Podcasts about College Teaching

Ryan and Becca chat with Bryan Wilkerson, a professor of art and design, about his journey in teaching, digital art, and the Impostors Cup Show. They dive into the challenges of firing techniques, behind the scenes of the Impostors Cup Show, why he likes attending NCECA over the years, and how Bryan uses digital tools to refine his craft while staying rooted in craftsmanship.-----Find more about Bryan's business below-----Instagram - @bryanwilkerson, @impostorscupWebsite - https://www.bryanwilkerson.com/Ceramics Monthly article about the Impostors Cup ShowThreads - @bryanwilkersonListener QuestionsSend us questions so we can answer anything you've been thinking about on a future episode. Send those through Instagram @wheeltalkpodcast or email us at wheeltalkpodcast@gmail.com.SponsorsL&L Kilns - The durable kiln that potters trust to fire evenly & consistently. Find your L&L kiln at hotkilns.comSupport the show on Patreon for as little as $3 per month: https://patreon.com/WheeltalkpodcastFollow us on Instagram:@wheeltalkpodcast@rdceramics@5linespotteryVisit our website:www.wheeltalkpotcast.comWheel Talk YouTube ChannelSupport the show

Wouldn't it be neat to be able to choose your college based on the quality of the institution's teaching? Wait- isn't that what we do? As it turns out, no. Because we don't measure that. Jonathan Zimmerman, author of The Amateur Hour and Professor of Research of History at Penn University , is now a qualified Pencil Buster! Jon wrote in August's edition of the Washington Monthly on Why Professors Can't Teach. And why can't they? Well, because no one every taught them how! So, what's the answer? How do we teach professors how to teach? Let's start with ACUE. Busted Pencils proudly announces a partnership with ACUE, the Association for College and University Educators. We invite you all to join in this partnership! Use code BUSTEDPENCILS20 for 20% off any and all of ACUE's fully leaded learning opportunities! BustED Pencils: Fully Leaded Education Talk is part of Civic Media. Subscribe to the podcast to be sure not to miss out on a single episode! To learn more about the show and all of the programming across the Civic Media network, head over to https://civicmedia.us/shows. Join the conversation by calling or texting us at 608-557-8577 to leave a message! Guest: Jonathan Zimmerman

Chris Palmer is an author, speaker, wildlife filmmaker, conservationist, educator, professor, and grandfather. He dedicated his professional career to conservation but now devotes his life to end-of-life activism. Bloomsbury will publish his 10th book, Achieving a Good Death: A Practical Guide to the End of Life, on October 1, 2024. He is a trained hospice volunteer and founded and runs an aging, death, and dying group for the Bethesda Metro Area Village. He serves as Vice Chair of the Board of Montgomery Hospice & Prince George's Hospice (MHI), is vice president of the Board of the Funeral Consumers Alliance of Maryland & Environs (FCAME), and serves on the Advisory Council for the Maryland Office of Cemetery Oversight (OCO). He also serves on the Boards of Final Exit Network, Hemlock Society of San Diego, and Funeral Consumers Alliance. He is on the Bethesda Metro Area Village Board and, until recently, was a Board member of the Green Burial Association of Maryland. Chris and his wife, Gail Shearer, created and funded the “Finishing Strong Award” with the Washington Area Village Exchange (WAVE) to encourage villages to hold more discussions about end-of-life issues. WAVE is the largest regional village organization in the nation. He frequently gives presentations and workshops to community groups on aging, death, and dying issues. Chris is also president of the MacGillivray Freeman Films Educational Foundation, which produces and funds IMAX films on science and conservation issues. MacGillivray Freeman Films is the world's largest and most successful producer of IMAX films. For over thirty-five years, he spearheaded the production of more than 300 hours of original programming for prime-time television and the IMAX film industry, which won him and his colleagues many awards, including two Emmys and an Oscar nomination. He has worked with Robert Redford, Paul Newman, Jane Fonda, Ted Turner, and many other celebrities. His IMAX films include Whales, Wolves, Dolphins, Bears, Coral Reef Adventure, and Grand Canyon Adventure. During his filmmaking career, he swam with dolphins and whales, came face-to-face with sharks and Kodiak bears, camped with wolf packs, and waded hip-deep through Everglade swamps. His books include Finding Meaning and Success: Living a Fulfilled and Productive Life, published by Rowman & Littlefield in 2021. Proceeds from all of Chris's books fund scholarships for American University students. Starting in 2004, Chris served on American University's full-time faculty as Distinguished Film Producer in Residence until his retirement in 2018. While at AU, he founded and directed the Center for Environmental Filmmaking at the School of Communication. He also created and taught a popular class called Design Your Life for Success. Chris and his wife, Gail, have lived in Bethesda, Maryland, for nearly 50 years and raised three daughters. They now have nine grandchildren. Chris was a stand-up comic for five years and has advanced degrees from London and Harvard. He has jumped out of helicopters, worked on an Israeli kibbutz, and was a high school boxing champion. Chris is currently learning to juggle, draw, dance, play tennis, and play the piano. He loves standing on his hands for exercise, keeps a daily gratitude journal, and has a 30-page personal mission statement. More information on Chris: Chris's filmmaking career began in 1983 when he founded National Audubon Society Productions, a nonprofit film company and part of the National Audubon Society, which he led as president and CEO for eleven years. In 1994, he founded National Wildlife Productions, a nonprofit multimedia company and part of the National Wildlife Federation, which he led as president and CEO for ten years. His first two published books were on wildlife filmmaking: Shooting in the Wild in 2010 and Confessions of a Wildlife Filmmaker in 2015. They were followed by Raise Your Kids to Succeed: What Every Parent Should Know in 2017 and Now What, Grad? Your Path to Success After College (First Edition in 2015 and the Second Edition in 2018). In 2019, he wrote College Teaching at its Best: Inspiring Students to be Enthusiastic, Lifelong Learners, and in 2021, he wrote Finding Meaning and Success: Living a Fulfilled and Productive Life. Rowman & Littlefield published his last five books. His next book, for Bloomsbury Publishing, is Achieving a Good Death. Bethesda Communications Group published Love, Dad in 2018, a 700-page book of his letters to his daughters, and Open Heart: When Open-Heart Surgery Becomes Your Best Option in 2021, a book co-written with his daughter Christina (a family doctor). Chris and Christina have written half a dozen books for children on health-related issues. Chris gives pro bono presentations and workshops on various topics, including how to live a meaningful and successful life, aging well, achieving a good death, living well to die well, medical aid-in-dying, decluttering and death cleaning, completing advance directives, writing memoirs, composing legacy letters and ethical wills, funeral planning, green ways of body disposition, and hospice care. In 2015, Chris spoke on wildlife filmmaking at TEDxAmericanUniversity. While teaching at AU, he was a stand-up comedian and performed regularly in DC comedy clubs for five years. In 2017, he founded and now directs a group on aging and dying well as part of the Bethesda Metro Area Village, where he serves as a Board member. Chris was honored with the Frank G. Wells Award from the Environmental Media Association and the Lifetime Achievement Award for Media at the 2009 International Wildlife Film Festival. In 2010, he was honored at the Green Globe Awards in Los Angeles with the Environmental Film Educator of the Decade award. In 2011, he received the IWFF Wildlife Hero of the Year Award for his “determined campaign to reform the wildlife filmmaking industry.” In 2012, he received the Ronald B. Tobias Award for Achievement in Science and Natural History Filmmaking Education. In addition, he received the 2014 University Faculty Award for Outstanding Teaching at AU, the 2015 University Film and Video Association Teaching Award, and the 2015 Lifetime Achievement Award at the International Wildlife Film Festival. In his twenty years before becoming a film producer, Chris was an officer in the Royal Navy, an engineer, a business consultant, an energy analyst, an environmental activist, chief energy advisor to a senior U.S. senator, and a political appointee in the Environmental Protection Agency under President Jimmy Carter. Chris holds a B.S. with First Class Honors in Mechanical Engineering, an M.S. in Ocean Engineering and Naval Architecture from University College London, and a master's in Public Administration from Harvard University. He was also a Kennedy Scholar and received a Harkness Fellowship. Born in Hong Kong, Chris grew up in England and immigrated to the United States in 1972. He is married to Gail Shearer and is the father of three grown daughters: Kimberly, Christina, and Jennifer. He and Gail have endowed a scholarship for environmental film students at AU to honor Chris's parents and encourage the next generation to save the planet. christopher.n.palmer@gmail.com www.ChrisPalmerOnline.com

About the Olympics, Athenian demagogues, and the importance of cultivating a love of Latin in local communities. Bob Simmons is an Associate Professor and Chair of Classics at Monmouth College in Monmouth, Illinois. His research interests include Athenian demagogues, political and social conflict in 5th-century Athens, and sports in ancient Greece and Rome. He is the author of Demagogues, Power, and Friendship in Classical Athens: Leaders as Friends in Aristophanes, Euripides, and Xenophon, a book published by Bloomsbury in 2023. Over the course of his career, Bob has received such recognitions as the Award for Excellence in College Teaching from the Classical Association of the Middle West and South, the Outreach Prize from the Society for Classical Studies, and the Charles Humphreys Award for Innovative Pedagogy from the American Classical League. In the summer of 2024, he served as the Co-Director of The Ancient Olympics and Daily Life in Ancient Olympia: A Hands-On History, a National Endowment for the Humanities Summer Institute for K-12 teachers.  The other Co-Director of this NEH Institute – friend of the podcast Nathalie Roy. You can learn more about Nathalie and her innovative approach to classical studies in Episode 31 and Episode 3. How Can We Save Latin in our Public High Schools? (Bob's 2019 article for the SCS Blog) Show Me the Money: Pliny, Trajan, and the Iselastic Games (referenced by Bob at the very end of the episode) Recorded in July of 2024 ⁠⁠⁠⁠⁠⁠Quintilian⁠⁠⁠⁠⁠⁠ is supported by a Bridge Initiative Grant from the Committee for the Promotion of Latin and Greek, a division of the ⁠⁠⁠⁠⁠⁠⁠⁠⁠Classical Association of the Middle West and South⁠⁠⁠⁠⁠⁠⁠⁠⁠. Music: "Echo Canyon Instrumental" by ⁠⁠⁠⁠⁠⁠⁠⁠⁠Clive Romney⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Comments or questions about this podcast may be directed to ryangsellers@gmail.com. Thanks for listening! If you're enjoying ⁠⁠⁠⁠⁠⁠Quintilian⁠⁠⁠⁠⁠⁠, please leave us a rating and/or a review on your favorite podcast distribution platform.

Earlier this month, NEI had the priviledge of hosting the students and staff of Santa Fe College's Zoo Technology Program for an all-day field trip to our home base facility (aka "The Ranch) in Winter Haven, FL, and leave it to us to find a way to turn it into a podcast. This week's episode is the Q&A panel that Chris hosted, featuring Steve Martin, Clarie Santiago, Brad Moore, DonnaSue Evans, and Sage Treloar answering questions from our visitors. We covered a lot in just about 30 minutes, and despite some challenges with the recorded audio we think there's a little something in here for everyone.  If you have a shout-out you'd like us to share, a question or a topic you'd like us to discuss, or a suggestion for a guest we should have on the show, let us know at podcast@naturalencounters.com!

Send us a Text Message.Guest: Nichol LazenbyOwner of Grateful Body PilatesCSUS Dance Faculty ChoreographerMovement ArtistIn this conversation, Eileen, Amy and Nichol talk about the challenges of finding their voice and identity in the dance world, the importance of being seen and connecting with others through movement, and the power of vulnerability and authenticity in performance. They also touch on the need for dancers to create spaces where they feel safe to show up as their true selves. Overall, the conversation emphasizes the importance of embracing one's unique journey and finding a place in the dance world. In this conversation, Nichol discusses the importance of dance as a form of self-expression and connection to the body emphasizing that anyone can dance, regardless of their experience or rhythm. She shares her insights on the importance of cross-training, particularly through Pilates, for injury prevention and rehabilitation and highlights the need for dancers to prioritize their mental, emotional, and spiritual health, including practices such as meditation. Nichol reflects on her own experiences with injuries and the lessons she has learned about self-care and acceptance calling for greater emphasis on injury prevention and mental health support in dance training and the industry as a whole.Nichol (she/her) is a dance artist, educator, choreographer, and Pilates instructor who has taught throughout the country for over 15 years. Originally from Southern California, she received a B.F.A. in Dance from California State University of Long Beach, and MFA degree in Dance/Choreography with an additional Certificate in College Teaching from The University of Arizona. Her interests in injury prevention, functional cross training, movement efficiency and longevity drew her to acquire a Pilates certification with an emphasis in dance conditioning through Body Arts and Science International (BASI) and a personal training certification through International Sports Sciences Association (ISSA).Throughout Nichol's dance career...learn more here.Follow / Learn More:IG: @nichol.mason.lazenby / @gratefulbodypilatesMentions:Doug VaroneBartenieff FundamentalsSupport the Show.M.O.V.E. with Eileen + Amy is a Kaia Evolutions Podcast.New episodes air on Wednesdays when in season.To learn more about Eileen + Amy, be sure to follow them on IG at @ekielty + @amyreah and keep up to date on the podcast at @movewitheileenandamy. For more information about Kaia Evolutions, a culmination of Eileen's life's work and a love letter to her sister, Katie, who died by suicide in 2019 - visit https://www.kaiaevolutions.com/ or follow on IG at @kaia.evolutions If you want to share part of your dancer / movement artist journey with us, email us at movepod@kaiaevolutions.com*If you or anyone you know is in need of support, please call the National Suicide Prevention Lifeline at 800.273.8255 OR text 988. You are not alone.

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How has mentorship affected you in your veterinary career? There is no doubt we all have stories, both positive and negative, of relationships that have shaped our world in veterinary medicine. Dr. Addie Reinhart joins me to talk all things mentorship and her goal of helping everyone to do it better. Supporting one another in this crazy veterinary journey will ultimately elevate the entire profession.More about Addie...Dr. Addie Reinhard is a veterinary well-being researcher. Her research focuses on developing innovative wellbeing interventions to support mental health and wellbeing within the veterinary profession. She is on the research team for the next phase of the Merck Animal Health Veterinary Well-being Study and is currently collaborating with Merck Animal Health to grow and expand MentorVet. She completed a master's degree in Community and Leadership Development and a Graduate Certificate in College Teaching and Learning from the University of Kentucky in Spring 2021and has a certificate in Veterinary Human Support from the University of Tennessee. Her work incorporates suicide prevention in the veterinary profession, and she is a certified QPR instructor and SafeTALK trainer.-Find her on LinkedIn!Find Out What's Happening at MentorVet...-MentorVet Website featuring the Lead, Leap, Tech, and Lift programs-A great article on Well Being and Self Care from the MentorVet blog-National Mentoship Program through the AVMA MentorVet Connect-Facebook-Instagram-LinkedIn.....Support the Show.Connect with Stacey or find more from The Whole Veterinarian!www.thewholeveterinarian.comIf you want to have a small part in supporting the production of the show, click here to Buy Me A Coffee!IG @thewholeveterinarianListen on your favorite podcast player hereThank you for your time and support!

Hybrid cars are everywhere now but what is your best option if you want to feel the wind in your hair, or at least under your helmet and you want to get a little exercise as well? Well, e-bikes are an answer and that's the topic on this episode of Stats + Short Stories with guest Helaine Alessio. Helaine Alessio, PhD, FACSM is a Professor and Chair of the Department of Kinesiology, Nutrition, and Health at Miami University and is a past President of the MWACSM and a fellow of the American College of Sports Medicine. She teaches Exercise Science-related courses and has received university commendations for her teaching. She has been funded by NIH, private foundations, and corporations to support research, teaching, and service projects. She has published 2 books, 13 book chapters, and 56 journal articles, as well as national and international peer reviewed blogs, infographics, and NPR broadcasts. She is listed in the top 2% of Exercise Scientists cited in the world by Stanford University researchers. Her work on academic integrity includes co-editing a special edition of a journal on the topic that was the most widely published for the Journal of Excellence in College Teaching.

