Tea for Teaching

While the Americans with Disabilities Act has long required digital content to be accessible, specific technical requirements were recently defined in updates to Title II of the ADA. In this episode, Mark Greenfield joins us to discuss the new regulations and what that means for public colleges and universities as the April 2026 deadline approaches. Mark retired as the University at Buffalo's Web Accessibility Officer after 35 years of service at the institution. He continues to consult on digital accessibility and serves as a member of the Association for Computing Machinery (or ACM) U.S. Technology Committee, which educates and informs Congress, the Administration and courts about digital technology developments and how they may impact public policy in the US. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The Universal Design for Learning (or UDL) framework is based on research on how students learn. In this episode, Tom Tobin, Lillian Nave, and Jennifer Pusateri join us to discuss the most recent evolution of the UDL guidelines.  Tom is a founding member of the Center for Teaching, Learning, and Mentoring at the University of Wisconsin, Madison, and the author of the forthcoming book, UDL at Scale: Adopting Universal Design for Learning across Higher Education, as well as Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning. Lillian is the Faculty and Educational Development Specialist for the Center for Excellence in Teaching and Learning for Student Success at Appalachian State University's Hickory Campus, a senior lecturer in first-year seminar, and the host of the ThinkUDL podcast. Jennifer is the Senior Universal Design Consultant at The University of Kentucky and has served as the co-chair of the international UDL in Higher Education Network. She is a member of the CAST National Faculty and is the author of Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice. Tom, Lillian, and Jennifer often serve as keynote speakers on UDL and other issues. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Generative AI tools are challenging traditional models of college instruction. In this episode, Camille Huggins, Yolanda Carlos, and Orlando Saiz join us to discuss how Pacific Oaks College is working to use these tools to more effectively support student learning. Camille, Yolanda, and Orlando were participants in an AI Institute offered at Pacific Oaks College this year.  A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty often struggle to reduce equity gaps and to foster a sense of belonging and inclusion in their classes. In this episode, Courtney Plotts joins us to discuss course design strategies to increase transparency and to allow students to express and share their own cultural identities as part of an inclusive class community. A transcript of this episode and show notes may be found at http://teaforteaching.com.

During the past decade, public confidence in education has been declining. In this episode, SUNY Chancellor John B. King Jr. joins us to discuss his new book that provides a compelling narrative of the value of education in transforming lives. Chancellor King  has a long history of involvement with education. After graduating from Harvard, he acquired a Master's degree from Teacher's College at Columbia University and taught high school social studies. He later co-founded Roxbury Preparatory Charter School and served as a co-Director for five years. Under his leadership, students in this school attained the highest scores of any urban middle school in the state and closed the racial achievement gap. After acquiring his doctoral degree from Columbia and a law degree from Yale, Dr. King served as New York State's Education Commissioner from 2011 to 2014. He left NY for a while to work in the Obama administration as Deputy Secretary of Education from 2015 to 2016 and joined Obama's Cabinet as Secretary of Education from 2016 to 2017. Following his work in the Obama Administration, Dr. King continued to advocate for increased educational equity and access as President and CEO of the Education Trust. He now serves as Chancellor of the State University of New York. We're interviewing Dr. King in his role as the author of his new book and not in his role as the SUNY Chancellor. A transcript of this episode and show notes may be found at http://teaforteaching.com.

