Course administrators hold a unique position in academe—one that requires high levels of emotion management as part of the job. This research utilized a collaborative autoethnography to explore how workplace emotions were experienced in the basic communication course. The experiences were presented through vignettes written and analyzed by seven course administrators from programs across the United States. Four themes emerged from the vignettes: (1) acting perpetually positive, (2) (un)catching emotion, (3) rushing for time, and (4) switching roles. Each theme highlighted the multiple, and sometimes competing, responsibilities/expectations embedded in the administrative role. This research offers a discussion of each theme and informs five recommendations for managing emotions and emotional labor within course administration.

中文翻译：

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我的第二个情绪：课程管理工作中情绪的协作检查

课程管理员在学术界拥有独特的职位——需要将高水平的情绪管理作为工作的一部分。本研究利用协作自主民族志来探索在基础沟通课程中如何体验工作场所情绪。这些经验是通过来自美国各地项目的七位课程管理员编写和分析的小插曲来呈现的。小插曲中出现了四个主题：（1）永远积极行动，（2）（不）捕捉情绪，（3）赶时间，以及（4）角色转换。每个主题都强调了行政角色中包含的多重、有时是相互竞争的责任/期望。这项研究对每个主题进行了讨论，并为在课程管理中管理情绪和情绪劳动提供了五项建议。