Many students pursue learning strategies that are not aligned with their long-term objectives. In this episode, Erik Simmons joins us to discuss how principles of social and behavioral sciences can be used to help students achieve their objectives. Erik is a Postdoctoral Research Fellow at Boston College School of Social Work. He is 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.

The past two years have been challenging for teachers to navigate and be excited about. In this episode, Claire Howell Major joins us to discuss what it means to be an engaged teacher as well as practical resources to support teachers on their journey. Claire is a Professor of Higher Education in the Department of Educational Leadership Policy and Technology Studies at the University of Alabama. She is the author or co-author of several superb books and resources on teaching and learning. 

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

Cognitive psychology research continues to provide insight into how memory works. In this episode, Michelle Miller joins us to discuss how this research can help us design more effective learning experiences for our students. 

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. 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. Her newest book, Remembering and Forgetting in the Age of Technology: Teaching, Learning and the Science of Memory in a Wired World will be released in early 2022 as part of the superb West Virginia University series on Teaching and Learning in Higher Education.

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

Students engaging in blocked practice focus their efforts on a particular topic and then move on to the next topic in sequence, resulting in a perception of content mastery. Interleaved practice provides an alternative approach in which students engage in learning activities that require them to determine which concepts are relevant in a given application. In this episode, Josh Samani and Steven Pan join us to discuss their study comparing the effects of blocked and interleaved practice on student learning.

Josh is an Assistant Teaching Professor of Physics at the University of California, Los Angeles. He is also an instructional consultant for the Center of Education Innovation and Learning in the Sciences and Director of the UCLA-APS Physics Bridge Program. Steven is an Assistant Professor of Psychology at National University of Singapore whose research focuses on evidence-based teaching approaches.

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

In episode 12 of this podcast, Doug McKee joined us to discuss the Active Learning Initiative at Cornell. In this episode, Doug returns to give us an update on this initiative and some initial findings on how this initiative has affected student learning. Doug is a Senior Lecturer in the Department of Economics and an Active Learning Initiative Project Lead at Cornell University

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

Faculty development is often done in isolation on a single campus, school, or institution. In this episode Jodi Robson, Brandon McIntire, and Margaret Shippey join us to discuss The Coffee Shop, an initiative that has brought  multiple campuses together to share, reflect and learn together and from each other.

Jodi is the Director of the Institute for Academic Excellence at Indian River State College, Brandon is the Director of eLearning at Florida Gateway College, and Margaret is the Director of Faculty Development and Classroom Engagement at Miami Dade College. They have all participated in the professional development programs offered by the Association of College and University Educators (ACUE) and have worked with colleagues at other regional institutions to create The Coffee Shop network for professional development.

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

Women faculty of color experience significant workload differences in course loads, advisement, and dealing with micro and macro aggressions. In this episode, Chavella Pittman joins us to discuss specific steps that we can take to reduce barriers and move towards equity. 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 and is widely sought after for workshops and consultation services related to diversity, equity, and inclusion issues in higher education.

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.

The Society for the Teaching of Psychology has identified 6 evidence-based criteria for model teaching. In this episode, Aaron Richmond, Regan Gurung, and Guy Boysen join us to discuss how those principles translate into effective practices in both physical and virtual environments.

Aaron is a Professor of Educational Psychology and Human Development at Metropolitan State University of Denver. Regan is the Interim Executive Director of the Center for Teaching and Learning and Professor of Psychological Science at Oregon State University. Guy is a Professor of Psychology at McKendree University. They are the authors of A Pocket Guide to Online Teaching: Translating the Evidence-Based Model Teaching Criteria (2021) and An Evidence-Based Guide to College and University Teaching: Developing the Model Teacher (2016).

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.