Remember the pressure of taking a test when the teacher was glaring at you, daring your eyes to roam. Cheating was not a temptation unless your were desperate and willing to risk the everpresent teacher catching you. However, the offering of online classes exploded in recent years. So what happens when you're testing during online classes that's the focus of this episode of Stats+Stories with guest Dr. Helaine Alessio. Dr. Helaine Alessio, FACSM is a Professor and Chair of the Department of Kinesiology, Nutrition, and Health at Miami University and is a past President of the MWACSM and a fellow of the American College of Sports Medicine. She teaches Exercise Science-related courses and has received university commendations for her teaching. She has been funded by NIH, private foundations, and corporations to support research, teaching, and service projects. She has published 2 books, 13 book chapters, and 56 journal articles, as well as national and international peer reviewed blogs, infographics, and NPR broadcasts. She is listed in the top 2% of Exercise Scientists cited in the world by Stanford University researchers. Her work on academic integrity includes co-editing a special edition of a journal on the topic that was the most widely published for the Journal of Excellence in College Teaching.

Welcome to our latest podcast episode, where we delve into the world of college teaching and learning science. Join us as Jenny McFadden, Ed.D., P.M.C. '23, College Teaching and Learning Science, shares her journey and insights. Discover how this program has influenced her teaching methods, the positive impact on her role, and the valuable strategies she gained. Whether you're a prospective graduate student or an educator seeking professional development, this conversation offers valuable perspectives. Tune in to gain a deeper understanding of student-centered learning and effective teaching approaches. Don't miss out—hit play now!Learn more about UMBC's Post-Masters Certificate program in College Teaching & Learning Science: https://collegeteaching.umbc.edu

This is the first of my interviews with historians touching on questions of intellectual humility and historical thinking. Today conversation is with Jonathan Zimmerman. He is the Judy and Howard Berkowitz Professor in Education and Professor of History of Education at the University of Pennsylvania. He received his PhD in 1993 from the Johns Hopkins University. His books have dealt with a variety of topics related to the history of education, including sex and alcohol education, history and religion in the curriculum, Americans who taught overseas, and historical memory in public schooling. Jonathan Zimmerman is also I think notable for the vareity of opinion pieces he has published across a range of American publications. Jonathan Zimmerman has been on Historically Thinking twice, in Episode 188, on the history of the apparently eternal inability of American college professors to teach, and in Episode 205, where we wondered (along with Eliot Cohen, another frequent guest) if there could ever be a civic history, a history for the common good. For Further Investigation Jonathan Zimmerman, The Amateur Hour: A History of College Teaching in America The Greater Good Science Center

During this episode of "We'll Figure It Out", Nik & KJ discuss education, their experiences in college, as well as higher learning in general and person experiences of being an educator in today's age. Follow the podcast on IG at @wellfigureitout_podcast for announcements and next episode release dates. 

Dr. Addie Reinhard joins Dr. Andy Roark on the podcast to delve into the pivotal topic of mentorship in the veterinary field. They explore the significance of crafting a personal board of mentors, offering insights on being an effective mentee and navigating the terrain of feedback. Tune in as they unravel strategies for identifying the ideal mentors and uncover best practices in fostering these invaluable professional relationships. MentorVet: https://www.mentorvet.net/ MentorVet Facebook:https://www.facebook.com/mentorvet1 MentorVet Instagram: https://www.instagram.com/mentorvet/ MentorVet LinkedIn: https://www.linkedin.com/company/mentorvet/ Dr. Andy Roark Resources: https://linktr.ee/DrAndyRoark Dr. Andy Roark Webinars: https://drandyroark.com/webinars/ Dr. Andy Roark Swag: http://drandyroark.com/shop ABOUT OUR GUEST: Dr. Addie Reinhard is a veterinary wellbeing researcher. Her research focuses on developing and evaluating innovative interventions to support mental health and wellbeing within the veterinary profession. She is the Founder and CEO of MentorVet, an evidence-based mentorship and professional development program for recent veterinary graduates. She is on the research team for the next phase of the Merck Animal Health Veterinary Wellbeing Study. In 2021, she completed a master's degree in Community and Leadership Development and a Graduate Certificate in College Teaching and Learning from the University of Kentucky and holds a certificate in Veterinary Human Support from the University of Tennessee. She is also a certified QPR instructor.

Dennise Cardona sits down with Samantha Berg, a dedicated PhD candidate in Human Services Psychology at UMBC. Samantha shares her enriching journey through the College Teaching and Learning Science Graduate Certificate Program and offers valuable insights into how this program has been a game-changer for her.Discover how the program's dynamic approach to teaching has equipped Samantha with a diverse set of techniques for engaging learners of all kinds. From creative learning activities to the art of curriculum design, this conversation sheds light on the myriad ways education can be elevated.

Will the subjects we debate in education still be relevant a century from now? There are enduring controversies and tensions in education that continue even today.Jonathan Zimmerman is a professor of History at the University of Pennsylvania and also the author of a number of books in the field of Education History. His latest work is Whose America?: Culture Wars in the Public Schools, and he is also the author of The Amateur Hour: A History of College Teaching in America. Jonathan and Greg discuss the dichotomy between research and teaching in the Higher Education system, unravel the implications of student evaluations, the necessity for peer review of teaching, and how the dynamics of teaching and learning, as relationship-based activities, leave a lasting impact on lives.*unSILOed Podcast is produced by University FM.*Episode Quotes:What is the most effective way of teaching?20:56: There's been a growing body of research about effective teaching, and there's a pretty strong and robust consensus about what's most effective, and the most effective teaching is the teaching that engages people in their own learning, right? It creates activities that very specifically require the students to ask and answer questions in the way the discipline does. So, the best history course makes people behave like historians, and the best chemistry course makes people behave like chemists. Now, if they've been socialized to sit there and do not a whole lot, they may bridle at that. That's life. Maybe I would, too, if I were them. But look, if our knowledge and professional authority means anything, it means that we know some things they don't, right? And one of the things we know is that they'll learn more if they are engaged in the questions of the discipline. And I think there are many good ways to do that, by the way.Is education always political?02:20: We're always going to have controversies around education because education is where we decide who we are. Education is the realm in which the people of a nation decide what the nation means and where they stand vis-à-vis it. So it's always political, it's always contentious, and we will always argue about it.History as a moral discipline59:09: I think history is a moral discipline. That's what it is: a bunch of stories, but these stories are morality plays in a very real way. And when these institutions we work at started, it was taken for granted that the faculty were in the business of trying to make better people. That was just a prima facie assumption.Why do we have to be in the same room?30:13: Why do we have to be in the same room? And I ask that of my students all the time. And I tell them, if I am just going to talk to you, I think I could just be on a screen. There's got to be something else. There's got to be some exchange. There's got to be some activity. If I'm just going to draw at you, you might as well replace me with a computer, but I think that should be the question that every single faculty member is required to answer. And there are many good answers, but you shouldn't be able to evade the question. Why are we in the same room? That should be the question in the frontal lobes of everybody, because we don't have to be.Show Links:Recommended Resources:Mark HopkinsMadrasaDavid RiesmanClark KerrLawrence SummersLies My Teacher Told MeEric HobsbawmJohn DeweyBruce lenthall - Center for Teaching & LearningGuest Profile:Faculty Profile at Penn GSEFaculty Profile at Penn Arts & SciencesHis Work:Whose America?: Culture Wars in the Public SchoolsFree Speech: And Why You Should Give a DamnThe Amateur Hour: A History of College Teaching in AmericaThe Case for Contention: Teaching Controversial Issues in American SchoolsToo Hot to Handle: A Global History of Sex EducationCampus Politics: What Everyone Needs to KnowSmall Wonder: The Little Red Schoolhouse in History and MemoryInnocents Abroad: American Teachers in the American CenturyDistilling Democracy: Alcohol Education in America's Public Schools, 1880-1925

Chris and Ari are joined by fellow NEI-ers Clarie Santiago (Ranch Supervisor), DonnaSue Evans (Chief Human Resources Officer), and Amy Fennell (Supervisor of Training) for a Q & A panel as part of Santa Fe College's field trip to the Ranch for students of their Zoo Animal Technology Program. We tackle questions about degree requirements, the best places to get specific experience, how our schedules work, our most challenging bird training projects, and our hopes for the future of zoos. A great day meeting the future members of our field - how cool is that?? Have a question or a topic you'd like us to tackle on a future episode? Let us know at podcast@naturalencounters.com! --------------------------------- The TEC Talk Podcast is proud to be sponsored by Audible.com! To support the show and get a free 30-day trial of everything Audible has to offer, visit http://www.audibletrial.com/tectalk- thanks Audible!

In this episode of the UMBC Mic'd Up Podcast, join us for a deep dive into the world of advanced teaching methods and engineering expertise. Our guest, Jonathan Jett-Parmer, P.M.C. '22 College Teaching & Learning Science and M.S. '23, Systems Engineering, a seasoned military professional, shares his experiences and insights from completing a Graduate Certificate in College Teaching and Learning Science, along with a Master of Science in Systems Engineering. Discover how the program prepared him for the dynamic challenges in his military career and to learn valuable lessons in instructional design, assessment strategies, and the importance of continuous learning. Tune in for an enriching conversation that sheds light on the intersection of education and industry excellence. #teachingmethods #EngineeringExpertise #ContinuousLearning #IndustryInsightsPodcastLearn more about UMBC's Graduate Certificate program: College Teaching and Learning Science: https://professionalprograms.umbc.edu/college-teaching-and-learning-science/and UMBC's Systems Engineering Program: https://professionalprograms.umbc.edu/systems-engineering/

Are you considering a career change into college teaching? Are you looking for ways to make an impact in the lives of college students? Look no further than this episode of the UMBC Mic'd Up Podcast, where we explore the world of embracing an encore career in teaching. Marcia Dickerson, P.M.C. '22, College Teaching & Learning Science has always wanted to teach. After retiring from her job in the human services and social services field, Marcia began her teaching journey by enrolling in UMBC's College Teaching and Learning Science Graduate Certificate program. After she competed the program this past year, she's beginning the next leg of her journey in a doctoral program! Join us as we delve into the world of an encore career in teaching and discover how you can make a positive impact on the next generation of students. Tune in to the UMBC Mic'd Up Podcast now to listen to our enlightening conversation with an inspiring UMBC graduate!Learn more about UMBC's Graduate Certificate program in College Teaching & Learning Science! https://professionalprograms.umbc.edu/college-teaching-and-learning-science/

Teaching faculty regularly help novices acquire new knowledge and skills. These same skills allow faculty to write effectively for audiences beyond their academic disciplines. In this episode, James Lang joins us to discuss his new book that is designed to help faculty write for broader audiences. Jim is the author of six books, the most recent of which are: Distracted: Why Students Can't Focus and What You Can Do About It, Small Teaching: Everyday Lessons from the Science of Learning (now in a second edition); Cheating Lessons: Learning from Academic Dishonesty; and On Course: A Week-by-Week Guide to Your First Semester of College Teaching. He is currently working on a new book, tentatively titled: Write Like a Teacher. A former Professor of English and the Director of the D'Amour Center for Teaching Excellence at Assumption University, he stepped down from full-time academic work in 2021 to concentrate more fully on his writing and teaching. Jim has served as a keynote speaker and workshop leader at over 100 colleges and universities, including SUNY Oswego. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Traveling a lot with work? If you're like Dr. Addie Reinhard, you can relate to the challenges of work-related travel, especially after a couple years of non existent business travel as a result of COVID-19. Instead of trying to figure it out on her own, Dr. Reinhard put it out to her network to ask for some advice on how to best travel for work, which caught the attention of our co-hosts...so we decided to bring her back to chat on the subject! Travel tips covered include: Setting intentional time aside for yourself Wake up at the same time you at home Exercise! Never check a suitcase Focus on going deep with networking, not wide If you're tired, try power naps Follow-up the meaningful conversations with a handwritten card Create time outdoors in nature Staying on top of the work that's left at home (and noticing what broke!) ...and so much more! About Dr. Addie Reinhard: A previous guest of the show (episode 086), Dr. Addie Reinhard is the Founder and CEO of MentorVet, an evidence-based mentorship and professional development program for recent veterinary graduates. She is a veterinary wellbeing researcher, and her research focuses on developing and evaluating innovative interventions to support mental health and wellbeing within the veterinary profession. Dr. Reinhard is on the research team for the third phase of the Merck Animal Health Veterinary Wellbeing Study, a study discussed in detail throughout this episode. In 2021, Addie completed a master's degree in Community and Leadership Development and a Graduate Certificate in College Teaching and Learning from the University of Kentucky. She also holds a certificate in Veterinary Human Support from the University of Tennessee, and is a certified QPR instructor. Thank you to Dr. Reinhard for joining us on the show! If you'd like to connect with Addie you can do so in the following places: info@mentorvet.net IG, LinkedIn: @mentorvet Facebook: @mentorvet1 We're online! Check out our website at theveterinaryproject.com for more info about the show, our hosts, and all things Veterinary Project, or follow us on Instagram @theveterinaryproject. If you liked the show and want to stay in the know, please subscribe to the podcast on the listening platform of your choosing. Any questions, comments, feedback, or requests for guests can be sent to our Instagram, @theveterinaryproject. Thank you for listening and we'll catch you again in 2 weeks for another episode of The Veterinary Project Podcast!

Josh Luckens interviews Dr. Tracie Addy, who shares strategies for implementing inclusive teaching practices in the college classroom.They discuss the relationship between active learning and equity, why student-centered teaching promotes feelings of belonging, and the pedagogical power of authentic human connection.Dr. Tracie Addy is the Director of the Center for the Integration of Teaching, Learning, and Scholarship at Lafayette College. She is a scholar of both teaching and learning and educational development, primarily focusing on learner-centered practices including active learning and inclusive teaching.Dr. Addy is the co-author of the book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching.Paraphrasing Dr. Addy:In a learner-centered classroom, most of the students are engaged in participating; there's more equity in terms of participation.You'll see the instructor serving as a guide or coach in a process of learning and growth. You'll see the instructor trying to understand where their students are coming from, viewing their diversity as an asset, and really seeing their full humanity.Learning is a back-and-forth collaborative process. We know that people learn through stories and by working together to creatively solve problems, constructing new knowledge in meaningful and authentic ways.Additional resources:Who is in class formInclusive teaching visualization siteInclusive Instruction Q&A Video with Dr. Addy from the Association of College and University Educators (ACUE)Editors: Megan Hamilton Giebert and Lorrie Weldon(January, 2023)

Part 2 of Episode 154 of “Surveyor Says!” The NSPS Podcast with Southeast Technical College, a two-year surveying program located in Sioux Falls, continues with more great conversation. Your host, Tim Burch, sits down with Rod Breitling and Beth Kassing, the main faculty for the program, and Marie Hofer, a student in both the land surveying and civil engineering programs at STC. Check out their conversation and hear how the program is geared to prepare the students for the "future of surveying" first hand through the curriculum AND internships.   For more information about this program, visit https://www.southeasttech.edu/programs/engineering/land-surveying-science-technology/index.php and https://www.southeasttech.edu/news/2022/surveying-success-at-southeast-tech.php

The first new episode in 2023 of “Surveyor Says!” The NSPS Podcast finds your host, Tim Burch, traveling again with a stop at the SDSPLS Annual Conference in Sioux Fall, South Dakota. During the annual Scholarship Auction, he was introduced to the students from Southeast Technical College, a two-year surveying program located in Sioux Falls. Check out their conversation and hear how these students are enjoying their education and seeing the "future of surveying" firsthand through the curriculum AND internships. For more information about this program, visit: https://www.southeasttech.edu/programs/engineering/land-surveying-science-technology/index.php and https://www.southeasttech.edu/news/2022/surveying-success-at-southeast-tech.php Thanks for listening to “Surveyor Says!” The NSPS Podcast and subscribe wherever you listen to your audio selections.

