriching the educational and professional development of attendees. Through engagement with diverse industries, a nuanced understanding of leadership and organizational dynamics that extend beyond the realm of education was learned. Additionally, the integration of the Disney Institute of Leadership into the PHD in ELO program at TWU embodies a forward-thinking approach to educational leadership development. By combining global perspectives, interdisciplinary insights, experiential learning, and innovative partnerships, this initiative serves as a catalyst for students&#8217; academic and professional growth, equipping them with the knowledge, skills, and mindset needed to thrive in today&#8217;s complex and dynamic educational environments.&nbsp;</p>
461.  
462.  
463.  
464. <p>One of our doctoral students who works in higher education believed that attending the Disney Leadership Institute was an amazing experience and an opportunity to view leadership through a broader lens. The tools and strategies shared transcends disciplines and not only exposed areas for improvement in her own leadership, but highlighted specific areas that are positively impacting her as a leader. Having the opportunity to share this experience with other ELO program cohorts allowed for time to share various perspectives, practices, and insight, and helped forge a discussion of the best ways to navigate through the program. Integrating the Disney Institute has given her an insight that she would not have otherwise been able to grasp. Sharing the different perspectives in an atmosphere that encourages leadership was refreshing.&nbsp;&nbsp;</p>
465.  
466.  
467.  
468. <p><em>“You think the only people who are people, are the people who look and think like you. But if you walk the footsteps of a stranger, you’ll learn things you never knew you never knew.” &#8211; Pocahontas </em></p>
469.  
470.  
471.  
472. <p>Learning and growing together with our PhD students also helped us as faculty to see unique ways that we could enhance our program to meet the needs of our diverse student population. As the majority of our students are already leaders within their own organizations, having opportunities with such world-renowned leaders gave us the chance to work alongside our students and opened doors of communication and discussion that has been unparalleled. We were able to hold nightly seminar type meetings on Disney property, either in the hotel or the parks themselves, to see how Disney created what they did from a leadership perspective and how they implemented their ideals in a tangible way. It truly was a dream come true to have the opportunity to learn and grow together!&nbsp;</p>
473.  
474.  
475.  
476. <p><em>“If you can dream it, you can do it.” &#8211; Walt Disney </em></p>
477.  
478.  
479.  
480. <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
481.  
482.  
483.  
484. <p><em>Laura Trujillo-Jenks is a professor in the Department of Teacher Education at Texas Woman’s University, where she teaches principal and superintendent courses in the Educational Leadership program.</em> </p>
485.  
486.  
487.  
488. <p><em>Rebecca Fredrickson is a professor in Teacher Education at Texas Woman’s University where she teaches in the Curriculum and Instruction program and the Education, Leadership, and Organization (ELO) program.</em> </p>
489.  
490.  
491.  
492. <p><em>Aaron Landon Turrubiarte is a doctoral candidate earning his PHD in Education, Leadership, and Organization (ELO)  in the Department of Teacher Education at Texas Woman’s University. </em> </p>
493.  
494.  
495.  
496. <p><em>Anthony Rose is a doctoral candidate earning his PHD in Education, Leadership, and Organization (ELO)  in the Department of Teacher Education at Texas Woman’s University. </em> </p>
497.  
498.  
499.  
500. <p><em>Versinia Gooden is a doctoral student earning her PHD in Education, Leadership, and Organization (ELO) in the Department of Teacher Education at Texas Woman’s University.</em> </p>
501. </div>
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590. <p>The post <a href="https://www.facultyfocus.com/articles/academic-leadership/preparing-to-lead-with-the-help-of-the-disney-leadership-institute/">Preparing to Lead with the Help of the Disney Leadership Institute </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
591. ]]></content:encoded>
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594. <slash:comments>0</slash:comments>
597. </item>
598. <item>
599. <title>Lessons from the FBI: Students and Cheating </title>
600. <link>https://www.facultyfocus.com/articles/effective-classroom-management/lessons-from-the-fbi-students-and-cheating/</link>
601. <comments>https://www.facultyfocus.com/articles/effective-classroom-management/lessons-from-the-fbi-students-and-cheating/#respond</comments>
603. <dc:creator><![CDATA[Miriam Bowers-Abbott]]></dc:creator>
604. <pubDate>Fri, 26 Apr 2024 04:25:00 +0000</pubDate>
605. <category><![CDATA[Effective Classroom Management]]></category>
606. <category><![CDATA[cheating]]></category>
607. <category><![CDATA[student cheating]]></category>
608. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70455</guid>
609.  
610. <description><![CDATA[<p>Given suspicions that a student has cheated in a course, one of the most common recommendations is that an instructor meets with the student to discuss those suspicions.&#160;&#160; No one wants this meeting. Guilty or innocent, no student wants to be accused of cheating. For the instructor, leveling accusations, even in the presence of stone-cold [&#8230;]</p>
611. <p>The post <a href="https://www.facultyfocus.com/articles/effective-classroom-management/lessons-from-the-fbi-students-and-cheating/">Lessons from the FBI: Students and Cheating </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
612. ]]></description>
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615. <p class="has-drop-cap">Given suspicions that a student has cheated in a course, one of the most common recommendations is that an instructor meets with the student to discuss those suspicions.&nbsp;&nbsp;</p>
616.  
617.  
618.  
619. <p>No one wants this meeting. Guilty or innocent, no student wants to be accused of cheating. For the instructor, leveling accusations, even in the presence of stone-cold certainty, is almost equally unpleasant.&nbsp;&nbsp;</p>
620.  
621.  
622.  
623. <p>Worse yet, we live in an age of uncertainty. With the evolution of large language models such as ChatGPT and Gemini, it’s growing more challenging to distinguish authentic student work from auto-generated text strings. In these cases of uncertainty, meeting with the student for a clarifying conversation becomes even more important.&nbsp;&nbsp;</p>
624.  
625.  
626.  
627. <p>And in an ideal world, there would be piles of data about best practices for meetings that probe a student’s academic integrity. Conversely, there’s a good reason why we <em>don’t </em>have piles of data, and it has to do with standards for research ethics. To conduct a meaningful study about cheating confessions or academic integrity, researchers would need to mix students who cheated and confessed with students who cheated and did not confess.&nbsp;&nbsp;</p>
628.  
629.  
630.  
631. <p>There’s no world where non-confessing, cheating students agree to participate honestly in a study about cheating.&nbsp;&nbsp;</p>
632.  
633.  
634.  
635. <p>So, faculty are left to navigate these sorts of conversational interventions with only gut instincts and peer advice as guidance.&nbsp;&nbsp;</p>
636.  
637.  
638.  
639. <p>But look outside academia, and there is a world with a robust collection of data that informs the intervention process. That world is the world of interrogation. Specifically, United States government agencies have all sorts of advice on how to ask questions to those who may be suspected of misdeeds: Consider advice from organizations such as the CIA and the FBI.&nbsp;&nbsp;</p>
640.  
641.  
642.  
643. <p>Now, as a starting point, we’ll be ruling out the CIA’s traditional interrogation techniques right from the get-go. <a href="https://www.cia.gov/readingroom/docs/CIA-RDP80-00810A003200280011-4.pdf" target="_blank" rel="noreferrer noopener">Actions such as taking the student’s possessions, shining a light in their face, and threatening their family</a> are generally frowned upon by most institutions of higher education.&nbsp;&nbsp;</p>
644.  
645.  
646.  
647. <p>But a more recent guide has been published by the FBI through a collaboration with the CIA and DoD (Federal Bureau of Investigation, Central Intelligence Agency, and Department of Defense, respectively). In 2016, the group issued the HIG Report. HIG stands for <em>High-Value Detainee Interrogation Group,</em> and the report is their collaborative set of evidence-based guidelines for interrogations&#8230;or as they also call it, “guidelines for interviews.”&nbsp;</p>
648.  
649.  
650.  
651. <p>The foundational recommendation from the group is to build a positive rapport with the interviewee. For faculty, the interviewee would be the student. According to the literature the guidelines cite, building a positive rapport means establishing common ground and common values, perhaps agreeing that the course’s subject matter is challenging or that everyone makes mistakes. In this arena, empathy and reflective listening are also emphasized. Reflective listening might require the instructor to repeat something the student said during the interview—to demonstrate that the instructor was listening and understood.&nbsp;&nbsp;</p>
652.  
653.  
654.  
655. <p>The report also suggests making it clear that the student and the potential cheating behavior are two different and distinct things.&nbsp; A student may cheat, but that doesn’t necessarily make them a cheater. Such a framework may or may not be consistent with some life philosophies, but for the sake of an interview, the messaging should focus on separating the student’s identity from the act of cheating.&nbsp;&nbsp;</p>
656.  
657.  
658.  
659. <p>In asking about the potential cheating incident itself, the HIG report suggests that open-ended questions are the best starting points for an interview. &nbsp;Such questions might begin with the phrase “Tell me about&#8230;” or “Describe&#8230;”. Later in the interview, an instructor might find an appropriate space for more specific questions related to their suspicions of cheating. &nbsp;</p>
660.  
661.  
662.  
663. <p>There are other tips from the HIG report, perhaps more difficult to apply to academia, but no less interesting to consider.&nbsp; The group suggests that offering candy (something sweet) is one way to foster a more positive rapport with an interviewee.&nbsp; It also presents data that indicates comfortable, open rooms inspire more forthcoming behavior than cramped, uncomfortable quarters where an interviewee might feel cornered.&nbsp; There is also an interesting suggestion to have an interviewee draw a sketch during the meeting, as the increased cognitive load associated with the task will make it more difficult to maintain any sort of deception. In that same vein, the groups suggest asking unanticipated questions, as deceptive interviewees tend to invest significant time in predicting the interview questions beforehand, and unanticipated queries during the process can further undermine and frustrate efforts to deceive.&nbsp;&nbsp;</p>
664.  
665.  
666.  
667. <p>At the end of the day, the HIG report offers helpful, evidence-based advice for instructors to consider in navigating these intervention meetings. Although it’s unlikely such meetings ever become pleasant experiences, they can become productive tools to encourage transparency and integrity.  </p>
668.  