One of the challenges facing faculty, staff, and administrators is keeping up with the continuous flow of email. In this episode, Robert Talbert joins us to discuss strategies to efficiently handle email so we can allocate time to other essential tasks.  Robert is a Professor of Mathematics at Grand Valley State University and the author of Flipped Learning: A Guide for Higher Education Faculty and a co-author of Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Student feedback is important to improving teaching, but may not be aligned with evidence-based teaching practices. In this episode, Lauren Barbeau and Claudia Cornejo Happel join us to discuss a midterm student feedback instrument focused on critical teaching behaviors, an AI-assisted tool for analysing the feedback, and strategies for debriefing with students.  Lauren is the Assistant Director for Learning and Technology Initiatives at the Georgia Institute of Technology. Claudia is the Director of the Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University. Lauren and Claudia are the authors of Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching as well as a whole series of other resources related to this book. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Undergraduate math courses, as traditionally taught, often serve as barriers to entry into many STEM disciplines. In this episode, Aris Winger joins us to discuss strategies that can increase student success and reduce equity gaps in student outcomes in these classes. Aris is an Associate Professor of Mathematics at Georgia Gwinnett College. His current areas of interest include equity in mathematics education, culturally responsive teaching, and social justice mathematics. He is a co-author of the book series Advocating for Students of Color in Mathematics and is the Executive Director of the National Association of Mathematicians. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Student use of generative AI tools as a substitute for learning has led to increased concerns about academic dishonesty. In this episode, Tricia Bertram Gallant and David A. Rettinger join us to discuss why students might use these tools and strategies instructors can use to encourage academic integrity. Tricia is the Director of the Academic Integrity Office at UC San Diego and Board Emeritus for the International Center for Academic Integrity. David is an Applied Professor and Undergraduate Program Director in the Psychology Department at the University of Tulsa. He is a Professor Emeritus at the University of Mary Washington, where he directed Academic Integrity Programs and the Center for Honor, Leadership, and Service. David is also President Emeritus of the International Center for Academic Integrity. Tricia and David are the authors or co-authors of numerous articles, books, and book chapters on academic integrity. Their most recent book, The Opposite of Cheating: Teaching for Integrity in the Age of AI, was recently released as the 4th volume in the Teaching, Engaging, and Thriving in Higher Ed series at the University of Oklahoma Press, edited by James Lang and Michelle Miller. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Primary sources can often feel irrelevant and difficult to navigate for students. In this episode, Jessamyn Neuhaus joins us to discuss how student-created photographs can provide a personalized learning experience and foster a deeper connection to history and the university archives.  Jessamyn is the Director of the Center for Teaching and Learning Excellence and Professor in the School of Education at Syracuse University. Prior to this, she served as Director of the SUNY Plattsburgh Center for Teaching Excellence and was also a Professor in the History Department at SUNY Plattsburgh. Jessamyn is the author of Geeky Pedagogy: a Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers and the editor of Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning. See is also the editor of Teaching History: A Journal of Methods. Jessamyn also regularly serves as keynote speaker and workshop facilitator. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Throughout human history, we have relied on technology to make our work easier. In this episode, Michelle Miller joins us to discuss how to foster students' critical thinking skills in the age of AI. Michelle is a Professor of Psychological Sciences and President's Distinguished Teaching Fellow at Northern Arizona University.  She is the author of Minds Online: Teaching Effectively with Technology, Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World and A Teacher's Guide to Learning Students' Names: Why You Should, Why It's Hard, How You Can. Michelle is also a frequent contributor of articles on teaching and learning in higher education to a variety of publications including The Chronicle of Higher Ed. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Many students use generative AI tools to complete writing assignments. In this episode, John Warner joins us to discuss what may be lost when they do so. John has twenty years of experience teaching college writing at five different institutions and is the author of 8 books encompassing a wide variety of topics including political humor, short stories, and a novel, including Why They Can't Write: Killing the Five-Paragraph Essay and Other Necessities. He writes a weekly column on books for the Chicago Tribune and an associated newsletter, The Biblioracle Recommends. John is also a contributing writer to Inside Higher Ed. His most recent book is More than Words: How to Think About Writing in the Age of AI. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Writing is often perceived as a solitary activity, but this may lead to a sense of isolation. In this episode, Rachael Cayley, Fiona Coll, and Dan Newman join us to discuss the benefits of writing in community. Rachael is an Associate Professor in the Graduate Centre for Academic Communication at the University of Toronto. Before joining the University of Toronto, she worked as an editor at Oxford University Press. Fiona is an Assistant Professor at the Institute for Studies in Transdisciplinary Engineering Education & Practice and at the Graduate Centre for Academic Communication. Fiona had earlier been one of our colleagues at SUNY-Oswego. Dan is an Assistant Professor in the Department of English and the Director of Graduate Writing Support in the Faculty of Arts and Sciences, also at the University of Toronto. Rachael, Fiona, and Dan  are the editors of Writing Together: Building Social Writing Opportunities for Graduate Students, which was recently released by the University of Michigan Press. