Tea for Teaching

A Curated AI Framework

Students can use AI tools to support or short-circuit their learning. In this episode, Tim Curry joins us to discuss how he uses AI tools to support students with diverse prior knowledge in a carefully curated framework. 

Tim is a lecturer in the Department of Health Sciences at Northern Arizona University. He is developing AI applications for autism research and tribal health service while building Northern Arizona University’s Applied Health Analytics program. He’s also working on the completion of his PhD degree in health equity technology.

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

The Science of Learning Meets AI

The widespread adoption of and the rapid evolution of generative AI platforms have created substantial challenges for faculty in how we assess student learning. In this episode, Lew Ludwig and Todd Zakrajsek join us to discuss a new resource they have created that is designed to help faculty use AI to efficiently support teaching practices based on the science of learning.

Lew is a Professor of Mathematics at Denison University, where he served as Director of the Center for Learning and Teaching from 2020 to 2025. Much of his recent work has focused on innovative methods for utilizing generative AI. Todd is an Adjunct Associate Research Professor at the University of North Carolina at Chapel Hill, from which he just retired a few months ago after 17 years. He is also the Director of the International Teaching Learning Cooperative and the Director of four Lilly conferences on evidence-based teaching and learning. Todd is the author of many superb books, and has published six books (so far) in the past five years.

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

Open Exchanges in College Classrooms

Ideally, college classrooms provide students with a comfortable but challenging environment in which diverse ideas and viewpoints are openly exchanged; the reality they experience, though, is often quite different. In this episode, David Laibson joins us to discuss how Harvard University is attempting to identify and address barriers to this ideal.

David is the Robert I. Goldman Professor of Economics and a Faculty Dean of Lowell House. He has published dozens of heavily cited articles on a wide range of topics, including behavioral economics, self-regulation, behavior change, household finance, and aging. David is a Research Associate in the Aging, Asset Pricing, and Economic Fluctuations Working Group at the National Bureau of Economic Research, member of the National Bureau of Economic Research, and serves on numerous advisory boards. He has received Harvard’s Phi Beta Kappa award and a Harvard College Professorship in recognition of his high quality teaching. David is also a co-author of popular textbooks on introductory economics and  a co-editor of the Handbook of Behavioral Economics.

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

Negative Examples

To understand what a concept is, we must also understand what it is not. In this episode, Bill Goffe joins us to discuss his study of the effect of the use of negative examples on student learning outcomes.

Bill is a Teaching Professor in the Economics Department at Penn State.  He had previously been one of our colleagues here at SUNY Oswego. Bill is very well known in the profession for his Resources for Economists on the Internet, which was one of the very first internet guides available for economists, and it’s now hosted and sponsored by the American Economic Association. He has served as a member of the American Economic Association’s Committee on Economic Education, the Secretary-Treasurer for the Society of Computational Economics, an Associate Editor for Computational Economics and the online section of the Journal of Economic Education. Bill is currently co-chair of the Liberal Arts Teaching Group, a faculty learning community at Penn State.

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

Teaching from the Same Side

Antagonistic relationships with students are not uncommon—there is a history of faculty distrust of students. In this episode Michelle Miller joins us to discuss a same-side approach where faculty and students work together in support of student learning. 

Michelle is a Professor of Psychological Sciences and President’s Distinguished Teaching Fellow at Northern Arizona University. She is the author of Minds Online: Teaching Effectively with Technology, Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World and A Teacher’s Guide to Learning Students’ Names: Why You Should, Why It’s Hard, How You Can. Michelle is also a frequent contributor of articles on teaching and learning in higher education to a variety of publications including The Chronicle of Higher Ed and is the co-editor with James Lang of the Teaching, Engaging, and Thriving in Higher Ed Series at Oklahoma University Press.

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

One Classroom at a Time

Students have varied levels of preparation for traditional types of classes and assessments used in colleges. In this episode, David Gooblar joins us to discuss a variety of instructional strategies that we can adopt to help all students succeed.

David is an Associate Professor of English at the University of Iowa, a regular contributor to the Chronicle of Higher Education, the creator of Pedagogy Unbound, and the author of The Missing Course: Everything They Never Taught You About College Teaching. His most recent book, One Classroom at a Time: How Better Teaching Can Make College More Equitable, was released in August 2025 by Harvard University Press.

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

Covering or Teaching

New faculty often begin their teaching careers by emulating the teaching methods that they have observed, but these practices are often not consistent with evidence on how students learn. In this episode, Chris Hakala joins us to discuss the role that educational developers can play in shifting faculty focus from presenting to teaching.

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

UDL 3.0

The Universal Design for Learning (or UDL) framework is based on research on how students learn. In this episode, Tom Tobin, Lillian Nave, and Jennifer Pusateri join us to discuss the most recent evolution of the UDL guidelines. 

Tom is a founding member of the Center for Teaching, Learning, and Mentoring at the University of Wisconsin, Madison, and the author of the forthcoming book, UDL at Scale: Adopting Universal Design for Learning across Higher Education, as well as Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning. Lillian is the Faculty and Educational Development Specialist for the Center for Excellence in Teaching and Learning for Student Success at Appalachian State University’s Hickory Campus, a senior lecturer in first-year seminar, and the host of the ThinkUDL podcast. Jennifer is the Senior Universal Design Consultant at The University of Kentucky and has served as the co-chair of the international UDL in Higher Education Network. She is a member of the CAST National Faculty and is the author of Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice. Tom, Lillian, and Jennifer often serve as keynote speakers on UDL and other issues.

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

Critical Teaching Behaviors

Student feedback is important to improving teaching, but may not be aligned with evidence-based teaching practices. In this episode, Lauren Barbeau and Claudia Cornejo Happel join us to discuss a midterm student feedback instrument focused on critical teaching behaviors, an AI-assisted tool for analysing the feedback, and strategies for debriefing with students. 

Lauren is the Assistant Director for Learning and Technology Initiatives at the Georgia Institute of Technology. Claudia is the Director of the Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University. Lauren and Claudia are the authors of Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching as well as a whole series of other resources related to this book.

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

Pedagogy for Large Classes

Building a sense of community is an important component of inclusive teaching. In this episode, Anna Logan and Ann Marie Farrell join us to discuss strategies that can be used to cultivate belonging and increase student engagement in large classes. Anna is an Associate Professor in the School of Inclusive and Special Education and the former Dean for Teaching and Learning at the Institute of Education, Dublin City University. Ann Marie is an Assistant Professor, also in the School of Inclusive and Special Education at Dublin City University. Anna and Ann Marie are both recipients of multiple teaching awards. Since 2018, they have been running an annual Pedagogy for Higher Education Large-classes Symposium.

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