Tea for Teaching

To Teach or Not to Teach

Faculty do not necessarily see themselves as administrators but good faculty can be valuable in administrative roles. In this episode, Kristin Croyle joins us to discuss how and why faculty become leaders at their institutions. Kristin is a psychologist and the Dean of the College of Liberal Arts and Sciences at SUNY Oswego.

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

 

Credential As You Go

Students from low-income households often encounter barriers that prevent them from completing a degree. These students are left with a large burden of student debt, limited job opportunities, and low wages. In this episode, Nan Travers and Holly Zanville join us to explore the possibility of a flexible education system that would allow students to gain credentials incrementally by documenting all of their learning throughout their educational and career experiences.

Nan is the Director of the Center for Leadership in Credential Learning at SUNY Empire State College. Holly is a Research Professor and Co-Director of the Program on Skills, Credentials, and Workforce Policy at the GW Institute of Public Policy at George Washington University. Nan and Holly are co-leads on the Credential As You Go project.

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

Engaged Teaching

The past two years have been challenging for teachers to navigate and be excited about. In this episode, Claire Howell Major joins us to discuss what it means to be an engaged teacher as well as practical resources to support teachers on their journey. Claire is a Professor of Higher Education in the Department of Educational Leadership Policy and Technology Studies at the University of Alabama. She is the author or co-author of several superb books and resources on teaching and learning. 

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

Latina Educational Developers

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.

ePortfolios

As David Wiley has noted, “disposable assignments” often have small impacts on student learning. In this episode Nikki Wilson Clasby joins us to  discuss how one campus has used ePortfolios to create authentic learning experiences in their English composition courses.

Nikki is the coordinator of the English Composition Program at SUNY New Paltz

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

Pandemic Teaching: Week 109

We take a break from our usual interview format in this episode to reflect on how our teaching has continued to evolve as we moved through a second year of pandemic teaching. We also speculate a bit about the longer term impact of the pandemic on teaching in higher education.

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

Education in Prisons

Education provides a pathway to a more secure and comfortable future for individuals living in poverty. This is especially true for those who are incarcerated. In this episode, Em Daniels and William Keizer join us to discuss the challenges and opportunities associated with providing education in prisons. 

Em is a researcher who focuses on education, corrections, criminal legal reform, and abolition. She is the author of Building a Trauma-Responsive Educational Practice: Lessons from a Corrections Classroom. William is a Founder of Frontline Professional Development and Co-Founder of Revive Reentry Services and the Revive Center for Returning Citizens. He is a former state prison Adult Education Instructor, and in addition, he himself was formerly incarcerated.

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

Guided Notetaking

Many college classes contain a substantial lecture component, but our students arrive at college with little or no training in taking effective notes. In this episode, Tanya Martini joins us to discuss how guided note taking can be used to promote equity and student success. Tanya is a Professor of Psychology at Brock University in Ontario.

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

The EmTech MOOC

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.

Include Instructors in Inclusive Instruction

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.