00:13:07 Frank Castelli :-) he/him: Giant lecture hall 00:13:08 Margareta Krabbe: I was scared! 00:13:09 Kati Brazeal: large lecture, intimidating 00:13:10 Nicole James: I sat in the back and was scared. It was large. 00:13:11 Nicole S. (she/her/hers): Never forget first day instructor opening with you all won’t make it 00:13:12 Brianne (she/her) Gutmann: it was a huge lecture hall 00:13:12 Kelsey Bitting: Older white male instructor 00:13:12 Grant Gardner [MTSU he/him]: Intimidated by all the people in a single class. 00:13:13 Christine Lindstrom: It was largely a repeat of year 12. 00:13:14 Katherine Lazenby (she/her): I carried ~80 pounds of books all over campus 00:13:15 Jazmin Cruz (she/her/hers): Chem I. I was 1 of 200 students. I felt small in a large lecture hall. 00:13:15 Emily Stump: Boring lecturing 00:13:16 Ginny Isava (she/her): Really fun demos 00:13:16 Tamara Kelly (she/her): Terrified and overwhelmed 00:13:16 Barbara Reisner: Large. intimidating 00:13:16 Morgan Howe: Mostly review 00:13:17 Kelsey Bitting: Lights off, lots of slides 00:13:17 Jennifer Lewis (she/her): The lecture hall was cold. 00:13:17 Megan Kowalske: Being intimidated, not knowing anyone 00:13:17 Jessie Oehrlein: Self-graded on effort! 00:13:19 Blake Whitt: "I have no idea what's going on here." 00:13:19 Stacey Lowery Bretz: I had a woman professor who was pregnant! 00:13:19 Mark Sarvary: lots of unknown people 00:13:19 Sujatha Varadarajan: Excited! 00:13:19 Andrea Van Wyk: large lecture 00:13:20 Jill Nelson: Isolating, intimidating 00:13:20 Jen Maki she/her: giant bio lecture hall 00:13:21 Kati Brazeal: mostly memorization 00:13:21 Dina Zohrabi Alaee: Not fun! 00:13:22 Beth Lindsey: Freshman in a sophomore class, didn’t know what to expect... 00:13:22 Georg Rieger: Not much, actually 00:13:24 Sara Frederick (she/hers) UMaryland Phys/Astr: instructor valued improvement + achievement 00:13:24 Jenny Dauer (she/her), UNL, Life & Earth Sci: I didn’t go very often… 900 people! 00:13:24 Cody Smith: Couldn’t find it 00:13:25 Samantha 'Sam' Prins: 400 student lecture. 00:13:25 Robin Morgenstern: "__ percent of you are going to fail..." 00:13:26 Paul B (he/him): defeating 00:13:27 Angela Bielefeldt: can't really remember; just huge room 00:13:27 Rebecca Teed: Interesting material I hadn't learned in high school 00:13:31 Matthew Wu: so much uncertainty and stress 00:13:31 Nicole Suarez (she/her) (UC San Diego/SDSU): The first chemistry in lower div chemistry at 8 AM. A white male instructor who tore all of us “newbies” down 00:13:33 Dawn Rickey: Chatting with friends during lecture 00:13:36 Paul Velander: chemistry is hard 00:13:37 Elizabeth Day: the instructor for calc-based physics administered the FCI as a pre and midterm measure and got MAD at ME for doing worse. You taught me less physics than I came in with! How am I the problem? 00:13:38 Ariel Marcy (she/her): Made a friend in my lab group; did homework with my dorm mates also in the chem intro course 00:13:39 Adriana Corrales: scary! I didn’t have anyone to sit with 00:13:40 Patricia Soto - Creighton University: curiosity.... 00:13:42 Kim Kastens: Oceans class at Yale, with Karl Turekian…. inspiring! 00:13:53 Tom Helikar - UNL: chemistry I, anxiety about WHICH of the two instructors will be teaching it 00:13:54 Devyn Shafer: Instructor suggested we form groups, but nobody made eye contact with me and couldn't find a group. Then went to office hours and instructor said if I have questions this early maybe I shouldn't be in the class. Almost dropped the physics major. 00:14:01 Alex Mejia: “look to your left, now look to your right, one of the students next to you will not make it” <——something said by a professor 00:14:26 John Hay: synapomorphies 00:14:49 Tom Helikar - UNL: @Alex -- that was my Organic Chemistry instructor, too 00:15:40 Alex Mejia: makes you feel scared! I was already doubting my own path, and i really did not need that haha 00:15:49 Jazmin Cruz (she/her/hers): ^^^^ 00:15:52 Chrissy Stachl (she/ella): @Alex and @Tom, same, from my general chem professor 00:26:14 Alena Moon (she/her): Post your questions here so we can get them answered during Q&A! 00:26:36 Patricia Soto - Creighton University: What is the relationship between anxiety and sense of self-efficacy? 00:27:06 Frank Castelli :-) he/him: Q: What about students that dropped the course? Perhaps they decided not to persist before even finishing the course. 00:28:16 Rebecca Rosenblatt: How strong was this relationship between anxiety and persistence? If there were students who were anxious but were intending to persist was there any info about why? 00:28:34 Kim Kastens: Were there differences in amount or types of anxiety between the ecology/organismal course and the cell/molecular course? 00:30:19 Brittland DeKorver: Q: Did you disaggregate data by race, ethnicity, or gender, or consider any theoretical framework for how anxiety may be based on identity? For example, do minority students who face stereotype threat feel greater anxiety about being cold-called? 00:31:06 Ariel Marcy (she/her): Do some kinds of EBIPs correspond to higher anxiety in the students of those instructors - and in a way that might counterbalance the benefits? 