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Most faculty receive limited information on legal issues associated with their role. In this episode, Kent Kauffman joins us to discuss a new resource he created to help educate faculty on their legal rights, responsibilities, and liabilities. Kent is an Associate Professor of Business Law and MBA Program's Faculty Liaison in the Department of Economics and Finance at Purdue University. He is also the author of Navigating Choppy Waters: Key Legal Issues College Faculty Need to Know. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The number of high school graduates in the U.S. is expected to decline for several years. In this episode, Peter Ghazarian joins us to discuss the experiences of higher ed institutions in Korea and Japan, which have recently experienced similar reductions in college enrollments. Peter is an Associate Professor of Higher Education Leadership in the School of Education at SUNY Oswego. He has worked in international education in the US, UK, Germany, and Korea. Peter's work focuses on higher education, leadership, public policy, multiculturalism, and human migration. He is the author of a very recent article on higher education and an aging population in the U.S. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Many students experience challenges transitioning from high school to college. In this episode, Beckie Supiano joins us to discuss changes in the K-12 environment that impact student preparation for college. Beckie is a senior writer for The Chronicle of Higher Education. She began her work at The Chronicle as an intern in 2008 and is a co-author, with Beth McMurtrie of The Chronicle's Teaching Newsletter. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Generative AI tools have made it easy to create custom chatbots. In this episode, JeVaughn Lancaster joins us to discuss the process of creating chatbots and some potential uses in higher education. JeVaughn is the Manager of Instructional Design at Lynn University. JeVaughn's work using generative AI to support effective course design resulted in a Best in Track award at the 2024 OLC Innovate Conference. Some of her more recent work on this topic was presented at the OLC Accelerate Conference in November 2024. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Many attempts at influencing adolescent behavior fail. In this episode, David S. Yeager joins us to the use of a mentor mindset by faculty members can  increase student motivation and academic success.  David is the Raymond Dixon Centennial Professor of Psychology at the University of Texas at Austin, and a co-founder of the Texas Behavioral Science and Policy Institute. He is best known for his research with Carol Dweck, Angela Duckworth and Greg Walton on interventions that influence adolescent behaviors. David has served as a consultant for Google, Microsoft, Disney and the World Bank, and is the recipient of over 15 awards for his work in social, developmental, and educational psychology. He has published extensively in scholarly publications, and his research has been featured in The New York Times Magazine, The New York Times, The Wall Street Journal, Scientific American, CNN, Fox News, The Guardian, The Atlantic, and many, many other places. David and Carol Dweck and others have also created a MasterClass on The Power of Mindset. His most recent book is 10 to 25: The Science of Motivating Young People. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Authentic learning experiences help to create intrinsic motivation for students. In this episode, Julia Koeppe, Bonnie Hall, Paul Craig, and Rebecca Roberts join us to discuss BASIL, a course-based undergraduate research experience in Chemistry that has been implemented in many institutions. Julia is an Associate Professor and Chair of the Chemistry Department here at SUNY-Oswego. Bonnie is an Associate Professor and Chair of the Chemistry & Physics Department at Grand View University. Paul is a Professor in the School of Chemistry and Material Science at the Rochester Institute of Technology. Rebecca is a Professor in the Biochemistry and Molecular Biology Program in the Department of Biology at Ursinus College. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Class discussions of public policy issues can be challenging in our politically polarized environment. In this episode, Lauren C. Bell, Allison Rank, and Carah Ong Whaley join us to discuss a new resource that suggests a variety of strategies that encourage students to address their differences and to engage productively in civic engagement projects.   Allison is an Associate Professor of American Politics and chair of the Department of Politics here at SUNY-Oswego. Lauren is the inaugural James L. Miller Professor of Political Science and Associate Provost and Dean of Academic Affairs at Randolf-Macon College. Carah is the Vice President of Election Protection at Issue One and is a co-chair of the American Political Science Association's Civic Engagement section and a member of the APSA's Civic Engagement Committee. Allison, Lauren, and Carah are editors of Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics, which was recently released by Springer. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty members often design and revise courses with limited direct feedback from students. In this episode, Laurel Willingham-McLain and Jacques Safari Mwayaona join us to discuss a program in which faculty work with trained student consultants to improve the student learning experience.  Laurel is a consulting faculty developer at the Center for Teaching and Learning Excellence at Syracuse University. Jacques is a Faculty Development Fellow, also at Syracuse University. Laurel and Jacques both work with the Students Consulting on Teaching program at Syracuse University. A transcript of this episode and show notes may be found at http://teaforteaching.com.

