Table 2 Example non-content Instructor Talk from instructors who dedicated between 0 and 4% of 1 min intervals to messaging
Level of student consensus | Description |
|---|---|
Strong student consensus—category is present | Course J, Introducing others “So I wanted to pass the mic, the figurative mic, over to our [instructional assistants] and have them introduce themselves and say a little bit about themselves.” This instructor had instructional assistants introduce themselves and speak to the class for a 1 min interval. |
Moderate student consensus—category is present | Course C, Using student work to drive teaching choices “So I'm participating in a class. The group is participating in a set of meetings that I go to about once a month with a group of people who are teaching similar classes. They're not only [subject specific scientists], the rest of them are in science, computer science or stats, and we are meeting to talk about data that we utilize in our classrooms to make our teaching more effective. And so the first assignment that you have is to click on that link and fill out a qualtrics survey.” This instructor discussed being a member of a faculty learning community, and introduced the first day of class survey. |
No student consensus | Course F, Being explicit about the nature of STEM “So if you are interested in [topic 1], the study of [subject] is going to help you. Not only because [topic 2], but also at a large level, if you're interested in what's going on in [topic 1], knowing what’s going on at [topic 2] can help you understand some of those, some of those influences.” This instructor discussed the collaborative nature of one topic and the broader STEM field. |