669.  
670.  
671. <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
672.  
673.  
674.  
675. <p>Federal Bureau of Investigation. (2016)<em>  High-Value Detainee Interrogation Group. </em><a href="https://www.fbi.gov/investigate/terrorism/high-value-detainee-interrogation-group" target="_blank" rel="noreferrer noopener">https://www.fbi.gov/investigate/terrorism/high-value-detainee-interrogation-group</a></p>
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765. <p>The post <a href="https://www.facultyfocus.com/articles/effective-classroom-management/lessons-from-the-fbi-students-and-cheating/">Lessons from the FBI: Students and Cheating </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
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769. <slash:comments>0</slash:comments>
772. </item>
773. <item>
774. <title>Is the Sandwich Method Getting Stale? Fresh Approaches to Providing Effective Student Feedback </title>
775. <link>https://www.facultyfocus.com/articles/effective-teaching-strategies/is-the-sandwich-method-getting-stale-fresh-approaches-to-providing-effective-student-feedback/</link>
776. <comments>https://www.facultyfocus.com/articles/effective-teaching-strategies/is-the-sandwich-method-getting-stale-fresh-approaches-to-providing-effective-student-feedback/#respond</comments>
778. <dc:creator><![CDATA[Melinda McGuire ]]></dc:creator>
779. <pubDate>Wed, 24 Apr 2024 04:18:00 +0000</pubDate>
780. <category><![CDATA[Effective Teaching Strategies]]></category>
781. <category><![CDATA[student feedback]]></category>
782. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70451</guid>
783.  
784. <description><![CDATA[<p>The “Sandwich Method”—a layer of praise, one of critique, followed by a final layer of praise. This method has been a staple in college classrooms for years. Is the Sandwich Method still providing the best feedback for today’s learners? It might be time to explore innovative alternatives for student feedback that create opportunities leading to [&#8230;]</p>
785. <p>The post <a href="https://www.facultyfocus.com/articles/effective-teaching-strategies/is-the-sandwich-method-getting-stale-fresh-approaches-to-providing-effective-student-feedback/">Is the Sandwich Method Getting Stale? Fresh Approaches to Providing Effective Student Feedback </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
786. ]]></description>
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789. <p class="has-drop-cap">The “Sandwich Method”<strong>—</strong>a layer of praise, one of critique, followed by a final layer of praise. This method has been a staple in college classrooms for years. Is the Sandwich Method still providing the best feedback for today’s learners? It might be time to explore innovative alternatives for student feedback that create opportunities leading to meaningful improvements and growth. </p>
790.  
791.  
792.  
793. <h2 class="wp-block-heading" id="h-the-pitfalls-of-the-classic-sandwich">The pitfalls of the classic sandwich </h2>
794.  
795.  
796.  
797. <p>The good-bad-good structure can leave students confused about their actual performance. Do the compliments mask the critiques? Is the praise genuine? After years of instructors using this feedback technique, students may be questioning the sincerity and the depth of the feedback.&nbsp;&nbsp;</p>
798.  
799.  
800.  
801. <p>Four alternatives to the sandwich&nbsp;</p>
802.  
803.  
804.  
805. <ul>
806. <li><strong>SBI Model:</strong> Situation, Behavior, Impact of the Student’s Actions </li>
807.  
808.  
809.  
810. <li><strong>COIN Model:</strong> Context, Observation, Impact, Next Steps </li>
811.  
812.  
813.  
814. <li><strong>GROW Model: </strong>Goals, Reality, Options, Way Forward </li>
815.  
816.  
817.  
818. <li><strong>CEDAR Model:</strong> Context, Examples, Diagnosis, Actions, Review </li>
819. </ul>
820.  
821.  
822.  
823. <h2 class="wp-block-heading" id="h-sbi-model-situation-behavior-and-impact-of-the-students-actions"><strong>SBI Model: Situation, Behavior, and Impact of the Students’ Actions</strong> </h2>
824.  
825.  
826.  
827. <p><strong>Scenario: </strong>You have a student in your college class who has consistently submitted assignments past the due date deadline. </p>
828.  
829.  
830.  
831. <p><strong>Situation:</strong> Hello Student 1, I’ve noticed that your last three assignments have been submitted after the due date deadline. The most recent was (name the specific assignment so the student is aware of the work and the situation). </p>
832.  
833.  
834.  
835. <p><strong>Behavior:</strong> For each of these assignments, the work has been submitted at least two days after the due date.  </p>
836.  
837.  
838.  
839. <p><strong>Impact:</strong> The late submissions have negatively impacted your grades due to the late penalty. Also, when the work is submitted late, it takes longer for me to provide feedback. This creates an issue with you receiving feedback in time for you to make changes to your work before the next assignment is due. </p>
840.  
841.  
842.  
843. <p><strong>Follow-up: </strong>Can we discuss what might be causing the delay in you submitting your work by the due date? I’m here to help find strategies for time management that can help you be successful in the course. Time management skills can help you academically and professionally. </p>
844.  
845.  
846.  
847. <p>The SBI Model creates specific, non-judgmental feedback. The approach focuses on the student’s behavior and the impact that behavior has on the performance, rather than on the student (Bennet, 2023). The SBI Model also opens the door for a constructive conversation between the student and the instructor.  </p>
848.  
849.  
850.  
851. <h2 class="wp-block-heading" id="h-coin-model-context-observation-impact-next-steps"><strong>COIN Model: Context, Observation, Impact, Next Steps</strong> </h2>
852.  
853.  
854.  
855. <p><strong>Scenario:</strong> You have a student in your college classroom who has completed a group project, but the student’s work was not collaborative, more directive, and led to friction within the group. </p>
856.  
857.  
858.  
859. <p><strong>Context: </strong>Hello Student 2, I wanted to talk about the recent group project. Specifically, I wanted to discuss the collaboration process for this project.  </p>
860.  
861.  
862.  
863. <p><strong>Observation:</strong> I observed during the group discussions that you made decisions independently, without seeking input from the other group members. For example…(list specific examples you observed of the student making decisions without group consensus). </p>
864.  
865.  
866.  
867. <p><strong>Impact:</strong> Approaching the group project in this way led to some members feeling disengaged. This impacted the group’s overall dynamic and prevented the group members from expressing diverse ideas. Having a group that feels engaged and comfortable discussing diverse ideas is important to the success of the project. </p>
868.  
869.  
870.  
871. <p><strong>Next Steps:</strong> Moving forward, I encourage you to seek out your peers’ perspectives. Work on establishing a more inclusive decision-making process. Doing this will enhance the group’s overall collaboration, but it is also going to enrich the quality of the work. How do you feel about setting up structured feedback loops within the group for the next assignment? If you would like some help setting up these feedback loops, I am glad to work with you on this.  </p>
872.  
873.  
874.  
875. <p>The COIN Model provides clear, structured feedback to students that is focused on specific behaviors and the impact of those behaviors. This model also guides students towards making positive changes for future work (“The Coin Feedback Model,” 2021). </p>
876.  
877.  
878.  
879. <h2 class="wp-block-heading" id="h-grow-model-goal-reality-options-way-forward"><strong>GROW Model: Goal, Reality, Options, Way Forward</strong> </h2>
880.  
881.  
882.  
883. <p><strong>Scenario: </strong>You have a student in your online college course who is struggling to substantially contribute to group discussions, which are graded assignments for the class. </p>
884.  
885.  
886.  
887. <p><strong>Goal:</strong> Hello Student 3, I’ve noticed that you are finding the discussions challenging in this course. Let’s set a specific goal of contributing at least two insightful comments per each discussion thread. </p>
888.  
889.  
890.  
891. <p><strong>Reality:</strong> Currently, you are posting a response for every other discussion thread. Sometimes some of these comments are brief. What do you think are some of the barriers preventing you from posting in each discussion thread and holding you back from participating in our discussions more actively?  </p>
892.  
893.  
894.  
895. <p><strong>Options:</strong> Some strategies you could consider include preparing some of the points you would like to address in advance. You can also respond directly to a classmate’s comment to start a dialogue by asking a follow-up question, making connections between their ideas and your own, and you can also add outside research (remember to include the citation for this to help develop your ideas. What other methods do you think might help you create more fully developed posts and contribute more frequently?  </p>
896.  
897.  
898.  
899. <p><strong>Way Forward: </strong>Once we’ve identified a few strategies you think might work for you, let’s choose one to focus on for the next discussion. We can check in at the end of that week and discuss how that strategy works for you. We can adjust the strategy if needed. How does this sound?  </p>
900.  
901.  
902.  
903. <p>The GROW Model will help the student set a clear goal, assess the current situation, explore options for improvement, and commit to a specific plan of action for moving forward (Miller, 2024).  </p>
904.  
905.  
906.  
907. <h2 class="wp-block-heading" id="h-cedar-model-context-examples-diagnosis-actions-review"><strong>CEDAR Model: Context, Examples, Diagnosis, Actions, Review</strong> </h2>
908.  
909.  
910.  
911. <p>Scenario: You have a student in your college course who is struggling with essay-writing skills.&nbsp;</p>
912.  
913.  
914.  
915. <p>Context: Hello Student 4, I would like to discuss your recent essay on (list the specific details for the essay you want to discuss with your student). This will give us an opportunity to reflect on your writing process and how that process aligns with the course objectives.&nbsp;</p>
916.  
917.  
918.  
919. <p>Examples: In the essay, there were several instances where the thesis statement is not supported in the body paragraphs. For example, in paragraph XYZ, there is a new idea that is not directly connected to the main argument raised in the thesis statement.&nbsp;</p>
920.  
921.  
922.  
923. <p>Diagnosis: It seems the challenge may be in structuring the essay so that each part is connected to the thesis statement. This misalignment can make your arguments and observations less persuasive and less effective. This can also make your work less coherent.&nbsp;</p>
924.  
925.  
926.  
927. <p>Actions: Something that may work to help you with this is to outline your essay before you begin the writing process. Doing this can help you ensure that each point is directly connected to your thesis and that you have details and examples to support each of these points. I can provide a template outline for this type of essay that might be helpful to you. &nbsp;</p>
928.  