Adriana Streifer is an Assistant Professor and an Assistant Director in the Center for Teaching Excellence (CTE) at the University of Virginia. She runs the CTE's course design institute, graduate student teaching certificate program, and teaching consultations. Adriana conducts research on effective course design, alternative and equitable grading practices, and students' perceptions of instructor race and gender. Her publications can be found in College Teaching, To Improve the Academy, and the Journal of Faculty Development. With a background in English literature, Adriana teaches undergraduate courses in writing and Renaissance drama, and graduate seminars on teaching and learning in higher education.Grading practices in higher education vary a great deal between colleges, departments, and universities. The grading practices of a professor often reflect the instructor's beliefs regarding a student and their motivation and success within an academic discipline. While faculty members might strive for equitable and fair grading practices, they can often perpetuate unfair policies that disadvantage their students. Faculty members can struggle with evaluating their own grading practices, communicating their practices, and assessing their practices as it relates to grading. While grades can serve as a motivator for some students, traditional grading practices can disproportionally advantages students from a privileged background and disadvantage underserved students. It is necessary and important for faculty members to assess and review their grading practices to ensure they are equitable and fair.Learn more about CITI Program: https://about.citiprogram.org/

Adriana Streifer is an Assistant Professor and an Assistant Director in the Center for Teaching Excellence (CTE) at the University of Virginia. She runs the CTE's course design institute, graduate student teaching certificate program, and teaching consultations. Adriana conducts research on effective course design, alternative and equitable grading practices, and students' perceptions of instructor race and gender. Her publications can be found in College Teaching, To Improve the Academy, and the Journal of Faculty Development. With a background in English literature, Adriana teaches undergraduate courses in writing and Renaissance drama, and graduate seminars on teaching and learning in higher education.Grading practices in higher education vary a great deal between colleges, departments, and universities. The grading practices of a professor often reflect the instructor's beliefs regarding a student and their motivation and success within an academic discipline. While faculty members might strive for equitable and fair grading practices, they can often perpetuate unfair policies that disadvantage their students. Faculty members can struggle with evaluating their own grading practices, communicating their practices, and assessing their practices as it relates to grading.Learn more about CITI Program: https://about.citiprogram.org/

When Prof. Coleman was in college, she got to know a close friend's parents, who were University Professors. She really liked the life they were leading. She wanted to emulate them. They advised her to find a “rock star” Professor whose class she really liked, and ask to do research in their lab. She did. That UG Research started her off into a decades-long journey into academia and research. Prof. Coleman joins us on our podcast to talk about UG Research at Western New Mexico University, CUR's Role, Enabling Research Online, Impact of Research, Success Stories, and Advice for High Schoolers. In particular, we discuss the following with her: Prof. Jennifer Coleman's Background UG Research at WNMU Doing Research Online Student Success Stories Advice for High Schoolers Topics discussed in this episode: Introducing Prof. Jennifer Coleman, WNMU [] Hi Fives - Podcast Highlights [] Professional Background [] UG Research in College [] UG Research For All [] Prof. Coleman's UG Research Role [] CUR's Role [] Resources for Students [] Matching Funds [] Why Virtual Research [] Impact of UGR [] Student Participation [] Success Stories [] Advice for High Schoolers [] Our Guest: Prof. Jennifer Coleman is a Professor of Psychology at Western New Mexico University. Prof. Coleman received the Bachelor's Degrees in Psychology from SUNY Geneseo. She received her Master's degree in College Teaching, and PhD in Cognitive Psychology and Psycholinguistics from the University of New Hampshire. Memorable Quote: “...if you find the school that's right for you, then that school is awesome! That school is fantastic. So whether or not it's big, or small, whether or not it's you know, online or in person, when you find what's right for you, create the opportunities that you want to have. And I think, they will be there for you.” Prof. Jennifer Coleman. Episode Transcript: Please visit Episode's Transcript. Similar Episodes: UG Research Calls-to-action: Subscribe to our Weekly Podcast Newsletter. Follow us on Instagram. To Ask the Guest a question, or to comment on this episode, email podcast@almamatters.io. Subscribe or Follow our podcasts wherever you get your podcasts.

We are joined by Dr. Chad Bogosian, Ph.D., a California Community College Professor. We discuss character development, virtue, and moral knowledge. The Republican Professor is a pro-moral-knowledge, pro-Community-College-teaching, pro-character-development-and virtue podcast. Therefore, welcome Dr. Chad Bogosian, Ph.D. ! The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Be sure to share this with a friend and to subscribe.

In this episode, Zoie Diana joins us to discuss her research on plastic pollution management. Zoie is a scientist in the Marine Lab at Duke University, where she is also a Ph.D. candidate pursuing certificates in Integrated Toxicology and Environmental Health and College Teaching.  Zoie has always been interested in how human activity influences marine environments, and this fascination led her to study the ecological repercussions of plastic pollution. In addition to this, she has focused her research on understanding how governments, businesses, and biologists mitigate the plastic pollution problem…  Offer: This Podcast is Sponsored by Lost Empire Herbs. Right now, Lost Empire Herb's bestselling Pine Pollen is now available for just one penny, plus shipping and handling. Go to www.GeniusPollen.com to find out more and grab yourself a bag today. No hidden charges, no trial offer, no shenanigans. Just a low cost way to try Lost Empire Herbs' top product for next to nothing. If you're looking for 100% natural hormonal support for men and women YOU'VE GOT TO TRY THIS.. Click play now to explore: The genetic makeup of the bacteria found on plastics.  Why marine life is consuming plastics, and what consequences may be. How governments are approaching the issue of plastic pollution. What can be done to alleviate the problems surrounding marine plastic contamination? Join us now to find out! You can learn more about Zoie Diana and her work by visiting www.zoiediana.com! This episode is sponsored by Lost Empire Herbs, a premier provider of high-quality natural supplements. To receive an exclusive offer for listening to this podcast, visit Geniuspollen.com! Episode also available on Apple Podcast: http://apple.co/30PvU9C

Tracie Addy talks about the inclusive teaching visualization project and classroom observation protocols on episode 426 of the Teaching in Higher Ed podcast. Quotes from the episode Try not to focus on the observer. Teach like you normally would if they were not there. -Tracie Addy Resources Inclusive Teaching Visualization Project What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching, by Tracie Marcella Addy, Derek Dube, and Khadijah A. Mitchell Yale's Poorvu Center for Teaching and Learning open teaching days Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org. All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC), established in 2016 by Sara Rafael Garcia.”

In this episode of Heterodox Out Loud, we speak with Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania about why social class is one of the last acceptable prejudices in many academic circles — and what we can do about it.Jon has written numerous books, including The Amateur Hour: A History of College Teaching in America and Free Speech, and Why You Should Give a Damn.  He has also written for the New York Times, the Washington Post, the Philadelphia Inquirer, the Chronicle of Higher Education, The New York Review of Books, and The Atlantic.Let us know what you think! For comments and questions email communications@heterodoxacademy.org.This episode was hosted by Zach Rausch, and produced by Davies Content. Heterodox Out Loud is an ongoing series of selected pieces from heterodox: the blog in audio form with exclusive interviews.

Hey everyone, and welcome to the first episode of The Versatile Veterinarian Podcast!For our first episode, I sat down to chat with Dr. Addie Reinhard!Dr. Addie Reinhard is the Founder and CEO of MentorVet, an evidence-based mentorship and professional development program for recent veterinary graduates. She is a veterinary wellbeing researcher, and her research focuses on developing and evaluating innovative interventions to support mental health and wellbeing within the veterinary profession. She is on the research team for the third phase of the Merck Animal Health Veterinary Wellbeing Study. In 2021, she completed a master's degree in Community and Leadership Development and a Graduate Certificate in College Teaching and Learning from the University of Kentucky and holds a certificate in Veterinary Human Support from the University of Tennessee. She is also a certified QPR instructor.I hope you enjoy the first ever episode of VVP, and look forward to sharing more with you!Addie and I chatted about the Veterinary Human Support Certificate during this episode. You can find details here:https://vetsocialwork.utk.edu/vhscp/If you are interested in learning more about Dr. Reinhard's work, you can find her here:Website: https://www.mentorvet.net/Instagram: @mentorvetFacebook and LinkedIn: MentorVet

Friend and frequent guest of the show Dr. Tannetje Crocker makes her debut as co-host in this week's edition of the show, which features our incredible guest, Founder and CEO of MentorVet Dr. Addie Reinhard! Dr. Addie Reinhard is the Founder and CEO of MentorVet, an evidence-based mentorship and professional development program for recent veterinary graduates. She is a veterinary wellbeing researcher, and her research focuses on developing and evaluating innovative interventions to support mental health and wellbeing within the veterinary profession. Dr. Reinhard is on the research team for the third phase of the Merck Animal Health Veterinary Wellbeing Study, a study discussed in detail throughout this episode. In 2021, Addie completed a master's degree in Community and Leadership Development and a Graduate Certificate in College Teaching and Learning from the University of Kentucky. She also holds a certificate in Veterinary Human Support from the University of Tennessee, and is a certified QPR instructor. Topics covered in this conversation include: Where we're at and where we're going as a profession Mental health of veterinary professionals The surprising impacts of COVID-19 on the profession Breaking down the Merck Animal Health Veterinary Wellbeing Study What is burnout? Taking responsibility for your career satisfaction, mental health and wellbeing How can employers improve mental health and wellbeing? 4 things that predicted good mental health and wellbeing for vets (from the Merck Animal Health Veterinary Wellbeing Study) Setting a positive example for early-career veterinarians The toxicity of gossiping and client-bashing - even worse than you think! Everybody can do one thing... Dr. Reinhard's Impact Round! Check out the full Merck Animal Health Veterinary Wellbeing Study here: https://www.merck-animal-health-usa.com/about-us/veterinary-wellbeing-study Thank you to Dr. Addie Reinhard for joining us on the show! If you'd like to connect with Addie you can do so in the following places: info@mentorvet.net IG, LinkedIn: @mentorvet Facebook: @mentorvet1 We're online! Check out our website at theveterinaryproject.com for more info on the show, our hosts, and all things Veterinary Project. If you liked the show and want to stay in the know, please follow / subscribe to the podcast on the listening platform of your choosing. Want to join our community of like-minded Veterinary Professionals? Send an email to theveterinaryprojectpodcast@gmail.com and we'll get you connected to our private Veterinary Project Facebook group. Any questions, comments, feedback, or requests for guests can also be sent to theveterinaryprojectpodcast@gmail.com. Thank you for listening and we look forward to seeing you next Wednesday for another episode of The Veterinary Project Podcast! - Jonathan Leicht, DVM and Michael Bugg, DVM

This is the first episode in a series of weekly podcasts, created to help aspiring professors break into the industry. 

Sebastian replays Chuck's interview with historian Trevor Griffey on his article "A New Deal for College Teachers and Teaching" written with Mia McIver for the American Association of University Professors website, and in an ALL NEW Moment of Truth, Jeff Dorchen introduces The Other White Pride: Calcium. [Griffey interview first broadcast May 4, 2021] https://www.aaup.org/article/new-deal-college-teachers-and-teaching

On this episode Leo interviews Dr. Chaz Austin. He created and teaches three courses for LinkedIn Learning: "Creating a Career Plan" "Succeeding in a New Job" "Transitioning Out of Your Job". Over 500'000 people from all over the world have been learning from him.He is a recognized authority in the field of career packaging and marketing. He trains his clients to self-market, a mandatory skill in today's workplace. Dr. Chaz also conducts workshops and leads courses for people in a broad range of industries and at any stage of their careers—from those who have recently graduated from school to people who have been in the workforce for decades and are re-careering.Dr. Chaz holds an EdD in organizational leadership from Pepperdine University's Graduate School of Education and Psychology. He has authored two books about self-marketing and how to treat yourself like a business. His most recent book is 101 Ways to Find Work … and Keep Finding Work for the Rest of Your Career! In academia, Dr. Chaz has served as director of career development for the Musicians Institute; career resource specialist for business students and alumni at Woodbury University; MBA career development & employer relations manager at Pepperdine University's School of Business and Management; and director of placement for Video Symphony.He was also a college professor teaching a wide range of courses in business and communication, specializing in career training, and has presented papers to the National Association of Women MBAs, the Association for Business Communication, the National Council for Workforce Education, the Society of Educators and Scholars, the International Conference on College Teaching and Learning, the California Placement Association, and the Global Leadership and Management Conference. Connect with Dr. Chaz on LinkedIn Self-learning is of paramount importance in the business world, listen to your international peers and step up your game.Connect with the host Leonardo Marra on LinkedIn Follow the page on LinkedIn *** This episode is sponsored by International Expansion Explained. Are you looking to expand internationally, but you're not sure where to start? Or you export already but would like to venture further overseas? Reach out to arrange an international clarity session and learn more about growth plans here International Expansion StrategyPartners SearchOngoing sales and branding supportIndividual one on one support

Guest: Dr. Addie Reinhard - It's no surprise that both veterinarians and their support staff have high rates of burnout, but are these groups experiencing stress for the same reasons? What can individuals do to reduce these stresses? What can practices do to protect their people, and what role does personal autonomy play in all of this? New research, the Merck Animal Health Veterinary Wellbeing Study III, sheds light on not just the factors causing psychological stress in the veterinary profession, but also what we can do about it. LINKS: Merck Animal Health Veterinary Wellbeing Study III https://www.merck-animal-health-usa.com/about-us/veterinary-wellbeing-study Are They Ready? Trials, Tribulations, and Professional Skills Vital for New Veterinary Graduate Success https://www.frontiersin.org/articles/10.3389/fvets.2021.785844/full AVMA Wellbeing Resources https://www.avma.org/resources-tools/wellbeing QPR Training https://www.avma.org/resources-tools/wellbeing/qpr-suicide-prevention-training MentorVet Website www.mentorvet.net MentorVet Instagram https://www.instagram.com/mentorvet/ Uncharted Veterinary Podcast: https://unchartedvet.com/blog/ Uncharted Veterinary Conference: https://unchartedvet.com/uncharted-april-2022/ What's on my Scrubs?! Card Game: https://drandyroark.com/training-tools/ Dr. Andy Roark Swag: drandyroark.com/shop All Links: linktr.ee/DrAndyRoark ABOUT OUR GUEST: Dr. Addie Reinhard is a veterinary wellbeing researcher. Her research focuses on developing and evaluating innovative interventions to support mental health and wellbeing within the veterinary profession. She is the Founder and CEO of MentorVet, an evidence-based mentorship and professional development program for recent veterinary graduates. She is on the research team for the next phase of the Merck Animal Health Veterinary Wellbeing Study. In 2021, she completed a master's degree in Community and Leadership Development and a Graduate Certificate in College Teaching and Learning from the University of Kentucky and holds a certificate in Veterinary Human Support from the University of Tennessee. She is also a certified QPR instructor.

Dr. Tracie Marcella Addy, Associate Dean of Teaching and Learning at Lafayette College discusses her 2021 book “What Inclusive Instructors Do.  Principles and Practices for Excellence in College Teaching”.  In this episode, we discuss why instructors and institutions should embrace inclusive practices.  We also discuss practices that improve engagement, persistence, and success.  Wherever you are on your journey of providing the best learning environments for all your students, listen to this episode for new perspectives, support, motivation, ideas, and possibly a new book to add to your book club or journal club.