In November 2024, we moderated a panel at the OLC Accelerate Conference that used the universal design for learning (or UDL) framework to consider the impact generative AI has on equity and access. This episode is the live recording of this session. The panelists were: Liz Norell, Sherri Restauri, and Thomas J. Tobin.  Liz is a political scientist and Associate Director of Instructional Support at the University of Mississippi Center for Excellence in Teaching and Learning. She is also the author of The Present Professor: Authenticity and Transformational Teaching, which has recently been released as part of the Oklahoma University series on teaching and learning. Sherri is a faculty member in the Department of Psychology at Coastal Carolina University, having recently left administration in her role overseeing digital learning and access. She has been working in the field of digital and online learning for 24 years and now runs an educational consulting business to provide support to educational companies and institutions alike throughout the world. Sherri's research and work focuses on neurodiversity and mental health in higher education, and she has published, as well as presented, extensively on these topics over the years. Tom is a founding member of the Center for Teaching, Learning, and Mentoring at the University of Wisconsin, Madison, and the author of the forthcoming book, UDL at Scale: Adopting Universal Design for Learning across Higher Education, as well as 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.

Educators at all levels have raised concerns about growing student disengagement. In this episode, Rebecca Winthrop and Jenny Anderson join us to discuss their new book, The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better, which examines the causes of, and possible solutions, to this problem. Rebecca is the Director of the Center for Universal Education at Brookings, where she leads global studies on how to better support children's learning, and an adjunct professor at Georgetown University. Jenny is an award-winning journalist who spent over a decade at The New York Times before pioneering coverage on the science of learning at Quartz. She now writes a column on education in Time.  A transcript of this episode and show notes may be found at http://teaforteaching.com.

Peer observation and peer feedback can be useful resources for faculty professional development. In this episode, Anna Logan, Ann Marie Farrell, and Martina Crehan join us to discuss a cross-institutional, cross-disciplinary peer observation process. Anna is an Associate Professor in the School of Inclusive and Special Education and the former Dean of Teaching and Learning at the Institute of Education, Dublin City University. Ann Marie is an Assistant Professor, also in the School of Inclusive and Special Education at Dublin City University. Martina is Head of Teaching Enhancement Unit at Dublin City University. She has over 20 years experience in professional development and as a curriculum innovator. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students in math classes often treat math as a set of rules or procedures to be memorized, and do not see it as a creative and powerful way of modeling reality. In this episode, Manuela Manetta and Lori Teague join us to discuss how they have combined dance with math instruction to help students develop a deeper connection to mathematical concepts while also building human connection with their peers. Manuela is an Associate Teaching Professor in the Department of Mathematics at Emory University. She is the recipient of a 2023 Emory Williams Distinguished Teaching Award. Lori is a choreographer and Associate Professor of Dance and Movement Studies at Emory University. They are co-developers of the initiative Mathematics through Movement, and they have taught different types of courses integrating movement into mathematics instruction at Emory. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Providing more autonomy can increase students' intrinsic motivation. In this episode, Chris Hromalik joins us to discuss ways of increasing student autonomy within the UDL framework. an Assistant Professor of Spanish and Distance Learning Instruction and Design at SUNY Oswego. He is also the Project Manager of the Universal Design for Learning at SUNY Project. In this role he provides Universal Design for Learning professional development across the SUNY system. Chris is also the recipient of a SUNY Chancellor's Award for Excellence in Scholarship and Creative Activities. His research focuses on UDL as well as statistical analysis on applied linguistics and education. A transcript of this episode and show notes may be found at http://teaforteaching.com.

