There are a number of websites that market themselves as study tools and tutoring services that are used by students as tools for cheating. In this episode, Dr. Liz Schmitt joins us to discuss how these sites work and the steps faculty can take to protect their intellectual property and the academic integrity of their courses. Liz is an economics professor and Acting Department Chair in the Department of Economics at SUNY Oswego.

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

Formative feedback, reflection, and practice are all essential to improve our skills. In this episode, JoNelle Toriseva joins us to discuss her approach of combining faculty and peer feedback with reflective practice to improve student writing skills.  JoNelle is a writer and an Assistant Professor and Director of English Communications and Media Arts at Genesee Community College. JoNelle has won the Patricia Goedicke Prize in Poetry from Cutbank. Her work has appeared in The North American Review, Salt Hill, The Literary Review, The Saranac Review, The Cincinnati Review, Descant, and JACKET, among others, and included in Days I Moved Through Ordinary Sound published by San Francisco’s City Lights, and Best Canadian Poetry in English.

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

What would you do if you are scheduled to teach a class of 75 students and discover that several very expensive textbooks would be required to address the full range of course topics?  In this episode, Dr. Jessica Kruger rejoins us to discuss how she responded to this challenge by working with her students to  create their own textbook. 

Jessica is a Clinical Assistant Professor in the Department of Community Health and Health Behavior at the University at Buffalo.

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

Are your class conversations dominated by a small number of voices? In this episode, Dr. Danica Savonick joins us to discuss a variety of class activities that support an inclusive learning environment and promote equity in participation while increasing student learning. Danica is an Assistant Professor of Multi-Ethnic Literature at SUNY Cortland, and a recipient of the K. Patricia Cross Future Leaders award, a Woodrow Wilson Fellowship in Women's Studies, and a Mellon/ACLS Dissertation Completion Fellowship.

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

Imagine an online environment that makes the thought processes of a writer visible, including the loops they get stuck in, the relevant tangents they pursue, and the non-linear way in which their ideas evolve.  Now imagine that all of these features are easy to use and implement in the classroom. In this episode, Fiona Coll, an Assistant Professor of Technology and Literature at SUNY-Oswego, joins us to discuss how Scalar, a free open-source publishing platform, can help achieve these goals.

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

Have you spent hours writing comments on student papers only to see them end up in the trash can as student file out of class?  In this episode, Dr. Jessica Kruger, a clinical assistant professor in the Department of Community Health and Health Behavior at the University at Buffalo joins us to explore how providing video feedback may help motivate students to hear, see, use, and understand your feedback.

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

Imagine a scenario where students retain knowledge effectively and are active and engaged participants who are self-aware of what they know (and don’t know). Did you picture a lecture class, students taking a test, or students writing? In this episode, John discusses three ways in which he has been using peer-instruction in his classes: classroom polling, calibrated peer review writing assignments, and two-stage exams.

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

Complaints about student writing are embedded in faculty conversations across disciplines. What if the issues with student writing, though, are not their fault, but ours instead? In this episode, Allison Rank and  Heather Pool join us to share suggestions about writing better writing prompts that provide student with explicit expectations. 

Allison Rank is an Assistant Professor of Political Science at the State University of New York at Oswego and Dr. Heather Pool is an Assistant Professor of Political Science at Denison University. 

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

Over the last few decades, textbook prices have been increasing 3-4 times faster than the overall price level. Responding to this, many students choose to either not buy textbooks or delay purchasing them until the semester is well underway. In response, a growing number of faculty, departments, colleges, and universities have begun to create and use open educational resources that are freely available to students and faculty.

In this episode, we discuss the process of creating an open textbook with Kristen Munger, who, along with several collaborators, created Steps to Success: Crossing the Bridge Between Literacy Research and Practice, as part of the SUNY Open Textbook project. We also discuss how and why faculty may wish to consider adopting or creating open educational resources.

Kristen Munger is an Associate Dean in the School of Education at SUNY-Oswego. Prior to becoming Associate Dean, she was a faculty member in the Counseling and Psychological Services department at SUNY-Oswego. Before beginning her doctoral work at Syracuse University, she practiced as a school psychologist in New York state schools for twelve years.

A transcript and show notes are available at teaforteaching.com

Writing can be a struggle for students, especially when they do not see the value or relevance of the writing assignments. This perception is a barrier faculty often face in writing-intensive courses, including first-year English composition. In this episode we will explore how project-based writing can motivate students to want to write and revise in a writing-intensive course.

Stephanie Pritchard is a faculty member in the English and Creative Writing Department and Co-Director of the Creativity Lab. She is also the Writing Fellow for the School of Communication, Media, and the Arts at the State University of New York at Oswego. Stephanie was the recipient of the 2016 SUNY-Oswego Provost's Award for Teaching Excellence.

A transcript and show notes are available at teaforteaching.com