494 Walk the Talk – Teaching Is Still Teaching – Just Expanding Your Tool Box

Beef Cattle Production & Management (ANSC 406) is a Texas A&M University “Communications” course and an elective in the undergraduate Animal Science curriculum. This course (3 hr lecture, 2 hr lab) is taught in Fall, Spring, and Summer semesters. The author has taught this (or equivalent) course since 1995, and various teaching technologies have incrementally crept into the course. Prior to COVID-19 restrictions, the class was taught traditionally through in-person lecture and lab meetings, with in-class, closed-note exams, and supported with online resources. Students are assigned to groups of 4 or 5 for semester-long work on a ranch management project with peer review comprising 20% of the grade. This report summarizes student exam grades and ranch project peer evaluations through semesters Fall 2019 to Fall 2020 where the class format was (1) traditional face-to-face (TF2F), (2) initially TF2F then switched abruptly to 100% remote/online, (3) 100% remote/online for the entire semester, and (4) a blended/hybrid format, respectively. Semester-to-semester exam grades and group member peer evaluations were compared through mixed model analyses of variance. There were no differences in exam grades (P > 0.10) across these semesters with the exception of Exam 3 that deviated 3.7% (P = 0.020) from lowest to highest mean scores. Relative exam grade variability (based on CV and range) remained almost constant from closed-book to open-note format. Remote vs. F2F status did not influence (P > 0.05) group peer evaluation scores regarding Q1: “Overall level of participation” or Q4: “Willingness to work for success of your group” when group number or student were included in statistical models. Model R-square values for Q1/Q4 increased from 0.037/0.050 to 0.161/0.171, and 0.424/0.457 when group, and student were added, respectively. Individual student perceptions and experiences appear to be major drivers of learning outcomes no matter the course delivery style.

Reviewing Before Reading? An Empirical Investigation of Book-Consumption Patterns and Their Effects on Reviews and Sales

Prior research on online reviews has taken for granted that consumers submit reviews only after they have fully consumed purchased products or services. Contrastingly, this study uncovered the hidden truth that many book consumers post assessments before, during, and after consumption. Interestingly, many provide numerical review ratings, even with no consumption at all. We also found that review comments formed after incomplete product engagement adversely affect subsequent sales. Consequently, online evaluations crafted on the basis of fragmentary encounters can become a new source of challenges to managers and policymakers who are responsible for preserving the accuracy and informativeness of product critiques. Digital platforms may leverage our findings to improve their design of review systems and policies in ways that enhance the trustworthiness of peer evaluations and correct potential inaccuracies from inadequately informed assessments. For example, managers can revise their review “sorting” structure so that consumers can flexibly reposition text-based reviews in accordance with a consumption index. Managers can likewise take advantage of these study’s insights to effectively re-establish review-posting policies and schemes that encourage consumers to submit reviews after a sufficient amount of products have been consumed.

“Teach more, but do not expect any applause”: Are Women Doubly Discriminated Against in Universities’ Recruitment Processes?

Studies repeatedly find that women and men experience life in academia differently. Importantly, the typical female academic portfolio contains less research but more teaching and administrative duties. The typical male portfolio, on the other hand, contains more research but less teaching and administration. Since previous research has suggested that research is a more valued assignment than teaching in academia, we hypothesise that men will be ranked higher in the peer-evaluations that precede hirings to tenured positions in Swedish academia. We analyze 861 peer review assessments of applicants in 111 recruitment processes in Economics, Political Science, and Sociology at the six largest Swedish universities. Our findings confirm that the premises established in previous research are valid in Sweden too: Women have relatively stronger teaching merits and men relatively stronger research merits, and also that, on balance, research is rewarded more when applicants are ranked by reviewers. Accordingly, male applicants are ranked higher compared to female applicants.