Division J - Postsecondary Education / Division J - Section 4: Faculty, Curriculum, and Teaching

Chinese University Students' Perceptions of Faculty Technological Pedagogical Content Knowledge (TPACK), Technology Integration, and Level of Autonomous Learning - Edith M. Y. Yan, BNU-HKBU United International College

College-Level Sex Education Courses: A Systemic Literature Review - Amber Manning-Ouellette, Oklahoma State University; Josephine Shikongo, Oklahoma State University - Stillwater

Industry in the Classroom: Does Industry Experience Increase or Enhance Faculty Skills-Focused Instruction? - Matthew T Hora, University of Wisconsin - Madison; Changhee Lee, Vanderbilt University

Instructors' Beliefs, Attitudes, and Practices in Blended Courses - Taru Malhotra, University of Waterloo; Ronald D. Owston, York University

Most of Us Ain't Woke: Community College Staff and Faculty Perceptions of Equity and Justice - Chaddrick James-Gallaway, Texas A&M University - College Station; Asif Wilson, University of Illinois at Urbana-Champaign

Online Course Experience Matters: Examining Chinese Undergraduates' Evaluation of the Quality of Online Teaching - Hongbiao Yin, Chinese University of Hong Kong

Raising a Scientist: A Phenomenological Study on the Advisor-Advisee Relationship - Gokce Gokalp, Middle East Technical University; Sevinc Gelmez Burakgazi, Hacettepe University; Ali Yildirim, University of Gothenburg; Hamdican Yıldırım, Hacettepe University; Amine Merve Ercan, Middle East Technical University

Trust and Reciprocity: Colleague-to-Colleague Classroom Observation Frameworks - Michael Lockett, Michigan State University; Alicia Jenner, Michigan State University; David J Goodrich, Michigan State University

Two Sides of a Coin: Patterns of Student and Faculty Participation in High-Impact Practices - Kyle T. Fassett, University of North Carolina - Chapel Hill; Allison BrckaLorenz, Indiana University; Thomas F. Nelson Laird, Indiana University

White Supremacy in Quantitative Research Education: A Call to Action to Accept Educational Responsibility - Lucy Arellano, Texas Tech University; Michelle Etchart