The global pandemic resulted in rapid and dramatic changes in instructional practices. These transitions were supported by many resources created and publicly shared by teaching centers and instructional designers. In this episode, Travis Thurston joins us to discuss a superb open access resource on resilient pedagogy that he and his colleagues created  with contributions from many thought leaders in higher ed.

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

One student population that is often overlooked in campus DEI initiatives is the population of military-affiliated students. In this episode Kenneth James Marfilius joins us to discuss ways to support and include this segment of our student population in the classroom and on our campuses.

Ken is the Director of the Falk College Office of Online and Distance Education and is an Assistant Professor in the School of Social Work at Syracuse University. While on active duty, Ken served in the U.S. Air Force Biomedical Science Corps in multiple roles: as an active duty clinical social worker, mental health therapist, family advocacy officer in charge, and as manager of the alcohol and drug prevention and treatment program. He has taught courses on topics such as social work intervention, military culture, and social work practice, psychopathology, and others.

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

To be eligible for U.S. federal financial aid funding, colleges and universities offering distance learning programs must satisfy new federal regulations that went into effect in July 2020 and July 2021.  In this episode, Russell Poulin joins us to discuss how these requirements have changed and what these changes mean for faculty and institutions offering online classes.

Russ is the Executive Director of the WICHE Cooperative for Educational Technologies (WCET), and the Vice President for Technology Enhanced Education at the Western Interstate Commission for Higher Education.

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

After a year of experimentation during the pandemic we can reflect on practices worth keeping. In this episode, Martha Bless joins us to examine what we’ve learned from this experience about building and maintaining a productive class community in multiple modalities. Martha is an Academic Director at the Association of College and University educators (ACUE). She has been working with us at SUNY Oswego to support our faculty in the ACUE program for the past two years. She's a member of the Education Department at Albertus Magnus College and Southern Connecticut State University.

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

The global pandemic resulted in a dramatic increase in online instruction. This was accompanied by an expansion of the use of online services that, in return for a fee, provide students with solutions to assignments and exams . In this episode, James M. Pitarresi joins us to discuss strategies that faculty can use to preserve academic integrity in their online courses.

James is a Vice Provost for Online and Innovative Education and the Executive Director of the Center for Learning and Teaching at the State University of New York at Binghamton. He is also a Distinguished Teaching Professor in the Department of Mechanical Engineering at Binghamton.

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

College faculty sometimes complain that many of the first-year students who enter their courses are not “college ready.” In this episode, Natalie Hurley joins us to examine strategies that can be used to ease this transition and help ensure that our courses are “student ready.” Natalie is a New York State Master Teacher and a 2018 NNSTOY STEM Fellow who teaches high school mathematics in the Indian River Central School District in Watertown, NY. 

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.

College students throughout the country have reported substantial increases in their workload during the 2020-21 academic year.  Few faculty members, though, intentionally increased student workloads during this challenging year. In this episode,  Dr. Betsy Barre joins us to explore some reasons for student perceptions of increased workload.

Betsy is the Executive Director of the Center for Advancement of Teaching at Wake Forest University. In 2017 she won with Justin Esarey, the Professional and Organizational Development Network in Higher Education’s Innovation Award for their Course Workload Estimator.

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

A year ago, our campus announced that it was shutting down for a two-week pause so that the COVID-19 pandemic could be brought under control. To help faculty prepare for remote instruction, we released our first episode of many on March 19, 2020, with Flower Darby. We thought this would be a good moment to pause and reflect on this journey.

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