Classroom Mindscapes

Neurodivergent students bring varied strengths, needs, and ways of thinking to our classrooms. In this episode, Sarah Silverman joins us to discuss teaching strategies that reduce access friction, increase tolerance for error, and create more inclusive learning experiences for everyone. Sarah is an educator and faculty developer focusing on neurodiversity, disability studies, and inclusive instructional design. She currently teaches disability studies at multiple institutions. Sarah is the author of Classroom Mindscapes: An Introduction to Neurodiversity for Educators, which will be released later this month as part of the Teaching, Engaging, and Thriving in Higher Ed series at the University of Oklahoma Press. Show notes and the transcript for this episode may be found at http://teaforteaching.com

On past episodes of this podcast, we’ve discussed several stages of the career path for academics including the transition from grad school to faculty and decisions to move to administrative positions. In this episode, Alark Joshi and Victoria Hallinan join us to discuss the role that a postdoc may play in an academic’s career trajectory. Alark is a professor of Computer Science at the University of San Francisco. His work focuses on data visualization literacy and strategies for inclusive computer science education. Victoria is the Program Director for Professional Development in the Office of Postdoctoral Affairs at Yale University. Alark and Victoria are the co-authors of Postdoc: How to Navigate Your Career After Grad School, which has recently been released by Johns Hopkins Press.  Show notes and the transcript for this episode may be found at http://teaforteaching.com

Traditional grading systems encourage students to focus on final grades, sometimes at the expense of learning. In this episode, Jessamyn Neuhaus, Ashley Cambareri, and Cole Bailey discuss challenges associated with traditional and alternative grading systems. Jessamyn is the Director of the Center for Teaching and Learning Excellence and Professor in the School of Education at Syracuse University. She is an historian and editor of Teaching History: A Journal of Methods. Jessamyn has published extensively in scholarly publications in the areas of history, pedagogy, and cultural studies. She is a recipient of the SUNY Chancellor’s Award for Teaching. Jessamyn is the author of several books, including Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers, Snafu Edu: Teaching and Learning When Things Go Wrong in the College Classroom and she is the editor of Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning. Ashley graduated in May as an honors student with a degree in Inclusive Elementary and Special Education from the School of Education at Syracuse University, and will begin her new job as a 5th-grade teacher this September. Cole is a student in the Renée Crown Honors Program at Syracuse University, studying International relations. Ashley and Cole were students in Jessamyn’s Honors class on “Problems with Grades.” Show notes and the transcript for this episode may be found at http://teaforteaching.com

A growing proportion of college students report mental health challenges, but most student affairs practitioners, campus leaders, and faculty members have received little training in addressing mental health concerns. In this episode, Alexis Redding joins us to discuss a new resource designed to allow us to provide better support for students with these concerns. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Institutions are increasing their focus on creating inclusive environments. In this episode, Megan Kohler joins us to discuss a course design framework she developed to support neurodiverse learners. Megan is an Assistant Teaching Professor and Learning Designer in the John A. Dutton e-Education Institute at Penn State. She is the recipient of the Marion G. Mitchell Award for Innovative Teaching and is conducting research, funded by the Schreyer Institute Scholarship, on supporting neurodivergent learners in higher education. Megan is one of the co-editors of The Multi-Disciplinary Instructional Designer: Integrating Specialized Skills into Design Toolkits. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty create large quantities of content, but aren’t always aware of their intellectual property rights, or lack thereof. In this episode, Kent Kauffman joins us to discuss legal issues associated with copyright law. Kent is a Professor of Business Law and MBA Programs Faculty Liaison in the Doermer School of Business at Purdue University Fort Wayne. He is also the author of Navigating Choppy Waters: Key Legal Issues College Faculty Need to Know. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students with strong critical thinking skills can make better decisions that have real consequences on their quality of life. In this episode, Michael Bishop joins us to discuss an approach to developing these skills that appears to have a persistent effect on students’ ability to avoid common cognitive biases. Michael is a professor of philosophy at Florida State University. His research interests focus on two areas: rationality (how should we think about important things) and happiness (what is lasting happiness, and how can we get it). He is also a co-author of a recent study investigating the impact of critical thinking classes on common cognitive biases. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Higher ed has become an increasingly complex and challenging environment to work in. In this episode, Susan Hrach and Kitty Maynard join us to discuss the role trained coaches can play in supporting agency, resilience, and career growth for college employees. Susan is the author of Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning. She’s served as a Fulbright Canada Distinguished Research Chair, and recently appeared on the TEDx stage in Columbus, Georgia. Kitty is the Director of the Teaching and Scholarship Hub at the University of Richmond. Her higher ed career began as a Professor of French Studies, and she has taken on leadership roles in faculty development at Washington College and Virginia Commonwealth University before moving to the University of Richmond. She is the author of Reveries of Community: Epic in the Age of Henri IV and co-editor of Polemic and Literature Surrounding the French Wars of Religion. Susan and Kitty have both received training from, and are members of, the International Coaching Federation. They are also two of the editors of Transformative Coaching for Faculty and Staff in Higher Education. Kristin Croyle, a psychologist and the Dean of the College of Liberal Arts, Sciences, and Engineering, fills in for Rebecca in this episode. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Student motivation is enhanced when the framework of self-determination theory is used to design courses that support student autonomy. In this episode, Daniel Guberman and Chantal Levesque-Bristol join us to discuss a new resource designed to assist in the development of such courses. Daniel and Chantal have leadership roles at the Center for Instructional Excellence at Purdue University. Chantal is the Executive Director and Daniel is the Assistant Director for Student-Centered Pedagogy.  They are the authors, with Emily Bonem, of Designing Impactful College Courses: Applying Self-Determination Theory to Unleash the Potential of Autonomy Supportive Learning Environments, which was recently released by Routledge. A transcript of this episode and show notes may be found at http://teaforteaching.com.

A growing body of research indicates that asking questions about concepts students have not yet studied increases learning. In this episode, Steven Pan and Judith Schweppe join us to discuss how generative AI can facilitate this technique by generating prequestions.  Steven is an Assistant Professor of Psychology and the Director of the Learning Sciences Lab at the National University of Singapore whose research focuses on evidence-based teaching approaches. Judith is a Professor of Educational Science with a focus on teaching with digital media at the University of Erfurt. Her research focuses on working memory, long-term memory, and learning. A transcript of this episode and show notes may be found at http://teaforteaching.com.