There has been a consistent downward trend in the amount of time college students spend reading and completing assignments outside of class. In this episode, Betsy Barre joins us to discuss some strategies that might be used to increase student motivation to engage with assigned coursework. Betsy is an Assistant Provost and the Executive Director of the Center for Advancement of Teaching at Wake Forest University. In 2017 she won, with Justin Esarey, the Professional and Organizational Development Network in Higher Education's Innovation Award for their Course Workload Estimator. Among her many other roles, Betsy is also a Professor in the Department for the Study of Religions. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty often have a teaching persona that they bring to the classroom. In this episode, Liz Norell joins us to discuss the benefits of sharing your authentic self with your students. Liz is a political scientist and the Associate Director of Instructional Support at the University of Mississippi Center for Excellence in Teaching and Learning. She is also the author of The Present Professor: Authenticity and Transformational Teaching. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Building a sense of community is an important component of inclusive teaching. In this episode, Anna Logan and Ann Marie Farrell join us to discuss strategies that can be used to cultivate belonging and increase student engagement in large classes. Anna is an Associate Professor in the School of Inclusive and Special Education and the former Dean for Teaching and Learning at the Institute of Education, Dublin City University. Ann Marie is an Assistant Professor, also in the School of Inclusive and Special Education at Dublin City University. Anna and Ann Marie are both recipients of multiple teaching awards. Since 2018, they have been running an annual Pedagogy for Higher Education Large-classes Symposium. A transcript of this episode and show notes may be found at http://teaforteaching.com.

AI tools can help faculty improve the quality of their teaching and assist students. In this episode, Dan Levy and Angela Perez Albertos join us to discuss a variety of ways in which ChatGPT can be used to support learning. Dan is an economist and a senior lecturer in Public Policy at Harvard University where he teaches courses in quantitative methods, policy analysis, and program evaluation. Angela is a graduate of the MPA program in International Development at the Harvard Kennedy School, where she currently serves as a Teaching Fellow. Dan and Angela are the authors of Teaching Effectively with ChatGPT.  A transcript of this episode and show notes may be found at http://teaforteaching.com.

