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.

Research on the impact of mindset has often centered on the mindset of the student. In this episode, Elizabeth Canning joins us to discuss the impact that faculty mindset has on student achievement. Elizabeth is an Assistant Professor in the Department of Psychology at Washington State University. Her research focuses on how to create equitable and inclusive instructional environments.

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

Our students bring a rich diversity in their life experiences, skills, and prior knowledge to our classrooms. In this episode, Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell and Mallory E. SoRelle join us to discuss how we can create inclusive classroom communities in which student diversity is treated as an asset and where all students feel a sense of belonging. Tracie, Derek, Khadijah, and Mallory are the authors of What Inclusive Do: Principles and Practices for Excellence in College Teaching.

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

Faculty who had to shift to teaching online for the first time due to the pandemic were forced to confront their habits and typical ways of teaching in order to adapt to and support students in a new modality. In this episode,  Colin and Jonikka Charlton join us to discuss ways in which faculty and departments have embraced and resisted change during this transition. Colin is the chair of the Department of Writing and Language Studies at the University of Texas Rio Grande Valley. Jonikka is the Associate Provost for Student Success and Dean of University College, also at the University of Texas Rio Grande Valley. 

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

In an era of conspiracy theories and fake news, our students come into our classes with misconceptions and misunderstandings about our disciplines. In this episode, Kristin Croyle and Paul Tomascak join us to discuss how a first-year science seminar class confronts pseudoscience. Kristin is a Psychologist and Paul is a Geochemist. Kristin is the Dean and Paul is the Associate Dean in the College of Liberal Arts and Sciences at SUNY-Oswego. 

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

We’ve focused a lot on faculty switching modalities during the pandemic, but even experienced online instructors have faced new challenges redesigning their courses to work for students with limited computer technology, network access, and quiet study environments. In this episode, Kevin Kelly and Todd Zakrajsek join us to discuss how universal design principles can be used to provide learning equity and human connections in our online classes.

Kevin works with colleges and universities as an educational consultant and teaches as a faculty member in Education at San Francisco State University. Todd is an Associate Research Professor and Associate Director of Fellowship Programs in the Department of Family Medicine at the University of North Carolina at Chapel Hill. Todd is also co-author of Dynamic Lecturing that we've discussed on earlier podcast episode. Kevin and Todd are the authors of Advancing Online Teaching: Creating Equity-Based Digital Learning Environments, recently published by Stylus publishing.

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

Many students enter our colleges and universities with hopes for a better future, but depart, often with a large burden of debt, before achieving their goals.  In this episode, Peter Felton and Leo Lambert join us to discuss the importance of human connections in supporting students on their educational journey.

Peter is the Executive Director of the Center for Engaged Learning, the Assistant Provost for Teaching and Learning, and a Professor of History at Elon University. Leo is a Professor of Education and President Emeritus, also at Elon University. Peter and Leo are co-authors of Relationship-Rich Education: How Human Connections Drive Success in College, which was just released in late October of this year. They also were co-authors of The Undergraduate Experience: Focusing Institutions on What Matters Most.

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

Communication in academia has hidden and unwritten rules that present barriers for students. In this episode, Kristina Ruiz-Mesa joins us to discuss inclusive communication strategies we can use as teachers and mentors to help students feel like they belong in the academy.

Kristina is an Associate Professor of Communication Studies at California State University - Los Angeles. Kristina previously worked in diversity, equity and inclusion research at Villanova University, and as a communication and diversity consultant. Her research on these topics has been published in a variety of academic journals and in book chapters. Her forthcoming textbook Inclusive Public Speaking: Communicating in a Diverse World will be available in late 2020 through Fountainhead Press.

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

Learning spaces that are effective for all students require careful planning and design. In this episode, Viji Sathy and Kelly Hogan join us to discuss ways to promote inclusion in the way we structure our courses, activities, and feedback. Viji is a Teaching Professor of Psychology and Neuroscience at UNC - Chapel Hill and Kelly is an Associate Dean of Instructional Innovation, Quality Enhancement Plan Director, and Teaching Professor of Biology, also at UNC - Chapel Hill.

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

Pursuing degrees and careers without role models can be challenging, no matter what the discipline. In this episode, Camille Dungy, an academic,  mother, and poet, shares her journey as a learner, teacher, and writer.

Camille is a professor in the English Department at Colorado State University, and the author of Guidebook to Relative Strangers: Journeys into Race, Motherhood, and History, a finalist for the National Book Critics Award. She is the author of four collections of poetry for which she has received many, many awards, including the Colorado Book Award, and the American Book Award. Her poems have been published in dozens of anthologies, many of which begin with the word “best” in the title. Camille is a recipient of a 2019  Guggenheim Fellowship, and many other awards and fellowships.

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