He\u27s Sarcastic and She\u27s Caring: Students\u27 Stereotypes of the Typical Male and Female Professor

Gender stereotypes are prescriptive. For example, if people have a stereotype that women are warm and caring, then they also tend to have a societal prescription that women should be warm and caring. When an individual fails to fulfill a gender prescription, he or she may face social punishment. For example, if a woman is cold and uncaring, then she might be judged more harshly than a man who is cold and uncaring because the woman is violating the gender prescription but the man is not. Research on gender stereotypes suggests that students\u27 perceptions of the best and worst college professors are influenced by the gender of the professor. Do students also rely on gender stereotypes when they think of the typical male and female professor? I present the results of my research on students\u27 perceptions of the typical male and female professor and I explore the potential impact of students\u27 unconscious reliance on gender stereotypes on their behavior toward their male and female professors, their interpretation of male and female professors\u27 behavior, and their student opinion survey responses

The More You Know: Reviewing Concepts Using Student-Created Public Service Announcements

In past course evaluations, my social psychology students consistently reported that they started offering their roommates unsolicited social psychological interpretations of their behaviors and beliefs. I began to wonder if my students’ desire to educate others could be harnessed to help them review course material. I reasoned that elaborating on the material covered in the class would help them learn (Loyens, Rikers, & Schmidt, 2007) and finding a creative outlet for their desire to teach others might preserve some roommate relationships.In an attempt to encourage students to build on past material, I turned to one of the most well-known Public Service Announcements (PSA): NBC’s The More You Know information campaign. The brief More You Know PSAs teach viewers important information related to such topics as health, education, and the environment. A number of humorous spoofs of NBC’s PSAs have also emerged, such as a series of fake PSAs using cast members from The Office, a popular television show. After spending 5 minutes watching some of the spoofs, my class was ready for the assignment

Effective Studying is a Science, Not an Art: Teaching Students Scientifically-Based Study Techniques

The typical student never receives formal instruction on scientifically-based study techniques. Instead, most students utilize ineffective methods such as rereading and highlighting. After discussing the research on effective and ineffective study techniques, the paper focuses on my attempts to help students change their study skills by providing them with optional reading material, developing an assignment that draws on the research, or requiring them to utilize the techniques on an exam. Based on my experiences, it appears that requiring students to utilize the study techniques in order to earn points resulted in greater adoption of scientifically-based study techniques than informing the students about the benefits of the scientifically-based techniques. In addition to sharing my strategy to incorporate study skills training into an upper division course, I also provide a list of studying resources for students and faculty

MapCores 2013-2014 Assessment Report

This is a report showing the assessment results for the MapCores (MAthematics, Physics, COmputer science REsearch Scholars) program at the College of Saint Benedict. Started in 2009, MapCores is a cohort-based program designed to increase women\u27s interest and achievement in mathematics, physics, computer science and engineering. The report was submitted for the National Science Foundation grant number 0965705

MapCores 2012-2013 Assessment Report

This is a report showing the assessment results for the MapCores (MAthematics, Physics, COmputer science REsearch Scholars) program at the College of Saint Benedict. Started in 2009, MapCores is a cohort-based program designed to increase women\u27s interest and achievement in mathematics, physics, computer science and engineering. The report was submitted for the National Science Foundation grant number 0965705

A Women in Mathematics, Computer Science, and Physics Course

Increasing women\u27s participation is a concern in disciplines beyondphysics. As part of our Mathematics, Physics, Computer ScienceResearch Scholars (MapCores) program, we teach a women in scienceclass covering these three areas. Our course is a special version ofour college\u27s first year seminar, which is a course designed toprepare our students to read, write, and speak at a college-level. Westructure our FYS to promote academic confidence and interest in ourdisciplines for the women in MapCores. It covers not only contributionsthat women have made and barriers that women face in thesedisciplines, but also research frontiers and science policy issues inthese disciplines. While the women in MapCores find covering thesetopics beneficial, the most important benefit of the course is the supportive cohort that develops from it

Report of Faculty and Academic Affairs Staff Responses to IEJ FFPP Survey on Experiences During the COVID-19 Pandemic

In November 2021, the Joint Faculty Senate (JFS) Committees on Inclusion, Equity, and Justice (IEJ) and Family Friendly Policies and Practices (FFPP) administered a survey to assess faculty and Academic Affairs staff members’ experiences during the pandemic and to inform future recommendations for policy responses to crisis that are both family friendly and advance inclusion, equity, and justice for faculty and staff. IEJ and FFPP worked to collect a large sample of respondents. The Joint Faculty Assembly (JFA) Chair and Vice Chair sent the survey to the Official Announcements - CSB/SJU Faculty list three times. The survey was also sent to the AcademicAffairs@CSB/SJU.edu list. The survey was posted on the Teams for all librarians and shared twice in the Buzz. Members of the IEJ and FFPP shared it with Academics Affairs staff and asked them to share it with their colleagues. 143 people responded to the survey–41 staff and 102 faculty. This sample includes 41% of tenure/tenure track faculty, 10.5% of term/adjunct faculty, 41% of Academic Affairs administrative staff and 27% of Academic Affairs support staff. The survey results reflect the perspectives of respondents who chose to complete the survey