Some students are more likely to expect formal dress and conduct and may be offended by clothing that appears more suited to a picnic on the beach or a night out. Students have diverse backgrounds that inform their expectations about how faculty present themselves. Wearing attire that you are comfortable in and that does not disturb the sense of community and camaraderie that you are trying to build is essential. “Just as in the real world,” Zandan and Lynch note, “ visual impressions matter-and it’s worth taking the time to invest in the right background and clothing choices to make the impact you want.” They go on to say that “business casual” was the most popular choice for communicating authenticity, creativity, and trustworthiness.īusiness casual may be different depending on the program or school you teach within. One survey revealed that people ages 18-29 have clear preferences for background, clothing colour, and clothing type to make the speaker feel authentic, trustworthy, innovative, and credible (Zandan & Lynch, 2020). Do different students react differently to clothing and background choices? By teaching from home alone, they suggest, “you are inherently perceived as more warm, as students are able to get a glimpse into the more personal side of their teacher’s lives.” The right clothing choice can help students feel that we are approachable and competent. After 5 studies, the authors have found that students do notice faculty attire and that there is a relationship between informal dress and student perceptions of faculty warmth, and between formal dress and student perceptions of faculty competence. There is spectrum of appropriate apparel for Zoom meetings with students.īen Marder and Sebastian Oliver (2020) at the University of Edinburgh have been studying the effects of faculty appearance on students’ perceptions during remote teaching this year.
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