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.

Speakers: BRITE Lab thesis students 

https://duke.zoom.us/j/99697323047?pwd=MXZNY0diTFpXYWkwcTZyT09kelBydz09

Meeting ID: 996 9732 3047
Passcode: 588873

Is Collaboration Key? Reframing Participation as Collaboration in the College Classroom: Jessica Falbaum
Description:  A recent theoretical paper suggests that framing classroom participation through a collaborative lens may have many benefits for college students in areas including classroom participation behaviors, collaborative thinking behaviors, willingness to take risks, course and instructor enjoyment, and attitudes surrounding participation and collaboration within and beyond the classroom (Hard & RaoShah, 2021). However, there has been no prior research testing the impact of this novel framework. These two studies aimed  to explore how language framing participation as collaboration could impact students' expected behaviors and attitudes towards a hypothetical course, as well as their behaviors and attitudes in a real college classroom setting.
 
An Intervention to Improve the Well-Being and Experience of Student-Athletes: Colson Zucker 
Description:  In higher education, student athletes represent a unique and highly selective group, juggling responsibilities for both their sport and their academics. The purpose of the present study is to understand how to improve the experience of college student-athletes by changing the way that they think about their stress, so that they can harness the benefits of that stress and avoid its negative consequences. In this project, we first review the unique challenges that student-athletes face, the physiological role of the stress response, and the way thinking about stress can have significant implications for psychological outcomes. We then explain the current understanding of how student-athletes view stress in their lives, and detail a novel intervention developed to improve the psychological outcomes of student-athletes exposed to stress.
 
Defining Undergraduate Student Success: Individual Differences and Implications for Well-Being at Duke: Malorie Lipstein
Description:  Past research has demonstrated that success is defined in numerous ways and is linked to a variety of personal traits in the college setting. However, no existing research has explored how definitions of success take form at highly selective universities, as well as how conceptualizations of success are related to individual differences. Furthermore, the link between success definitions and well-being may point towards an opportunity to improve students’ college experience. This study aimed to investigate how college students at a private, selective university define success,  how these definitions vary based on student characteristics and  individual differences, and how they predict student well-being.