Engaging and motivating students starts but doesn't end with inclusion. In this episode, Bryan Dewsbury joins us to discuss ways of connecting class content to students' core values to prepare students to productively engage with their communities as we work with our students to make our disciplines more equitable.  Bryan is an Associate Professor of Biology at Florida International University. He is the Principal Investigator of the Science Education and Society research program, an Associate Director of the STEM Transformational Institute where he directs the Division of Transformative Education, and a Fellow in the John N. Gardner Institute. Bryan is also one of the co-authors of The Norton Guide to Equity-Minded Teaching. He is the developer of a free MOOC on Inclusive Teaching, offered through the HHMI Biointeractive and Science and Education Society. Bryan is a highly regarded keynote speaker and workshop leader. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Learning students' names can be a challenging, but important, component of inclusive teaching. In this episode, Michelle Miller joins us to discuss evidence-based strategies for learning students' names.  Michelle is a Professor of Psychological Sciences and President's Distinguished Teaching Fellow at Northern Arizona University.  She is the author of Minds Online: Teaching Effectively with Technology and Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World. Her newest book, A Teacher's Guide to Learning Students' Names: Why You Should, Why It's Hard, How You Can will be released in November from the University of Oklahoma Press. Michelle is also a frequent contributor of articles on teaching and learning in higher education to publications such as The Chronicle of Higher Education. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students experiencing academic difficulties are often encouraged or required to complete courses to improve their learning skills. In this episode, Andrew Buchmann, David Runge, and Sean Milligan join us to discuss how gamification is transforming one such course for students on academic probation. Andrew, David, and Sean are Academic Success Advisors at SUNY-Oswego. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty have reported a decline in student engagement during the last few years. In this episode, Jed Locquiao joins us to discuss how the use of autonomy-supportive teaching can increase student motivation and engagement. Jed is an Assistant Professor in the Curriculum and Instruction Department here at SUNY Oswego. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Digital storytelling provides students the opportunity to bring their lived experiences into the classroom as creators rather than consumers of knowledge. In this episode, Tom Mackey and Sheila Aird join us to discuss ways digital storytelling can be used to increase student information literacy, critical thinking skills, and to support diversity, equity, and inclusion initiatives. Tom is a Professor of Arts and Media and Program Coordinator for the BA and BS degrees in Digital Media Arts at SUNY Empire State University. He is the recipient of a 2022 SUNY Chancellor's Award for Excellence in Scholarship and Creative Activities and the recipient of several other awards for his teaching and mentoring work. Tom is also the co-author of several books and two MOOCs that focus on metaliteracy. Sheila is an Associate Professor and European Director of International Programs at SUNY's Empire State University in Prague, in the Czech Republic. Her work broadly focuses on cultural history and public scholarship with a particular focus on  public history, pop culture, children of colonial enslavement, and issues of race in the African Diaspora community. Sheila has presented her work in many domestic and international venues and has co-authored two papers with Tom. Sheila and Tom are the co-editors of the new book, Teaching Digital Storytelling: Inspiring Voices through Online Narratives, published in 2024 by Rowman and Littlefield. They also co-authored the framing chapter for this volume based on their collaborative development and teaching of Digital Storytelling as a virtual exchange between SUNY Empire students studying in Prague and the United States. A transcript of this episode and show notes may be found at http://teaforteaching.com.

A growing number of faculty members participate in the scholarship of teaching and learning, or SoTL. In this episode, Janice Miller-Young and Nancy Chick join us to discuss a new open educational resource designed to assist faculty interested in pursuing SoTL research.  Janice is a Professor of Mechanical Engineering and a past Academic Director at the Centre for Teaching and Learning at the University of Alberta. Nancy Chick is the director of the Endeavor Foundation Center for Faculty Development at Rollins College in Winter Park, Florida. Nancy had also served as a Professor of English within the University of Wisconsin System, where she codirected the Teaching Fellows and Scholars Program for all of the system's 26 campuses. Janice and Nancy have both published extensively on the scholarship of teaching and learning and have each co-authored influential books on SoTL methodologies and signature pedagogies. Welcome Janice and welcome back, Nancy. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Higher educational institutions tend to adapt slowly in response to changing cultural, economic, and  technological environments. In this episode,  Kim Scalzo and Jennifer Miller join us to discuss strategies that can be used to help lead productive change initiatives. Kim is the Interim Senior Associate Provost for Digital Innovation and Academic Services, the former Executive Director of Open SUNY and SUNY Online. Jennifer is the Assistant Vice Chancellor of Community College Support at the State University of New York and Executive Director of the New York State Success Center. Kim and Jennifer co-teach a professional development course at the SUNY Center for Professional Development on Leading Change in Higher Education. A transcript of this episode and show notes may be found at http://teaforteaching.com.

