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BRITE Ideas - Shared screen with speaker view
Dr Kristin Stephens-Martinez, Ph.D.
10:59
👋
Bridgette Hard, Ph.D.
18:36
URM - underrepresented minority usually means students from minoritized racial and ethnic groups and first-generation college students
Alessandra Dinin, Ph.D.
35:28
Well done @Jingxuan - very thorough!
Ann Saterbak
40:31
EGR 101 used criterion-based grading.
Ann Saterbak
40:46
Feel free to contact me - Ann Saterbak
Bridgette Hard, Ph.D.
41:14
thanks @Ann!
Owen Astrachan
41:30
Final grades in intro math classes fit a pre-defined distribution
Owen Astrachan
41:43
In some cases
Molly Weeks, Ph.D.
42:08
Is there no research in K-12 settings on grading systems?
Kim Manturuk
43:48
@Molly - There is more research on this topic in K-12 compared to higher ed. A lot of it looks at the impacts on peer relationships.
Kim Manturuk
44:12
Which is less of a common outcome considered in higher ed research
Molly Weeks, Ph.D.
45:20
Thanks Kim! I was thinking I had seen work in the achievement motivation field focusing on similar outcomes in K-12, but I cannot think of specific researchers, so I may be mis-remembering!
Michelle Wong
45:32
I think bell-curve grading is a lot more rare at the primary level, but I wonder if there’s literature on norm-referenced tests/grading on state tests, or even SATs
Glenda Kelly, Ph.D.
47:00
Maybe you should shift emphasis to scaffolding the challenge levels of the applications/activities of the learning modules themselves vs the grading
Bridgette Hard, Ph.D.
48:29
Here is the article Michelle is mentioning, be sure to check it out later! https://medium.com/@patrickdkwatson/teaching-isnt-for-rock-stars-a7703fabb0f4#:~:text=Teaching%20isn't%20for%20Rock,Students%20are%20the%20focus.&text=by%20Patrick%20Watson%20%7C%20Medium
Carolina Tennyson
51:22
I like the gardener metaphor!
Dr Kristin Stephens-Martinez, Ph.D.
51:47
Coach!
Amanda Starling Gould
52:01
Coach! The students have their own goals and we help them achieve them!
Molly Weeks, Ph.D.
52:21
I like gardener and coach, but plants imply less agency on the part of students
Karen Murphy, Ph.D.
52:34
+1 Molly
Dr Kristin Stephens-Martinez, Ph.D.
52:39
+1 Molly
Carolina Tennyson
52:40
true molly!
Alessandra Dinin, Ph.D.
52:41
I thought this presentation sounded familiar — glad we can reconnect about the topic 2 years later
Stacy Tantum, Ph.D.
52:45
Could this be influenced by discipline? For example, I imagine art history and engineering could have different perspectives.
Bridgette Hard, Ph.D.
53:31
@Stacy this is a future study…we have some funding to start measuring faculty metaphors across disciplines and institution types
Dr Kristin Stephens-Martinez, Ph.D.
58:50
Interesting, that is not how I would have written the email with the coach metaphor, so maybe I’m thinking of something different
Molly Weeks, Ph.D.
59:21
Yes - same, Kristin. Especialy with achieving victory - very performance oriented language
Sonia He
01:00:49
What is the best way for professors to communicate their teaching metaphors? (I’m not sure if any of my Duke professors have done this)
Dr Kristin Stephens-Martinez, Ph.D.
01:02:01
that sounds like a football coach that loves you but also yells at you to do more, which is not what I think of as my style of coaching
Genevieve Lipp
01:02:26
Kristin, I have more of a tee ball coach personality
Dr Kristin Stephens-Martinez, Ph.D.
01:02:47
I don’t even know what that necessarily means 😅
Molly Weeks, Ph.D.
01:02:48
Or pre-K 'soccer shots'
Genevieve Lipp
01:03:13
Or coach-pitch :D
Dr Kristin Stephens-Martinez, Ph.D.
01:04:42
I think the nuance between coach and gardener for me is that a gardener observes what the student is doing but doesn’t necessarily talk to them to confirm their observations, while a coach would.
Dr Kristin Stephens-Martinez, Ph.D.
01:05:07
So maybe I’m a gardener that actually talks to my students…plants and listens to them?
Bridgette Hard, Ph.D.
01:05:27
maybe you are a “personal trainer” :-)
Dr Kristin Stephens-Martinez, Ph.D.
01:05:35
Yeah!
Carolina Tennyson
01:05:41
haha yes!
Karen Murphy, Ph.D.
01:06:25
So I saw coach originally as more teaching skills that the student will use to explore/perform rather than a workout/strength perspective… Not sure where this puts me…
Dr Kristin Stephens-Martinez, Ph.D.
01:06:34
sorry, I think I missed the difference between study 1 and 2
Bridgette Hard, Ph.D.
01:06:58
Study 2 makes the metaphor more implicit. uses metaphorical language but doesn’t say “I think of teaching as being like a coach.”
Dr Kristin Stephens-Martinez, Ph.D.
01:07:18
ah
Molly Weeks, Ph.D.
01:09:10
Or could you have teachers fill in your 'mad libs' email for different metaphors and see what language they use ? Given our chat here it seems like people have different ideas about what it means to be a coach v gardener, especially! :)
Dr Kristin Stephens-Martinez, Ph.D.
01:09:23
That’s an interesting idea ^ ~
Dr Kristin Stephens-Martinez, Ph.D.
01:09:25
!
Kim Manturuk
01:09:30
Great presentation, thanks!
Alessandra Dinin, Ph.D.
01:09:31
So interesting @Michelle - than you!
Alessandra Dinin, Ph.D.
01:09:41
*thank
Molly Weeks, Ph.D.
01:10:49
Individual vs team coach; what is the goal/outcome the coach is coaching toward. So much to unpack!!
Karen Murphy, Ph.D.
01:11:06
That’s an interesting point… the coach metaphor probably has a lot of variation in terms of the recipient perspective
Karen Murphy, Ph.D.
01:12:10
very few people probably have negative personal experiences with a gardener
Dr Kristin Stephens-Martinez, Ph.D.
01:14:04
Maybe you need an email that doesn’t introduce teaching philosophy but is just a welcome and some logistics
Molly Weeks, Ph.D.
01:15:27
Super interesting work, thanks for sharing Michelle and Jing!And thanks for bringing us together, Bridgette and Kim. So glad BRITE ideas is back! :)