How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education

Quinlan, Kathleen M.

doi:10.1080/87567555.2015.1088818

Cited by 80 publications

(72 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…40. For example, by incorporating learning activities that incorporate the imagination (see: Thomas & Brown, 2011) and emotion (see: Quinlan, 2016). See on incorporating creativity in higher education: Jahnke et al (2017).…”

Section: Discussionmentioning

confidence: 99%

Lawyers, law schools and social change – defining the challenges of academic legal education in the late modernity

Rossum

2018

International Journal of the Legal Profession

View full text Add to dashboard Cite

This article argues that due to their position and task in society, legal professionals are confronted with specific difficulties connected to contemporary circumstances. To outline these circumstances, this article draws on the work of Ulrich Beck and Zygmunt Bauman and places both theories within the late modernity. Lawyers need to be able to deal with the difficulties late modernity poses and are therefore in need of appropriate knowledge and skills. Law schools should offer relevant schooling so that their students are equipped to deal with the difficulties confronting them in late modernity's society. This article offers a first inquiry into the challenges that lawyers currently face, alongside anticipating alteration of academic law school programs by clarifying the challenges caused by two societal processes in late modernity, namely (1) the increase of technological possibilities and, simultaneously, the demystification of science; and (2) globalization. These processes lead to a complex society ruled by uncertainty that faces the challenge of allocating responsibility. In addition, some initial suggestions are presented regarding the conceivable adjustments to academic legal education in late modernity.

show abstract

Section: Discussionmentioning

confidence: 99%

Lawyers, law schools and social change – defining the challenges of academic legal education in the late modernity

Rossum

2018

International Journal of the Legal Profession

View full text Add to dashboard Cite

show abstract

“…We know that students’ prior experiences and knowledge (Ambrose et al, ) affect how they assimilate new information. We also know that developing relationships and emotional connections with students (as well as between them and the content) helps them learn (Quinlan, ). We are thus best served by getting to know our students holistically, as best we can; this also sets the stage for helping them to make important connections between their own lives and the course later on.…”

Section: Some Ideasmentioning

confidence: 99%

Lost in the great divide: Motivation in religious studies classrooms

Gravett

2018

Teaching Theology & Religion

View full text Add to dashboard Cite

One of the most illuminating finds in Barbara E. Walvoord's Teaching and Learning in College Introductory Religion Courses (2008) is what she calls "the great divide," a mismatch between instructors' goals for their courses, which are academic, and the students' reasons for taking them, which relate to their personal interests and development. Motivation -or, rather, the lack thereof -is not explicitly considered as a potential victim of this mismatch. This article will turn its attention squarely to this issue. First, I will review data about the "great divide" and link them to the common practice of asking our students to bracket the personal when they take our courses. The article will juxtapose this practice with what research tell us about motivation, which will allow us to further explore why the divide Walvoord and others have identified is so problematic. The article will conclude with pedagogical strategies that can help instructors intentionally influence motivation in religion courses. Ultimately, I suggest that we may be doing students -as well as ourselves, as the purveyors of our discipline -a disservice, if we do not attend to (or, worse, if we actively avoid) what we know motivates students to learn. KEYWORDSWalvoord study, student motivation, learning goals, bracketing, teaching strategies A friend recently told me that a student of hers wrote a verse from the book of Isaiah at the top of each quiz in her Biblical Hebrew class. She finally asked the student about it. He told her what personal significance it held in his own life and she offered to meet him outside of class to help him translate the original Hebrew.He told her that he had written that verse on every single assignment he turned in for four years in college and that no other professor had ever even mentioned it.At one point in my career, I was soliciting feedback on a syllabus for a new course I was developing. This syllabus, like many of my others, stressed to students that one of my course goals was for them to "make connections between the beliefs, experiences, and forms of the fiction and your own life to make the course experience as personally meaningful as possible." In response, a colleague wrote to me that the mention of "one's own life," twice on the first page of the syllabus, was out of character for the department because we were supposed to be emphasizing the "critical side" of religious studies.

show abstract

“…The review article of Quinlan (2016) on HE teaching and learning underpins the importance of relationships for emotions in interactions and vice versa, which stresses the need for more empirical research on that issue. Furthermore, this study aimed to deepen understanding about university teachers' emotion display through a cross-cultural lens.…”

Section: 3mentioning

confidence: 99%

“…Teachers' experience of emotions and the communication of these emotions are expected to have a significant impact on the quality of their teaching practice and the socio-emotional climate in the classroom (Jennings & Greenberg, 2009). While the literature on teacher emotions at school steadily increases, affective factors in teaching-learningprocesses remain largely neglected in the higher education (HE) literature (Beard, Clegg, & Smith, 2004;Quinlan, 2016), in particular teacher emotions (Moore & Kuol, 2007). However, recent empirical research has shown that teaching is also experienced emotionally in HE (Hagenauer & Volet, 2014a;Postareff & Lindblom-Ylänne, 2011), and is related to quality indicators of teaching, e.g.…”

Section: Introductionmentioning

confidence: 99%

University Teachers’ Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences Across Cultural-Educational Contexts

Hagenauer

Gläser‐Zikuda

Jones

2016

FLR

View full text Add to dashboard Cite

show abstract

How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education

Cited by 80 publications

References 45 publications

Lawyers, law schools and social change – defining the challenges of academic legal education in the late modernity

Lawyers, law schools and social change – defining the challenges of academic legal education in the late modernity

Lost in the great divide: Motivation in religious studies classrooms

University Teachers’ Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences Across Cultural-Educational Contexts

Contact Info

Product

Resources

About