Welcome to Episode 77 of the Think UDL podcast: Intentional Tech Solutions with Derek Bruff. Derek Bruff is the Assistant Provost and Executive Director of the Center for Teaching at Vanderbilt University and Interim Director of Digital Commons as well as a Principal Senior Lecturer in Mathematics. He is also the host and producer of the educational technology podcast Leading Lines. Derek has recently written the book Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching. My colleagues and I at Appalachian State who are “faculty Champions,” faculty who help our peers with tech and teaching problems, have been reading his book together and discussing it asynchronously, so I am eager to talk with Derek today and get the answers to my questions! I am excited to talk shop with him about his book and how his principles relate to the UDL guidelines. And I thank you for joining me and Derek today for our conversation on UDL and Intentional Tech!

There are millions of institutions, programs, supplements, and hacks that claim to help you learn better. Among all this noise though, no one's really answering a very simple question: how do we learn? What actually works? Joshua Eyler is probably one of the best-suited scholars in the world to answer these question. He's the author of How Humans Learn: The Science and Stories Behind Effective College Teaching. Joshua has been a dedicated teacher for institutions such as Columbus State University, George Mason University, and Rice University. He's currently the Director of Faculty Development and Director of the ThinkForward Quality Enhancement Plan at the University of Mississippi, where he optimizes educational programs and strategies to best suit young people's needs. In his book, Joshua took an in-depth look at the biological, sociological, and psychological foundations of how people learn. Through years of study, he turned all of his findings into practical takeaways for hardworking teachers everywhere. At a time when we need to be able to teach and skill up our workforce faster and more effectively than ever, Joshua's insights into the field of education are something you don't want to miss, so with that…let's bring it in!

