Syllabus Tone, More Than Mental Health Statements, Influence Intentions to Seek Help

Gurung, Regan A. R.; Galardi, Noelle R.

doi:10.1177/0098628321994632

Cited by 22 publications

(11 citation statements)

References 39 publications

(41 reference statements)

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“…Including wellbeing promotive content into courses also aligns with evidence that changes to syllabi, courses, teaching pedagogy and classroom cultures can foster more positive student experiences and are solutions for faculty who do not know how to create more positive learning and social experiences [1,2,74,75]. Simple strategies like the inclusion of a syllabus statement outlining the value of good mental health and resources for its promotion can help [76].…”

Section: Discussionmentioning

confidence: 81%

Thanks for Asking! How UAE-Based University Students Conceptualize Happiness and How Institutions Can Improve It

Lambert¹,

Khadri²,

Mayet³

et al. 2023

Happiness and Wellness - Biopsychosocial and Anthropological Perspectives

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How happiness is defined depends on who is asked. In the case of universities, student happiness should prevail, yet their voices are often overlooked. This is also the case in the research literature where non-Western views are less frequently reflected. The United Arab Emirates (UAE), a country whose population is comprised of nearly 90% expatriate residents, is a good study case as campuses are filled with international students and the wellbeing of residents is a national priority. Responses from 80 UAE-based expatriate students reveal they are happiest with friends and in social activities and interactions; they want more opportunities to connect socially in classrooms and campuses, efforts which can be crafted by faculty. They also want joyful, inspiring learning where they can discuss and be exposed to other views, with many driven by the need to feel productive, efficacious and engaged. Solutions included the need for faculty to develop warmer student relationships, the maintenance of online learning to reflect realities of work and relationships, and for students to be treated with more respect as fee-paying adults. As the number of international students rise, research into their happiness and what universities can do to increase it remains a global priority.

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Section: Discussionmentioning

confidence: 81%

Thanks for Asking! How UAE-Based University Students Conceptualize Happiness and How Institutions Can Improve It

Lambert¹,

Khadri²,

Mayet³

et al. 2023

Happiness and Wellness - Biopsychosocial and Anthropological Perspectives

View full text Add to dashboard Cite

show abstract

“…This might begin with building a welcoming syllabus, which could involve using a friendly, positive tone, conveying excitement about the course material, or focusing on what students will learn from the course. These factors help students perceive instructors as more warm, approachable, and enthusiastic about the course (Harnish & Bridges, 2011) and can influence students' intentions to seek out the instructor for academic support during the term (Gurung & Galardi, 2021).…”

Section: Thurmanmentioning

confidence: 99%

Applying principles of respectful caregiving to teaching in higher education.

Thurman¹

2023

Scholarship of Teaching and Learning in Psychology

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Classifications of parenting styles used in developmental psychology have long been compared with teaching styles in various educational settings. But, few comparisons have been made between current parenting trends and teaching approaches centered on advancing diversity, equity, and inclusion in higher education settings. This article focuses on applying one modern parenting style called “respectful caregiving” to teaching in university contexts. Four principles from respectful caregiving are explored in relation to teaching college students: (1) showing respect for students, (2) embracing student’s uniqueness, (3) exhibiting empathy for student’s emotional experiences, and (4) emphasizing equality with students. Each principle is explained in the context of respectful caregiving, then applied to teaching in university contexts. Practical teaching examples of each principle are provided, elucidating connections with the existing literature on adult education, culturally responsive, and inclusive practices from the literature on teaching and learning. Importantly, adopting these principles both as a caregiver or a teacher involve necessary time, resources, and space for critical self-reflection. Taken together, “respectful teaching” principles offer promise in reconceptualizing environments in higher education that support and empower diverse learners in gaining confidence, knowledge, and practical skills to enact meaningful and relevant social change.

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Section: Instructional Strategies For Leveraging Diversity Equity And...mentioning

confidence: 99%

“…Integrating DEI into an EP course begins with the syllabus tone and content, constructed by instructors who have deeply reflected on their own positionality (Fuentes et al, 2021; Gurung & Galardi, 2021). For example, addressing mental health and having a warm-toned syllabus (Harnish & Bridges, 2011)—one which includes “positive or friendly language, sharing personal experiences, using humor, showing enthusiasm for the course, and conveying compassion” (Gurung & Galardi, 2021, p. 3)—may increase students’ sense of socioemotional safety and likelihood of contacting faculty and utilizing mental health resources when encountering personal challenges (Gurung & Galardi, 2021). Syllabi should also highlight DEI in the course description; include a separate diversity statement; cover issues and topics that practically address DEI challenges and issues in education; describe intentions to actively create an inclusive environment; and show a commitment to intersectionality (Fuentes et al, 2021).…”

Section: Instructional Strategies For Leveraging Diversity Equity And...mentioning

confidence: 99%

A Visionary Working Model for Pursuing Social Justice Praxis Through Educational Psychology Courses

Mustafaa

Martinez

2022

Teaching of Psychology

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Introduction We propose a visionary working model to normalize the pursuit of social justice praxis in educational psychology courses. Using our undergraduate course as an example, we discuss our roles as instructors, curriculum, and pedagogical strategies for forward progress. Statement of the Problem Despite stated commitments to diversity, equity, and inclusion as integral to psychology research and practice (e.g., American Psychological Association statements), most educational psychology courses are highly theoretical and do not prepare learners to counter social injustices in praxis that are meaningful for the global majority. Literature Review We make the case for why educational psychology courses are ideal for training students for social justice praxis, and outline how diversity, equity, and inclusion strategies in the literature can be used as levers. Teaching Implications We provide assignment resources to illustrate how instructors can begin to integrate diversity, equity, and inclusion throughout a course to co-construct more just futures. Conclusion Actualizing this visionary model of normalizing social justice praxis in educational psychology courses requires multi-level supports at global and local levels. Using case studies to address complex social injustices within an engaged teaching and learning environment has significant potential to empower and prepare learners to forward social justice.

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Syllabus Tone, More Than Mental Health Statements, Influence Intentions to Seek Help

Cited by 22 publications

References 39 publications

Thanks for Asking! How UAE-Based University Students Conceptualize Happiness and How Institutions Can Improve It

Thanks for Asking! How UAE-Based University Students Conceptualize Happiness and How Institutions Can Improve It

Applying principles of respectful caregiving to teaching in higher education.

A Visionary Working Model for Pursuing Social Justice Praxis Through Educational Psychology Courses

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