There are few private quiet spaces on most college campuses where students can record podcasts or converse online with counselors or health care providers. In this episode, Michael Revenaugh and Forrest Warner join us to discuss how Hamilton College addressed this by providing students with privacy booths and soundproof recording spaces.  Michael is an instructional designer who specializes in video and audio production at Hamilton College. Forrest Warner is also an instructional designer with a focus on 3D modeling, graphic design, visualization, spatial analysis, and video and audio production, also at Hamilton College. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Most freshman students enter college with little knowledge of evidence-based strategies for successfully navigating the college experience. In this episode, Todd Zakrajsek joins us to discuss a variety of approaches that students can use to more efficiently achieve their learning goals. Todd is an Associate Research Professor and Associate Director of a Faculty Development Fellowship at the University of North Carolina at Chapel Hill. He is also the Director of four Lilly conferences on evidence-based teaching and learning. Todd is the author of many superb books, and has published six books (so far) in the past five years. His most recent book is Essentials of the New Science of Learning. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Socratic teaching is a primary pedagogical technique in American law school education. In this episode, Jamie Abrams joins us to discuss barriers this method can impose and strategies for a more inclusive approach to Socratic teaching. Jamie is a Professor of Law and the Director of the Legal Rhetoric Program at the American University Washington College of Law.  She has published numerous books, chapters, and articles, including several on legal education pedagogy. Jamie is the recipient of teaching awards from Blackboard, the University of Louisville, and the American University Washington College of Law. She also co-founded the Brandeis Human Rights Advocacy Program at the University of Louisville Brandeis School of Law which works to advance the human rights of immigrants, refugees, and noncitizens. A transcript of this episode and show notes may be found at http://teaforteaching.com.

When thinking about creativity, many students (and faculty) believe that they are either creative or not. In this episode, Susan Keller-Mathers joins us to discuss how the study of creativity can help us get past this false dichotomy in order to develop our creative thinking skills. Sue is an Associate Professor at the Center for Applied Imagination at Buffalo State University.  She teaches graduate courses in creativity and has published over 30 articles, chapters, and books on creativity, creative behavior, and the use of deliberate methods to facilitate creative learning. Sue has worked with multiple departments on her campus and with colleagues in over a dozen countries to help infuse creative learning into teaching and learning practices. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Institutional racism in the form of redlining and unequal access to educational and housing opportunities have left generations of students without equitable access to higher education. In this episode, Anthony Abraham Jack joins us to discuss the challenges that first-gen students face and what colleges and faculty can do to reduce these inequities.  Tony is the Inaugural Faculty Director of the Boston University Newbury Center and Associate Professor of Higher Education Leadership at Boston University. Tony's research has appeared in numerous scholarly publications and he is the recipient of numerous awards from the American Sociological Association, American Educational Studies Association, Association for the Study of Higher Education, Eastern Sociological Society, and the Society for the Study of Social Problems. He is the author of The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students and Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price. A transcript of this episode and show notes may be found at http://teaforteaching.com.

International college students face cultural and financial challenges in addition to those all new college students face. In this episode, Peter Ghazarian and Hayley Weiner join us to discuss strategies institutions might use to support international students.  Peter is an Associate Professor of Higher Education Leadership in the School of Education at SUNY Oswego. He has worked in international education in the US, UK, Germany, and Korea. Peter's work focuses on higher education, leadership, public policy, multiculturalism, and human migration. Hayley is a graduate student in the Higher Education Leadership program at SUNY Oswego. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty concerns over student use of AI tools often focus on issues of academic integrity. In this episode, Marc Watkins joins us to discussion how the use of AI tools may have on student skill development. Marc is the Assistant Director for Academic Innovation at the University of Mississippi, where he helped found and currently directs the AI Institute for Teachers. A transcript of this episode and show notes may be found at http://teaforteaching.com.

