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.

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.

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.