Our intersectional identities impact our positionality in the work that we do. In this episode, Carol Hernandez joins us to discuss her qualitative research addressing the experiences of educational designers from an underrepresented group. 

Carol is a Senior Instructional Designer and Faculty Developer at the Center for Excellence in Learning and Teaching at Stony Brook University. Carol recently successfully defended her dissertation at Northeastern University. In it she examined the simultaneity of the multiple identities experienced by Latina educational developers working in higher ed. Before moving into higher ed, Carol was an award-winning journalist.

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.

Most history textbooks provide a narrative that is filtered through the lens of the dominant culture. In this episode, Vanessa Holden joins us to discuss how the study of history can be enriched by including a wider variety of voices and perspectives in historical narratives and in our classrooms. Vanessa has a dual appointment in both the Department of History and the program in African American and Africana Studies at the University of Kentucky. Her research focuses on African American women in slavery in the antebellum South, the history of resistance and rebellion, gender history, and the history of sex and sexuality. Vanessa is the author of many scholarly publications, including the recently published Surviving Southampton: African American Women and Resistance in Nat Turner's Community. During the 2021 academic year, she was selected to be the inaugural Distinguished Visiting Scholar at SUNY Buffalo's Center for Diversity Innovation.

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

Our disciplinary practices have histories that are important to acknowledge and share with our students. In this episode Lindsay Guarino, Carlos Jones, and Wendy Oliver join us to discuss jazz dance, its roots, and how instructors can  decolonize the curriculum. 

Lindsay is an Associate Professor of Dance and Chair of the Department of Music, Theatre and Dance at Salve Regina University. Carlos Jones is a Professor of Musical Theater and Dance and Associate Dean of the School of Arts and Sciences at the State University of New York College at Buffalo. He is also a performer and choreographer whose works have appeared on television, film, and regional theater. Wendy Oliver is a Professor of Dance and Chair of the Department of Theatre, Dance and Film at Providence College. Lindsey, Carlos, and Wendy are co-editors of Rooted Jazz Dance: Africanist Aesthetics and Equity in the Twenty-First Century.

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

In academia, the term “rigor” is often code for gatekeeping and exclusion. In this episode, Jordynn Jack and Viji Sathy join us to discuss ways of creating challenging courses while providing the support and structure necessary for student success.

Jordynn is a Professor of English and Comparative Literature at the University of North Carolina at Chapel Hill. She is the author of three books and numerous articles that focus on the rhetorics of science, technology, and gender in a variety of contexts. She is also the Director of the Health and Humanities Lab at UNC-Chapel Hill. Viji is a Professor of the Practice in the Department of Psychology and Neuroscience, the Director of the Townsend Program for Education Research, and the Director of the Academic Leadership Program at the Institute for Arts & Humanities, also at UNC-Chapel Hill. Viji is a national expert on inclusive teaching and is a co-author (with Kelly Hogan) of a forthcoming book on inclusive teaching which will be part of the West Virginia University Press series on teaching and learning, edited by Jim Lang and Michelle Miller.

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

Although new to many as a result of the pandemic, blended learning has a long history of effective use. In this episode, Chuck Dziuban and Patsy Moskal join us to discuss how blended learning has been used at the University of Central Florida for the past two decades. Chuck is the Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida [UCF] where he has been a faculty member since 1970, teaching research design and statistics. He is also the Founding Director of the university’s Faculty Center for Teaching and Learning. Patsy is the Director of Digital Learning Impact Evaluation, also at the University of Central Florida. Chuck and Patsy are both Online Learning Consortium Fellows and have been doing research on blended learning for quite a while now. They are also two of the editors of the recently released third volume of Blended Learning: Research Perspectives. 

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

Traditional grading systems can encourage students to focus on their grades rather than on their learning, and favor continuing generation students who are more familiar with the hidden curriculum of higher ed. In this episode, Kristen Blinne joins us to discuss grading strategies that promote equity and encourage learning.

Kristen is an Associate Professor and Chair of the Communications and Media Department at the State University of New York at Oneonta. Kristen is also the editor of Grading Justice: Teacher Activist Approaches to Assessment. Judie Littlejohn, the Instructional Designer at Genesee Community College and a frequent guest on the podcast, joins us again as a guest host. 

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

From the earliest days of human society, storytelling has played an important role in transmitting and sharing knowledge. In this episode, Laura Colket and Tracy Penny Light joins us to discuss how storytelling can be used in higher ed to help us reflect on and understand the rich diversity and the commonalities that exist within our educational communities. 

Laura and Tracy work together in the Department of Educational Services at St. George's University in Grenada. Laura is an Associate Professor, the Director of the Master of Education Program, and the Associate Director of the Leadership and Excellence in Academic Development Division in the Department of Educational Services. Tracy is a professor in the Master of Education Program and the Director of the Leadership in Excellence in Academic Development Division. Laura and Tracy are co-editors of Becoming: Transformative Storytelling for Education’s Future, and together they founded the Center for Research on Storytelling in Education.

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

Our students bring a rich diversity in their life experiences, skills, and prior knowledge to our classrooms. In this episode, Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell and Mallory E. SoRelle join us to discuss how we can create inclusive classroom communities in which student diversity is treated as an asset and where all students feel a sense of belonging. Tracie, Derek, Khadijah, and Mallory are the authors of What Inclusive Do: Principles and Practices for Excellence in College Teaching.

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

One student population that is often overlooked in campus DEI initiatives is the population of military-affiliated students. In this episode Kenneth James Marfilius joins us to discuss ways to support and include this segment of our student population in the classroom and on our campuses.

Ken is the Director of the Falk College Office of Online and Distance Education and is an Assistant Professor in the School of Social Work at Syracuse University. While on active duty, Ken served in the U.S. Air Force Biomedical Science Corps in multiple roles: as an active duty clinical social worker, mental health therapist, family advocacy officer in charge, and as manager of the alcohol and drug prevention and treatment program. He has taught courses on topics such as social work intervention, military culture, and social work practice, psychopathology, and others.

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