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, Sarah Rose Cavanagh and Josh Eyler join us to discuss how we can enhance student learning by designing our classes to provide a strong sense of class community and using immediacy cues to maintain instructor presence.  Sarah is the author of The Spark of Learning: Energizing Education with the Science of Emotion and Hivemind: Thinking Alike in a Divided World, and numerous scholarly publications. She is the Associate Director for Grants and Research at the D’Amour Center for Teaching Excellence at Assumption College, the Co-Director of the Laboratory for Cognitive and Affective Science, and also Research Affiliate at the Emotion, Brain and Behavior Laboratory at Tufts University. Josh is the director of Faculty Development, and a Lecturer in Writing and Rhetoric at the University of Mississippi. Josh is 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.

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.

This week we continue a series of interviews with participants in the Pedagogies of Care project. In this episode, Dr. Jenae Cohn joins us to discuss concerns about, and the affordances that are associated with, reading in a digital environment. Jenae is an Academic Technology Specialist at Stanford University and the author of Skim, Dive, Surface: Strategies for Digital Reading in the College Classroom, which will be released by West Virginia University Press as part of the superb series edited by James Lang. 

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

The COVID-19 pandemic has resulted in many reflections on the future of higher education and what we value and prioritize as educators. This week we begin a series of interviews with participants in the Pedagogies of Care project. In this episode, Thomas J. Tobin joins us to discuss how the adoption of Universal Design for Learning principles can increase student motivation, engagement, and success. Tom is the author of Reach Everyone Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning. He is one of the contributors to the Pedagogies of Care project from the authors in the West Virginia University Press Teaching and Learning book series.

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

As colleges and universities plan for the uncertainties associated with the fall 2020 semester, it is fairly clear that faculty should receive more training in online instruction than was possible during the rapid transition to remote instruction that took place during the spring 2020 semester. Most professional development programs, though, are resource intensive and cannot be easily scaled given current college and university budget conditions. In this episode, Dr. Darina Slattery joins us again to discuss the less resource-intensive professional development program she developed in which groups of faculty complete two days of training to prepare them to efficiently transition their courses to online instruction. 

Darina is the head of Technical Communication and Instructional Design at the University of Limerick. She is also the Vice President of the IEEE Professional Communication Society.

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

Students in many classes work in isolation to create written assignments that are shared only with their professor. Unless they’ve kept a copy of this work, it disappears once their course ends. In this episode, Gardner Campbell joins us to discuss how student motivation, engagement, and learning might change if students instead become active contributors to public knowledge sharing networks.  Gardner is an Associate Professor of English at Virginia Commonwealth University. Gardner  has long been a leader in the use of open pedagogy projects.

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

As we begin to plan our fall semester classes, most of us don’t know whether we will be teaching in a face-to-face or a remote environment during part or all of the semester. This makes the course development process more challenging. In this episode, Dr. Darina Slattery joins us to discuss how e-tivities may be used to help support student learning in any course modality.

Darina is the Head of Technical Communication and Instructional Design at the University of Limerick. She is also the Vice President of the IEEE Professional Communication Society.

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

New faculty often enter college classrooms with little training on how to best support student learning. While peer evaluations of teaching are commonly used, these evaluations are often conducted by other faculty who also have little training in the science of learning. In this episode, Aaron Pallas and Anna Neumann join us to discuss how we might build a culture in which we all continue to develop our ability to support our students’ learning. Aaron and Anna are Professors of Education at Teachers College, Columbia University. They are also the co-authors of Convergent Teaching: Tools to Spark Deeper Learning in College.

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