Tea for Teaching

Academic Integrity

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.

Student-Ready Courses

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.

Model Online Teaching

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.

Engaging Students

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.

Student Workload

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.

It's Been a Year.

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.

 

 

Embracing Change

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.

 

Advancing Online Learning

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.

Burnout

Unrealistic expectations and increasing workloads have been present in higher ed for a long time, but have been exacerbated by the pandemic. In this episode,  Dr. Rebecca Pope-Ruark joins us to talk about the realities of burnout and the need for self-care.

Rebecca  is a Teaching and Learning Specialist for the Center for Teaching and Learning at Georgia Tech. She is the author of Agile Faculty: Practical Strategies for Managing Research, Service, and Teaching, the co-editor of Redesigning Liberal Education: Innovative Design for a 21st Century Undergraduate Education, and is currently completing a new book on burnout and women faculty.  

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

 

Preparing for Spring 2021

The global pandemic forced many faculty to rapidly transition to new teaching modalities during the spring and summer of 2020, substantially increasing faculty workloads. In this episode, Dr. Carmen Macharaschwili joins us to explore some strategies that faculty might use to prepare for and manage the challenges of the spring 2021 semester.  Carmen has over 20 years of experience as an online instructor and researcher. She is also a Director of Academic Programs at the Association of College and University Educators, or ACUE.

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