Tea for Teaching

Barriers to Active Learning

Despite research demonstrating the efficacy of active learning approaches, observations of classroom instruction show limited use. In this episode, Lindsay Wheeler and Hannah Sturtevant join us to explore potential interventions to overcome the barriers to the adoption of effective teaching practices.

Lindsay is the Assistant Director of STEM education initiatives at the UVA Center for Teaching Excellence and an assistant professor. Lindsay's background is in chemistry and she has a PhD in science education. Hannah’s a postdoctoral research associate at the center. Her PhD is in chemistry with an emphasis on chemical education.

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

ACUE

Faculty are often excited after attending professional development workshops and plan to implement new techniques, but often don’t follow through. In this episode Dr. Penny MacCormack joins us to talk about one program that provides scaffolding and structure to help faculty improve their teaching using evidence-based practices. Penny is the Chief Academic Officer of the Association of College and University Educators (ACUE). Before joining ACUE, Penny had served as the Chief Academic Officer for the New Jersey State Department of Education and as an adjunct professor at Southern Connecticut State University, and Montclair State University. She began her career in education as a science teacher.

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

Geeky Pedagogy

When they were students, most faculty members were not the “average student.” They generally enjoyed learning and were willing to spend long hours independently studying topics that others may not care much about. In this episode, Dr. Jessamyn Neuhaus joins us to examine how geeks and nerds can successfully teach our more “normal” students.

Jessamyn is a professor in the history department at SUNY Plattsburgh. She specializes in the study of pop culture, gender studies, and teaching and learning. Jessamyn is the recipient of the State University of New York's Chancellor's Award for Teaching Excellence. She's also the author of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers, which is scheduled for release in September 2019. 

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

 

Intentional Tech

Some faculty try to use each new educational technology tool they find. Others are reluctant to try any new tools. In this episode, Dr. Derek Bruff joins us to examine how to productively choose educational technology that will support and enhance student learning.

Derek is the director of the Vanderbilt University Center for Teaching and a principal senior lecturer at Vanderbilt Department of Mathematics. He's the author of Teaching with Classroom Response Systems: Creating Active Learning Environments. His new book Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching will be available from West Virginia University Press in November 2019. Derek is also a host of the Leading Lines podcast.

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

 

Uncoverage

Introductory textbooks in most college disciplines tend to become thicker over time as new topics are steadily added while old topics remain. Classes designed to “cover” all of these topics necessarily sacrifice depth of coverage. In this episode, Dr. David Voelker joins us to examine how some faculty are changing their focus from “coverage” to providing students with an opportunity to actively engage in the discipline and uncover its power to help explain their world.

David is an Associate Professor of History at the University of Wisconsin Green Bay. He is also the Co-Director of the Wisconsin Teaching Fellows and Scholars Program and the co-author with Joel Sipress of “The End of the History Survey Course: The Rise and Fall of the Coverage Model,” which was published in the Journal of American History in March 2011.

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

 

Dynamic Lecturing

The lecture has dominated instructional practice for several centuries. In the last few decades, though, the lecture mode of instruction has often been criticized by advocates of active learning approaches. In this episode, Dr. Christine Harrington joins us to discuss evidence on the effectiveness of lectures and how we can create lectures that better support student learning. Christine is an associate professor in the Department of Educational Leadership at New Jersey City University and the author of Dynamic Lecturing and several other books related to teaching, learning, and student success. Christine has been the Executive Director of the Student Success Center at the New Jersey Council of County Colleges.

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

 

 

Iterative OER Development

Imagine course materials that are always up to date and evolve continually to become better at supporting student learning. In this, Dr. Steven Greenlaw joins us to discuss how some publishers of open educational resources are trying to set up sustainable practices to achieve these goals. Steve is a Professor of Economics at the University of Mary Washington and the author of the OpenStax Economics textbooks. He has also developed the materials for Lumen Learning’s Waymaker Introductory Economics texts.

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

 

Retrieval Practice

Retrieval practice has consistently been shown to be important in developing long-term recall. Many students, however, resist the use of this practice. In this episode, Dr. Michelle Miller joins us to discuss methods of overcoming this resistance and examine how retrieval practice may be productively used to increase student learning.

Michelle is the director of the First-Year Learning Initiative, Professor of Psychological Sciences, and President's Distinguished Teaching Fellow at Northern Arizona University. Her academic background is in cognitive psychology and her research interests include memory, attention, and student success in the early college career. She co-created the First-Year Learning Initiative at Northern Arizona University and is active in course redesign, serving as a redesign scholar for the National Center for Academic Transformation. She's the author of Minds Online: Teaching Effectively with Technology and has written about evidence-based pedagogy in scholarly as well as general-interest publications.

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

 

 

How Humans Learn

Small children are innately curious about the world around them. This curiosity, though, is often stifled in traditional educational pathways. Dr. Josh Eyler joins us in this episode to discuss how research on how humans learn can help us build a more productive learning environment for all our students. Josh is the Director of the Center for Teaching Excellence and an adjunct Associate Professor of Humanities at Rice University.

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

 

Gatekeeping in Math Ed

Teachers at all levels often play an important role in influencing the educational and career paths of our students. In this episode, Dr. Marcia Burrell joins us to discuss how math teachers play a critical role as gatekeepers who may either welcome students to or provide a barrier to student success in all STEM fields. Marcia is the Chair of the Curriculum and Instruction Department at SUNY Oswego.

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