Every month we will be updating our new digital library with new articles covering the hottest topics in education and graduate education including remote teaching, student support, anti-racist education, graduate student and postdoc support, and more.
August 2020 News
6 Quick Ways to Be More Inclusive in a Virtual Classroom | The Chronicle of Higher Education
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students’ learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students’ learning style and learning conditions in
mixed online and face-to-face courses. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses.
5 Ways to Connect With Online Students | The Chronicle of Higher Education
Author Flower Darby writes “Most of my university’s courses, in normal times, are offered in buildings, not online, and I teach in both realms. My epiphany came in March 2018, when a student I’ll call “Lori” emailed to explain why she hadn’t followed directions on an assignment. I’d required students to submit a quick video of themselves, but she’d posted an audio with her photo attached. In the week before the due date, she explained, she’d been beaten up by an ex-boyfriend. With a swollen and bruised face, she’d been too embarrassed to post a video. And without knowing the back story, I’d docked her grade.”
Many young people dream of going to college to set themselves on a path to success — that takes on even more meaning for students who are the first in their family to go to college. However, going to college can put financial stress on these families and that stress has been exacerbated by the coronavirus pandemic.
You’re in class (online). Your students are in class. And all of your minds are on COVID-19, quarantine, and making ends meet. How can we as instructors step back, break down the sense of isolation and hopelessness, and use the sharing of our experiences of crisis to create a safe space for students to grow and learn?
These are traumatizing times. Discouragement, uncertainty, and loss are sweeping across our nation—and our students are navigating uncharted territory in their lives. How can we connect with our students and bring them hope during this unprecedented crisis? Many of our students are distracted and scared. Many of our faculty are, too. How do we create space in our classes for both faculty and students to speak their stress and fear and find hope in moving forward together amid uncertainty?
Faculty connection to students is essential for student learning and engagement even at the best of times. During this current pandemic, it is more important than ever.
Impostor syndrome is, by now, a well-known term used to describe that feeling many scholars get that we are frauds in our particular field and about to be exposed at any moment. This “syndrome” has been known to affect researchers of all ages and ranks, from graduate students to department chairs. At its mildest, impostor syndrome can entail persistent and discomforting feelings of self-doubt. At its worst, it can cripple careers.
At a time when the tenure-track market is supercompetitive, Ph.D. candidates are looking for guidance not just on their scholarship but also on the job market both in academe and in other labor sectors. As an adviser, you may frequently fear that you don’t know how to help. How do you manage that sometimes debilitating state, and deliver the goods for yourself and your advisees?
How to Overcome Impostor Syndrome
Pathologized for a reason, “impostor syndrome” runs thick in the veins of academics, from newly arrived graduate students to those nearing retirement (yes, really). It seems to be such a deep part of the ecosystem of the academy that it is hard to imagine faculty life without it. At the same time, it can be deeply painful and damaging, almost paralyzing.
So what is impostor syndrome and how do you get over it?
In 1978, two psychologists, Pauline R. Clance and Suzanne A. Imes — first identified what they called the “impostor phenomenon.” They described it as “an internal experience of intellectual phoniness.” Their research was based on work with “high achieving women” in which they found this phenomenon to be particularly prevalent.
Academics are terrible at setting boundaries for ourselves. We are all driven, motivated, hardworking individuals and presumably got into our fields and disciplines to make a difference in some capacity. Most of us have a difficult time saying no, and a lot of us want to help in every way possible. This task is made even more difficult by the fact that many of us are working safely from home most or all of the time these days, blurring the lines between our jobs and the rest of our lives.
We all have stories of situations when we worked exorbitant amounts of time finishing projects or writing grants or completing papers. This is not strange to us, myself included. But it should not be the norm.
Burnout in academe is all too common, and we as academics barrel toward it, full steam ahead. Yet taking breaks is healthy and needed. Plenty of information and research shows that regularly limiting our time at work to a reasonable amount actually makes us more productive than pushing ourselves past the point of exhaustion.
“I was diagnosed with Bipolar II Disorder around eight years ago, but have suffered from a mental health condition since I was 27 and was misdiagnosed with severe depression while in law school.
Mental health conditions affect people differently. For me, it is a chronic illness that includes bouts of depression and less frequent times of hypomania, which, at a minimum, means I sleep less, have lots of energy, and obsess over particular work projects and hobbies. This illness has shaped a good portion of my adult life. I am deeply affected by it, and many times, I am unwell because of it. I might be further along in my career if it weren’t for several major relapses due to an unmanaged illness. Relationships have suffered, my finances have suffered, and I have suffered.”
July 2020 News
- How I Learned to Stop Absorbing Other People’s Emotions
- Why You Should Ignore All That Coronavrius-Inspired Productivity Pressure
- A Brain Hack to Break the Coronavirus Anxiety Cycle
- 20 Great Ways to Stay Productive When COVID Has Locked You Out of University
- When All Motivation Is Lost: Getting Back on Track
- Show, Don’t Tell: How to Stay Productive During a Pandemic
- Productivity and Happiness Under Sustained Disaster Conditions
- How to Create Screen-Life Balance When Life Has Shifted to Screens