Is creativity something you value in the work that students produce? In this episode, Natasha Haugnes and Martin Springborg join us to discuss ways to spark, motivate, and support creativity.

Natasha has served in faculty and curriculum development at the Academy of Art University and as an adjunct professor at the California College of the Arts. Martin is the Director of Teaching and Learning at Inver Hills Community College and Dakota County Technical College, Natasha and Martin both contributed to the Pedagogies of Care project and are two co-authors (with Hoag Holmgren) of Meaningful Grading: A Guide for Faculty in the Arts.

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

This week we continue a series of interviews with participants in the Pedagogies of Care project. In this episode, Dr. Cyndi Kernahan and Dr. Kevin Gannon join us to discuss what faculty can do to foster an inclusive and equitable class climate for all of our students. 

Cyndi is a Psychology Professor and the new Director of the Center for Excellence in Teaching and Learning at the University of Wisconsin at River Falls. She is also the author of Teaching about Race and Racism in the College Class: Notes from a White Professor. Kevin is the Director of the Center for Excellence in Teaching and Learning and a Professor of History at Grandview University. He is the author of Radical Hope: a Teaching Manifesto. Cyndi and Kevin are both participants in the Pedagogies of Care project, created by authors in the West Virginia University Press series on Teaching and Learning.

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

This week we continue a series of interviews with participants in the Pedagogies of Care project. In this episode, Dr. Jessamyn Neuhaus joins us to discuss the myth of the super teacher and the importance of focusing on self-efficacy, being human, and being reasonable with ourselves and each other. Jessamyn is the Interim Director of the SUNY Plattsburgh Center for Teaching Excellence and a Professor in the History Department at Plattsburgh. She specializes in the study of pop culture, gender studies, and teaching and learning. Jessamyn is a recipient of the State University of New York Chancellor's Award for Teaching Excellence. She is also the author of Geeky Pedagogy: A Guide for Intellectuals, Introverts and Nerds Who Want to be Effective Teachers

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

Many disciplines have well-developed signature pedagogies that are designed to help students develop the skills needed to view the world from their disciplinary lens. In this episode, Regan Gurung, Nancy Chick, and Aeron Haynie join us to discuss signature pedagogies and to examine how the COVID-19 pandemic has challenged us to adapt our teaching approaches and encouraged faculty to seek out and share pedagogical advice as we attempt to provide enriching learning experiences for our students.

Regan is a Professor of Psychological Sciences at Oregon State University, Nancy is the Director of the Endeavour Foundation Center for Faculty Development at Rollins College, and Aeron is the Executive Director of the Center for Teaching and Learning at the University of New Mexico.

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

The global COVID-19 pandemic has resulted in serious disruptions in everyone’s lives. Traumatic experiences reduce our ability to focus, to learn, and to be productive. While this has always been true, it is an issue that has often been ignored by higher ed faculty. In this episode, Karen Costa joins us to discuss how trauma-informed pedagogy can be used to help our students on their educational journey in stressful times.

Karen is an adjunct faculty member teaching college success strategies to online students and a faculty professional development facilitator at Faculty Guild. She is a staff writer for Women in Higher Education. She writes regularly about higher education, and her new book 99 Tips for Creating Simple and Sustainable Educational Videos was just released by Stylus Publishing. In addition to her education degrees, Karen holds a professional certification in Trauma and Resilience from Florida State University and will complete her certificate in Neuroscience Learning and Online Instruction from Drexel this spring. She's also a certified yoga teacher. Karen has been working to support diverse learners with trauma-aware practices since 2002.  

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

Faculty enter teaching careers with the hope of shaping a better future for our students and our society. In this episode, Dr. Kevin Gannon joins us discuss what faculty can do to build a positive and inclusive learning community that empowers and motivates students. Kevin, also known as the Tattooed Professor, is the Director of the Center for Excellence in Teaching and Learning and Professor of History at Grand View University. He is also the author of Radical Hope: A Teaching Manifesto, which has recently been released by West Virginia University Press.

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

The sudden switch from face-to-face to remote instruction in response to the global COVID-19 pandemic caught many faculty, students, and colleges by surprise. Until a vaccine is available, regional or nationwide campus shutdowns may occur during the fall semester. In this episode, Dr. Josh Eyler joins us to discuss what faculty and institutions can do to help prepare for future transitions to remote learning. Josh is the Director of Faculty Development and a lecturer in Writing and Rhetoric at the University of Mississippi. Josh is also the author of How Humans Learn: The Science and Stories behind Effective Teaching.

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

Grade change requests in college are relatively rare, but when they do occur, evidence suggests that male students make the request more often than female students. In this episode, Dr. Cher Li joins us to discuss these gender differences in grade change requests in college and why they might occur.

Cher is an assistant professor of economics at Colorado State University. Her research focuses on how public policies and social institutions affect the decisions of, and outcomes for, women. She is also a co-author of a January 2020 National Bureau of Economic Research working paper that investigates gender differences in grade changes.

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

Over the last two weeks colleges across the U.S. have made the decision to shift all classes from face-to-face to remote instruction in an attempt to reduce the spread of the COVID-19 virus. In this episode, Flower Darby joins us explore the challenges and the opportunities associated with this transition.  Flower Darby is the Director of Teaching for Student Success, an adjunct instructor in several disciplines, and the author, with James Lang, of Small Teaching Online. She is also one of the developers of the Online Teaching Toolkit created by the Association of College and University educators (or ACUE).

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

Students generally receive lower grades in STEM classes than they receive in other disciplines. In this episode, Dr. Peter Arcidiacono joins us to discuss how these differences in grading policies across departments can help to explain the relatively low proportion of female students majoring in many STEM disciplines. Peter is a Professor of Economics at Duke University.

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