929.  
930.  
931. <p>Review: After you’ve tried out the outline for the next essay, we can review it together. We will see how well this works to help you structure the essay, and we can adjust from there.&nbsp;</p>
932.  
933.  
934.  
935. <p>The CEDAR Model provides a structured approach to student feedback, and it gives students specific areas that need improvement while providing a clear plan to follow moving forward (“The Cedar Feedback Model,” 2021). &nbsp;</p>
936.  
937.  
938.  
939. <p>You don’t have to throw out the Sandwich Method completely, but it might be time to add some additional approaches to your instructor toolbox. The SBI, COIN, GROW, and CEDAR models can provide you with new strategies for providing feedback to your students that can give them actionable information, open the door to genuine conversations with your students, and help guide them to create and submit their best work.  </p>
940.  
941.  
942.  
943. <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
944.  
945.  
946.  
947. <p><em>Melinda McGuire<strong> </strong>is a<strong> </strong>health information management<strong> </strong>professional and an<strong> </strong>online instructor with a passion for combining medical data from research with applicability in real world situations that can positively impact society, specifically elderly rural populations. She has a master’s degree in American studies from the University of Dallas and is currently pursuing another master’s degree in health information management from Southwestern Oklahoma State University. She has over 20 years of experience in teaching online courses in various disciplines, such as liberal arts, literature, humanities, and digital humanities. She has also earned several certifications and awards related to health care, AI, and education. She is an active member of various professional and academic associations and a student advocate for her program. She has strong skills in research, curriculum development, data analysis, public speaking, educational leadership, and computer expertise. </em></p>
948.  
949.  
950.  
951. <p><strong>References </strong></p>
952.  
953.  
954.  
955. <p>Bennet, Michael. “How to Give Good Feedback Using the SBI Technique.” Digital Enterprise, October 19, 2023. <a href="https://digitalenterprise.org/leadership/how-to-give-good-feedback/" target="_blank" rel="noreferrer noopener">https://digitalenterprise.org/leadership/how-to-give-good-feedback/</a></p>
956.  
957.  
958.  
959. <p>“The Cedar Feedback Model: Feedback in a Coaching Style.” The World of Work Project, July 27, 2021. <a href="https://worldofwork.io/2019/07/the-cedar-feedback-model/" target="_blank" rel="noreferrer noopener">https://worldofwork.io/2019/07/the-cedar-feedback-model/</a></p>
960.  
961.  
962.  
963. <p>“The Coin Feedback Model: A Simple Feedback Process.” The World of Work Project, July 27, 2021. <a href="https://worldofwork.io/2019/07/the-coin-coiled-feedback-models/" target="_blank" rel="noreferrer noopener">https://worldofwork.io/2019/07/the-coin-coiled-feedback-models/</a></p>
964.  
965.  
966.  
967. <p>Miller, Kelly. “What Is the Grow Coaching Model?” Coaching and Applications, March 20, 2024. <a href="https://positivepsychology.com/grow-coaching-model/" target="_blank" rel="noreferrer noopener">https://positivepsychology.com/grow-coaching-model/</a></p>
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1057. <p>The post <a href="https://www.facultyfocus.com/articles/effective-teaching-strategies/is-the-sandwich-method-getting-stale-fresh-approaches-to-providing-effective-student-feedback/">Is the Sandwich Method Getting Stale? Fresh Approaches to Providing Effective Student Feedback </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
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1064. </item>
1065. <item>
1066. <title>The Continuous Quest: Integrating Reflective Practices into Teaching  </title>
1067. <link>https://www.facultyfocus.com/uncategorized/the-continuous-quest-integrating-reflective-practices-into-teaching/</link>
1068. <comments>https://www.facultyfocus.com/uncategorized/the-continuous-quest-integrating-reflective-practices-into-teaching/#respond</comments>
1070. <dc:creator><![CDATA[Dana Grossman Leeman, PhD, MSW]]></dc:creator>
1071. <pubDate>Mon, 22 Apr 2024 04:39:00 +0000</pubDate>
1072. <category><![CDATA[Teaching and Learning]]></category>
1073. <category><![CDATA[Uncategorized]]></category>
1074. <category><![CDATA[journaling]]></category>
1075. <category><![CDATA[reflection]]></category>
1076. <category><![CDATA[reflection practices]]></category>
1077. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70447</guid>
1078.  
1079. <description><![CDATA[<p> Why reflection matters  &#160; Lately, I have been thinking a lot about the importance of reflection in our work as teaching faculty and educational developers.  It seems to me that as campuses across the United States are in perpetual crisis, and many relationships are tense and fractured, reflecting on what we say and do and [&#8230;]</p>
1080. <p>The post <a href="https://www.facultyfocus.com/uncategorized/the-continuous-quest-integrating-reflective-practices-into-teaching/">The Continuous Quest: Integrating Reflective Practices into Teaching  </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
1081. ]]></description>
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1084. <h2 class="wp-block-heading" id="h-why-reflection-matters-nbsp"> <strong>Why reflection matters </strong> &nbsp;</h2>
1085.  
1086.  
1087.  
1088. <p class="has-drop-cap">Lately, I have been thinking a lot about the importance of reflection in our work as teaching faculty and educational developers.  It seems to me that as campuses across the United States are in perpetual crisis, and many relationships are tense and fractured, reflecting on what we say and do and the differential impact that we have on the people with whom we interact is critical. Doing this amidst so many competing demands requires courage and discipline. When I speak with faculty about reflective processes, it tends to relate to their students and metacognitive exercises that deepen learning and develop insights. Rarely do they report doing this for themselves, and for some, reflecting on their pedagogy does not occur to them. &nbsp;</p>
1089.  
1090.  
1091.  
1092. <p>Definitionally, reflection is the intentional “mulling over” of experiences in ways that impel us to ask questions of ourselves and others, develop new thoughts or ways of knowing, impact future action, and catalyze shifting perspectives and behaviors (Thompson, 2022).  Reflection can alter our beliefs about ourselves, others, or the world we hold to be true. These core or fundamental assumptive beliefs are so fixed that we don’t remember when or how they developed because they have become so embedded in our worldview, and we may never actively interrogate or challenge them. Reflective practices can unsettle or alter our core beliefs. </p>
1093.  
1094.  
1095.  
1096. <p>One way to engage in critical reflection about one’s teaching is to keep a journal. By considering everything about our teaching from how we set the tone of class on the first day, deliver didactic material, facilitate discussions, and interact with our students, intentional and dedicated reflections can help us to teach with more awareness, what Brookfield (2017) refers to as “teaching innocently.” Teaching innocently occurs when we believe that what we understand and do as educators <em>always </em>has the intended effect on our learners, which it may not. It is a kind of complacency that neither benefits us nor our learners and may cause harm. Reflection promotes internal examination and enables us to be honest with ourselves in ways that we may not be able to be with colleagues.  </p>
1097.  
1098.  
1099.  
1100. <h2 class="wp-block-heading" id="h-avoidance-of-reflection-nbsp"><strong>Avoidance of reflection</strong>&nbsp;</h2>
1101.  
1102.  
1103.  
1104. <p>I recently concluded an 11-month program with nine faculty who teach across disciplines and are at varying stages of their careers. Each struggled to keep a teaching journal and avoided the practice because they used the space for self-flagellation. By the end of the program, many learned that reflecting on their own experiences was not helpful if they were self-denigrating or if it included punishing themselves. Instead, they found journaling energizing and useful when it was used as a space for curiosity, exploration, risk-taking, honesty, and a space in which they were willing to accept themselves and even find joy when facing struggles with the process of journaling.  </p>
1105.  
1106.  
1107.  
1108. <h2 class="wp-block-heading" id="h-knowing-thyself-through-reflective-teaching-journals-nbsp"><strong>Knowing thyself through reflective teaching journals </strong>&nbsp;</h2>
1109.  
1110.  
1111.  
1112. <p>For 24 years, I kept a teaching journal. It was where I could live in perpetual wonderment about my teaching and unpack challenging moments with students, better understand how to replicate approaches that felt fulfilling and landed well with my students, and ask, “Are you any good at this or are you flying by the seat of your pants?” I crafted action plans to try new approaches and recorded feedback I’d gotten from exit tickets. I questioned whether my pedagogical choices were informed by theory or instinct. &nbsp;</p>
1113.  
1114.  
1115.  
1116. <p>Most importantly, this journal helped me move from being able to only reflect after I’d taught a class (reflection-on-action) to developing an attunement to group dynamics that enabled me to respond quickly and course correct (reflection-in-action). Over time, I became a more adaptive and flexible educator (Schön,1983). I truly believe that this journal helped me become a better teacher. I used it to explore my presence in the class, the impact of my positionality, and the ways in which I asserted power through the tone in my syllabus and class policies. As I pondered these complex aspects of teaching, I was able to use time with mentors in more focused, honest, and effective ways. &nbsp;</p>
1117.  
1118.  
1119.  
1120. <h2 class="wp-block-heading" id="h-approaches-to-reflective-journaling-keep-it-simple-nbsp"><strong>Approaches to reflective journaling: Keep it simple</strong>&nbsp;</h2>
1121.  
1122.  
1123.  
1124. <p>Start small and confine reflections to brief written entries or voice recordings. If you sit down feeling like you must write a chapter, it will become a burden that you avoid.&nbsp;&nbsp;</p>
1125.  
1126.  
1127.  
1128. <ol start="1">
1129. <li>Pick one class and journal for ten minutes after the class.  As you walk from your classroom to your office or next meeting, record your thoughts on your phone. Doing this right after class will capture your immediate thoughts, feelings, and reactions and you won’t lose the immediacy of the experience. &nbsp;</li>
1130.  
1131.  
1132.  
1133. <li>Return to the voice recording a few days later to listen to it.  &nbsp;</li>
1134.  
1135.  
1136.  
1137. <li>Take notes and jot down questions and potential action steps.    </li>
1138. </ol>
1139.  
1140.  
1141.  
1142. <ol start="2"></ol>
1143.  
1144.  
1145.  
