Our intersectional identities impact our positionality in the work that we do. In this episode, Carol Hernandez joins us to discuss her qualitative research addressing the experiences of educational designers from an underrepresented group. 

Carol is a Senior Instructional Designer and Faculty Developer at the Center for Excellence in Learning and Teaching at Stony Brook University. Carol recently successfully defended her dissertation at Northeastern University. In it she examined the simultaneity of the multiple identities experienced by Latina educational developers working in higher ed. Before moving into higher ed, Carol was an award-winning journalist.

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

The technology tools that we use in our daily lives are constantly changing and evolving. In this episode, Cherie Van Putten and Nicole Simon join us to discuss the development of a MOOC and a wiki project designed to assist us in learning how to effectively use emerging technologies.   Cherie is an Instructional Designer for the Center for Learning and Teaching at Binghamton University. Nicole Simon is a Professor in the Department of Engineering, Physics and Technologies at Nassau Community College. Cherie and Nicole work together to support a SUNY Coursera MOOC that focuses on exploring emerging technologies. Cherie is the Associate Director and Nicole is the Administrative Fellow and future Director of the Exploring Emerging Technologies for Lifelong Learning and Success, or EmTech, MOOC.

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

Educational developers often recommend teaching practices that assume instructors are in a position in which they can cede some of their authority to students in order to increase student agency and motivation. Not all instructors, though, are in this privileged position. In this episode, Chavella Pittman and Thomas J. Tobin examine strategies to adopt practices that are inclusive of our colleagues as well as our students.

Chavella is a Professor of Sociology at Dominican University, the founder of Effective and Efficient Faculty, and is the host of the Teaching in Color podcast. She has written extensively about issues of race and gender in higher education in scholarly and general interest publications. Tom is a founding member of the Center for Teaching, Learning, & Mentoring at the University of Wisconsin-Madison, and the author of Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning.

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

Most successful academics have been influenced by mentors who provided support, encouragement, and guidance. Maintaining effective mentoring relationships can be difficult, though, for academics facing increasing demands on their time. In this episode, Adaira Landry and Resa Lewiss join us to examine strategies that we can adopt to use our time more efficiently when mentoring and communicating with students and colleagues.

Adaira is an assistant professor at Harvard Medical School, Harvard Medical School student advisor, and an emergency physician, and co-chair of the Diversity Inclusion Committee within the Brigham and Women's Hospital. Resa is a professor of emergency medicine and radiology at Thomas Jefferson University Hospital. She is also the creator and host of the Visible Voices podcast which covers topics on healthcare equity and a variety of interesting topics.

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

Faculty development is often done in isolation on a single campus, school, or institution. In this episode Jodi Robson, Brandon McIntire, and Margaret Shippey join us to discuss The Coffee Shop, an initiative that has brought  multiple campuses together to share, reflect and learn together and from each other.

Jodi is the Director of the Institute for Academic Excellence at Indian River State College, Brandon is the Director of eLearning at Florida Gateway College, and Margaret is the Director of Faculty Development and Classroom Engagement at Miami Dade College. They have all participated in the professional development programs offered by the Association of College and University Educators (ACUE) and have worked with colleagues at other regional institutions to create The Coffee Shop network for professional development.

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.

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.

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.

Being a new faculty member at a new institution can be challenging in normal times, but also has additional hurdles during COVID-19. Most institutions begin the academic year by providing orientation activities to help new faculty learn about the institution and to meet and network with their new colleagues.  In this episode, Emily Estrada and Martin Coen join us to to compare their experiences as new faculty during a pandemic with their earlier experiences at prior institutions. Emily is an Assistant Professor of Sociology and Martin is an Assistant Professor of Criminal Justice at SUNY Oswego. 

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

As teachers we may ask for, and act on, student feedback periodically throughout the semester or from semester to semester. What we often don’t hear, as faculty, is the student perspective on their overall learning experience. In this episode, Jessamyn Neuhaus and Theresa Hyland join us to discuss the importance of listening to, and placing value on, student voices in the design of learning experiences.

Jessamyn is the Interim Director of the SUNY Plattsburgh Center for Teaching Excellence and 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 also a recipient of the State University of New York's Chancellor's Award for Teaching Excellence. She's the author of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds who Want to be Effective Teachers. Theresa is a nontraditional student in the BA/MST History and Adolescent Education program at SUNY Plattsburgh and is looking forward to her career as a high school teacher.

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