Tea for Teaching

The Secret Syllabus

Students transitioning from high school to college, especially first-generation college students, are thrust into a new environment for which they are often under-prepared. In this episode, Jay Phelan and Terry Burnham join us to discuss strategies that students can use to successfully navigate the hidden curriculum of college.

Jay is a biologist at UCLA and the author of What is Life? A Guide to Biology. Terry is a finance professor at Chapman University and the author of Mean Markets and Lizard Brains. They are the co-authors of the international bestseller Mean Genes. They have also recently published: The Secret Syllabus: A Guide to the Unwritten Rules of College Success.

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

The New College Classroom

Despite all that we have learned from cognitive science about how people learn, the most common form of classroom instruction still involves students passively listening to a lecturer standing at a podium at the front of the room. In this episode, Cathy Davidson and Christina Katopodis join us to discuss alternative approaches that treat student diversity as an asset and allow all students to be actively engaged in their own learning.

Cathy is a Distinguished Professor at the CUNY Graduate Center, the author of more than twenty books, and a regular contributor to the Washington Post and the Chronicle of Higher Education. She has served on the National Council of Humanities and delivered a keynote address at the Nobel Forum on the Future of Education. Christina is a Postdoctoral Research Associate in the Transformative Learning in the Humanities Initiative at CUNY and has authored over a dozen articles on innovative pedagogy, innovative pedagogy, environmental studies, and Early American Literature.  She has received the Dewey Digital Teaching Award and the Diana Colbert Initiative Teaching Prize.

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

Collaborative Rubric Construction

Students may not immediately trust faculty who they perceive as being different from themselves. In this episode, Dr. Fen Kennedy joins us to discuss how collaborative rubric construction can be used as a strategy for building and maintaining trust. Fen is an assistant professor of dance at the University of Alabama and the author of a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

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

Reflect to Deflect

Students experiencing difficulty in challenging courses will sometimes blame their professor, especially when their professor’s identity does not align with the student’s cultural stereotype of who is a professor. In this episode, Melissa Eblen-Zayas joins us to discuss how she uses metacognitive reflection exercises to address student biases. 

Melissa is a Professor of Physics in the Department of Astronomy and Physics at Carleton College. Melissa has served as a Director of a teaching center, and has published extensively on a wide variety of topics such as STEM education, student metacognition, and diversity, equity and inclusion. One of her most recent publications is a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

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

What Teaching Looks Like

Video recordings of faculty teaching classes have long been used for professional development. In this episode, we examine Martin Springborg and Cassandra Volpe Horii join us to discuss how still photography may also be used for this purpose. Martin and Cassandra are the co-authors of What Teaching Looks Like: Higher Education through Photographs. Martin is the Interim Dean of Liberal Arts and STEM at Dakota County Technical College. Cassandra is the Associate Vice Provost for Education and Director of the Center for Teaching and Learning at Stanford University.

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

Social Justice Assessments

Traditional methods of assessing student learning favor those students that reside in well-resourced school districts while leaving low-income students at a substantial disadvantage. These grading systems also encourage students to focus on their grades rather than on their learning. In this episode, Judith Littlejohn, Meghanne Freivald, and Katelyn Prager join us to discuss a variety of social justice assessment techniques that can help to create a more equitable environment in which all students can be successful. 

Judie is the Director of Online Learning at SUNY Genesee Community College, Meghanne is an Instructional Technology Specialist at Alfred University, and Katelyn is an Assistant Professor in the English Department at the Fashion Institute of Technology.  Judie, Meghan, and Katelyn worked together on a SUNY Faculty Advisory Council on Teaching and Technology committee on social justice assessments.

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

Antiracist Pedagogy

Institutional statements related to diversity, equity, and inclusion are only meaningful if all practices within the institution embody these values. In this episode, Gabriela Torres joins us to discuss how we can become anti-racist educators and do the work of inclusion within our classrooms.

Gabriela is the Associate Provost for Academic Administration and Faculty Affairs and is a Professor and the William Isaac Cole Chair in Anthropology at Wheaton College. She specializes in the study of violence – particularly gender-based violence – and state formation. At Wheaton College, she teaches courses in Medical Anthropology, Global Health, Violence Against Women, and Latin America and Latinx Studies. She is also the author of a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

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

Experiential Learning

Course content and instructors are often forgotten once a  semester concludes. In this episode, Breanna Boppre joins us to discuss how experiential learning can humanize course content and provide meaningful and rich experiences that stick with learners for many years. Bree is an Assistant Professor at Sam Houston State University’s Department of Victim Studies. She is also the author of a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

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

Deconstructing Assumptions

Students enter classes with preconceptions about what a professor looks like. In this episode, Jesica Fernandez joins us to discuss a learning activity that can be used at the start of the semester to help confront and deconstruct these assumptions. Jesica is an Assistant Professor of Critical Race and Ethnic Studies at Santa Clara University. She is also the author of a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

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

 

PsycLearn

Adaptive learning platforms provide each student with a customized learning path based on the student’s individual learning needs. In this episode, Anna Yocom, Linda Goldberg, and Alan Strathman join us to discuss how the American Psychological Association has developed adaptive learning packages for core psychology courses.

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