1146. <ol start="3"></ol>
1147.  
1148.  
1149.  
1150. <h3 class="wp-block-heading" id="h-prompts-for-beginners-nbsp"><strong>Prompts for beginners: </strong>&nbsp;</h3>
1151.  
1152.  
1153.  
1154. <ul>
1155. <li>Overall, how do I feel about class today?&nbsp;</li>
1156.  
1157.  
1158.  
1159. <li>What did I observe happening among the students? &nbsp;</li>
1160.  
1161.  
1162.  
1163. <li>What learning did I see happening and how? &nbsp;</li>
1164.  
1165.  
1166.  
1167. <li>If so/If not, how do I know this?&nbsp;</li>
1168.  
1169.  
1170.  
1171. <li>How did my mindset and feelings affect how I approached my work today, and was I emotionally present with my students?&nbsp;</li>
1172.  
1173.  
1174.  
1175. <li>What didn’t work so well today? Or, what worked well, and what might I do differently next time to replicate the success? &nbsp;</li>
1176. </ul>
1177.  
1178.  
1179.  
1180. <h3 class="wp-block-heading" id="h-prompts-for-those-wanting-a-deeper-dive-nbsp"><strong>Prompts for those wanting a deeper dive</strong>&nbsp;</h3>
1181.  
1182.  
1183.  
1184. <p>For those wanting to engage in deeper reflections, follow steps 1-3 from the above list and then each time you record in your journal, follow this routine:&nbsp;</p>
1185.  
1186.  
1187.  
1188. <ul>
1189. <li><strong>Check in with yourself before you teach:</strong>
1190. <ul>
1191. <li>How are you feeling physically, mentally, and emotionally, and how prepared do you feel to teach? </li>
1192.  
1193.  
1194.  
1195. <li>What are your hopes for this class? &nbsp;</li>
1196.  
1197.  
1198.  
1199. <li>Do you have concerns or fears?&nbsp;</li>
1200. </ul>
1201. </li>
1202.  
1203.  
1204.  
1205. <li><strong>After class, respond to the following:</strong>
1206. <ul>
1207. <li>What is an experience or critical moment on which you would like to focus? &nbsp;</li>
1208.  
1209.  
1210.  
1211. <li>Describe what happened (as factually as you can without judgment or editorial).&nbsp;</li>
1212.  
1213.  
1214.  
1215. <li>What do you think catalyzed it and how did the class react?&nbsp;</li>
1216.  
1217.  
1218.  
1219. <li>What did this event/moment mean to you? &nbsp;</li>
1220.  
1221.  
1222.  
1223. <li>What did it mean to your students? &nbsp;</li>
1224.  
1225.  
1226.  
1227. <li>In this section, describe what went well or not. &nbsp;</li>
1228. </ul>
1229. </li>
1230.  
1231.  
1232.  
1233. <li><strong>Consider your reflection thus far, and then think about action steps. </strong>&nbsp;
1234. <ul>
1235. <li>What can you do differently next time to yield a different outcome or what can you do to yield a similar outcome?&nbsp;</li>
1236. </ul>
1237. </li>
1238.  
1239.  
1240.  
1241. <li><strong>Looking at this experience, what have you learned? </strong> </li>
1242. </ul>
1243.  
1244.  
1245.  
1246. <ul></ul>
1247.  
1248.  
1249.  
1250. <ul></ul>
1251.  
1252.  
1253.  
1254. <ul></ul>
1255.  
1256.  
1257.  
1258. <ul></ul>
1259.  
1260.  
1261.  
1262. <ul></ul>
1263.  
1264.  
1265.  
1266. <ul></ul>
1267.  
1268.  
1269.  
1270. <ul></ul>
1271.  
1272.  
1273.  
1274. <p>As you distill your learning, feed forward your &#8220;action&#8221; statements as commitments for the next class. Share with your students that you are regularly reflecting about the work you are doing together, and if you make changes to the course or your pedagogy, let them know that it is the result of your reflections. Engage them in metacognitive activities that are parallel to yours. Over time, you may identify patterns that can lead to paradigm shifts about your teaching and how your learners learn.&nbsp;&nbsp;</p>
1275.  
1276.  
1277.  
1278. <p>Lastly, reflective practices are not self-indulgent when they lead to greater self-understanding that catalyzes changes in attitudes, perceptions, and practices. Try to enjoy investing in your growth in this way.  You and your students will all benefit from your taking time and space to reflect. &nbsp;</p>
1279.  
1280.  
1281.  
1282. <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
1283.  
1284.  
1285.  
1286. <p><em>Dana Grossman Leeman, PhD, MSW, is the senior associate director for Authentic and Engaged Learning at the Tufts University Center for the Enhancement of Learning in Teaching in Somerville, Massachusetts.&nbsp; She works with faculty to help bring their most creative, confident, and intentional selves to their teaching in order to improve student engagement, build community, and optimize the quality of teaching and learning in face-to-face and online domains.&nbsp; Prior to coming to CELT, Dana was on faculty at the Simmons University School of Social Work for 25 years, during which she launched &nbsp;two online degree programs in Clinical Social Work and Behavior Analysis. She was the inaugural Associate Dean for Online Education for the School of Social Work and was then appointed as the Inaugural Provost Faculty Fellow for Online Education in which she provided professional development to all faculty teaching in six online master&#8217;s programs across the university. She holds an MSW from Boston University School of Social Work and a Ph.D. in Clinical Social Work from Simmons University.&nbsp;&nbsp;</em></p>
1287.  
1288.  
1289.  
1290. <p><strong>Resources for Teaching Journals: </strong>&nbsp;</p>
1291.  
1292.  
1293.  
1294. <p>Mitchell, H. 2018. <em>My little reflective teaching journal. </em>North Haven, CT. Press Unknown.&nbsp;</p>
1295.  
1296.  
1297.  
1298. <p><em>Getting Started with Reflective Practice: </em> <a href="https://www.cambridge-community.org.uk/professional-development/gswrp/index.html" target="_blank" rel="noreferrer noopener">https://www.cambridge-community.org.uk/professional-development/gswrp/index.html&nbsp;</a></p>
1299.  
1300.  
1301.  
1302. <p> <strong>Reference List</strong>&nbsp;</p>
1303.  
1304.  
1305.  
1306. <p> Brookfield, S.D. 2017. <em>Becoming a critically reflective teacher</em>, third edition.   San Francisco, CA: Jossey-Bass.&nbsp;</p>
1307.  
1308.  
1309.  
1310. <p> Rodgers, C.A. 2020. <em>The art of reflective teaching: Practicing presence</em>. New York&nbsp;and London: Columbia Teachers College. &nbsp;</p>
1311.  
1312.  
1313.  
1314. <p>Schön, D.A. 1983. <em>The reflective practitioner: How professionals think in action.</em>&nbsp;New York: Basic Books. &nbsp;</p>
1315.  
1316.  
1317.  
1318. <p>Thompson, C. 2022. <em>Reflective practice for professional development</em>: <em>A guide for Teachers</em>. London and New York: Routledge Press. &nbsp;</p>
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1408. <p>The post <a href="https://www.facultyfocus.com/uncategorized/the-continuous-quest-integrating-reflective-practices-into-teaching/">The Continuous Quest: Integrating Reflective Practices into Teaching  </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
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1415. </item>
1416. <item>
1417. <title>A Critical Framework for Supporting Faculty and Staff Mental Health and Well-Being</title>
1418. <link>https://www.facultyfocus.com/articles/academic-leadership/a-critical-framework-for-supporting-faculty-and-staff-mental-health-and-well-being/</link>
1419. <comments>https://www.facultyfocus.com/articles/academic-leadership/a-critical-framework-for-supporting-faculty-and-staff-mental-health-and-well-being/#respond</comments>
1421. <dc:creator><![CDATA[Rebecca Pope-Ruark, PhD]]></dc:creator>
1422. <pubDate>Fri, 19 Apr 2024 04:30:00 +0000</pubDate>
1423. <category><![CDATA[Academic Leadership]]></category>
1424. <category><![CDATA[burnout]]></category>
1425. <category><![CDATA[faculty support]]></category>
1426. <category><![CDATA[supporting staff]]></category>
1427. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70439</guid>
1428.  
1429. <description><![CDATA[<p>This article first appeared in Academic Leader on February 19, 2024 © Magna Publications. All rights reserved. If you are interested in reading more articles about the trends, challenges, and best practices of today&#8217;s academic decision-makers, check out a monthly or yearly subscription to Academic Leader! Prior to the COVID-19 pandemic, colleges and universities were ramping up [&#8230;]</p>
1430. <p>The post <a href="https://www.facultyfocus.com/articles/academic-leadership/a-critical-framework-for-supporting-faculty-and-staff-mental-health-and-well-being/">A Critical Framework for Supporting Faculty and Staff Mental Health and Well-Being</a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
1431. ]]></description>
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1434. <p><em>This article first appeared in </em><a href="https://www.magnapubs.com/product/newsletter/academic-leader/?st=ABarticle" target="_blank" rel="noreferrer noopener">Academic Leader</a> <em>on February 19, 2024 © Magna Publications. All rights reserved.</em> If you are interested in reading more articles about the trends, challenges, and best practices of today&#8217;s academic decision-makers, <a href="https://www.magnapubs.com/product/newsletter/academic-leader/?st=FFarticle" target="_blank" rel="noreferrer noopener">check out a monthly or yearly subscription to <em>Academic Leader! </em></a></p>
1435.  
1436.  
1437.  
1438. <p class="has-drop-cap">Prior to the COVID-19 pandemic, colleges and universities were ramping up their services to address the mental health crisis among students as depression, anxiety, loneliness, suicide, and other issues were on the rise. The pandemic exacerbated these mental health problems and also made it clear that students are not the only ones experiencing mental illness or mental distress—faculty, staff, and administrators are as well, and vocally so for perhaps the first time. Because the primary mission of most institutions of higher education is to serve students, it’s easy to understand why attention to faculty and staff well-being was considered a lower priority. Moreover, workplace well-being initiatives often reside in human resources organizations, while faculty often do not consider themselves employees, thereby not knowing about or taking advantage of HR offerings that might support well-being and overall wellness.&nbsp;</p>
1439.  
