The Kids on the Bus: The Academic Consequences of Diversity‐Driven School Reassignments

This study seeks to address a nationwide lack of concern for biblical education in English literary studies. More specifically, it evaluates and offers potential remedies for the current state of biblical illiteracy within the academy. By showing the academic consequences of textual misinterpretation that derive from biblical illiteracy, this essay hopes to educationally and pedagogically promote the adherence of biblical scholarship in English literature. Through biblical explications of select representational texts, this also study intends to effectively contribute to efforts that value foundational biblical education in secular literary academia.

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Promoting Positive Mental Health in International Postgraduate Law Students at a Time of Global Uncertainty: A Case Study from qLegal at Queen Mary, University of London

International Journal of Public Legal Education ◽

10.19164/ijple.v4i2.1134 ◽

2020 ◽

Vol 4 (2) ◽

pp. 107-134

Author(s):

Emily Wapples

Keyword(s):

Mental Health ◽

Law Students ◽

Online Delivery ◽

Student Mental Health ◽

Study Approach ◽

The Uk ◽

Academic Consequences ◽

Global Uncertainty ◽

The Impact

Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online. This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand. This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.

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The Role of Digital Application Literacy in Online Assessment

Journal of Educational Technology Systems ◽

10.1177/00472395211052644 ◽

2021 ◽

pp. 004723952110526

Author(s):

LeAnne J. Schmidt ◽

Michael DeSchryver

Keyword(s):

Content Knowledge ◽

Mobile Apps ◽

Learning Goals ◽

Return To School ◽

Learning Tools ◽

Web Based ◽

Web Based Learning ◽

Computer Based ◽

Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

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Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations

Language Speech and Hearing Services in Schools ◽

10.1044/2021_lshss-21-00069 ◽

2021 ◽

pp. 1-17

Author(s):

Danielle Werle ◽

Courtney T. Byrd

Keyword(s):

Personality Traits ◽

Student Performance ◽

Communication Competence ◽

College Instructors ◽

Evaluation Scores ◽

And Performance ◽

Academic Consequences ◽

Study Participants ◽

Oral Presentations

Purpose: The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings. Method: One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study. Participants viewed one video of four possible randomized conditions: (a) presence of stuttering + low communication competence, (b) absence of stuttering + low communication competence, (c) presence of stuttering + high communication competence, and (d) absence of stuttering + high communication competence. Participants evaluated student performance against a standardized rubric and rated the student along 16 personality traits. Results: Results of separate 2 × 2 analyses of variance revealed professors' view and evaluate students presenting with high communication competence more positively overall, regardless as to whether stuttering is present or not. Significant interactions between fluency (i.e., presence vs. absence of stuttering) and communication competence (i.e., high vs. low) were found for negative personality traits, as well as delivery evaluation scores. The video for which the student stuttered and presented with low communication competence was rated more positively than the video for which the student did not stutter and presented with low communication competence. Conclusions: Professors perceive and evaluate students who stutter differently from their nonstuttering peers, and those ratings are moderated by levels of communication competence. High-communication-competence behaviors improved perceptual and evaluation scores; however, in the presence of low-communication-competence behaviors, professors overcorrect in the form of positive feedback bias, which may have negative long-term academic consequences.

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