This week we continue a series of interviews with participants in the Pedagogies of Care project. In this episode, Dr Susan Blum joins us to talk about ungrading as a method to support and motivate student learning. Susan is an anthropologist at the University of Notre Dame and the author of several books and articles on higher education. Her newest book, Ungrading: Why Grading Students Undermines Learning and What to do Instead, will be released as part of the West Virginia University Press series on teaching and learning in December, 2020.

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

Do you wish your students knew what was on the syllabus? In this episode, Dr. Christine Harrington joins us to explore how we can design a syllabus that helps us improve our course design, motivates students, and  provides a cognitive map of the course that students will find useful. Christine is a Professor of History and Social Science at Middlesex College, and is the author of Designing a Motivational Syllabus (and several other books related to teaching, learning, and student success). Christine has been the Executive Director of the Student Success Center at the NJ County of Community Colleges.

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

Have you spent hours writing comments on student papers only to see them end up in the trash can as student file out of class?  In this episode, Dr. Jessica Kruger, a clinical assistant professor in the Department of Community Health and Health Behavior at the University at Buffalo joins us to explore how providing video feedback may help motivate students to hear, see, use, and understand your feedback.

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

Dr. David Eubanks created a bit of a stir in the higher ed assessment community with a November 2017 Intersection article critiquing common higher education assessment practices. This prompted a discussion that moved beyond the assessment community to a broader audience as a result of articles in the New York Times, The Chronicle of Higher Education, and Inside Higher Ed. In today's podcast, Dr Eubanks joins us to discuss how assessment can help improve student learning and how to be more efficient and productive in our assessment activities.

Dr. Eubanks is the Assistant Vice President for Assessment and Institutional Effectiveness at Furman University and Board Member of the Association for the Assessment of Learning and Higher Education.

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

In this episode, we discuss the growing role of microcredentials in higher education with Jill Pippin (Dean of Extended Learning at SUNY-Oswego), Nan Travers (Director of the Center for Leadership in Credentialling Learning at Empire State College), and Ken Lindblom (Dean of the School of Professional Development at the  State University of New York at Stony Brook). Jill, Nan, and Ken are members of a State University of New York task force on microcredentials.

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

In this episode, we discuss Cornell's Active Learning Initiative with Doug McKee, an economist at Cornell and a co-host of the Teach Better podcast.  This initiative, designed to increase the use of active learning in instruction at Cornell, provides funding to departments to hire postdocs to redesign courses relying on evidence-based active learning techniques.  Doug provides an overview of the program and a discussion of how this program is being implemented to transform economics classes. We also discuss Doug's plans to include two-stage exams and invention activities in his econometrics class.

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