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Our goal was to explore the technology related pedagogical practices of college professors deemed by their students to be excellent in using technology in their teaching. We explored the views of 114 community/junior college professors who were nominated by their students as excellent in using technology in their teaching using both questionnaires and interview methods. Results were analyzed using descriptive and inferential statistics. Results show no gender or years teaching in college differences in professors’ self rated proficiency or comfort with technologies. Results also show that most professors taught themselves how to use technologies with the help of online resources, through trial and error, and with help from colleagues and support staff. Challenges using technology were related primarily to technical problems, such as technologies not working and the institution’s computers and networks being slow. However, professors in our sample usually had a back-up plan and found ways to carry on even if the technology failed. Our findings report on the most and least frequently used technologies in face-to-face teaching, on how professors typically used the course management system, on how professors communicate with students, including the very small number who used social media to do this, and the likelihood of allowing students to use their personal mobile technology in class. Our findings also show that the professors showed their students how to use technologies required for the course. We discuss the practical significance of our findings and their implications for faculty, students, and the institution itself. In particular, we make recommendations about the need for ongoing collaboration between the institution, the professors, and the students and about technology related professional development professors would like to see their college provide.

An interview with Rob Cross, the Edward A. Madden Professor of Global Leadership at Babson College, is presented. Among other things, Cross talks about his book, Beyond Collaboration Overload: How to Work Smarter, Get Ahead, and Restore Your Well-Being, and his work on organizational network analysis.

A high prevalence of overdiagnosis is well documented in high-income countries (REF) and is increasingly recognized in low-income countries (Albarqouni et al. 2022). But while overdiagnosis is increasingly discussed in medicine and public health, it is yet to receive significant attention in the social sciences, in particular, anthropology (Jønsson 2023). Rather, the closely related term ‘medicalization’ is predominantly used. Despite ongoing debates on the definition (Armstrong 2021), medicalization can generally be said to be the process of defining and treating human differences and problems as medical problems. It differs from overdiagnosis by being non-normative, used analytically to examine a phenomenon in its own right (Conrad & Bergey 2015:105), while overdiagnosis is defined as a pervasive problem that are inevitably harmful (Jønsson og Brodersen 2022:26-27).This seminar aims to contribute to an ethnography of overdiagnosis through dynamics of health practices, asymptomatic healthcare seeking and cultural perceptions of disease.The contributors will speak about.*expanding disease definitions including the emergence of obesity as a disease.Cindi SturtzSreetharan, Associate Professor, School of Human Evolution and Social Change, Arizona State University, USA.*experiences of being diagnosed with melanoma in situ and the consequences of raising awareness of overdiagnosis for those who have already been transformed into ‘cancer patients’SpeakerElspeth Davies, PhD Candidate, Department of Social Anthropology, University of Cambridge, UK.*experiences of women pursuing the Premenstrual Dysphoric Disorder (PMDD) diagnosis.SpeakerAlexandra Brandt Ryborg Jønsson, Associate Professor, Department of People and Technology, Roskilde University, Denmark.Through three different ethnographic studies, the presenters will attend to overdiagnosis from an everyday perspective that recognizes patients’ and healthcare professionals’ experiences and perceptions while also taking the cultural, social and political context into account.The seminar is chaired by Elspeth Davies, University of Cambridge, UK.Investigating social dynamics of overdiagnosis, the seminar will discuss how to contribute new knowledge about the intricate relation between culture, institutions, professional practice and individual healthcare seeking. Such knowledge will be of imminent importance to prevent and mitigate overdiagnosis, but also add to overdiagnosis as an emerging social science research field.

I explored the relationships among leisure participation, job stress, and life satisfaction of Taiwanese high school teachers and college professors (N = 488) and investigated the moderating effects of taking on an extra administrative duty and type of school (college vs. high school). Results revealed that leisure participation negatively predicted job stress, and job stress negatively explained life satisfaction. Additionally, both taking on an extra administrative duty and type of school moderated the relationship between job stress and life satisfaction. Research implications are discussed.

Introduction of articles in relation to Professor Noddings' intellectual journey.

Jacqueline Certion was the assistant director of the Foundations for Academic Success Track, or FASTrack, in the College of Liberal Arts at the University of Mississippi. In her position, Certion served as an adviser and mentor for thousands of students over the past 19 years.