Tea for Teaching

Higher Ed Then and Now

Teaching practices have gradually evolved as we’ve learned more about how humans learn. From one year to the next, these changes may appear small, but the cumulative effect is profound. In this episode, Todd Zakrajsek joins us to reflect back on the changes that have occurred in higher ed during our careers. 

Todd is an Associate Research Professor and Associate Director of a Faculty Development Fellowship at the University of North Carolina at Chapel Hill. He is also the director of four Lilly conferences on evidence-based teaching and learning. Todd is the author of many superb books, and has published four books in the past four years. His most recent book is a fifth edition of Teaching at it's Best, a book he co-authored with Linda Nilson.

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

Flipped Team-Based Learning

Flipped classrooms allow for class time to be used to put content into action. In this episode, Tina Abbate joins us to discuss the team-based approach that she uses in her classes to help develop the real-world skills important in her field. 

Tina is a Clinical Assistant Professor at Stony Brook University’s School of Nursing. She holds a collection of credentials including a PhD, MPA, an MS, and is a registered nurse (RN). She teaches in-person and online undergraduate nursing classes at Stony Brook and conducts research on active learning strategies and the retention of information. She works as a nursing supervisor at two local hospitals.  She is the recipient of the 2023 SUNY FACT2 Award for Excellence in Instruction and was a recipient of the Stony Brook University Award for Excellence in Teaching an In-Person Course.

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

A Return to Rigor?

Some faculty have advocated a return to “rigor” to address perceptions of growing student disengagement in our classes. In this episode, Kevin Gannon joins us to discuss an alternative approach that provides students with cognitive challenges in a supportive environment. Kevin is a history professor and the Director of the Center for the Advancement of Faculty Excellence at Queen’s University of Charlotte. He is also the author of Radical Hope: a Teaching Manifesto, which is available from West Virginia University Press.

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

Grading for Growth

Traditional grading systems provide incentives for students to focus on maximizing their grades, rather than their learning. In this episode, David Clark and Robert Talbert join us to discuss alternative grading systems that encourage students to recognize that learning from mistakes is a normal part of the learning process.

Robert is a Professor of Mathematics at Grand Valley State University and the author of Flipped Learning: A Guide for Higher Education Faculty. David is an Associate Professor of Mathematics, also at Grand Valley State University. Robert and David are co-authors of Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, which will be published this summer by Stylus Publishing.

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

Teaching at its Best

New faculty often start their faculty roles without training in teaching. In this episode Linda Nilson and Todd Zakrajsek join us to talk about the evolving roles and expectations of faculty and explore the new edition of a classic teaching guide.

Now Director Emeritus, Linda was the Founding Director of the Office of Teaching Effectiveness and Innovation at Clemson University. Todd is an Associate Research Professor and Associate Director of the Faculty Development Fellowship in the Department of Family Medicine at the University of North Carolina at Chapel Hill. Linda and Todd are each individually the authors of many superb books on teaching and learning and now have jointly authored a new edition of a classic guide for faculty.

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

Reflect to Deflect

Students experiencing difficulty in challenging courses will sometimes blame their professor, especially when their professor’s identity does not align with the student’s cultural stereotype of who is a professor. In this episode, Melissa Eblen-Zayas joins us to discuss how she uses metacognitive reflection exercises to address student biases. 

Melissa is a Professor of Physics in the Department of Astronomy and Physics at Carleton College. Melissa has served as a Director of a teaching center, and has published extensively on a wide variety of topics such as STEM education, student metacognition, and diversity, equity and inclusion. One of her most recent publications is a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

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

Social Justice Assessments

Traditional methods of assessing student learning favor those students that reside in well-resourced school districts while leaving low-income students at a substantial disadvantage. These grading systems also encourage students to focus on their grades rather than on their learning. In this episode, Judith Littlejohn, Meghanne Freivald, and Katelyn Prager join us to discuss a variety of social justice assessment techniques that can help to create a more equitable environment in which all students can be successful. 

Judie is the Director of Online Learning at SUNY Genesee Community College, Meghanne is an Instructional Technology Specialist at Alfred University, and Katelyn is an Assistant Professor in the English Department at the Fashion Institute of Technology.  Judie, Meghan, and Katelyn worked together on a SUNY Faculty Advisory Council on Teaching and Technology committee on social justice assessments.

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

Experiential Learning

Course content and instructors are often forgotten once a  semester concludes. In this episode, Breanna Boppre joins us to discuss how experiential learning can humanize course content and provide meaningful and rich experiences that stick with learners for many years. Bree is an Assistant Professor at Sam Houston State University’s Department of Victim Studies. She is also the author of a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

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

Deconstructing Assumptions

Students enter classes with preconceptions about what a professor looks like. In this episode, Jesica Fernandez joins us to discuss a learning activity that can be used at the start of the semester to help confront and deconstruct these assumptions. Jesica is an Assistant Professor of Critical Race and Ethnic Studies at Santa Clara University. She is also the author of a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

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

 

Sharing Our Stories

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.