Welcome to episode 74 of the Think UDL podcast: Inclusive Instructors Use UDL with Tracie Addy. Dr. Tracie Addy is the Associate Dean of Teaching and Learning and the Director of the Center for the Integration of Teaching, Learning, and Scholarship at Lafayette College in Easton, Pennsylvania. Along with her co-authors Derek Dube, Khadijah A. Mitchell, and Mallory SoRelle, she wrote the book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. I have wanted to have Dr. Addy on the podcast since I participated in one of the webinars associated with her book as I saw so many correlations between UDL and the practices and principles that she highlights. In today's conversation, we take a look at barriers to inclusion, what facilitates student learning, and what creates or hinders a sense of belonging. We also talk about course design, inclusive syllabi, how to engage students, and how to create inclusive assessments. Dr. Addy has provided quite a few resources besides her book that can help all of us to become more inclusive instructors. You'll find those in our resources area on the ThinkUDL.org webpage associated with episode 74. Thank you so much for listening to this conversation on how UDL is so closely related to inclusive practices. Resources ACUE Blog: https://community.acue.org/blog/what-inclusive-instructors-do-qa-with-tracie-addy/ The Who's In Class? Form is available through this link from Lafayette college, and soon a publication about the form will be out and the form will be available without needing to ask Lafayette for a copy. We will update our resources when it is available! Addy, T.M., Dube, D., SoRelle, M., Mitchell, K.A. (2021). What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Stylus Publishing. Addy, T.M., Dube, D., Mitchell, K. (2021). Chapter 14: Measuring the Impact of Pedagogical Efforts for Equity & Inclusion. In Equity and Inclusion in Higher Education:Strategies for Teaching, Edited byR. Kumar and B. Refaei. University of Cincinnati Press. Addy, T.M., Reeves, P.M., Dube, D., Mitchell, KA. (2021). What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches. To Improve the Academy, 40(1). DOI: https://doi.org/10.3998/tia.182 Cook-Sather, A., Addy, T.M., DeVault, A., Litvitskiy, N. (2021). Where Are the Students in Efforts for Inclusive Excellence?: Two Approaches to Positioning Students as Critical Partners for Inclusive  Pedagogical Practices. To Improve the Academy, 40(1). DOI: https://doi.org/10.3998/tia.961 Addy, T.M. To Build More Inclusive Teaching Environments, Listen to Students. Last Word. ASEE Prism.  Addy, T.M. Let's Not Underestimate the Power of Student Voice. ASEECommission on Diversity, Equity, and Inclusion. Guest Blog. Addy, T.M., Cook-Sather, A., Felten, P. (August 27, 2020). Partnering with students is critical now more than ever. University Business. Addy, T.M., Dube, D.,Mitchell, K.A. (August 5, 2020). Fostering an Inclusive Classroom. Inside Higher Ed (Opinion). Transcript Lillian Nave  00:00 Welcome to think UDL, the universal design for learning podcast where we hear from the people who are designing and implementing strategies with learner variability in mind. I'm your host, Lillian nave, and I'm interested in not just what you're teaching, learning, guiding and facilitating, but how you design and implement it and why it even matters. Welcome to Episode 74 of the think UDL podcast inclusive instructors use UDL with Tracie Addy. Dr. Tracie Addy is the Associate Dean of teaching and learning and the director of the Center for the integration of teaching, learning and scholarship at Lafayette College in Easton, Pennsylvania. Along with her co authors Derrick Dubey, Khadija Mitchell and Mallory Serral. She wrote the book what inclusive instructors do principles and practices for excellence in college teaching? I have wanted to have Dr. Addy on the podcast since I participated in one of the webinars associated with her book, as I saw so many correlations between UDL and the practices and principles that she highlights. In today's conversation, we take a look at barriers to inclusion, what facilitates student learning, and what creates or hinders a sense of belonging. We also talk about course design inclusive syllabi, how to engage students and how to create inclusive assessments. Dr. Addy has provided quite a few resources besides a book that can help all of us to become more inclusive instructors. You'll find those in our resources area on the think udl.org webpage associated with episode 74. Thank you so much for listening to this conversation on how UDL is so closely related to inclusive practices. Thank you so much, Dr. Tracie Addy, for joining me today on the think UDL podcast. Well, I'm very excited about what you have to talk about today about being an inclusive instructor. I have followed and watched several of your webinars and your book. And I think you've got a lot to tell us about the intersection of Universal Design for Learning, and what inclusive instructors do. So I'll start off with the question I asked my guests, which is what makes you a different kind of learner.   Dr. Tracie Addy  02:50 I really like the big picture. So give me the big picture first, then fill in the details later. So when I was in school, I remember some of my teachers actually going into depth with those small parts of things. And I couldn't place it all together. And I think that's good for many people, you know, to get the big picture. So we have the frameworks, but it's especially important to me. Oh, great.   Lillian Nave  03:14 So you have written a book with with several colleagues about what inclusive instructors do. And some may, I've heard this criticism about inclusive teaching, as being outside their job. I don't agree with it. But I've heard this idea about that's outside my job, my primary directive is to teach the material, you know, the material only. And so I'm interested in how you combat that criticism and and ask you what is your definition of inclusive teaching? And why is it important?   Dr. Tracie Addy  03:50 Yeah, that's a great question. So this also very much so aligns with a study that we recently did. This study was looking at barriers to inclusion that were expressed by participants like why or what barriers are there that can impede, you know, this implementation or adoption of inclusive teaching? And it also looked at, like, you know, what are some promising things that could help it as well? And so one of the items mentioned, and, you know, we saw on our thematic analysis was this very thing that you mentioned, responsibility. It's not my responsibility to create an inclusive classroom environment as a major barrier as well. And a personal one, because they had personal barriers. They also had institutional barriers that they that they talked about, as well. So with regards to thinking about what about what do we say to those right, who, who feel like it's not their responsibility? You I would typically have some type of conversation with them, but of course, it would be very context dependent, you know, and also I would be very aware of how they're responding, but one The things I think that's good to introduce when people you know, don't feel it's their responsibility is to ask a little bit about what do you think facilitates student learning, you know, and just, you know, kind of tell me some ideas of what you think, you know, helps learning. And then also, what do you think hinders student learning in the classroom? And, and get a sense of the things that they describe? And add to that if it's not their sense of belonging, right, equitable approaches to teaching. And so when you ask about what is inclusive teaching, that's what we're getting at there. Right. So it's this idea that we're fostering a welcoming environment for students, and it's inclusive, and that it's inclusive of all of our learners. So we're teaching a diverse, you know, student population, and we're responsive to that in our teaching. And so, for that particular individual who might not feel it's a responsibility, you know, talking a little bit about, you know, we've seen and we know, from, there's evidence that belonging is critical for student learning, so you can actually add that to the facilitating learning in the list, right. And also, you know, creating a more equitable environment, add that all, you know, to that list. And, you know, think about ways in which this is why we wrote what inclusive instructors do that we as instructors can actually facilitate that, and probably get into more of a conversation with them about how do they facilitate those other aspects in which they thought promote learning, right. So there's ways actually that we can also do that for Inclusive teaching as well. And so I probably kind of have that kind of back and forth, right conversation and kind of see how they're reacting. And if they actually described a few strategies that actually embed it or you know, inclusive teaching kind of within them in some way, I probably say, wow, you're actually doing, like, so affirming that these are actually things that you you probably you might do in your class, but you don't even label it maybe inclusive teaching, but they are. So I think, in general, having those conversations is important to really parse out that this is something that helps our students learn, we know it, it's from the research, you know, we know people who practice it, you know, we see it in our classes when we teach this way, and how it helps facilitate learning.   Lillian Nave  07:22 You know, it, this seems like it is trying to put some glasses, some corrective lenses on our faculty. And if we can make the comparison that that they don't realize it's happening that this is that there may be some sort of way that we are excluding some students, and we didn't realize it. Absolutely, yeah, if we don't have accessible materials, or if we don't modify our format, or our content, that that makes it accessible for all of our students, it makes me think of I can definitely remember times when I have given like, I've been giving a lesson in a classroom. And after like two or three minutes, I'm going on about some, you know, painting or work of art, it's very visual. And I realized that the camera or the projector has been muted, like, they can't see what I'm talking about, you know, like, I started to just go in, I was really excited about it. And then every once in a while, I after a couple minutes, I hear, you know, finally students like, we don't see what you're talking about at all. And I didn't realize I had created that barrier, you know, just I'd forgotten to flip the switch, I had turned it off to get it ready. So I wasn't, you know, going through all of my email in front of them. And I was ready to go and hadn't flipped that one scratch, switch for them to see. And therefore I'd made it completely inaccessible or unable for my students to do actually get to the learning. And I think this is very similar. We just don't realize we're doing it sometimes that we have. We haven't turned on the projector because maybe we didn't. We have not opened up the classroom to all of the students. We've left several outside the door. We just didn't realize that we'd close the door before they got in. Yeah, absolutely speaking.   Dr. Tracie Addy  09:13 Yeah. Yeah. And I think that's really important now to think about that, because, you know, yeah, in higher education, there's many students that have been excluded in various ways. The other thing to think about and this is something that we do a lot I do a lot at my institution is student voice. So hearing it actually from students that how they've been excluded in various settings in the classroom in a, you know, non in a non threatening, you know, kind of non confidential way has been a very powerful method for our faculty to see the things that you know, how students perceive it to and, and increase that awareness, right, like so when we actually can hear from them as well because like you mentioned in your class, you didn't realize it so Right, right, right students said so it's like when we have you know, that voice also and allow it and able it right, then we can also start to hopefully be able to see, right that these are some things that are happening that we can change, you know, in there in the classroom.   Lillian Nave  10:08 Yes, absolutely. So, this, this seems to be a very important topic today. And is there any? Is there anything that made you say, We're gonna need to write this book now? Like, what is it about? Why is it important right now?   Dr. Tracie Addy  10:29 Yeah, I think we were just very kind of favorable and timing. When the book came out, we wrote it before all of the pandemic, and all of that, you know, we were in the process of writing it before all of that. So we kind of, you know, that when it came out was, it just happened to be at a moment, I think, in institutions in higher education, where it's this, like, kind of reckoning and understanding of like, oh, wow, we really need to pay attention to this, right. So we initially, you know, did the study and the study, we were focused on really the research and thinking about, as I mentioned before, about barriers, adoption and things of that nature. And what we realized was that there was a lot of rich information that really got at what inclusive instructors do that it would be really great to actually have some practical kind of guide or tip like the book that we always wanted, right for thinking about inclusive teaching, you know, in our teaching, and to incorporate, you know, these voices of instructors, across disciplines, across institutions, so that everybody could see that this is something that we all can do or contribute to, and creating these inclusive learning environments as well. So those were kind of some of the major things and in addition to, you know, having a passion and an interest and importance of inclusive teaching as excellent teaching, those were some of the big reasons, you know, to going in this direction, also, even at my own institution, I was thinking about different ways in which to support instructors when they were like, well, what is inclusive teaching? What does it look like? Right? So there's a lot of confusion around that now, I think we've been able to operationalize it more, you know, kind of show it more in different ways, different strategies, and things like that. And so there's less, kind of hang up over the term, and more, you know, focus over what does it kind of look like in the class? And so this book also was able to do that, and, and to really show like, what it is right, but that inclusive instructors can do? And how do we build this culture of really thinking about inclusion?   Lillian Nave  12:35 Yeah. So I that's what I loved about reading and watching your webinars is that you actually have lots of practical strategies, right? We want to know, what does it really look like to have an inclusive environment learning environment, inclusive syllabus, inclusive strategies, inclusive assessments? So I do have a couple questions about that. And wanted to start with what I think is a great place to start with, which is your syllabus? How can we make our syllabi more inclusive? What should we What expectations do we set for students? Or what students can expect from instructors or each other? You know, what can we do in a syllabus that makes a difference?   Dr. Tracie Addy  13:17 Sure, yeah. So starting very broad with the syllabus, which I integrate into kind of the course design right phase of your, you know, your course, we can focus on tone. So that's one thing that can be there when students you know, first see the syllabus, and it's kind of dry kind of contractual, you know, there's not this warm feeling of that there's a human behind this, you know, and, you know, it's not like a community kind of thing, then that's, I think, at the detriment, so what can we do, instead, we can start to use also good language, like we language, community building language, we can also mention in the syllabus, ways in which we are kind of respectful a student diversity in the class and how we're going to kind of work through that together as a community. So fostering kind of this, you know, sense of community language and putting that in the syllabus is a really good thing for, for building an inclusive environment. In addition, we want to make sure that, you know, we know that we're teaching but we're often teaching right as parts of institutions that have more partners to support students with inclusion, you know, with inclusion outside of the classroom. So connecting students to resources. So whether you put that up on your learning management system, whether, you know, you embed some in the syllabus, but like, you know, there's there's we're part of a whole community of resources here to support you, whether it's, you know, tutoring, whether it's, you know, offices of accessibility services, mental health services. I'm actually working right now on a project at my institution, where we're building a centralized site, that instructors will link to their syllabus, it's actually embedded in our course management system. Students can access the site, but it has a whole variety of resources for them, right from college transition support to like, even like, you know, a pantry, like if they need food or, you know, and as well as tutoring and all these things. So by actually including those types of things, also on the syllabus, we're also showing students that there's all these other things available to support them at the institution, right in that go beyond our class. And the important thing about that is also just normalizing that help seeking right like, this is stuff that I know lots of students, you know, use, and, you know, helps helps them achieve their goals, right, well, while they're in college, so having the community language having the resources there. And then you can also think about the content that will vary, right, depending on the the course too. But if there's ways in which you can include material that can resonate with students from diverse backgrounds, right, so that's another area to really consider in a course, as well to make it a more inclusive course. Having assignments where students have agency where they have choice, and I'm thinking of all of these, you know, great UDL, kind of, you know, principles of Yeah. Yeah, yeah, as well. So having that also, I think, is really great. And then coupling this with welcoming statements to students, right, we can do this outside of our syllabus. So there's our learning management system, we're emailing students, we're having welcome videos, we talk in the book also about the who's in class form. And that's also something that can be done early in the course, you could potentially, you know, link to it on the syllabus, I suppose, as well. But just, you know, that's a form that really thinks about who are the diverse students in my class and getting that information early. And then actually even potentially tweaking the syllabus, right, so that it can actually include that, a couple of other things on the syllabus to include growth mindset type language, right. So that With practice, you know, we can get better, you know, working harder, you know, together on this course, you know, they can help accomplish and achieve their goals, setting up a pathway for success. So students can actually see that there are kind of structures in place, and it's well organized, that they're kind of it's leading them on to this journey, right, so that they can be successful in the course, we want to get away from these deficits, or lack of, you know, fixed mindset type things that like, you know, students can't do this, some students can do that. Yeah, we're having a growth mindset here, right? In this course, that you can do get better at writing you, you know, you can improve this, etc. You'll learn more about this. And so incorporating that type of language is also a great thing to building a more inclusive syllabus and more inclusive course, very early on.   Lillian Nave  17:49 Yeah, I must say that, I have found out so many helpful things. When I asked my students like who's in the class you're using class form, I know is excellent to find out really, who you're dealing with you it's always different, every semester is different. And the, you know, kind of a funny one. But something that really helped me is I teach first year students, and I teach in sort of the arts and the creative, you know, sides, a lot of humanities, and I end up getting a lot of music majors, we have a really good music program, and at our university, and many of them are required to be in the marching band, like or that's part of it. And then I found out that most of my students in the fall were in the marching band, which is a huge time commitment, especially in the afternoons or evenings. And so when I had planned to do some kind of outside of class, some service learning some civic engagement, or even a showing of a movie, they needed to see, of course, now we can throw it online, I realized that wasn't going to work with my student body who had to be on the field in marching band, and I was never a marching band person I didn't know, I had no clue about all of those requirements on their time. And I thought, oh, I need to be a little bit more flexible, at least in the fall in the spring. Totally different, completely different set of students. But yeah, I never would have known if I hadn't done that, that form. And maybe it's something kind of silly, or it's that I found out that just a large group of the students had had problems with, you know, when we were trying to do some things together. And so getting that voice that feedback from students changed, and helped me to have a more successful class, it changed what I was doing, or at least helped me to understand I needed to be more flexible, even before I'd heard of Universal Design for Learning, you know, many years ago.   Dr. Tracie Addy  19:46 That's wonderful. That's good news. And that's very much aligned with I work with a lot of instructors on the who's in class form. The same things, you know, finding that information out early is just so transformative. Yeah. And setting that you know, tone and making the decisions that you make rate for for an actual course. So yeah, that's, that's nice that you know that, that you were able to do that?   Lillian Nave  20:05 Yeah, I would have been setting them up for failure Honestly, if I had stuck to like the original plan, and it would have been conflict after conflict after conflict anyway that that didn't have to happen. Right, I could definitely redesigned. So it wouldn't, wouldn't have been a problem. So those are fantastic. I also appreciated how you said to normalize help seeking, because I've definitely seen that as part of the hidden curriculum, that only some students know that they can ask for an extension that they can, that there's flexibility in some things, and they can go to a tutoring center, they can, you know, any number of things that will help them. And some students thought, nope, It's sink or swim. If you can't do it, you don't belong here. And I didn't really think about that, until recently about being in the syllabus, that we really have to state that very clearly to our students so that everybody is on an even playing field, not just the ones who, who came from parents who'd been to college and can say, Hey, did you ask for an extension, and you know, or talent, tell them what sort of the ins and outs are? That isn't spoken? So we really have to speak those things? Or write them down or send them to our students? Or they're not going to know? Definitely. So? Well, after we have this inclusive syllabus, there are lots of strategies for instructors in the classroom. So what is it that instructors are actually doing in the classroom that you would consider inclusive strategies?   Dr. Tracie Addy  21:47 Yeah, inclusive strategies can look like so much, right? Like there's a whole diversity there of what instructors can do to build this type of classroom environment? Well, a few things to start with, you know, they're they're co creating guidelines with their students. So let's say they have like a discussion course, they're, they're working with their students to think about how do we work or function as a community? And what kind of guidelines can they, you know, kind of abide by, they're being very welcoming. And like using their students names, they are making sure that they can pronounce them using their student pronouns, they're calling on students are engaging students equitably, right. So ensuring that, you know, all students are engaged, and they're using different strategies to support that. And they might not only be, again, focus on let's who who's raising their hand, right? Because we can know, we know, engagement can be in many different ways. And that's just one form of it. In a class, they're using a wide variety of different teaching strategies. So thinking about like, you know, different active learning strategies they're using to engage students, you know, they might be doing things like polling to make sure you know, there's more equitable participation that students are engaged, etc. And across, you know, the board. There, they're getting feedback on their teaching around these topics as well. So we find that a lot of inclusive instructors, you know, that they might be implementing strategies, very strategies, but they want to know how they're working, right. So they're also getting that feedback as well. They're also you know, incorporating or creating environments that scaffold students and learning. So sometimes, you know, people refer to these things like thinking about, like, you know, things like high structure or, you know, the way that things are put together in a class that will help students kind of build upon their prior knowledge, move into, you know, what, what they're currently kind of discussing, and grapple with that because we know, you know, students being novices, right, like, we're, we're, we're in an expert thinking often mode, not always, you know, depending on your teaching, but like, we're often in that type of mode. But helping students actually and thinking about employing learning science, right, that's like what we know about how people learn. So they're carefully scaffolding, you know, the environment for that purpose purposes. And I know we're going to talk a little bit about assessment, that's also a big thing, when thinking about inclusion as well.   Lillian Nave  24:08 So, one of the things you do touch on there is not always, you know, calling on people with their hands raised or you know, a variety of different ways of kind of moving through the class if you're like in person or even on mine, you know, the quintessential kind of if you saw a movie, the classroom would be a professor cold calling on somebody you know, you are or here's a question and waiting for a hand to come up. And recently I came across this I can't remember where but probably on Twitter, the idea that the the first person to answer the question, that is the quick thinker, so and that really signifies confidence, rather than competence. So oftentimes, it's the the confidence student who's ready to talk And sometimes it's not even the right answer, but they are pretty confident that they're, they're able to talk. And then we have 2040 100 other students who the wheels are still turning, they're thinking there's processing and handling. Yeah, how do we get at those and not just privilege, those who are ready to answer really quickly, because that's just who they are as people. But there's so many other students who are, can be just as successful, I should say, and can be just as engaged. But we need to offer, like you say, polling or other ways for the different students who process things differently, who think about things differently, and might be slowly and then come up with, you know, a really brilliant answer to the question that everybody else should hear too.   Dr. Tracie Addy  25:53 Yeah, definitely. And I will say, like, even like me, as a student, like, I like writing things down. So like, you know, a professor asked a question, I'd like to have a few minutes, I'd like write it down. You know, there's so many different strategies that we can think about that are more holistic, and I agree, you know, like, we call them the first student all the time, we're calling on the quick process, or the one who's eager. Right. So waiting, having some time to also wait for other students, you know, I'll wait for five more hands, you know, before, you know, we'll call them someone. Or if you're doing group projects, you know, maybe every table right gets some time in one, you know, they get called on but they know, you know, in advance, you're never going to come up with an answer. But then, you know, everybody can actually contribute right? To the conversation in some type of way. In the back of the of the back channels, we talked about pulling all of that are wonderful ways, as well as writing discussion boards, you know, we're finding all kinds of neat strategies right now that we're using in classrooms that are alternates to, you know, just, you know, hand hand raising.   Lillian Nave  26:56 Right, right. And technology has just brought us leaps and bounds ahead for everybody writing an answer and then press return at the same time. So you can see all 20 responses, and you're not. Yeah, you aren't, you aren't clouded by what somebody else said. And you can also see, Wow, 15 out of 20 of you said it, you know, like this. So it seems like that's the consensus for our class and even talk about those differences. And it does, it gets to all those students, or at least more of the students, then traditionally, we've sort of seen, especially in movies, when I think about the way classrooms are, are handled. So the the idea of including more students engaging or students, that's very UDL, by the way. So the first column on our UDL table is all about engagement, and thinking about the ways that different students will process things will, will be able to engage with whatever the the teaching, modality is that day, right? So sometimes there's many lectures, and sometimes there's group work, and sometimes, you know, maybe you're online, maybe it's a hybrid. And every student is going to be comfortable, more comfortable with some and more comfortable with other ways. So it seems like if you are mixing it up, you're you're going to hit somebody's stride at some point, right? So when, okay, so you're teaching and engaging our students with these inclusive strategies, strategies, what do the assessments then look like? How can you design or create inclusive assessments?   Dr. Tracie Addy  28:41 Yeah, so thinking about assessments that are more equitable, in general, and you know, could also foster a sense of belonging in a different way. But we're also kind of focusing here a lot on equity. Thinking more so in terms of formative Lee, is a good way to think of assessments too. So putting more emphasis on formative assessments is what many inclusive instructors do. So they're low stakes. They're not going to be tied to a very, you know, high weight or grade. And we know that, you know, from learning sites that like, this is how people learn, they learned, you know, when better, you know, when they have more frequent and lower stakes, types of assessments, they can practice retrieval, and all of those wonderful things that you can do in those types. So emphasizing more the formative would be one way would also be thinking about even the ones that are a little bit more higher stakes, how they're how they're designed and put together. So we know that there's, you know, this issue of like, you know, so we can have a time test right and like, you know, have have that in our class, as well. But what we can think about too is that is a time test necessary like do we is are there flexible options here to allow students more time to so some students, you know, they might need more time we know like, you know, we've taught like, you know, there's students that take, like, you know, really quickly turn to the test, right, and then there's some in that other round, and then there's some that will wait to the very end. And it doesn't necessarily always mean that they don't know, sometimes students will, like, you know, want to be very careful, you know, they might know the information, they want to wait till the end. But sometimes also they might not, you know, know, so why do we need that timing factor in there? Can we allow them to have more flexibility, there is another way, so taking home assessments or designing them in other ways and projects that students can complete, that don't necessarily have a time bound? Now we have this big conversation on the field and more openness, I would say, even with COVID, towards alternative assessment, so rethinking, you know, do we really need that traditional exam. And the alternative assessments are beautiful, some of them in various ways, because they can allow students to have not only just more time, but they can also be designed in ways that students can integrate, you know, aspects or things that resonate with them. So sometimes they're given more choice and agency, right in those assignments and how they complete them. So that can be a very inclusive thing, because it can resonate more with students, right, and they can, you know, have some have some choice there as well. And she was like, how to represent that I'm thinking also UDL, you know, with regards to, maybe you have an assignment that students can, you know, represent in any different way, like, they can come up with any form format for the end product, but, you know, you're going to grade them on certain things where you have your criteria, but they can, like, you know, come up with an in any way. And so having that flexibility built in, and having more choice and agency in the assignment. So having these alternative ways is definitely more inclusive. Otherwise, I would say, you know, now we're having kind of more movements towards grade. So you know, thinking of assessment and thinking of that grade, right, like what you get, like, you know, for with regards to grading, and I'm opening up that and going back to kind of the formative way, but focusing more on the learning that's happening, more formative ways of looking at that learning, more self reflection on learning itself. And there's many ways to kind of do this and grading, right, like, there's various forms that can take to the degree in which you want to explore it. But that can also be a very include inclusive way approach to thinking about, you know, grading, as well. Because then it takes a little bit of that anxiety onus off of that focus on grades and more on the learning. And I know a lot of students really will appreciate that we know that also, with tests, we see, you know, anxiety and things like that we see disparities between students and, and whatnot, so why not knock those things out of the picture a little bit, right, like, so that we can reduce those barriers and focus on learning. So those are, you know, a few ways to really think about inclusive assessment. And of course, there's small tricks like, you know, if you can do blind grading, so, you know, in your class, and not every assignment is going to allow for that, but to be able to not carry in your own, you know, biases in the way you think about how the student has passed, performed in that particular class, etc. To try to reduce that, as well. So those are, those are a few ways we can really think about inclusive assessment.   Lillian Nave  33:25 You know, I think the pandemic has really pushed a lot more options. It really certainly has into our, you know, quiver of of arrows that are assessments because we can't do what we used to do. There's no longer well, not long for a while we couldn't, you know, stuff, 100 students in a chemistry lecture hall and say, take this test, because they weren't six feet apart. So yeah, so we had a lot more need. I mean, we're really pushed to think of these alternative assessments. And I asked my students this week, and we're midway through the fall semester, and 2021, as we're recording this interview, and I asked this, my students who said, Tell me you're a college student during a pandemic, without telling me you're a college student during a pandemic. And, you know, some of them are like, well, I could tell the swab was a different size, you know, for my latest COVID test. Yeah, things that you wouldn't realize, you know, you wouldn't think about, and one student said, I just went in to take my first seeded test in six months. So we're three, you know, three months into a semester, and I have first year students so they were probably in high school in the last semester. And that's phenomenal to think there's only been one seated test for this year in their five classes over three months. And that is absolutely not what it was two years ago, these students would have been showing up for midterms and taking quizzes and a whole lot of things. have been radically shifted. I thought when I heard his answer. Yeah, definitely in for the better mean, now got lots of ways, lots of ways to be much more inclusive.   Dr. Tracie Addy  35:11 Mm hmm. Yeah really pushed, I think us in higher education and outside of higher ed, k 12, etc, to really rethink the way we did things.   Lillian Nave  35:19 Yeah. And we didn't realize it's like, we didn't know that the projector was off, we didn't realize that we were excluding and that we were making it, you know, harder and putting roadblocks in the success, or the road to success for our students, until we found out oh, I can do it this way. My students are performing better. They're, they're demonstrating that they know the material, they're just demonstrating it in a different way. And we just hadn't thought about doing it until now, or until we had to, really until we have to. Yeah, you also mentioned the the idea of more formative assessments. And I had never heard that term until I was asked to give a little faculty. Oh, a little workshop about some of the things I was doing. And my good friend who was running these wonderful workshops, said, Hey, Lillian, I want you to come in and do the the kind of the group quizzes that you do. And I want you to kind of teach some of the things that you do. So something on formative assessment and summative assessment, and I said, Oh, I'd love to that sounds great. What does that mean? Do you want to tell that tell us the difference between formative and summative?   Dr. Tracie Addy  36:33 Yeah, absolutely. Formative assessments are usually pretty low stakes, they're often not tied to a grade. So you know, they're the little things that students can do in a class that still promote learning, even like polling, right is one example of writing down everything you know, about this topic, right? Like those types of things, or things that are just not graded. So maybe you have them write like a, you know, a paragraph about something they learned or something, you know, but it's not graded. So these are just very kind of opportunistic times to incorporate in our teaching ways to help students like, think about what they're they're doing and what they've been learning, and to be able to capture that right. And in a way that doesn't, you know, tied to all this like more high pressure, right, in a high in a high stakes. Setting the summative assessments on the other hand, right? They're the opposite, where they're more high stakes, they're usually kind of weighted high in terms of, you know, they're graded, as well. So it's tied, it's typically tied to a grade. And we're thinking like projects, we're thinking papers, we're thinking tests, you know, all of those types of things that are more of the, you know, the high stakes assessments. And so what we know is that, you know, even making those shorter, like, even if it's like a paper and like doing drafts that are kind of more formative building to that final project, or that final paper, is actually going to be beneficial and move, improve the overall quality, typically, of the students, if they get feedback, etc. And they go through this iterative process, then actually just having that end product, so I'm focusing more on the formative, we're thinking more developmentally. The other thing about formative is that a summative is it's too late. So like, yeah, if you just do the test, right, then students don't have a chance to improve it till the next time they do something similar, right? So formatively, we can actually see how they're doing, students can see how they're doing. And then they can make changes right to that they can learn, sometimes I like in these. And when I talk about it more to like a GPS, where we're trying to, you know, have that end goal, right, our learning goals at the end, and we're trying to get there. And we're following this kind of, you know, this path, but there's multiple paths that we take. And along the way, we're assessing how students are doing through these formative measures, right. And so if we waited until the end point, we got to our destination, right, that's too late. We need to like do it along the way, and then we can help them, you know, get to that path, right to get to that point that we want in terms of their learning.   Lillian Nave  39:03 Yeah. So it sounds like a more inclusive strategy is to if you've got only formative assessments, maybe a midterm and a final to switch or or add in a lot more formative assessments would help your students to be successful and might include the more students and take away some of those barriers that we may not realize we had put in our classroom.   Dr. Tracie Addy  39:31 Yeah, absolutely. Yeah. So having more formative and especially early on in a course when students are trying to kind of fill out this professor or even college right you're teaching first year students, but waiting those less and helping them kind of see the process as well and how, how you know how to take these things in school, how you know how they're going to learn, that can be very useful in general and not only support their learning but also like their their ability to do on the class and focus on things that you want them to focus on, right? We want them to learn, we're not just take, learn how to take the test, we want them to know, the material. Right? And so some students will come in and advantage there. So having those, you know, points of practice early is going to help everybody,   Lillian Nave  40:18 right, there's a difference between being an expert student who can take tests well, and can remember information and then forget it right away. So they can stuff their brains with the next set, and an expert learner, where you actually make that material into your own and, and really understand it. And I, you know, we get a lot of experts, students coming in to higher ed, because they've been trained to be really, really good students to make it into high read. And I think there's a, there's a movement or a change into becoming those lifelong learners and helping our students to become lifelong learners. And I think that shift into more formative assessments is, is really key to know about changing and growing and a tuning your, your essay writing or whatever it is to make it better along the way, rather than just to be judged, or evaluated. You can you can learn in the process.   Dr. Tracie Addy  41:15 Yeah, and it helps also, it aligns with the growth mindset model, right, where we can continue to have this practice right over time, and we can, you know, get better rather than just this in thing where I'm like, Oh, I didn't get it. Yeah, so I guess, right, right, right.   Lillian Nave  41:27 Yeah, I'm a failure. Yeah. Well, one other thing that you mentioned that I love, in the book, what inclusive instructors do is about reflection, and that's very important in being an inclusive instructor. And you include a lot of reflection questions in your book. And I wanted to know if you can elaborate on why reflection is so important to becoming a more inclusive instructor.   Dr. Tracie Addy  41:54 Sure, reflection is important, regardless of you know, what we're our occupation is right, when we reflect on who we are what we do, that's actually going to help us think more deeply about what we can do or what we should do, what we're doing well, etc. In the book, we do include those reflection questions very intentionally, because we wanted to ensure that we presented this information, but we wanted to have those reading it, apply it to their context. So if I was, you know, I'm an educational developer. So if I was in a setting where I could talk through those things, I would ask, you know, those questions, right, to those who are participating, but knowing that, you know, I can't do that. But how can we embed this right still within the context of framework of a book and actually encourage that reflection? And this is so critical, because with Inclusive instruction, we also might not know what to ask, I mean, sometimes, you know, when we're reflecting, it's like, what do we reflect on? What am I supposed to be asking? What am I, you know, what am I supposed to be getting at here. So very intentionally, we put those questions in, so that there were really key moments and key principles and ideas around inclusion that could be grasped that they could grasp, right, those who are reading the book, or readers could grasp and actually reflect on those. And so we know that inclusive instruction in general is ongoing, right? It's a continual process of reflection, because we never arrive, right? We never, you know, get to like being the most inclusive instructor like at the end point. Right? Yeah, we're always going to be working hard at it. And so it is going to be growth. And so we wanted to show that like that reflection is growth. And this is a way we can grow by reflecting on it by thinking about it by inspiring discussion and conversation on it within our own personal context, but also within our institutions, too. So the the discussion questions go beyond the, you know, the person and they can also be applied in in group settings, right, as well, to really think about what other people are thinking about those questions, too.   Lillian Nave  43:59 Yeah, I've noted that the way my students learn, and the way I learned best is through that experiencial learning cycle. So you have to, you know, try something out. And then you reflect on it, you are, you know, try to figure out what went well, what didn't, and then you're ready to try it again. You know, tweak it, change it. And when I first heard about service learning, and civic engagement, I learned about how crucial that reflection process is that now I kind of think, is there even any learning without the reflection part, you can just sort of put it down on paper and say you pass the test, but unless we've had a chance to really look at what did I learn how did I learn it? And and how did I feel when I was learning it? I've asked my students to include their emotions, like I was surprised or this made me feel somewhat angry and I had to really work through that feeling, it's just become a much more important part of my learning that I'm paying attention to that I never, ever would have said, when I was, you know, in high school or college, I would have thought that's sort of weird. Or just a little touchy feely. And here I am now, thinking that's the most important part of learning. I was critical. Yeah, well, I guess I'm reflecting now.   Dr. Tracie Addy  45:30 In in this moments, like, sometimes, you know, teaching, we have so many responsibilities right every day, and it's so hard to take that time to reflect. So one of the things to think about with inclusion is that, like, let's take that time and then the book, you know, we're encouraging those to take that time to reflect to really think about these things. It's not easy, you know, it's important, as you mentioned, but it's not easy always to find that, that that space to do it and have the habit forming.   Lillian Nave  45:56 Right, yeah. And it takes a lot of humility to to say, Oh, my, I had the I had that projector off wouldn't whatever that means. That my students couldn't access it, I, I did not do that. And here's something that I can do that's going to be more helpful for my students. That's, that's not a barrier to them. So, so if an instructor is listening to this podcast out there and interested in becoming a more inclusive instructor, what is your best advice? Where do you suggest someone would start?   Dr. Tracie Addy  46:31 That's a great question. So I would say start small. So start with changing one thing in your class, and really think about those your goals, like think about your class, or do that reflection piece, and what area would be really, you know, something you really want to work on. So let's say like, I just want to work on, you know, equitable participation, okay, in my class, so do a few, you know, get a few resources, you know, think about ways in which you know, that could, you could do that in your in your class, whatever you choose, and then try it out, try it in a small scale trial and one class and see how it's working. I'd also say, get some feedback from your students as well. So that, you know, you know, their perspectives also on how it's working. So one of the things I think about inclusive instruction is it can look in so many different ways, right, like, so whether we use different frameworks, UDL, culturally responsive teaching, you know, whatever ones resonate with us. And you know, that we can pull from elements of, we don't want to also just get overwhelmed and say, we have to do all of these things. Right, right. In my class to be inclusive, it's not the case, right? We can take small steps. And so I would say, start there, to any instructor who was new, or trying wanted to try something out, take that risk, right? And then, you know, see how that goes, improve it, get the feedback, and then try something else. So just go through this process of, you know, continued awareness of like, wow, there's things I could do better, right, like, like thinking about your class and how you're teaching. And then just taking little small, small steps, we really don't need to change the entire, you know, class like to make it more inclusive, there's small things we can do we talk about that a lot in their book that can build, you know, an inclusive environment.   Lillian Nave  48:21 You know, I think our students can pick up on those things to just that small intention, if they read that syllabus and see that you're earnestly and honestly trying to include all the students, and that humility to say, hey, I want to make this a space for everybody. If there's any chance that I've messed up, or I could use some, you know, direction, or you can, you know, you have any suggestions, you know, I'd be willing to listen, that student voice, you know, like, I can't access these, you know, these assignments, or this is something that's getting in the way of my learning. I mean, just being open, gives us a lot of room to that, rather than aloof and far away and a large power distance. being approachable has has been a big change for me. And, of course, it's different for everybody. When I was first starting out, I didn't want to be approachable. I wanted them to think they couldn't question me because I was not sure I knew enough in order to teach when I was first starting out. But sure, sure. So I think it depends where we are on that continuum, but being able to seek the voices of our students is I think, going to be helpful and in how we create this equitable environment and an inclusive environment to make sure we are serving our students. Well. Absolutely. Well, thank you so much, um, that you have really whetted my appetite to again to dig into more of the book. And I know you have lots and lots of practical strategies there. So I'll definitely have a link to the book. And you also mentioned a study, which I think just came out recently. Yeah,   Dr. Tracie Addy  50:13 we have a few studies that came out, that's one of them. And then there's another one on student partnership, we will have our whose in class form study come out as well, and hopefully in the near future, but I can give you the link to those also, groups that you know, come out.   Lillian Nave  50:27 Yes, so I'll have the links in our resources section for the webpage and people can find them there. And I just want to say thank you so much for spending your time with me Tracie and, and sharing your knowledge with me and all my listeners.   Dr. Tracie Addy  50:41 My pleasure, thank you.   Lillian Nave  50:42 You can follow the Think UDL podcast on Facebook, Twitter, and Instagram to find out when new episodes will be released, and also see transcripts and additional materials at the think udl.org website. The think UDL podcast is made possible by College STAR the star stands for supporting transition, access and retention in post secondary settings, and the website provides free resources and instructional aides based on UDL principles. If you'd like to know more, go to the college star.org website. Additional support for the podcast is made possible by Appalachian State University where if you call it Appalachian, I'll throw in Appalachia. The music on the podcast was performed by the Odyssey quartet comprised of Rex Shepherd, David Pate, Bill Folwell and Jose Cochez our sound engineer is Tanner Jones and I am your host, Lillian Nave. Thank you for joining us on The Think UDL podcast.

