Relationship Between Executive Functioning, Cognitive Load, Inclusive Teaching Strategies, and Ratings of Teaching Effectiveness

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Understanding and Examining Student Evaluations of Faculty Teaching

Abstract

Students from diverse academic, cultural, disability, and socio-economic backgrounds are enrolling in postsecondary settings at higher rates. Concurrently, postsecondary faculty are increasingly mindful of how to design various accessible learning environments. Accessible learning environments are key components of educational effectiveness and educational equity. The current study utilized exploratory factor analysis and path analysis to examine relationships between student executive function, perceived cognitive load, accessible teaching strategies, and course instructor ratings. Relationships were found between constructs of cognitive load and inclusive approaches to assignment requirements, and again with cognitive load and ratings of teaching effectiveness. Results are discussed within the context of possible considerations for faculty in the design of their classroom activities and contributions to student rating of teaching effectiveness.

Authors

• Stephanie W. Cawthon, The University of Texas at Austin

• Savannah Lee Davidson

• Mark Bond, The University of Texas at Austin

• Yasmine R Jassal, The University of Texas at Austin