Students do not always recognize the expertise of faculty who do not match their cultural stereotype of what a professor looks like. In this episode, Sarah Mayes-Tang joins us to discuss how she has used personal narratives to address these student biases. Sarah is an Assistant Professor in the Mathematics Department at the St. George Campus of the University of Toronto. She is also the author of a chapter in the Picture a Professor project, edited by Jessamyn Neuhaus.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Where’s the professor? Unfortunately, this is not an unfamiliar question on the first day of   class when a young-looking instructor is at the helm.  In this episode, Reba Wissner joins us to discuss ways of shifting student perceptions in order to get to the real work of learning. Reba is an Assistant Professor of Musicology at the Schwob School of Music of Columbus State University. She is also the author of a chapter in the Picture a Professor collection, edited by Jessamyn Neuhaus.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

The past two years have been challenging for teachers to navigate and be excited about. In this episode, Claire Howell Major joins us to discuss what it means to be an engaged teacher as well as practical resources to support teachers on their journey. Claire is a Professor of Higher Education in the Department of Educational Leadership Policy and Technology Studies at the University of Alabama. She is the author or co-author of several superb books and resources on teaching and learning. 

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Educational developers often recommend teaching practices that assume instructors are in a position in which they can cede some of their authority to students in order to increase student agency and motivation. Not all instructors, though, are in this privileged position. In this episode, Chavella Pittman and Thomas J. Tobin examine strategies to adopt practices that are inclusive of our colleagues as well as our students.

Chavella is a Professor of Sociology at Dominican University, the founder of Effective and Efficient Faculty, and is the host of the Teaching in Color podcast. She has written extensively about issues of race and gender in higher education in scholarly and general interest publications. Tom is a founding member of the Center for Teaching, Learning, & Mentoring at the University of Wisconsin-Madison, and the author of Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

In episode 12 of this podcast, Doug McKee joined us to discuss the Active Learning Initiative at Cornell. In this episode, Doug returns to give us an update on this initiative and some initial findings on how this initiative has affected student learning. Doug is a Senior Lecturer in the Department of Economics and an Active Learning Initiative Project Lead at Cornell University

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty development is often done in isolation on a single campus, school, or institution. In this episode Jodi Robson, Brandon McIntire, and Margaret Shippey join us to discuss The Coffee Shop, an initiative that has brought  multiple campuses together to share, reflect and learn together and from each other.

Jodi is the Director of the Institute for Academic Excellence at Indian River State College, Brandon is the Director of eLearning at Florida Gateway College, and Margaret is the Director of Faculty Development and Classroom Engagement at Miami Dade College. They have all participated in the professional development programs offered by the Association of College and University Educators (ACUE) and have worked with colleagues at other regional institutions to create The Coffee Shop network for professional development.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

College faculty sometimes complain that many of the first-year students who enter their courses are not “college ready.” In this episode, Natalie Hurley joins us to examine strategies that can be used to ease this transition and help ensure that our courses are “student ready.” Natalie is a New York State Master Teacher and a 2018 NNSTOY STEM Fellow who teaches high school mathematics in the Indian River Central School District in Watertown, NY. 

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students often see our classes as boxes that they need to check in order to graduate. By reframing our courses around fascinating big questions that students can connect with, we can help our students recognize the value of these learning experiences. In this episode, Ken Bain joins us to explore examples of courses that do this well.

Ken is an award winning teacher, the founder of the teaching centers at Northwestern, New York, and Vanderbilt Universities. He is the author of two very influential prior books, What the Best College Teachers Do and What the Best College Students Do. His newest, Super Courses, was released in March 2021

A transcript of this episode and show notes may be found at http://teaforteaching.com.

College students throughout the country have reported substantial increases in their workload during the 2020-21 academic year.  Few faculty members, though, intentionally increased student workloads during this challenging year. In this episode,  Dr. Betsy Barre joins us to explore some reasons for student perceptions of increased workload.

Betsy is the Executive Director of the Center for Advancement of Teaching at Wake Forest University. In 2017 she won with Justin Esarey, the Professional and Organizational Development Network in Higher Education’s Innovation Award for their Course Workload Estimator.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Imagine a course in which the faculty member is a coach who guides students through a real-world project with messy data and the problem-solving that comes with it. In this episode, Dr. Kathryn Berkow joins us to discuss how a course with no content can provide students with a rich learning experience full of analysis and insights. Katy is an Assistant Professor of Management Information Systems at the University of Delaware. She is also the host of the On Cultivating Student Engagement in Higher Ed podcast.

A transcript of this episode and show notes may be found at http://teaforteaching.com.