Our students bring a rich diversity in their life experiences, skills, and prior knowledge to our classrooms. In this episode, Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell and Mallory E. SoRelle join us to discuss how we can create inclusive classroom communities in which student diversity is treated as an asset and where all students feel a sense of belonging. Tracie, Derek, Khadijah, and Mallory are the authors of What Inclusive Do: Principles and Practices for Excellence in College Teaching.   A transcript of this episode and show notes may be found at http://teaforteaching.com.  

Having a good mentor is vital to your veterinary career. Having a great mentor can be life changing. Dr. Addie Reinhard talks with us today about the qualities that set apart the great mentors and she explains how you can easily become one of them. Addie also details how her program, MentorVet, is helping recent grads adjust to life in the real veterinary world. If you've ever found yourself in a mentorship role (AKA literally ALL veterinarians!) or feel like you are needing help from a mentor, this episode is for you....About Dr. Reinhard...Dr. Addie Reinhard is a veterinary wellbeing researcher. Her research focuses on developing and evaluating innovative interventions to support mental health and wellbeing within the veterinary profession. Dr. Reinhard is a 2015 graduate of The University of Tennessee College of Veterinary Medicine. She is the Founder and Director of MentorVet, an evidence-based mentorship and professional development program for recent veterinary graduates. She is on the research team for the next phase of the Merck Animal Health Veterinary Wellbeing Study and is currently collaborating with Merck Animal Health to grow and expand MentorVet. She completed a master's degree in Community and Leadership Development and a Graduate Certificate in College Teaching and Learning from the University of Kentucky in Spring 2021, was a 2019-2020 KVMA Power of Ten Leadership Program participant, and holds a certificate in Veterinary Human Support from the University of Tennessee. She is also a certified QPR instructor.Find out more about MentorVet and Dr. Reinhard here...-MentorVet website-Facebook-Instagram @mentorvet-Linked In...Make sure to check out the FREE QPR Training from the AVMA...Ways to connect with The Whole Veterinarian!Instagram: @thewholeveterinarianFacebook: https://www.facebook.com/thewholeveterinarian/Email: thewholeveterinarian@gmail.comwww.thewholeveterinarian.comSIGN UP for the The Whole Veterinarian Newsletter HERE!

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

It's hard to generalize about which is “better” for learning — online or in person. Because both clearly have their pros and cons, at least listening to students at one campus adjusting to life back to in-person classes.

Host:  Larry Bernstein. Guests include Jonathan Zimmerman, Patrick Allitt, and Kenny Xu.

Santa Fe College Teaching Zoo director, Jonathan Miot describes the 50-year-old program designed to train the next generation of zookeeping professionals. While college level zookeeping programs have grown in number over the past few decades, few academic institutions can lay claim to operating their own accredited zoo. What qualities and skill sets produce a successful zookeeper?  How can professional degree programs contribute to a more diverse workforce across the zoo and aquarium industry?  Why should unpaid internships be a thing of the past? And, as the longstanding chasm between keepers and zoo administrators seems to be widening, what advice does professor Miot have for his fellow zoo directors to reduce attrition and the loss of senior keeper level expertise and leadership. That Sounds Wild: Lion Animal Care Software KONG Zoo Zoo Logic ZOOmility

WIBX First News with Keeler in the Morning features newsmakers, hot topics and great conversation about everything that matters to the Utica-Rome area and the Mohawk Valley. Host Bill Keeler is joined each weekday morning from 6:00-9:00 a.m. by Jeff Monaski and Andrew Derminio on Your News, Talk and Sports Leader WIBX 950.

James M. Lang is a Professor of English and the Director of the D’Amour Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of six books, the most recent of which are Distracted: Why Students Can't Focus and What You Can Do About It, Small Teaching: Everyday Lessons from the Science of Learning, Cheating Lessons: Learning from Academic Dishonesty, and On Course: A Week-by-Week Guide to Your First Semester of College Teaching. As a public speaker, he has delivered keynote speeches and conducted workshops at more than 100 colleges, universities and high schools in the United States and abroad. He has consulted with the United Nations on a multi-year project to develop teaching materials in ethics and integrity for high school and college faculty.

Historian Trevor Griffey on his article "A New Deal for College Teachers and Teaching" written with Mia McIver for the American Association of University Professors website. https://www.aaup.org/article/new-deal-college-teachers-and-teaching

Dr. Tracie Addy is the Associate Dean of Teaching & Learning at Lafayette College and co-author of “What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching”. In today’s episode, Kara talks with Tracie about her new book as well as the practice of inclusive teaching.  As a special thank you to our Ivy Tech faculty and staff podcast listeners, we will be giving away Dr. Addy’s book, “What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching” to the first 80 individuals to complete the google form found in today’s Thursday email. If you are not one of the first 80 to sign-up and receive a free copy, you can get the book from at least three sources: Publisher website: https://styluspub.presswarehouse.com/browse/book/9781642671933/What-Inclusive-Instructors-Do. Book is due for release April 15, 2021. Use the discount code: “INCL20” for 20% off + free shipping. Offer expires 12/31/22. Head over to Amazon to pre-order Dr. Addy’s book or  Order from our Bookshop at https://bookshop.org/a/16624/9781642671933.  Watch the Book trailer: https://youtu.be/i1EJrNBKgtE Also, connect with Dr. Addy: Personal website: https://sites.lafayette.edu/addyt/  Email address: addyt@lafayette.edu  LinkedIn account: https://www.linkedin.com/in/tracie-addy-ph-d-057478104/  Twitter account: @TracieAddy For more information about her work, view her Center’s website (https://citls.lafayette.edu/). Get in Touch You can connect with Kara Monroe on twitter @KNMTweets Reach out with show ideas, comments, or questions via twitter or at our email address - ourcollegeyourvoices@ivytech.edu. Leave us a voice mail at 317-572-5049. Respond to the Call for Action, ask a question, give a shout out to a colleague, or an episode suggestion. Check out show notes, listen to past episodes, and get instructions on how to access the podcast on our website at http://www.ivytech.edu/podcast.  