1440.  
1441.  
1442. <p>But avoiding or ignoring faculty and staff mental health and well-being is no longer an option. There has long been a deep stigma around mental illness in academe; faculty, whose livelihoods depend on their ability to be intellectually present and exceptional, to take on the often competing weights of teaching, research, and service, are no longer willing to let their work lives be their entire lives. Since the start of the pandemic, faculty and staff have grown far more comfortable being vulnerable and discussing their mental and physical health as well as acting to protect that well-being in ways they might not have in the past. Higher education professionals will no longer accept overwhelming stress, expectations of being always on, or the “do more with less” refrain heard every day.&nbsp;</p>
1443.  
1444.  
1445.  
1446. <p>So where do we even start in thinking about improving the mental well-being of faculty and staff in higher education, where the stigmas around mental illness, mental disability, and neurodiversity keep so many from acknowledging problems or seeking help?</p>
1447.  
1448.  
1449.  
1450. <p>As someone who engages with faculty across the country on issues of burnout and well-being, I was excited to be introduced to the <a href="https://www.hhs.gov/sites/default/files/workplace-mental-health-well-being.pdf" target="_blank" rel="noreferrer noopener"><em>U.S. Surgeon General’s Framework for Workplace Mental Health &amp; Well-Being</em> (2022)</a>. Workplace well-being is one of <a href="https://www.hhs.gov/sites/default/files/workplace-mental-health-well-being.pdf" target="_blank" rel="noreferrer noopener">six primary priorities</a> for the Office of the Surgeon General. This is the first of a series introducing and exploring the framework in the context of the well-being movement on many campuses in the country. In this article, I’ll introduce the framework and the first of its five essentials for mental health and well-being: protection from harm. </p>
1451.  
1452.  
1453.  
1454. <h2 class="wp-block-heading" id="h-what-is-the-nbsp-u-s-surgeon-general-s-framework-for-workplace-mental-health-amp-well-being-nbsp-and-why-should-higher-education-pay-attention"><strong>What is the&nbsp;<em>U.S. Surgeon General’s Framework for Workplace Mental Health &amp; Well-Being,&nbsp;</em>and why should higher education pay attention?</strong></h2>
1455.  
1456.  
1457.  
1458. <p>As a result of the pandemic, people across all sectors of life and work became more open to discussing mental health and less willing to sacrifice “their health, family, and communities for work” at the altar of work and productivity (4). Multiple studies cited by the report show that “rates of anxiety, depression, social isolation, job burnout, and insecurity related to food, housing, and income rose between March 2020 and mid-2022” (7). From this standpoint, the surgeon general reports, “The pandemic has presented us with an opportunity to rethink how we work. We have the power to make workplaces engines for mental health and well-being” (4). These are certainly conversations I see happening at institutions across the country, and the framework provides a way to step forward with real care and consideration for campus communities.&nbsp;</p>
1459.  
1460.  
1461.  
1462. <p>As the introduction to the framework argues, “Organizational leaders must prioritize mental health in the workplace by addressing structural barriers to seeking help and decreasing stigma around accessing mental health support in the workplace” (8). The framework is the surgeon general’s response to this public health priority, “a starting point for organizations in updating and institutionalizing policies, processes, and practices to best support the mental health and well-being of workers” (11). The framework defines five essentials for workplace mental health and well-being (11):</p>
1463.  
1464.  
1465.  
1466. <ol start="1">
1467. <li>Protection from harm</li>
1468.  
1469.  
1470.  
1471. <li>Connection and community</li>
1472.  
1473.  
1474.  
1475. <li>Work-life harmony</li>
1476.  
1477.  
1478.  
1479. <li>Mattering at work</li>
1480.  
1481.  
1482.  
1483. <li>Opportunity for growth</li>
1484. </ol>
1485.  
1486.  
1487.  
1488. <p>Each of the essentials is partnered with two human needs that ground our understanding. Safety and security, for example, are the needs paired with protection from harm, while dignity and meaning connect with mattering at work. In this first essay in the series, I explore the first essential, protection from harm.</p>
1489.  
1490.  
1491.  
1492. <h2 class="wp-block-heading" id="h-why-does-protection-from-harm-matter-to-higher-education-professionals"><strong>Why does protection from harm matter to higher education professionals?</strong></h2>
1493.  
1494.  
1495.  
1496. <p>As I continue to support institutions across the country as they come to terms with cultures that are causing significant stress, overwhelm, and burnout among faculty and staff, protection from harm lies at the foundation of work that needs to be done. Faculty especially talk about their holistic well-being going ignored in the name of student success, needed accommodations or leaves being ungranted, and lingering feelings of betrayal for how the pandemic and return to campus were handled in many places.&nbsp;</p>
1497.  
1498.  
1499.  
1500. <p>And in the wake of the loss of Lincoln University’s&nbsp;<a href="https://www.insidehighered.com/news/governance/executive-leadership/2024/01/12/lincoln-university-administrators-suicide-roils" target="_blank" rel="noreferrer noopener">Dr. Antoinette (Bonnie) Candia-Bailey</a>&nbsp;to suicide in January, higher ed is yet again faced with crucial questions about the well-being of faculty and staff, not just our students. Emails from Candia-Bailey reveal a pattern of&nbsp;<a href="https://www.insidehighered.com/opinion/views/2024/01/22/tragedy-workplace-bullying-opinion" target="_blank" rel="noreferrer noopener">bullying</a>&nbsp;from her supervisor and multiple unfulfilled attempts to gain accommodations for anxiety and depression. We cannot allow workplace cultures and behaviors that lead our colleagues to believe there is no other way out.</p>
1501.  
1502.  
1503.  
1504. <p>This essential goal is to provide a “safe and healthful work environment, protected from physical harm, injury, illness, and death. This is done through continued efforts to minimize occupational hazards and physical workplace violence, as well as psychological harm such as bias, discrimination, emotional hostility, bullying, and harassment. Security builds on safety to include financial and job security” (12). It suggests doing so by taking on four actions, listed below with my suggestions for enacting in higher education:</p>
1505.  
1506.  
1507.  
1508. <ul>
1509. <li><em>Prioritize workplace physical and psychological safety</em>, which includes “examining workload and adequacy of resources to meet job demands (e.g., staffing and coverage), reducing long working hours, and eliminating policies and productivity metrics that cause harm” (14). For example, leaders among faculty and staff could work together to audit workloads across the institution and establish baselines, metrics, and evaluation processes that honor well-being.&nbsp;</li>
1510.  
1511.  
1512.  
1513. <li><em>Enable adequate rest</em>&nbsp;<em>and recovery time</em>&nbsp;because “long work hours have been shown to raise workers’ risk for exhaustion, anxiety, and depression. Fatigue diminishes productivity as the risk of burnout soars” (15). Leaders can model taking real breaks and vacation time while authentically encouraging others to do so, which might mean creating conditions for faculty and staff not on nine-month contracts to have more vacation or sick time available.</li>
1514.  
1515.  
1516.  
1517. <li><em>Normalize and support mental health and decrease mental health stigma</em>&nbsp;“by validating challenges, communicating mental health and well-being as priorities, and offering both support and prevention services” (14). Research shows that many faculty decide not to disclose mental health information about themselves even when they could benefit from accommodations, because they fear stigma and alienation, even losing their jobs, in the culture of higher education that values logic and brainpower. Creating “mental health matters” working groups, offering workshops and opportunities to learn about mental health and cultural stigma, and training chairs and other leaders to engage with faculty about mental health could all support this action.</li>
1518.  
1519.  
1520.  
1521. <li><em>Operationalize DEIA norms, policies, and programs</em>&nbsp;by “confronting structural racism, microaggressions, ableism, and implicit bias” (15). Diversity, equity, inclusion, and accessibility (DEIA) is under assault from the political right, so creating action here might be harder than it was even a year or two ago, but it’s crucial nonetheless. How that happens will depend on the climate of the state and the institution.</li>
1522. </ul>
1523.  
1524.  
1525.  
1526. <p><a href="https://www.academic-leader.com/topics/institutional-culture/supporting-faculty-and-staff-mental-health-and-well-being-community-connection-and-balance/?st=FFarticle" target="_blank" rel="noreferrer noopener">In the next essay in this series, I’ll review the second and third essentials in the framework</a>: connection and community as well as work-life harmony, further exploring how leaders in higher education can create workplace cultures that support faculty and staff mental health and well-being as well as students’.</p>
1527.  
1528.  
1529. <div class="wp-block-image">
1530. <figure class="aligncenter size-full"><a href="https://www.magnapubs.com/product/newsletter/academic-leader/?st=FFarticle" target="_blank" rel="noreferrer noopener"><img decoding="async" width="600" height="314" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/AL-vetted-leadership-articles-600x314-1.jpg" alt="Academic Leader subscription" class="wp-image-70442" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/AL-vetted-leadership-articles-600x314-1.jpg 600w, https://s39613.pcdn.co/wp-content/uploads/2024/04/AL-vetted-leadership-articles-600x314-1-300x157.jpg 300w" sizes="(max-width: 600px) 100vw, 600px" /></a></figure></div>
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1536.  
1537. <p><em>Rebecca Pope-Ruark, PhD, is the director of the Office of Faculty Professional Development at Georgia Tech in Atlanta. She is the author of&nbsp;</em>Agile Faculty: Practical Strategies for Research, Service, and Teaching<em>&nbsp;(Chicago, 2017) and&nbsp;</em>Unraveling Faculty Burnout: Pathways to Reckoning and Renewal<em>&nbsp;(Johns Hopkins, 2022).</em></p>
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1627. <p>The post <a href="https://www.facultyfocus.com/articles/academic-leadership/a-critical-framework-for-supporting-faculty-and-staff-mental-health-and-well-being/">A Critical Framework for Supporting Faculty and Staff Mental Health and Well-Being</a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
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1634. </item>
1635. <item>
1636. <title>Advocating for Student Preparedness with the Implementation of a Pre-Course </title>
1637. <link>https://www.facultyfocus.com/articles/course-design-ideas/advocating-for-student-preparedness-with-the-implementation-of-a-pre-course/</link>
1638. <comments>https://www.facultyfocus.com/articles/course-design-ideas/advocating-for-student-preparedness-with-the-implementation-of-a-pre-course/#respond</comments>
1640. <dc:creator><![CDATA[Chandler Hansen, MS, and Pradeep Malreddy, DVM]]></dc:creator>
1641. <pubDate>Wed, 17 Apr 2024 04:01:00 +0000</pubDate>
1642. <category><![CDATA[Course Design]]></category>
1643. <category><![CDATA[course preparedness]]></category>
1644. <category><![CDATA[pre-course]]></category>
1645. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70435</guid>
1646.  
