{"631967":{"#nid":"631967","#data":{"type":"event","title":"Talk Matters: Investigating the Nature of Non-Content Classroom Language \u2013 Instructor Talk \u2013 that May Mediate Student Inclusion, Engagement, and Learning","body":[{"value":"\u003Cp\u003E\u003Cstrong\u003EKimberly Tanner, Ph.D.\u003Cbr \/\u003E\r\nProfessor \u0026amp; Director of The Science Education Partnership and Assessment Laboratory (SEPAL)\u003Cbr \/\u003E\r\nDepartment of Biology\u003Cbr \/\u003E\r\nSan Francisco State University\u003C\/strong\u003E\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003EABSTRACT\u003C\/strong\u003E\u003Cbr \/\u003E\r\nThrough the language they use, instructors create classroom environments that have the potential to impact learning by affecting\u0026nbsp;student motivation, resistance, belonging, and self-efficacy. However, despite the critical importance of instructor language to the\u0026nbsp;student experience, little research has investigated what instructors are saying in undergraduate classrooms. We systematically\u0026nbsp;investigated instructor language that was not directly relate to content and defined this as Instructor Talk and\u0026nbsp;identified five robust categories of Instructor Talk that can characterize ~90% of non-content language found in over\u0026nbsp;60 courses: 1) Building Instructor\/Student Relationships, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4)\u0026nbsp;Sharing Personal Experience, and 5) Unmasking Science. The remaining ~10% of instances of Instructor Talk in these settings were\u0026nbsp;categorized as negatively-phrased or potentially discouraging in nature. Attention to Instructor Talk in undergraduate classrooms may be\u0026nbsp;key for instructors to create inclusive learning environments and promote student learning.\u003C\/p\u003E\r\n\r\n\u003Cp\u003EHosts: Drs. Chrissy Spencer and Colin Harrison\u003C\/p\u003E\r\n","summary":null,"format":"limited_html"}],"field_subtitle":"","field_summary":"","field_summary_sentence":[{"value":"A Biological Sciences Seminar by Kimberly Tanner, Ph.D."}],"uid":"27964","created_gmt":"2020-01-31 19:47:31","changed_gmt":"2020-01-31 19:49:39","author":"Jasmine Martin","boilerplate_text":"","field_publication":"","field_article_url":"","field_event_time":{"event_time_start":"2020-03-05T10:55:00-05:00","event_time_end":"2020-03-05T10:55:00-05:00","event_time_end_last":"2020-03-05T10:55:00-05:00","gmt_time_start":"2020-03-05 15:55:00","gmt_time_end":"2020-03-05 15:55:00","gmt_time_end_last":"2020-03-05 15:55:00","rrule":null,"timezone":"America\/New_York"},"extras":[],"hg_media":{"631963":{"id":"631963","type":"image","title":"Kimberly Tanner","body":null,"created":"1580499632","gmt_created":"2020-01-31 19:40:32","changed":"1580499632","gmt_changed":"2020-01-31 19:40:32","alt":"","file":{"fid":"240453","name":"Kimberly Tanner.jpg","image_path":"\/sites\/default\/files\/images\/Kimberly%20Tanner.jpg","image_full_path":"http:\/\/www.tlwarc.hg.gatech.edu\/\/sites\/default\/files\/images\/Kimberly%20Tanner.jpg","mime":"image\/jpeg","size":4825,"path_740":"http:\/\/www.tlwarc.hg.gatech.edu\/sites\/default\/files\/styles\/740xx_scale\/public\/images\/Kimberly%20Tanner.jpg?itok=hvsxU-fF"}}},"media_ids":["631963"],"groups":[{"id":"1275","name":"School of Biological Sciences"}],"categories":[],"keywords":[{"id":"166892","name":"School of Biological Sciences Seminar"},{"id":"183785","name":"Kimberly Tanner"},{"id":"183786","name":"Colin Harrison"},{"id":"20701","name":"Chrissy Spencer"}],"core_research_areas":[],"news_room_topics":[],"event_categories":[{"id":"1795","name":"Seminar\/Lecture\/Colloquium"}],"invited_audience":[{"id":"78761","name":"Faculty\/Staff"},{"id":"177814","name":"Postdoc"},{"id":"78771","name":"Public"},{"id":"174045","name":"Graduate students"},{"id":"78751","name":"Undergraduate students"}],"affiliations":[],"classification":[],"areas_of_expertise":[],"news_and_recent_appearances":[],"phone":[],"contact":[],"email":[],"slides":[],"orientation":[],"userdata":""}}}