We often don't have the opportunity to hear directly from students about inclusive teaching practices. In this episode, Tracie Addy, Derek Dube, and Khadijah A. Mitchell, the authors of Enhancing Inclusive Instruction, join us to explore how student perceptions of inclusive teaching practices align with the growing consensus on what constitutes inclusive teaching.  After serving as the Associate Dean of Teaching and Learning at Lafayette College, Tracie will be transitioning to a new role this summer as the Director of the Institute for Teaching, Learning, and Inclusive Pedagogy at Rutgers University - New Brunswick. Derek Dube is an Associate Professor of Biology and the Director of the First-Year Seminar Program at the University of St. Joseph in Connecticut. Khadijah A. Mitchell is an Assistant Professor in the Cancer Prevention and Control Program at the Fox Chase Cancer Center in the Temple University Health System and Affiliated Faculty in the Department of Epidemiology and Biostatistics at the Temple University College of Public Health. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Beginning faculty often receive warnings that lead to antagonistic relationships with their students. In this episode, Cate Denial joins us to discuss how a pedagogy of kindness can build productive learning environments for all students. Cate is the Bright Distinguished Professor of American History and Director of the Bright Institute at Knox College. She is the winner of the American Historical Association's 2018 Eugene Asher Distinguished Teaching Award and sits on the board of Commonplace: A Journal of Early American Life. She is also the author of A Pedagogy of Kindness, one of the first publications in the new Oklahoma University Press series on teaching and learning, edited by Jim Lang and Michelle Miller. A transcript of this episode and show notes may be found at http://teaforteaching.com.

During the pandemic, faculty participation in professional development activities expanded dramatically. Faculty involvement, though, has been gradually returning to pre-pandemic levels. In this episode, Sarah Rose Cavanagh joins us to discuss strategies for bringing more faculty into discussions of teaching and learning. Sarah is a psychologist and the author of four books related to teaching and learning. She is the senior associate director for teaching and learning and associate professor of practice at Simmons University and also is a regular contributor to the Chronicle and many other publications. Sarah often serves as a keynote speaker and we were very fortunate to have Sarah join us for a keynote address at our Academic Affairs Retreat in Oswego last August. A transcript of this episode and show notes may be found at http://teaforteaching.com.

First-generation college students, on average, have lower GPAs and higher dropout rates than continuing-generation students. In this episode, Elizabeth Canning, Makita White, and William B. Davis join us to discuss a growth-mindset intervention that has eliminated this equity gap in a large STEM class.  Elizabeth is an Associate Professor in the Psychology Department at Washington State University. Makita is a graduate student at WSU's Experimental Psychology Program, and William is a Professor of Molecular Biology and the Interim Vice Provost for Academic Excellence and Student Achievement at WSU. A transcript of this episode and show notes may be found at http://teaforteaching.com.

While there is compelling evidence that active learning results in increased student learning, these initiatives often face resistance from students and faculty. In this episode, Megan Mittelstadt and Leah Carmichael join us to discuss the active learning initiative at the University of Georgia that provides professional development for faculty, active learning training for students, and for the redesign of classroom spaces. Meg is the Director of the Center for Teaching and Learning at the University of Georgia. Leah is the Director of Active Learning, also at the University of Georgia. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Classroom assessment techniques, initially developed at a time when chalk-and-talk instruction was the norm, helped to shift the focus from teacher-centered to learner-centered instruction. In this episode, Todd Zakrajsek joins us to discuss how generative AI can enhance these techniques by providing more immediate feedback. Todd is an Associate Research Professor and Associate Director of a Faculty Development Fellowship at the University of North Carolina at Chapel Hill. He is also the director of four Lilly conferences on evidence-based teaching and learning. Todd is the author of many superb books, and has published five books (so far) in the past five years. His most recent book is a 3rd edition of Classroom Assessment Techniques: A Handbook for College Teachers, with Thomas A. Angelo. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Classroom assessment techniques can be used to shape instruction to the needs of our students. In this episode, Thomas A. Angelo joins us to discuss the origin of these techniques and evidence concerning their efficacy.  Tom is Clinical Professor Emeritus and Director Emeritus at the UNC Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill. In addition to teaching for 40 years, he has been long involved in professional development and has served as faculty member and Director of teaching, learning and assessment centers at UNC, LaTrobe University in Melbourne, Australia, Victoria University of Wellington, New Zealand, the University of Akron, and Boston College. Tom is best known for his work with K. Patricia Cross on Classroom Assessment Techniques: A Handbook for College Teachers, which was first published in 1988, with a second edition in 1993. A transcript of this episode and show notes may be found at http://teaforteaching.com.