1647. <description><![CDATA[<p>Ensuring a successful educational experience for our students is akin to the art of culinary development, where thoughtful preparation is fundamental. Just as a chef with pre-developed culinary skills meticulously selects ingredients and carefully plans before creating a masterpiece, educators must equip students with the foundational knowledge and skills necessary for their academic success. This [&#8230;]</p>
1648. <p>The post <a href="https://www.facultyfocus.com/articles/course-design-ideas/advocating-for-student-preparedness-with-the-implementation-of-a-pre-course/">Advocating for Student Preparedness with the Implementation of a Pre-Course </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
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1652. <p class="has-drop-cap">Ensuring a successful educational experience for our students is akin to the art of culinary development, where thoughtful preparation is fundamental. Just as a chef with pre-developed culinary skills meticulously selects ingredients and carefully plans before creating a masterpiece, educators must equip students with the foundational knowledge and skills necessary for their academic success. This parallels the concept of pre-courses, which serve as innovative ingredients and preparatory tools in the educational kitchen. Much like a chef assembles ingredients before cooking, pre-courses lay the groundwork for students, offering them a solid foundation to build upon.&nbsp;&nbsp;</p>
1653.  
1654.  
1655.  
1656. <p>It has been acknowledged that students across diverse disciplines encounter academic stressors, including heavy workloads, unclear expectations, competition with peers, and new subject matter (Hafen et al., 2008; 2006; Collins and Foote, 2005; Laakkonen and Nevgi, 2014). Just like novice chefs following a recipe, novice students may feel daunted by the academic challenges ahead. In the same way that a recipe provides preparatory instructions before cooking, pre-courses offer essential groundwork for students entering courses with unfamiliar subject matter. By providing students with terminology, background information, and introductory material to a course, pre-courses ensure that students are well-prepared and equipped to tackle the complexities of new material with enhanced confidence. &nbsp;</p>
1657.  
1658.  
1659.  
1660. <h2 class="wp-block-heading" id="h-designing-effective-pre-courses-nbsp"><strong>Designing effective pre-courses</strong>&nbsp;</h2>
1661.  
1662.  
1663.  
1664. <p>Pre-courses can be utilized in a variety of disciplines such as biology, engineering, psychology, economics, anatomy, and physiology, etc. For optimal effectiveness, the pre-course purpose should be clearly defined with student learning outcomes that inform, excite, and prepare students for their upcoming course material. Consider the needs of the students who will be taking the pre-course and tailor the content to suit their backgrounds, interests, and skill levels. Following defined student learning outcomes in a pre-course ensures alignment with the main course objectives, providing clarity, focus, and relevance to the content covered.&nbsp;</p>
1665.  
1666.  
1667.  
1668. <p>After the student learning outcomes have been defined, the creation of the pre-course does not have to be complex. PowerPoints, brief lectures or lecture videos, images, diagrams, quizzes, and interactive activities can be utilized to deliver prelusive course content. Ensure that instructions for completing pre-course activities are clear and concise to avoid confusion or frustration.&nbsp;&nbsp;</p>
1669.  
1670.  
1671.  
1672. <p>Online, asynchronous pre-courses offer cost-effective and flexible options, enabling students to progress through the material at their own pace. Additionally, students can pause, rewind, or revisit course content repeatedly if they desire. In-person pre-courses are also effective but require on-site faculty/staff and may inadvertently favor students geographically close to campus.&nbsp;</p>
1673.  
1674.  
1675.  
1676. <p>Strategic timing is crucial for pre-course implementation. Pre-courses can be an optional activity during the summer (prior to courses offered during the fall semester) or during the winter break intersession (prior to courses offered during the spring semester). For summer courses, a brief pre-course may be offered in the weeks leading up to the first day of class. The pre-course can be non-graded but consider including opportunities for students to assess their own understanding and progress through self-assessment quizzes. This allows students to practice with the new material without academic pressure and worrying about their performance, while also identifying areas of improvement in their learning.&nbsp;&nbsp;</p>
1677.  
1678.  
1679.  
1680. <p>To assess the impact of the pre-course, consider collecting student performance and perception data. In our large animal anatomy course, positive statistically significant correlations were found between pre-course interaction and certain exam scores (Hansen, Basel, &amp; Malreddy, under review). Extensive analysis of student perception data was conducted and found a generally positive reception, with a majority of students strongly advocating for the pre-course&#8217;s availability to future cohorts (Hansen, Basel, &amp; Malreddy, under review). By gathering student opinions, the pre-course design can be refined to fit learning styles and difficult subject matter.&nbsp;&nbsp;</p>
1681.  
1682.  
1683.  
1684. <h2 class="wp-block-heading" id="h-advantages-of-pre-courses-nbsp"><strong>Advantages of pre-courses:</strong>&nbsp;</h2>
1685.  
1686.  
1687.  
1688. <ol start="1">
1689. <li><strong>Enhancing </strong><strong>s</strong><strong>tudent </strong><strong>p</strong><strong>reparedness</strong><strong></strong>&nbsp;</li>
1690. </ol>
1691.  
1692.  
1693.  
1694. <p>Pre-courses provide students with foundational knowledge, skills, and terminology relevant to the upcoming course material. By familiarizing students with key concepts and topics in advance, pre-courses help alleviate anxiety and build confidence, ensuring that students enter the course better prepared to engage with complex subject matter.&nbsp;&nbsp;</p>
1695.  
1696.  
1697.  
1698. <ol start="2">
1699. <li><strong>Improving </strong><strong>a</strong><strong>cademic </strong><strong>p</strong><strong>erformance</strong><strong></strong>&nbsp;</li>
1700. </ol>
1701.  
1702.  
1703.  
1704. <p>One main benefit of pre-course implementation is the positive effect on student grades. At the Louisiana State School of Veterinary Medicine, a veterinary anatomy pre-course correlated with improved exam grades and reduced anxiety (McNulty and Lazarus, 2018). Similarly, at Lincoln Memorial Osteopathic Medical School, pre-matriculation anatomy boot camps led to higher gross anatomy exam scores (Herling <em>et al.</em><em>,</em> 2017). Pharmacy preparation courses have also been shown to boost cumulative GPAs (Klausner <em>et al.</em><em>,</em> 2019). These findings highlight the valuable role pre-courses play in promoting academic success and student confidence.&nbsp;</p>
1705.  
1706.  
1707.  
1708. <ol start="3">
1709. <li><strong>Accessibility and </strong><strong>f</strong><strong>lexibility</strong><strong></strong>&nbsp;</li>
1710. </ol>
1711.  
1712.  
1713.  
1714. <p>Both in-person and online pre-courses offer accessibility and flexibility to cater to diverse student needs. In-person pre-courses provide face-to-face interaction with potentially a new professor, elicit immediate instructor support, and build relationships. Conversely, online pre-courses offer the convenience of anytime, anywhere access, allowing students to progress at their own pace and revisit materials as needed. This flexibility accommodates various learning styles and schedules, promoting student engagement and autonomy.&nbsp;</p>
1715.  
1716.  
1717.  
1718. <h2 class="wp-block-heading" id="h-disadvantages-or-pre-courses-nbsp"><strong>Disadvantages or pre-courses:</strong>&nbsp;</h2>
1719.  
1720.  
1721.  
1722. <p>Despite their benefits, pre-courses are not without drawbacks:&nbsp;</p>
1723.  
1724.  
1725.  
1726. <ol start="1">
1727. <li><strong>Tim</strong><strong>e-</strong><strong>c</strong><strong>onsuming </strong><strong>c</strong><strong>reation</strong><strong></strong>&nbsp;</li>
1728. </ol>
1729.  
1730.  
1731.  
1732. <p>Designing and implementing pre-courses require significant time, effort, and resources from instructors and institutions. Developing high-quality pre-course content, organizing sessions, and providing support to students demands additional workload, potentially conflicting with other faculty and staff responsibilities.&nbsp;</p>
1733.  
1734.  
1735.  
1736. <ol start="2">
1737. <li><strong>Access </strong><strong>c</strong><strong>hallenges</strong><strong></strong>&nbsp;</li>
1738. </ol>
1739.  
1740.  
1741.  
1742. <p>Both in-person and online pre-courses may create access challenges such as geographic location, internet connectivity, technology, and affordability to name a few. These factors may impede on a student’s ability to participate in the pre-course and therefore hinder their educational opportunities. &nbsp;</p>
1743.  
1744.  
1745.  
1746. <ol start="3">
1747. <li><strong>Pre-</strong><strong>c</strong><strong>ourse </strong><strong>d</strong><strong>ependence</strong><strong></strong>&nbsp;</li>
1748. </ol>
1749.  
1750.  
1751.  
1752. <p>If a student performs well in the pre-course, they may depend too heavily on the introductory material, leading to gaps in student understanding of the main course material. While pre-courses can provide valuable preparation, they may not fully substitute for comprehensive instruction during the main course.&nbsp;</p>
1753.  
1754.  
1755.  
1756. <h2 class="wp-block-heading" id="h-conclusions-nbsp"><strong>Conclusions</strong>&nbsp;</h2>
1757.  
1758.  
1759.  
1760. <p>Pre-courses are a supplemental resource that provide foundational knowledge to prepare students for new course material. Pre-courses help improve student confidence and knowledge prior to beginning a course, acting as a valuable resource for enhancing student understanding. Offering students a modern approach to course preparation has clear advantages, but careful creation and implementation are needed to maximize educational benefits.&nbsp;&nbsp;</p>
1761.  
