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How Using Autoethnography Improved My Teaching

Sherrie Steiner Indiana University, Purdue University Fort Wayne Acknowledgements: This study was not supported by a grant. In Institutional Review Board Protocol #1502015725, reviewers determined that the study met the criteria for exemption under 45 CFR 46.101(b)(1). Research exploring the effectiveness of instructional strategies has increased in recent years (e.g., Steinert, et. al, 2016), but research aimed specifically at understanding factors which influence faculty adoption of innovative teaching pedagogies remain sparse (e.g., Tarlau, 2014). Furthermore, qualitative studies investigating the choice of specific instructional strategies or/and evaluating the effectiveness of how the s

Trigger Warnings: Considerations for a More Learner-Centered Environment

Todd Zakrajsek University of North Carolina at Chapel Hill Trigger warnings caution that a particular subject matter will be addressed in class and the material may be distressing enough to “trigger” a memory of a traumatic event. At the surface, giving such advance notice is innocuous; yet, the use of trigger warnings is hotly debated in higher education. Ironically, this debate has been among faculty and administration, with students less involved in the discussion. A recent study in medical education showed only 11% of the students surveyed even knew the term (Beverly, et al, 2017). Students who have seen trigger warnings used were evenly split between finding the warnings helpful, being

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