The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work–life balance, support, internalized success, and mothering pedagogy.     

Instructional Technology and Molecular Visualization

The effect of intervening use of molecular visualization software was tested on 73 first-year general chemistry students. Pretests and posttests included both traditional multiple-choice questions and model-building activities. Overall students improved after working with the software, although students performed less well on the model-building portion of the evaluations. First semester and second semester students exhibit differences in abilities consistent with their different exposure to molecular geometry.     

Chronemics in Instructor–Student E-Mail Communication: An Experimental Examination of Student Evaluations of Instructor Response Speeds

Text-based computer-mediated communication (e.g., e-mail) lacks nonverbal cues afforded by traditional face-to-face interaction in the classroom. A lack of cues may cause students to place increased importance on elements that are still present, such as how long it takes an instructor to respond to a message. This study experimentally explored how instructor e-mail response speed and message content interact to influence student perceptions of instructor interpersonal attraction and credibility. Results (N = 385) suggested that the quicker an instructor responds to a student e-mail message, the more positively s/he is evaluated in terms of social attractiveness, task attractiveness, competence, character, and caring. However, the content of the message did not significantly influence student perceptions of the instructor. These findings offer practical implications for instructor e-mail communication in the classroom and extend what is known about chronemics in computer-mediated communication to the instructional setting.