Today we have with us Tyler Manning! He serves as the Assistant Director for Fraternity and Sorority Life at Southern Illinois University Edwardsville, where he has the privilege & opportunity to work with 20 fraternities and sororities and 4 governing councils. Tyler serves as a volunteer for the Association of Fraternity/Sorority Advisors, Association of Fraternal Leadership and Values, and Sigma Pi Fraternity. Tyler is a 2016 graduate of Ball State University's Master of Arts in Student Affairs Administration in Higher Education program, where he also earned a Certificate in University and College Teaching; He is also a 2014 graduate of Saginaw Valley State University, where he earned a Bachelor of Arts degree in Political Science and Criminal Justice. In episode #140​ of the Fraternity Foodie Podcast, we find out why Tyler chose Saginaw Valley State University for his undergraduate experience, how his Sigma Pi membership shapes who he is today, how the FSL community at Ball State differs from Saginaw Valley, advice to chapters and councils around the country as we look towards the fall recruitment/intake process, how you ensure that the student conduct process is fair for students, what needs to change about our educational programming approach in order to end hazing, and his favorite food in Edwardsville. Enjoy! Video link: https://www.youtube.com/watch?v=BwMdf5Oq2nM https://www.youtube.com/watch?v=BwMdf5Oq2nM

Episode 35!  My guest this week is a college professor in the School of Communications at Illinois State University, Dr. John Hooker!  We talk about his initial plan to be a sportscaster and how that developed into a career in higher education.  We talk about our experiences regarding good and bad college professors and how that influenced his style.  We talk about the challenges of teaching in the pandemic world and also where he views his place in the field going forward.   You can learn more about John and contact him from his faculty page: https://communication.illinoisstate.edu/faculty/profile/?ulid=jfhooke    You can follow this podcast at: Twitter: @WDYLPodcast Instagram: @WhatDoYouLikePodcast https://www.whatdoyoulikepodcast.com/   Don't forget to tell you friends and give the podcast 5 stars anywhere that asks!  

What are small steps instructors can take to teach inclusively? Where, when, and how should they be implemented? In today’s episode, we chat with the authors of the new book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching (2021). These experts share approaches to conducting inclusive courses that are student-centered, community-based, and transparent, and discuss why these approaches are important—as well as the dead ideas that they debunk. Learn more at ctl.columbia.edu/podcast. Authors: Tracie Marcella Addy, Associate Dean of Teaching and Learning at Lafayette College (PA) Derek Dube, Associate Professor of Biology and Director of the Center for Student Research and Creative Activity at the University of St. Joseph (CT) Khadijah A. Mitchell, Peter C.S. D’Aubermont, M.D., '73 Scholar of Health and Life Sciences and Assistant Professor of Biology at Lafayette College Mallory SoRelle, Assistant Professor of Public Policy at the Sanford School of Public Policy at Duke University

Mike Armstrong is at the helm of the Alfred State College Baseball program and has had the ability to implement and establish a culture of center out leadership. This practice allows his players to learn from themselves and be in the present moment. Through his own studies and mentorship, Armstrong has been able to develop his own personal practices to lead his team in a better manner. The practices done within his program are life-changing as well as they are tools to become a better baseball player. How has this impacted his team and how can it play a major role for success for your team? Listen to the full episode to learn! Our website consists of over 500 FREE videos and podcast episodes featuring professional and collegiate coaches and players. Baseball players and coaches like YOU deserve to know what it takes to make it to the next level and how to win. The recruiting process can be very confusing. Let us help you to Figure It Out! Figure It Out Baseball. Real college coaches. Real honest answers. Visit www.figureitoutbaseball.com.

Host Amna Khalid speaks with Jonathan Zimmerman about the main ideas of his book, “The Amateur Hour: A History of College Teaching in America.” Together they explore the history of college teaching, the institutional efforts to improve it, higher education’s relatively recent transitions, and what changes he concludes are needed to elevate teaching for the future. Zimmerman, a founding member of HxA, is a professor of history of education at the University of Pennsylvania and was recently awarded the Berkowitz Chair in Education.   This event originally aired live on 10/22/2020 and a video recording is available here. Check out our other podcast: Heterodox Out Loud: the best of the HxA Blog Learn more about HxA here: https://heterodoxacademy.org/​ Follow HxA on Twitter Instagram Facebook YouTube  

Hello everyone! Today we are excited to bring you a discussion about what the process is like applying for college teaching jobs. Be sure to grab a piece of paper and a pen because Javian is going to take you through the whole process from beginning to end. We hope you enjoy! As always, check out our social media pages, and don't forget to subscribe and give us a like! https://www.instagram.com/coffeeandclarkes/ https://podcasts.apple.com/us/podcast/coffee-clarkes/id1527355440 https://www.facebook.com/Coffee-Clarkes-101953871626547/

Today, Maria talks with Florence Martin, Professor in Learning, Design and Technology at the University of North Carolina, Charlotte. Florence serves as the Program Coordinator of Ed.D. in Educational Leadership, Learning, Design and Technology concentration and Program Director of the Post-Master’s Certificate of University and College Teaching. If you are interested in instructional design, educational technology and online learning facilitation, this episode is for you. You will learn the most effective online teaching strategies derived from various research studies to help you enhance your online presence, design a 21-first century classroom and prepare your students for success. Florence unpacks the skills and competencies of award-winning online instructors and defines the eight roles you need to perform to thrive as an online educator. She shares good practices and recommendations on how to design online learning environments to improve student engagement. This is a wonderful conversation with a higher education leader who wants to train professionals to become better designers and instructors through her teaching and research. And in doing so, she continues to impact more students in classrooms around the world. Where to find more about Florence Martin:LinkedInFaculty Website    Google Scholar   Mentioned in this episode:Florence’s Publications M.ED in Learning, Design and TechnologyEd.D. in Educational LeadershipPost-Master’s in University and College TeachingA systematic review of research on online teaching and learning from 2009 to 2018Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning  Listen to this episode and explore: Florence’s fond memories going to school in South India (4:20)Her love for math and her bachelors in Electrical Engineering (6:20)Working as a network engineer before going to the US to continue her higher education (7:15)Her decision to study Educational Technology for her Masters and PhD (8:30)Experiencing student-centered and technology-based Education in grad school (10:00)Her experience in corporate and the decision to become an academic (11:10)Becoming a Professor in Design, Technology and Learning (13.30)Designing the post-Master's Certificate for College & University Teaching (15:20)Training professionals for leadership roles in K12, higher Ed and centers of teaching and learning (18:45)Florence’s experience and insights into the evolution of Instructional Design (19:35)The design of blended (in-person and online) synchronous learning (21:35)Florence’s transition and experience in asynchronous online learning (22:50)Best strategies for student engagement in various learning modalities (26:00)How to transition successfully from in-person to online learning (29:30)The elements of effective learning: design, facilitation, evaluation and assessment (33:00)Award-winning online strategies derived from studies on design, engagement, facilitation, presence, communication, time management, evaluation and assessment (34:40)Best practices to create social presence and connection (39:05)Skills, competencies and roles of award-winning instructors (42:05)How to prepare students for the 21st century (43:50)Insights and suggestions on the future of online learning (45:05)Florence’s reflections on teaching online during the pandemic (48:05)What Florence wants to leave her mark on within her lifetime (49:40)  Production team:Host & Producer: Maria XenidouIntroduction Voice: David Bourne  Contact us:impactlearningpodcast(at)gmail.com  Music credits:Like Lee performed by The Mini VandalsTransition sounds: Swamp Walks performed by Jingle Punks  

Jonathan Zimmerman's The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020) is the first full-length history of college teaching in the United States. It explores a paradox at the heart of American higher education: while the scholarly ideal is measured in research and objective output, the practice of teaching has remained outside the bureaucratic umbrella of college and university life. Zimmerman's book demonstrates that the idea that college teaching is in a crisis state is a complaint that is as old as American college teaching itself. The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here. Lane Davis is a doctoral candidate in the Graduate Program in Religious Studies at Southern Methodist University where he studies American religious history. Find him on Twitter @TheeLaneDavis Learn more about your ad choices. Visit megaphone.fm/adchoices

Jonathan Zimmerman’s The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020) is the first full-length history of college teaching in the United States. It explores a paradox at the heart of American higher education: while the scholarly ideal is measured in research and objective output, the practice of teaching has remained outside the bureaucratic umbrella of college and university life. Zimmerman’s book demonstrates that the idea that college teaching is in a crisis state is a complaint that is as old as American college teaching itself. The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here. Lane Davis is a doctoral candidate in the Graduate Program in Religious Studies at Southern Methodist University where he studies American religious history. Find him on Twitter @TheeLaneDavis Learn more about your ad choices. Visit megaphone.fm/adchoices

Jonathan Zimmerman’s The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020) is the first full-length history of college teaching in the United States. It explores a paradox at the heart of American higher education: while the scholarly ideal is measured in research and objective output, the practice of teaching has remained outside the bureaucratic umbrella of college and university life. Zimmerman’s book demonstrates that the idea that college teaching is in a crisis state is a complaint that is as old as American college teaching itself. The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here. Lane Davis is a doctoral candidate in the Graduate Program in Religious Studies at Southern Methodist University where he studies American religious history. Find him on Twitter @TheeLaneDavis Learn more about your ad choices. Visit megaphone.fm/adchoices

Jonathan Zimmerman’s The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020) is the first full-length history of college teaching in the United States. It explores a paradox at the heart of American higher education: while the scholarly ideal is measured in research and objective output, the practice of teaching has remained outside the bureaucratic umbrella of college and university life. Zimmerman’s book demonstrates that the idea that college teaching is in a crisis state is a complaint that is as old as American college teaching itself. The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here. Lane Davis is a doctoral candidate in the Graduate Program in Religious Studies at Southern Methodist University where he studies American religious history. Find him on Twitter @TheeLaneDavis Learn more about your ad choices. Visit megaphone.fm/adchoices

Jonathan Zimmerman’s The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020) is the first full-length history of college teaching in the United States. It explores a paradox at the heart of American higher education: while the scholarly ideal is measured in research and objective output, the practice of teaching has remained outside the bureaucratic umbrella of college and university life. Zimmerman’s book demonstrates that the idea that college teaching is in a crisis state is a complaint that is as old as American college teaching itself. The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here. Lane Davis is a doctoral candidate in the Graduate Program in Religious Studies at Southern Methodist University where he studies American religious history. Find him on Twitter @TheeLaneDavis Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, your host Tony D'Angelo interviews Jonathan Zimmerman about his new book Amateur Hour: A History of College Teaching in America.

Holly extends her stay for another week to help your nice hosts interview Tiffany Otto, freshly sprung from government-mandated quarantine to bring her "slimy" wisdom and experience into the clubhouse.Tiffany, the Director of Partnerships for IndieCade, is over-indexed in business, but she wants to raise the index for everyone. If preparing pitch decks, scheduling business meetings, and networking with your peers seems daunting, you won't want to miss this one. Just be sure to stick around for Ellen to swoop in at the end to button it all up. Business Speak EventsIRLMarketingWhat It's Like to Be Quarantined on an Island Over Coronavirus Fears - Isabella Kwai, The New York TimesIndieCade's "Playing TogethAR Showcase" Mark talked about his expereince going to IndieCade in the very first episode of the show: "We in this."Seven Touches – A Basic Marketing Principle in Action - LisaMarie Dias, CompuKolHere's how to reduce friction in sales - George Brontén, MembrainUnderstanding Indie Publishers - Callum Underwood, YouTubeHow to Pitch to Raw FuryChunking (psychology) - WikipediaHomeTeam GameDevFrom Sage on the Stage to Guide on the Side - Alison King, College TeachingTiffany OttoGuest IndieCade Director of Partnership. Coffee Addict. Video Game Specialist. Formerly AAA. External link TwitterLinkedInIndieCade

Holly extends her stay for another week to help your nice hosts interview Tiffany Otto, freshly sprung from government-mandated quarantine to bring her "slimy" wisdom and experience into the clubhouse. Tiffany, the Director of Partnerships for IndieCade, is over-indexed in business, but she wants to raise the index for everyone. If preparing pitch decks, scheduling business meetings, and networking with your peers seems daunting, you won't want to miss this one. Just be sure to stick around for Ellen to swoop in at the end to button it all up. Business Speak Events IRL Marketing What It’s Like to Be Quarantined on an Island Over Coronavirus Fears - Isabella Kwai, The New York Times IndieCade's "Playing TogethAR Showcase" Mark talked about his expereince going to IndieCade in the very first episode of the show: "We in this." Seven Touches – A Basic Marketing Principle in Action - LisaMarie Dias, CompuKol Here's how to reduce friction in sales - George Brontén, Membrain Understanding Indie Publishers - Callum Underwood, YouTube How to Pitch to Raw Fury Chunking (psychology) - Wikipedia HomeTeam GameDev From Sage on the Stage to Guide on the Side - Alison King, College Teaching Tiffany Otto Guest IndieCade Director of Partnership. Coffee Addict. Video Game Specialist. Formerly AAA. External link Twitter LinkedIn IndieCade

How much has college teaching really changed in 150 years? Not very much, according to Jonathan Zimmerman, an education historian and professor at the University of Pennsylvania. In his latest book, The Amateur Hour, Zimmerman traces the history of undergraduate teaching practices in the United States and how it has yet to reach a level of professionalization. In this episode of the EdCast, Zimmerman discusses how colleges and universities got to where they are today, and what it might take to change the future of college teaching.

During the fall 2020 semester, many faculty will be working in a classroom environment in which they will be in a classroom using a video conferencing tool to work simultaneously with a mix of remote students online and masked and physically distanced face-to-face students. There are significant challenges in using active learning techniques in this environment. In this episode, Dr. Derek Bruff joins us to explore some active learning strategies that may work under these very unusual circumstances. Derek is the Director of the Vanderbilt University Center for Teaching and a Principal Senior Lecturer in the Vanderbilt Department of Mathematics. He is the author of Teaching with Classroom Response Systems: Creating Active Learning Environments, as well as his most recent book on Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching. Derek is also a host of the Leading Lines podcast. A transcript of this episode and show notes may be found at http://teaforteaching.com.  

Why I Left My Tenured College Teaching Job. Breakfast with Sergio #243 DOWNLOAD MY FREE ARTIST SURVIVAL KIT: RESOURCES FOR YOUR ART CAREER: http://www.theartistnextlevel.com/survivalkit2017 LISTEN TO MY WEEKLY PODCAST: http://www.theartistnextlevel.com/category/interviews/ LEARN MORE ABOUT HOW TO TAKE YOUR ART CAREER TO THE NEXT LEVEL: http://www.theartistnextlevel.com WANT TO KNOW MORE ABOUT ME? • Artist http://www.virtualartist.com Gallery Director http://www.33contemporary.com Curator Zhou B Art Center http://www.zhoubartcenter.com Snapchat: sergiogomezart Twitter: https://twitter.com/sergiogomezart Instagram: http://instagram.com/sergiogomezprojects Facebook: https://www.facebook.com/sergiogomezart LinkedIn: https://www.linkedin.com/in/sergiogomezprojects/

Today, the word zoom has become synonymous with an application millions of people are using to learn, teach and work. COVID-19 has impacted every aspect of our lives, including how we teach and how we learn. So what does this all mean for the future of classroom learning? And where does it fit into the broader history of higher education?   On this episode of BackStory, Brian dives into the topic of teaching and where the virtual college classroom fits into the history of higher education in the United States. As Jonathan Zimmerman (https://www.gse.upenn.edu/academics/faculty-directory/zimmerman) , author of the forthcoming book, The Amateur Hour: A History of College Teaching in America, tells Brian, Zoom and virtual learning are hardly the first time college students and professors have adapted to new technologies in the classroom.

I interview Shawntae Mitchum, a former student of mine, about her Master's thesis regarding the experiences of black faculty who teach at community colleges. We explore why there is very little student equity research regarding community colleges even though this system, by far, has a larger number of black and brown students than the two other systems combined. We end by focusing on what it means to teach the diamonds in the rough and how this is the very essence of equity-minded research and practices.

