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BRITE Ideas: New and Emerging Research on Teaching and Learning

Learning Innovation and BRITE Lab invite you to join us for BRITE Ideas, a monthly discussion group to share and develop research on teaching and learning. Invited guest speakers include those who have either completed or are currently engaged in research projects about teaching and learning. Please join our guest speakers and contribute to an engaged discussion to advance teaching excellence.

https://duke.zoom.us/j/92509235321?pwd=UC9jaVNNbSswdnlvaldxaU44YmU4UT09
Meeting ID: 925 0923 5321
Passcode: 511227

The February presenters are:

Jingxuan Liu, Duke University
Title: The impact of norm- and criterion-referenced grading systems on student course-related beliefs and behaviors
Abstract: Grading systems are an important component of courses that may impact the class environment and student perceptions. However, the effects of different grading systems on students warrants more exploration. The present study examined the effects of norm- and criterion-referenced grading, two common grading systems used in higher education, on key student beliefs and behaviors. In an online experiment, we prompted participants (n = 547) with a hypothetical course setting that used either norm- or criterion-referenced grading, and asked them to complete several anticipated belief and behavior measures. Results indicate that norm- and criterion-referenced grading systems differed significantly in their impacts on participant beliefs and behaviors, including achievement goals, perceived instructor mindset, and help-giving. Such findings may have implications for course design.

Michelle Wong, Duke University
Title: Explicit & Implicit Metaphorical Communications to Students

Abstract: Metaphorical expressions are built into our everyday language in subtle and unconscious ways, and importantly, can be a powerful way for people to communicate complex ideas and beliefs about the world. This includes students, whose beliefs and expectations are shaped by their social environment including the language that people use, such as communications from teachers and other authorities. Our previous work (Hard et al., 2020) identified four common metaphors that students endorse for the college teacher-student relationship, and addressed how each of these four different metaphors bring to mind different inferences about teachers. An important next step in this research is describing the impact of these metaphors in naturalistic communication. The present research aims to explore whether metaphorical language, both expressed explicitly and implicitly by an instructor leads to different expectations for what that teacher and course will be like.

 

Date:
Wednesday, February 3, 2021
Time:
10:00am - 11:00am
Registration has closed.

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