00:31:09 Devyn Shafer: What did the correlations between the different types of anxiety look like? 00:32:38 Kim Kastens: I see the answer to my question about OEB versus CMB, so no need to ask this question out loud, moderator. 00:33:23 Meryssa: Q: Have you considered asking students how their anxiety about their bio course compared to the anxiety they feel about other courses? especially seeing such a difference in honors students. I wonder if there is a difference in students who just have higher general school anxiety 00:34:37 Kim Kastens: You keep saying “in the classroom.” Do you also study anxiety and other emotions in the lab (for CMB) and the field (for OEB)? 00:35:04 Christine O'Donnell: Did you also look into how peer interactions impacted anxiety? 00:35:26 Catherine Crouch: Can you give examples of “autoniomy-supportive practices”? 00:35:52 Catherine Crouch: Is “autonomy-supportive” the same as supportive? I can imagine tase could be different 00:38:45 Catherine Crouch: What explanations might you offer for why Mia’s class distribution lower anxiety than Ken’s if they both are rated comparably for supportiveness? (Maybe you’re going to get to this ...) 00:38:50 Paul Nelson: @Catherine, I think the self-determination theory literature suggests that autonomy, competence, and relatedness are more or less necessary and sufficient descriptors of overall support 00:39:13 Catherine Crouch: @paul thank you! 00:39:38 Kati Brazeal: I wonder about how the demographics of the instructor influences student perceptions of support. Are there plans to answer that type of question on a larger sample in the future? 00:40:02 Alex Mejia: It is sometimes expected that women and minorities faculty provide the “affective labor.” how is that related to the approach that faculty take on the classrooms or how they position themselves in front of their classrooms? Is there any relationship between the gender identity, race/ethnicity to the levels of anxiety perceived by students? 00:40:33 Jennifer Lewis (she/her): +1 Alex 00:41:09 Kati Brazeal: Yes, Alex asked my question in a much better way! 00:41:39 Megan Kowalske: Do identities of the student impact what they are deeming “supportive”? How does that interact with instructor identities? Are students expecting certain behaviors based on their instructors’ identities? Do student expectations change based on whether they match with the instructor on identities? 00:42:38 Jennifer Lewis (she/her): +1 Megan 00:43:22 Angela Bielefeldt: what about teaching during COVID if we are online or in-person but with a mask 00:43:38 lorrainecarey: It would be very interesting to evaluate the past year of online instruction this way. 00:43:48 Patricia Soto - Creighton University: Interesting slide!: I find it hard to communicate with gestures now that I have to teach masked up. 00:44:05 Kati Brazeal: Yes, pandemic learning certainly has it's own unique sources of anxiety! 00:44:13 Kati Brazeal: I can't hear anymore, anyone else? 00:44:26 Frank Castelli :-) he/him: @Kati, I can hear 00:44:28 Erika Offerdahl: I can still hear 00:44:34 Fonya Scott: I can hear 00:44:40 Kati Brazeal: Ok, I'll try logging off and back on 00:45:28 Rebecca Teed: Did grade distributions vary among instructors? What effect did mid-term scores have on student anxiety? 00:45:57 Kati Brazeal: Thank you for such an excellent talk, Beth! This has been so informative for my teaching and for things I should be thinking about in my research! 00:46:11 Devyn Shafer: This was great, Beth! Thank you! 00:46:16 Elizabeth Parisi: Thank you! 00:46:22 Marianne Laporte: Thank you so much. Great talk! 00:46:32 MacKenzie Stetzer (he/him) - University of Maine: Wonderful talk! Very helpful. Thanks! 00:46:33 Madhvi Venkatesh (she/her): Thank you! Very informative and interesting talk! 00:46:39 Catherine Crouch: Thank you!! 00:46:58 Allan Donsig: Thank you! Interesting and very thought provoking. 00:47:42 Frank Castelli :-) he/him: Great talk, thanks! Comment: I've found that surveying students is another way to support students. Specifically, surveying about how they are doing and what challenges they are facing. This has received positive SET responses and comments that they could tell we cared and it was appreciated. 00:52:38 Elizabeth Genne-Bacon: were the teachers actually using different pedagogical practices or were students just perceiving them as different? 00:53:11 Catherine Crouch: +1 Elizabeth 00:54:54 Rebecca Teed: Thanks! 00:54:55 Lyniesha Ward: Thank you! 00:54:56 lorrainecarey: Thank you! 00:54:56 Jazmin Cruz (she/her/hers): Awesome talk!! 00:54:59 Jaclyn Stewart (she/her): Fantastic talk, thank you! 00:54:59 Catherine Crouch: thank you! 00:55:00 Christopher Hass: Thank you very much! 00:55:04 Christine Lindstrom: Thank you so much, this was a fabulous talk! 00:55:05 Beth Lindsey: Thanks, this was great 00:55:11 Christine O'Donnell: Thank you 00:55:12 Angela Bielefeldt: amazing! 00:55:14 Megan Kowalske: THANK YOU! 00:55:14 Ariel Steele: Thank you Beth, this was really great and I love your work! 00:55:18 Tamara Kelly (she/her): Wonderful talk (and work)! 00:55:21 Frank Castelli :-) he/him: Important topic, thanks! 00:55:22 Madhvi Venkatesh (she/her): Thank you!! 00:55:26 Matthew Wu: Thank you! 00:55:32 MacKenzie Stetzer (he/him) - University of Maine: Thanks, awesome talk, exciting and needed research!