The global pandemic resulted in rapid and dramatic changes in instructional practices. These transitions were supported by many resources created and publicly shared by teaching centers and instructional designers. In this episode, Travis Thurston joins us to discuss a superb open access resource on resilient pedagogy that he and his colleagues created  with contributions from many thought leaders in higher ed.

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

Much of the training that students receive in college involves working with well-defined problems that can be resolved using the tools and techniques of a specific discipline. In this episode, Paul Hanstedt joins us to discuss strategies that colleges can use to better prepare students to collaborate on the “wicked problems” they will face in the future. 

Paul is the Director of the Houston H. Harte Center for Teaching and Learning at Washington and Lee University. He is the author of Creating Wicked Students: Designing Courses for a Complex World, General Education Essentials: A Guide for College Faculty, which is about to go into its second edition, and numerous publications related to general education and writing across the curriculum. He has worked with many colleges and universities in revising their general education requirements.

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

The informal culture of some academic departments can facilitate an atmosphere of mutual mistrust between faculty and students. In this episode, Cate Denial joins us to discuss how a culture of suspicion can be replaced by a pedagogy of kindness. Cate is the Bright Distinguished Professor of the History Department and the Director of the Bright Institute at Knox College in Galesburg, Illinois. Cate is the 2018 to 2021 Distinguished Lecturer for the Organization of American Historians and the recipient of the American Historical Association’s 2018 Eugene Asher Distinguished Teaching Award. She is the author of A Pedagogy of Kindness, which will be released as part of the West Virginia University Press’ superb series of books on teaching and learning.

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

It is easy for students to see academic inquiry as something separate from their daily lives. Learning is enhanced, though, when students can connect what they are learning in their classes to their existing knowledge structures. In this episode, Jill Peterfeso joins us to discuss several classes in which students examine the products of the Disney entertainment empire using a variety of disciplinary lenses. Jill is the Eli Franklin Craven and Minnie Phipps Craven Associate Professor of Religious Studies and the Chair of the Department of Religious Studies at Guilford College. Scott Furlong also joins as a guest host. Scott is the Provost and the Vice President for Academic Affairs here at SUNY Oswego.

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

After a year of experimentation during the pandemic we can reflect on practices worth keeping. In this episode, Martha Bless joins us to examine what we’ve learned from this experience about building and maintaining a productive class community in multiple modalities. Martha is an Academic Director at the Association of College and University educators (ACUE). She has been working with us at SUNY Oswego to support our faculty in the ACUE program for the past two years. She's a member of the Education Department at Albertus Magnus College and Southern Connecticut State University.

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.

Student use of mobile technology can enrich student learning experiences, but can also interfere with the focused attention that is essential for learning. In this episode, Michelle Miller examine how we can talk to students about technology in ways that will help them become more efficient in their learning and professional lives.

Michelle is a Professor of Psychological Sciences and a President's Distinguished Teaching Fellow at Northern Arizona University. Dr. Miller's academic background is in cognitive psychology research. Her research interests include memory, attention and student success in the early college career.

Michelle is the author of Minds Online: Teaching Effectively with Technology, and has written about evidence-based pedagogy in scholarly as well as general interest publications. She's currently working on her newest book, Remembering and Forgetting in the Age of Technology: What the Science of Memory Tells us about Teaching and Learning in a Wired World, scheduled as part of the West Virginia University series on teaching and learning.

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.

As faculty we don’t always have the opportunity to talk to students about their overall learning experience and what has worked well for them as students. In this episode, Christine Harrington joins us to discuss what keeps students engaged, from their perspective, and how that ties to research on teaching and learning.

Christine is an Associate Professor in the Department of Educational Leadership at New Jersey City University and the author of Keeping Us Engaged (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 Council of County Colleges.

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.