Graduate programs provide very strong training in how to be an effective researcher, but generally provide grad students with little preparation for teaching careers. In this episode, Dr. David Gooblar joins us to discuss what all faculty should know to enable us to create a productive learning environment for all of our students. David is the Associate Director of the Center for the Advancement of Teaching at Temple University, a regular contributor to The Chronicle of Higher Education, and the creator of Pedagogy Unbound. He is also the author of The Missing Course: Everything They Never Taught You about College Teaching. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Josh Eyler's Presentation on SUU's CampusSUU APEX Lecture Series

This distinguished lecture was originally delivered on August 10, 2019 in Chicago, IL, as part of the American Psychological Association convention. Garth delivered the Psi Beta Ruth Hubbard Cousins Distinguished Lecture titled "For Innovation's Sake: Breaking the Unwritten Rules of College Teaching."

In this episode, Leading Lines producer Melissa Mallon interviews our podcast host, Derek Bruff, about his new book entitled Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching. Melissa spends time talking with Derek about his seven principles that inform and inspire instructors interested in incorporating educational technologies into their teaching. He also shares with Melissa his writing process and gives some insights on how busy academics can fit writing into their lives. Links: • Derek Bruff’s blog on teaching and technology, https://derekbruff.org/ • @derekbruff on Twitter, https://twitter.com/derekbruff • Derek’s new book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching, available on Amazon, https://www.amazon.com/Derek-Bruff/e/B001KPCGT2%3Fref=dbs_a_mng_rwt_scns_share

Derek Bruff discusses his book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching.

Our characters have taught us all sorts of interesting and useful life skills, like public speaking and picking locks! Come join Porter and Steve while they discuss personal growth through gaming and explore the ways that we support and scaffold each other towards our developmental goals and values. Steve Discont can found on twitter at @bearlynormal, and Porter Green at @DagmarRugosa. You can go to the following URLs or research articles to learn about some of the topics discussed in this episode: Roleplay for Development: “The Surprising Benefits for Role-Playing Games (and How to Get Started)” by Patrick Allan “Counseling Psychology vs Clinical Psychology” by the Society of Counseling Psychology Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101. https://doi.org/10.1177/1529100612436661 “3 Benefits of Making Role-Play Part of Training” by John Buelow Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Orlando: Harcourt Brace Jovanovich Doolittle, P.E. (1997) Vygotsky's Zone of Proximal Development as a Theoretical Foundation for Cooperative Learning. Journal on Excellence in College Teaching, 8(1), 83-103. Wass, R., & Golding, C. (2014) Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671-684. DOI: 10.1080/13562517.2014.901958 Aly Grauer’s Dialect Coaching classes

Small-group discussion activities provide all students, even the quiet ones, with an opportunity to actively engage with course material. In this episode, Dr. Dakin Burdick joins us to explore a variety of small-group discussion activities that can be productively integrated into our classes. Dakin is the Director of the Institute for College Teaching at SUNY Cortland. He has been active in professional development for almost 20 years, and has served on the Board of Directors for both the Professional and Organizational Development Network in higher education (the POD network) and the New England Faculty Development Consortium, where he was a president for four years. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Some faculty try to use each new educational technology tool they find. Others are reluctant to try any new tools. In this episode, Dr. Derek Bruff joins us to examine how to productively choose educational technology that will support and enhance student learning. Derek is the director of the Vanderbilt University Center for Teaching and a principal senior lecturer at Vanderbilt Department of Mathematics. He's the author of Teaching with Classroom Response Systems: Creating Active Learning Environments. His new book Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching will be available from West Virginia University Press in November 2019. Derek is also a host of the Leading Lines podcast. A transcript of this episode and show notes may be found at http://teaforteaching.com.  

What is learning? There is a robust body of literature that seeks to tell us what the most effective classroom techniques and strategies are, but Joshua Eyler goes further. In his new book How Humans Learn: The Science and Stories behind Effective College Teaching (West Virginia UP, 2018), Eyler digs deeply into research from a broad range of disciplines to help us understand the act of learning itself, and then showing us how that deeper understanding can translate into more effective teaching and learning in our own classrooms. It’s an important book for all college instructors. Stephen Pimpare is Senior Lecturer in the Politics & Society Program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. He is the author of The New Victorians (New Press, 2004), A Peoples History of Poverty in America (New Press, 2008), winner of the Michael Harrington Award, and Ghettos, Tramps and Welfare Queens: Down and Out on the Silver Screen (Oxford, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoices

What is learning? There is a robust body of literature that seeks to tell us what the most effective classroom techniques and strategies are, but Joshua Eyler goes further. In his new book How Humans Learn: The Science and Stories behind Effective College Teaching (West Virginia UP, 2018), Eyler digs deeply into research from a broad range of disciplines to help us understand the act of learning itself, and then showing us how that deeper understanding can translate into more effective teaching and learning in our own classrooms. It's an important book for all college instructors. Stephen Pimpare is Senior Lecturer in the Politics & Society Program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. He is the author of The New Victorians (New Press, 2004), A Peoples History of Poverty in America (New Press, 2008), winner of the Michael Harrington Award, and Ghettos, Tramps and Welfare Queens: Down and Out on the Silver Screen (Oxford, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology

What is learning? There is a robust body of literature that seeks to tell us what the most effective classroom techniques and strategies are, but Joshua Eyler goes further. In his new book How Humans Learn: The Science and Stories behind Effective College Teaching (West Virginia UP, 2018), Eyler digs deeply into research from a broad range of disciplines to help us understand the act of learning itself, and then showing us how that deeper understanding can translate into more effective teaching and learning in our own classrooms. It’s an important book for all college instructors. Stephen Pimpare is Senior Lecturer in the Politics & Society Program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. He is the author of The New Victorians (New Press, 2004), A Peoples History of Poverty in America (New Press, 2008), winner of the Michael Harrington Award, and Ghettos, Tramps and Welfare Queens: Down and Out on the Silver Screen (Oxford, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoices

What is learning? There is a robust body of literature that seeks to tell us what the most effective classroom techniques and strategies are, but Joshua Eyler goes further. In his new book How Humans Learn: The Science and Stories behind Effective College Teaching (West Virginia UP, 2018), Eyler digs deeply into research from a broad range of disciplines to help us understand the act of learning itself, and then showing us how that deeper understanding can translate into more effective teaching and learning in our own classrooms. It’s an important book for all college instructors. Stephen Pimpare is Senior Lecturer in the Politics & Society Program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. He is the author of The New Victorians (New Press, 2004), A Peoples History of Poverty in America (New Press, 2008), winner of the Michael Harrington Award, and Ghettos, Tramps and Welfare Queens: Down and Out on the Silver Screen (Oxford, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoices

Josh Eyler shares about his book How Humans Learn: The Science and Stories behind Effective College Teaching on episode 231 of the Teaching in Higher Ed podcast.

College teaching needs to change. This doesn't mean using a new fad technique. It doesn't mean dumbing anything down to get "today's students". It does mean that professors need to adopt more of the approaches to teaching that Ken Bain identified in his must-read book, "What The Best College Teachers Do". In this episode I describe one of the key ideas from the book and I show how they could be applied in two specific examples.

KGNU's (@KGNU) Claudia Cragg (@KGNUClaudia) speaks here with Cory Albertson () is an interdisciplinary scholar whose research spans media cultures, gender and sexuality studies and social justice movements. His new book, A Perfect Union? Television and the Winning of Same-Sex Marriage (Routledge, 2018), examines network television’s representations of LGBQ relationships and their impact in shifting public attitudes in favor of same-sex marriage. On June 26, 2015, Supreme Court Justice Anthony Kennedy declared same-sex marriage "is so ordered" across the United States. The day will no doubt be remembered as a landmark shift in how U.S. society views and validates marriage and romantic relationships. But the shift would not have happened without an arguably more important, but already forgotten, shift four years earlier that saw unprecedented movement in public attitudes alongside record amounts of television representation of LGBQ relationships. Situated at this intersection of legislative, attitudinal and representational change, A Perfect Union? presents analyses of popular programmes such as Modern Family, Grey’s Anatomy, The Good Wife, Glee, Desperate Housewivesand House in order to tackle crucial ethical questions regarding the impact of heterosexual knowledges on the rendering of same-sex relationships as relatable and "respectable" – portraits of heteronormativity that reproduce the masculine/feminine binary, monogamous coupledom and the raising of children. Focusing on the connection between heteronormativity and government legitimacy, Cory Albertson deftly examines television’s privileging of certain forms of relationships over others, shedding light on the reproduction of everyday power relations within LGBQ relationships that hinge on issues of race, sexuality, class and gender. An engaging study of media constructions of same-sex relationships and the shaping of public expectations and attitudes, A Perfect Union? is a must-read for scholars of sociology, media and cultural studies and popular culture with interests in gender, sexuality and the family. Other works include Contexts [2014 and 2016], Feminist Approaches to Media Theory and Research [forthcoming, 2018], and Youth and Sexualities: Public Feelings and Contemporary Cultural Politics [forthcoming, 2018]). He engages with such subjects beyond academia to mainstream outlets as well. His work as a public scholar, essayist, and journalist has appeared in publications such as The Huffington Post, Interview, Out, Pasteand The Atlanta Journal-Constitution. Albertson is the recipient of the 2014 Jacqueline Boles Excellence in Teaching Fellowship as well as the 2014 Georgia State University Certificate for Excellence in College Teaching.

For this special May 1 edition of the show, Danny Anderson and Nathan Gilmour discuss a new book by Plough Publishing. In celebration of his upcoming canonization, Plough has published a series of homilies by Archbishop Oscar Romero called The Scandal of Redemption. Romero, who was assassinated in 1980 for his outspoken defense of El Salvador's economically and politically oppressed citizens, was a divisive figure in Catholicism in his life. His political work, inspired in large part by the murder of his friend, Father Rutilio Grande, identified him with Liberation Theology for many Christians, who feared this movement's association with Communism. The truth about Romero's beliefs is much more nuanced and complex, however. Through his homilies (delivered as radio addresses to the nation's poor), the truth about Romero's political beliefs, and their intricate relationship to Catholic Theology, is revealed. The show wishes to thank Plough Publishing for providing exam copies of this wonderful book. Also, don't forget to submit a proposal to the upcoming Mount Aloysius College Conference on Teaching. If you want to learn more about effective teaching methods, this conference is a wonderful opportunity, and Danny Anderson would love to meet you in person! Proposals due by May 18 (see link below). Links The Scandal of Redemption, by Oscar Romero Torture and Eucharist, by William T. Cavanaugh The Ministry of Special Cases, by Nathan Englander Mount Aloysius Conference on College Teaching

In this episode the instructional designers from Academic Innovation (Steven Crawford, Jinnette Senecal, Celia Coochwytewa, and Aaron Kraft) describe the purpose of a course syllabus and identify the elements of an effective course syllabus. Transcript: https://www.dropbox.com/s/ohghmhyjoyxy0io/InstructionByDesign_Season02Episode%2001%20Designing%20Your%20Course%20Syllabus.pdf?dl=0 Resources from the episode: * Oxford English Dictionary http://www.oed.com/view/Entry/196148 * Parkes, J. and Harris, M. B. (2002) The Purpose of a Syllabus. College Teaching, 50(2). DOI:10.1080/87567550209595875 Stearns, R. G. and Corgan, J. X. (2010) Six Syllabi from the Early Years of American Geological Education, 1817-1838. Journal of Geoscience Education, 58(1). DOI:10.5408/1.3559658 * Palmer, M. S., Wheeler, L. B., and Aneece, I. (2016) Does the Document Matter? The Evolving Role of Syllabi in Higher Education. Change: The Magazine of Higher Learning, 48(4), 36-47, DOI: 10.1080/00091383.2016.1198186 * ASU Academic Affairs Manual ACD 304–10: Course Syllabus https://www.asu.edu/aad/manuals/acd/acd304-10.html

Composition classes are getting increasingly multimodal. You can't avoid it--and why would you want to? Visuals, sounds, videos--all are modes of composing that match up with the rhetorical principles we use when teaching alphabetic writing. In this episode, co-edited with John Silvestro of Miami University, we focus on the practicalities of assigning video projects to your students. First, John interviews Jason Palmeri, director of First-Year Composition at Miami University and author of _Remixing Composition_. Then, John and Kyle chat about an all-text kind of video assignment (??!!). Finally, we'll hear from Crystal VanKooten of Oakland University for an overview of scholarship on video in the composition classroom.

For part two of the Ontario Brewer Podcast feature on the Niagara College Teaching Brewery, Mirella and brewing student Austin Roach are joined by Chef Matt Kantor, who is the chef behind the Secret Pickle Supper Club, Little Kitchen and Ghost Chef. Chef Matt has brought in two dishes that he’s designed to pair with the First Draft Campus Ale and the First Draft Campus Lager. Taste along and discover the flavours of these two OCB beers and how they pair with food! Recipes are available on the recipes section of the OCB Website (link) A special thanks to our partner for this podcast: Chef Matt Kantor Chef Matt Kantor is a graduate of the culinary institute of America in New York and has worked in many well regarded Restaurants. Matt has been pairing food and beer forever and a day, going back to his beer-making and cooking days at College in Albany, New York. Now living in Toronto, Matt is currently the chef behind the Secret Pickle Supper Club, Little Kitchen and Ghost Chef. Find out more at: www.mattkantor.ca

In this first Ontario Brewer Podcast about the First Draft brands of the Niagara College Teaching Brewery, Mirella Amato, of Beerology, chats with the General Manager of the Canadian Food and Wine Institute at Niagara College: Steve Gill, as well as one of the students enrolled in the Brewmaster and Brewery Operations Management program: Austin Roach. Steve Gill tells the story of how the teaching brewery came about and the idea behind the Brewmaster and Brewery Operations Management Program. Austin then shares his perspective on the program and his experience brewing beer so far. He also describes the First Draft Campus Lager and First Draft Campus Ale, which are highlighted in the podcast, as well as some of the other beers that Niagara College students have brewed, providing some detail on how he developed his graduation project beer. The pair then explains the many facets of the collaboration between the Niagara College Teaching Brewery and the Ontario Craft Brewer’s Association.

PodcastThis podcast proposes solutons for small colleges and universities that find themselves in dire straits. Some of the colleges suffering from rising costs, declining enrollments, and declining contributions and endowments may have actually experienced a turnaround in the 1990s, but, due to circumstances, find themselves in trouble again. This article, by Susan Smith Nash, helps identify problems and proposes solutions.  http://www.beyondutopia.net/podcasts/turnarounds.mp3 Full text, with links http://elearnqueen.blogspot.com/2007/08/small-college-turnarounds-can.html Recommended sites on college administration and new visions in education:Stephen Downes: Articles published online. An amazing collection, very useful. http://www.downes.ca/page/7Ray Schroeder's Educational Technology:http://people.uis.edu/rschr1/et/blogger.htmlMark Wagner's Educational Technology and Life:http://edtechlife.com/Scott Leslie's EdTechPosthttp://edtechpost.ca/wordpress/index.phpRecommended site: http://www.elearners.com Recommended book: Excellence in College Teaching and Learning: Classroom and Online Instruction

PodcastThis podcast proposes solutons for small colleges and universities that find themselves in dire straits. Some of the colleges suffering from rising costs, declining enrollments, and declining contributions and endowments may have actually experienced a turnaround in the 1990s, but, due to circumstances, find themselves in trouble again. This article, by Susan Smith Nash, helps identify problems and proposes solutions.  http://www.beyondutopia.net/podcasts/turnarounds.mp3 Full text, with links http://elearnqueen.blogspot.com/2007/08/small-college-turnarounds-can.html Recommended sites on college administration and new visions in education:Stephen Downes: Articles published online. An amazing collection, very useful. http://www.downes.ca/page/7Ray Schroeder's Educational Technology:http://people.uis.edu/rschr1/et/blogger.htmlMark Wagner's Educational Technology and Life:http://edtechlife.com/Scott Leslie's EdTechPosthttp://edtechpost.ca/wordpress/index.phpRecommended site: http://www.elearners.com Recommended book: Excellence in College Teaching and Learning: Classroom and Online Instruction