1762.  
1763.  
1764. <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
1765.  
1766.  
1767.  
1768. <p><em>Chandler Hansen, MS, is a doctoral student in the Department of Anatomy &amp; Physiology at Kansas State University. Her research interests include anatomy education, teaching, and learning with recent work focusing on the use of supplemental resources in veterinary anatomy education. Chandler is a graduate research assistant at Kansas State University and holds teaching responsibilities in both the veterinary and one-year master’s curriculum.</em></p>
1769.  
1770.  
1771.  
1772. <p><em>Dr. Pradeep Malreddy is a clinical associate professor at Kansas State University, specializing in anatomy and histology. Holding a DVM from India and an MS from Kansas State, he brings a blend of clinical and academic expertise. He has additional certifications in Medical Education Research and Online Teaching from AAMC and Harvard. Dr. Malreddy has developed a one-year master’s program at K-State and teaches courses in anatomy, histology, and physiology. His research focuses on anatomy education, eye-tracking technology, and active learning. An active member of professional organizations like the American Association of Veterinary Anatomists, he has received accolades for teaching excellence and diversity initiatives. He was recently honored with membership in the United Kingdom’s prestigious Academy of Medical Educators.</em></p>
1773.  
1774.  
1775.  
1776. <p><strong>References</strong> &nbsp;</p>
1777.  
1778.  
1779.  
1780. <p>Collins, Henry, and David Foote. 2005. “Managing Stress in Veterinary Students.” <em>Journal of Veterinary Medical Education</em> 32 (2): 170–72. &nbsp;<a href="https://doi.org/10.3138/jvme.32.2.170" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.32.2.170.</a></p>
1781.  
1782.  
1783.  
1784. <p>Hafen, McArthur, Allison M.J. Reisbig, Mark B. White, and Bonnie R. Rush. 2006. “Predictors of Depression and Anxiety in First-Year Veterinary Students: A Preliminary Report.” <em>Journal of Veterinary Medical Education</em> 33 (3): 432–40. <a href="https://doi.org/10.3138/jvme.33.3.432" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.33.3.432</a>.&nbsp;</p>
1785.  
1786.  
1787.  
1788. <p>Hafen, McArthur, Allison M.J. Reisbig, Mark B. White, and Bonnie R. Rush. 2008. “The First-Year Veterinary Student and Mental Health: The Role of Common Stressors.” <em>Journal of Veterinary Medical Education</em> 35 (1): 102–9. <a href="https://doi.org/10.3138/jvme.35.1.102" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.35.1.102</a>.&nbsp;</p>
1789.  
1790.  
1791.  
1792. <p>Hansen, Chandler, Matthew T. Basel, and Pradeep Malreddy. (under review). “The Use of a Novel Winter Break Pre-Course for Transitioning from Small to Large Animal Anatomy.” Submitted to <em>Journal of Veterinary Medical Education</em>.&nbsp;</p>
1793.  
1794.  
1795.  
1796. <p>Herling, Patrick J., B. Tanya Mohseni, Derek C. Hill, Stacy Chelf, Jeffrey A. Rickert, Jonathan T. Leo, and Natalie R. Langley. 2017. “Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course: Evaluation of Gross Anatomy Boot Camp.” <em>Anatomical Sciences Education</em> 10 (3): 215–23. <a href="https://doi.org/10.1002/ase.1653" target="_blank" rel="noreferrer noopener">https://doi.org/10.1002/ase.1653</a>.&nbsp;</p>
1797.  
1798.  
1799.  
1800. <p>Klausner, Eytan A., Erica L. Rowe, Beverly S. Hamilton, and Karen S. Mark. 2019. “Implementation, Revisions, and Student Perceptions of a Pre-Matriculation Program in a School of Pharmacy.” <em>American Journal of Pharmaceutical Education</em> 83 (7): 7021. <a href="https://doi.org/10.5688/ajpe7021" target="_blank" rel="noreferrer noopener">https://doi.org/10.5688/ajpe7021</a>.&nbsp;</p>
1801.  
1802.  
1803.  
1804. <p>Laakkonen, Juha, and Anne Nevgi. 2014. “Relationships between Learning Strategies, Stress, and Study Success Among First-Year Veterinary Students During an Educational Transition Phase.” <em>Journal of Veterinary Medical Education</em> 41 (3): 284–93. <a href="https://doi.org/10.3138/jvme.0214-016R1" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.0214-016R1</a>.&nbsp;</p>
1805.  
1806.  
1807.  
1808. <p>McNulty, Margaret A., and Michelle D. Lazarus. 2018. “An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum.” <em>Journal of Veterinary Medical Education</em> 45 (3): 330–42. <a href="https://doi.org/10.3138/jvme.0317-039r" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.0317-039r</a>.&nbsp;</p>
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1899. ]]></content:encoded>
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1902. <slash:comments>0</slash:comments>
1905. </item>
1906. <item>
1907. <title>It Takes a Village: Improving Student Retention through Collaborative Partnerships </title>
1908. <link>https://www.facultyfocus.com/articles/effective-classroom-management/it-takes-a-village-improving-student-retention-through-collaborative-partnerships/</link>
1909. <comments>https://www.facultyfocus.com/articles/effective-classroom-management/it-takes-a-village-improving-student-retention-through-collaborative-partnerships/#respond</comments>
1911. <dc:creator><![CDATA[Dimple J. Martin, PhD]]></dc:creator>
1912. <pubDate>Mon, 15 Apr 2024 04:08:00 +0000</pubDate>
1913. <category><![CDATA[Effective Classroom Management]]></category>
1914. <category><![CDATA[graduation rates]]></category>
1915. <category><![CDATA[student retention]]></category>
1916. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70426</guid>
1917.  
1918. <description><![CDATA[<p>Our institution has been fortunate enough to partner with the United Negro College Fund (UNCF) and InsideTrack to improve student enrollment, completion, and career readiness, and foster equitable pathways to employment. This HBCU Transformation Project is the first-of-its-kind collaboration that aims to increase Historically Black Colleges and Universities&#8217; (HBCU) health and sustainability, improve student outcomes [&#8230;]</p>
1919. <p>The post <a href="https://www.facultyfocus.com/articles/effective-classroom-management/it-takes-a-village-improving-student-retention-through-collaborative-partnerships/">It Takes a Village: Improving Student Retention through Collaborative Partnerships </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
1920. ]]></description>
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1923. <p class="has-drop-cap">Our institution has been fortunate enough to partner with the United Negro College Fund (UNCF) and InsideTrack to improve student enrollment, completion, and career readiness, and foster equitable pathways to employment. This HBCU Transformation Project is the first-of-its-kind collaboration that aims to increase Historically Black Colleges and Universities&#8217; (HBCU) health and sustainability, improve student outcomes in retention and graduation rates,<strong> </strong>expand enrollment, and increase capacity building with faculty and staff. </p>
1924.  
1925.  
1926.  
1927. <figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046.png"><img decoding="async" width="666" height="381" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046.png" alt="" class="wp-image-70427" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046.png 666w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046-278x159.png 278w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046-640x366.png 640w" sizes="(max-width: 666px) 100vw, 666px" /></a><figcaption class="wp-element-caption"><strong>Diagram 1:</strong> Collaborative Partnerships&nbsp;</figcaption></figure>
1928.  
1929.  
1930.  
1931. <p>This support seamlessly aligns with the institution’s Quality Enhancement Plan (QEP). Miles College’s QEP, <em>Student Retention: Stepping Stones to Success, </em>was derived from the institution’s data-driven, ongoing, comprehensive planning and evaluation process, and reflects and affirms a commitment to enhancing overall institutional quality, effectiveness, and student success.<em> </em>As a direct result, the institution’s defined QEP objectives to increase retention will equip students with life-long skills needed to academically impact student performance in school, employability skills, and future career endeavors. &nbsp;</p>
1932.  
1933.  
1934.  
1935. <p>In Chart 1, the desired student retention results over five years provide an intentional focus and hold all constituents accountable to ensure academic and student success among freshmen and sophomore cohorts. As indicated in the institution’s QEP plan, the desired target is for Miles College to improve student retention by 10% where the ultimate goal is to retain and graduate students.&nbsp;</p>
1936.  
1937.  
1938.  
1939. <figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215.png"><img loading="lazy" decoding="async" width="729" height="435" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215.png" alt="" class="wp-image-70428" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215.png 729w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215-266x159.png 266w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215-640x382.png 640w" sizes="(max-width: 729px) 100vw, 729px" /></a><figcaption class="wp-element-caption">Chart 1: Desired Student Retention Results</figcaption></figure>
1940.  
1941.  
1942.  
1943. <p>We know that experiences during the first and second years of college affect retention rates, and ultimately, graduation rates. Studies have shown that many factors affect persistence to graduation including satisfaction with the college experience and advising (Fountain, 2021). According to the Education Data Initiative (2023), at four-year institutions, 24.4% of first-time, full-time, first-year college students dropped out between 2022 and 2023. In addition, undergraduate first-year students have a 12-month dropout rate of 24.1%.<br><br>As a solution, InsideTrack will provide retention coaching to a random group of freshmen and<br>sophomores to support student persistence despite internal and/or external barriers. The coaching will empower students to clarify goals, identify challenges, organize priorities, and stay connected to their reasons for pursuing their educational dreams. With personalized retention coaching, institutions can keep more students on track because the ultimate impact is for students to remain enrolled in school until completion. The individualized coaching methods involve using:</p>
1944.  
1945.  
1946.  
1947. <ul>
1948. <li>Emails</li>
1949.  
1950.  
1951.  
1952. <li>Video meetings</li>
1953.  
1954.  
1955.  
1956. <li>Phone calls</li>
1957.  
1958.  
1959.  
1960. <li>Texts</li>
1961. </ul>
1962.  
1963.  
1964.  
