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Jordan, Judith V.; Schwartz, Harriet L. – New Directions for Teaching and Learning, 2018
Radical empathy positions us to engage and connect with our students while also staying grounded in our role and responsibilities as educators.
Descriptors: Empathy, Teaching (Occupation), Teacher Student Relationship, Teacher Role
Sproles, Karyn Z. – New Directions for Teaching and Learning, 2018
This chapter integrates two of the most influential authorities on teaching, Robert Boice and Parker Palmer, into the system's approach to teaching articulated by Douglas Robertson in order to help college teachers find sustainable balance by acknowledging and managing emotions in the classroom.
Descriptors: College Faculty, Teacher Burnout, Stress Management, Emotional Response
Frey, Lisa L. – New Directions for Teaching and Learning, 2018
This chapter explores the institutional context of higher education and its impact on faculty and professional staff's well-being, functioning, and emotions. Suggestions for dealing with academic workplace violations or betrayals are offered.
Descriptors: Higher Education, College Faculty, Well Being, Psychological Patterns
Hua, Linh U. – New Directions for Teaching and Learning, 2018
This chapter examines the affective lives of women of color faculty in university and classroom conditions that entail competing emotional labor.
Descriptors: College Faculty, Minority Group Teachers, African American Teachers, Educational Environment
Robertson, Douglas L. – New Directions for Teaching and Learning, 2018
This chapter revisits a developmental model of professors-as-teachers that provides a useful framework for considering emotion in teaching and learning.
Descriptors: College Faculty, Emotional Response, Psychological Patterns, Models
Martin, Ryan C. – New Directions for Teaching and Learning, 2018
This chapter explores the important role that anger plays in teaching and learning.
Descriptors: Classroom Environment, Classroom Techniques, Affective Behavior, Affective Objectives
Nair, Indira – New Directions for Teaching and Learning, 2018
Reflecting on one's own emotions and seeing teaching as an emotionally complex engagement can enrich a teacher's experience, pedagogy, and students' motivation and response in class.
Descriptors: Reflective Teaching, Psychological Patterns, Teaching Experience, Teaching Methods
Snyder-Duch, Jennifer – New Directions for Teaching and Learning, 2018
Academic advising--formal and informal--is an emotional undertaking on the part of college faculty.
Descriptors: College Faculty, Faculty Advisers, Psychological Patterns
Cook, Judi Puritz – New Directions for Teaching and Learning, 2018
This chapter examines the emotional experience of teachers who are designing courses for digital learning environments. Recommendations for gaining confidence and coping with the emotional stress of rethinking a course for online learning are addressed.
Descriptors: Online Courses, Emotional Response, Educational Technology, Technology Uses in Education
MacDonald, Ron – New Directions for Teaching and Learning, 2017
Deciphering teachers' paths to their disciplinary professional identities can make important elements of their tacit knowledge explicit and available to their students.
Descriptors: Professional Identity, Teacher Characteristics, Intellectual Disciplines, Knowledge Base for Teaching
Pettit, Jennifer; Rathburn, Melanie; Calvert, Victoria; Lexier, Roberta; Underwood, Margot; Gleeson, Judy; Dean, Yasmin – New Directions for Teaching and Learning, 2017
This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each coauthor participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.
Descriptors: Interviews, Interdisciplinary Approach, Teaching Methods, Educational Practices
Boman, Jennifer; Currie, Genevieve; MacDonald, Ron; Miller-Young, Janice; Yeo, Michelle; Zettel, Stephanie – New Directions for Teaching and Learning, 2017
In this chapter we describe the Decoding the Disciplines Faculty Learning Community at Mount Royal University and how Decoding has been used in new and multidisciplinary ways in the various teaching, curriculum, and research projects that are presented in detail in subsequent chapters.
Descriptors: Faculty Development, Communities of Practice, Interdisciplinary Approach, Teaching Methods
Miller-Young, Janice; Boman, Jennifer – New Directions for Teaching and Learning, 2017
This chapter presents the bottlenecks identified by seven faculty members from diverse disciplines and an inductive content analysis of their Decoding interviews. Representative quotations illustrate themes in the interviews and we consider the implications for both faculty development and pedagogical research.
Descriptors: Content Analysis, Barriers, Interdisciplinary Approach, Intellectual Disciplines
Currie, Genevieve – New Directions for Teaching and Learning, 2017
This chapter describes how seven disciplinary bottlenecks from four diverse disciplines were analyzed using a phenomenological perspective and includes a discussion of embodied knowing and implications for educators.
Descriptors: Phenomenology, Intellectual Disciplines, Barriers, Interdisciplinary Approach
Yeo, Michelle – New Directions for Teaching and Learning, 2017
This chapter argues that expert practice is an inquiry that surfaces a hermeneutic relationship between theory, practice, and the world, with implications for new lines of questioning in the Decoding interview.
Descriptors: Hermeneutics, Educational Practices, Intellectual Disciplines, Questioning Techniques