1965. <p>As a part of our institution’s Quality Enhancement Plan, Table 1 lists the effective practices and strategies we are currently implementing that have proven to contribute to increasing student retention at four-year private colleges and universities.</p>
1966.  
1967.  
1968.  
1969. <figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449.png"><img loading="lazy" decoding="async" width="805" height="324" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449.png" alt="" class="wp-image-70429" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449.png 805w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449-300x121.png 300w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449-640x258.png 640w" sizes="(max-width: 805px) 100vw, 805px" /></a><figcaption class="wp-element-caption">Table 1: Effective Practices and Strategies Contributing to Student Retention at Four-Year<br>Private Colleges and Universities</figcaption></figure>
1970.  
1971.  
1972.  
1973. <ul>
1974. <li></li>
1975. </ul>
1976.  
1977.  
1978.  
1979. <ul>
1980. <li></li>
1981. </ul>
1982.  
1983.  
1984.  
1985. <p>After year one of implementing Inside Track retention coaching, we are going to do a comparative data analysis of the persistence and retention rate of students receiving retention coaching versus the freshmen and sophomore students not selected for the random group. Table 2 shows the institution’s five-year trend of the average first-year and second-year retention rates.&nbsp;</p>
1986.  
1987.  
1988.  
1989. <figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559.png"><img loading="lazy" decoding="async" width="740" height="211" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559.png" alt="" class="wp-image-70430" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559.png 740w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559-300x86.png 300w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559-640x182.png 640w" sizes="(max-width: 740px) 100vw, 740px" /></a><figcaption class="wp-element-caption"><strong>Table 2: </strong>Average First-Year and Second-Year Retention Rate&nbsp;</figcaption></figure>
1990.  
1991.  
1992.  
1993. <p>As we know, the key to student retention is to act before students leave, and continually evaluate, assess, and alter how the institution approaches its best practices for student retention. A good way to get started is by developing a plan for each student, which involves gathering information about each student&#8217;s background, interests, and goals, as well as their academic performance. With our UNCF and InSideTrack partnerships, we are looking forward to helping our students persist, graduate, and become gainfully employed.&nbsp;</p>
1994.  
1995.  
1996.  
1997. <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
1998.  
1999.  
2000.  
2001. <p><em>Dr. Dimple J. Martin is the director of the Quality Enhancement Plan at Miles College. Martin is a former early childhood education lecturer at the University of Alabama, Tuscaloosa, a former assistant professor of early childhood education, and a faculty professional development coordinator at Miles College. She also has over 18 years of administrative K-5 literacy leadership.</em>&nbsp;</p>
2002.  
2003.  
2004.  
2005. <p><strong>References</strong>&nbsp;</p>
2006.  
2007.  
2008.  
2009. <p>Fountain, C. (Ed.). (2021). <em>Academic Advising as a tool for student success and</em> <em>educational equity.</em> University of South Carolina, National Resource Center for the First-Year Experience &amp; Student Transition.&nbsp;</p>
2010.  
2011.  
2012.  
2013. <p>Hanson, Melanie (2023).<em> “College Dropout Rates” </em>EducationData.org.,&nbsp;<a href="https://educationdata.org/college-dropout-rates" target="_blank" rel="noreferrer noopener">https://educationdata.org/college-dropout-rates</a></p>
2014.  
2015.  
2016.  
2017. <p><em>HBCU Transformation Project</em> (2023). UNCF.&nbsp;</p>
2018.  
2019.  
2020.  
2021. <p><em>InsideTrack Transformative Change</em> (2023 C.E.). insidetrack.org&nbsp;</p>
2022.  
2023.  
2024.  
2025. <p>RNL (2021). <em>2021 Effective Practices for Student Success, Retention, and Completion Report.</em> Cedar Rapids, Iowa: Ruffalo Noel Levitz. Retrieved from RuffaloNL.com/Retention Practices.&nbsp;</p>
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2115. <p>The post <a href="https://www.facultyfocus.com/articles/effective-classroom-management/it-takes-a-village-improving-student-retention-through-collaborative-partnerships/">It Takes a Village: Improving Student Retention through Collaborative Partnerships </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
2116. ]]></content:encoded>
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2119. <slash:comments>0</slash:comments>
2122. </item>
2123. <item>
2124. <title>A Call to Educators for Stress Management and Self-Care </title>
2125. <link>https://www.facultyfocus.com/articles/effective-teaching-strategies/a-call-to-educators-for-stress-management-and-self-care/</link>
2126. <comments>https://www.facultyfocus.com/articles/effective-teaching-strategies/a-call-to-educators-for-stress-management-and-self-care/#respond</comments>
2128. <dc:creator><![CDATA[Dunja Trunk, PhD]]></dc:creator>
2129. <pubDate>Fri, 12 Apr 2024 04:31:00 +0000</pubDate>
2130. <category><![CDATA[Effective Teaching Strategies]]></category>
2131. <category><![CDATA[mental health]]></category>
2132. <category><![CDATA[self-care]]></category>
2133. <category><![CDATA[stress managmenet]]></category>
2134. <guid isPermaLink="false">https://www.facultyfocus.com/?p=70415</guid>
2135.  
2136. <description><![CDATA[<p>Dear Fellow Educators,&#160; As we near the end of another semester, I sense a rise in activity and busyness across campus. The stress is starting to seep in with many approaching deadlines looming. Many of us are intimately familiar with marathon grading sessions, hurried lesson planning, and feelings of exhaustion. Prioritizing stress management and self-care [&#8230;]</p>
2137. <p>The post <a href="https://www.facultyfocus.com/articles/effective-teaching-strategies/a-call-to-educators-for-stress-management-and-self-care/">A Call to Educators for Stress Management and Self-Care </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
2138. ]]></description>
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2141. <p class="has-drop-cap">Dear Fellow Educators,&nbsp;</p>
2142.  
2143.  
2144.  
2145. <p>As we near the end of another semester, I sense a rise in activity and busyness across campus. The stress is starting to seep in with many approaching deadlines looming. Many of us are intimately familiar with marathon grading sessions, hurried lesson planning, and feelings of exhaustion. Prioritizing stress management and self-care during such hectic times is essential. &nbsp;</p>
2146.  
2147.  
2148.  
2149. <p>A personal memory comes to mind that highlights the consequences of failing to manage stress. The semester in question was in its 12<sup>th</sup> or 13<sup>th</sup> week—close to wrapping up. Final exam week was approaching, and I was up to my ears in grading, teaching, attending meetings, serving on committees, and more. Despite my best efforts to stay organized, the heavy workload and constant pressure began taking a toll on me. The whispers of warning were there: lack of sleep, inconsistent eating, impatience with my loved ones—nevertheless I continued to push myself because the to-do list wasn’t getting any shorter. One morning the whispers turned into roars and the warnings signs could no longer be ignored. I woke up feeling completely depleted, drained, and sapped of energy. My body and mind did not care one bit that I had a dozen things to do that day—I was a mere shadow of myself. Having hit my breaking point, my work suffered in quantity and quality for the remainder of the semester. Amazingly, it took another few weeks until I realized the root cause of my burnout: total lack of self-care and utter disregard for stress management.  </p>
2150.  
2151.  
2152.  
2153. <p>Once I came to my senses, I decided to research what the experts had to say about combating work-related stress. I read dozens of articles filled with suggestions and recommendations for how to achieve a healthy work-life balance, but none of them quite did the trick for me. Then, I came across something called the Pomodoro Technique, which is a method that involves working in 25-minute blocks followed by 5-minute breaks. The simplicity of this method resonated with me, and its positive effects on my productivity were a welcomed surprise. By organizing my tasks into timed intervals with breaks in between, I noticed a significant boost in my focus and productivity. As a result, my anxiety levels decreased, and I felt less overwhelmed. Breaking up my to-do list into chunks helped me work more efficiently and manage my tasks without feeling swamped. Taking scheduled breaks gave me time to relax, stretch, and unwind during the day leading to an overall improvement in my mental and physical health. By following a structured approach to my work routine and regularly incorporating physical activity and meditation into my daily schedule, I found a way to stay calm amidst the hectic pace at the end of the semester—a common struggle for many educators. Facing burnout served as a wakeup call for me and underscored the importance of efficient time management and self-care. I also realized that my ability to help students combat stress-related challenges was directly tied to how well I managed my own stress.  </p>
2154.  
2155.  
2156.  
2157. <p>Educators are not the only ones at risk of experiencing burnout; it’s crucial we talk to our students about the importance of taking care of themselves, especially during times when they are stretched thin. By openly sharing our own struggles with stress and discussing effective coping strategies, we can provide a healthy example of how to thrive even during periods of intense pressure. Whenever I share some of my stress relief techniques with students, they respond quite positively. We talk about the significance of self-care routines and the value of seeking support when necessary. I recall a moment when a student approached me after finishing an exam. She was beaming with pride as she explained how the stress relief methods we discussed in class, like time management and mindfulness, had helped her stay calm and prepare for the exam—which she aced! Her story highlights the impact we can have on our students’ lives, reminding us that every word and action can make a lasting impression. &nbsp;</p>
2158.  
2159.  
2160.  
2161. <p>In moments of stress and added duties, it&#8217;s important for us to provide one another with support, empathy, and kindness. Having a self-care routine is key in helping us handle chaotic times with resilience and adaptability. Let’s face the end-of-semester frenzy together as a close-knit community of educators and learners who value each other’s wellbeing above all else. &nbsp;</p>
2162.  
2163.  
2164.  
2165. <p>In unity,&nbsp;</p>
2166.  
2167.  
2168.  
2169. <p>DT </p>
2170.  
2171.  
2172.  
2173. <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
2174.  
2175.  
2176.  
2177. <p><em>Dr. Dunja “Dee” Trunk, a professor of psychology at Bloomfield College of Montclair State University, has a passion for teaching and a genuine belief in the transformative power of education. </em>  &nbsp;</p>
2178. </div>
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2267. <p>The post <a href="https://www.facultyfocus.com/articles/effective-teaching-strategies/a-call-to-educators-for-stress-management-and-self-care/">A Call to Educators for Stress Management and Self-Care </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching &amp; Learning</a>.</p>
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