What if we treated every name as a story worth learning? In this episode of Centering Centers, we talk with Constanza Bartholomae from Bryant University about the humanity at the center of teaching and learning. Constanza shares how identity and names shape our sense of belonging, and how the quiet work of being seen and seeing others influences the relationships that hold academic life together. Throughout the conversation, she reflects on the emotional weight people carry, the moments that help them feel recognized, and the simple act of saying someone’s name with care as a meaningful part of creating community in higher ed.

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In this third installment of Podbites, Adam Barger talks with Gilpatrick Hornsby of James Madison University about how leadership development and educational development meaningfully overlap. In five quick insights, Gilpatrick explores why leadership programs should emphasize transferable skills, how these programs can reconnect faculty and administrators, the importance of self-selection, and the value of grappling with real shared-governance challenges. He closes with a reminder that external resources and perspectives can strengthen campus leadership initiatives.

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What does it mean to teach for integrity when artificial intelligence changes how we work, write, and learn? In this episode of Centering Centers, we talk with Tricia Bertram Gallant and David Rettinger about their new book, The Opposite of Cheating: Teaching for Integrity in the Age of AI. They share how conversations about cheating and honesty are evolving, what durable human skills still matter most, and why integrity is less about catching wrongdoing and more about cultivating trust, transparency, and courage in our classrooms and institutions.

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In this second bite-sized episode of PodBites, Adam Barger talks with Betsy Barre from Wake Forest University about how educational developers can “build a bigger tent.” In just a few minutes, Betsy offers five thoughtful and practical insights, from avoiding the word “training” to designing for disagreement, that invite educators to reimagine how we welcome diverse perspectives, foster inquiry, and create spaces where genuine dialogue about teaching can flourish.

This episode was edited and produced by Roy W. Petersen.

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"Why not be kind?" In this episode of Centering Centers, we talk with Cate Denial from Knox College about how kindness shows up in teaching, leadership, and everyday interactions, and how it can shape the ways we respond to challenges and change. She reflects on kindness not only as a pedagogy, but also as a practice and a discipline, and reminds us that kindness isn’t just for students, but for all of us working and learning together in higher education.

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In this first bite-sized installment of PodBites, Adam Barger chats with Mike Blum from William & Mary about practical strategies for engaging faculty. In under five minutes, Mike shares five quick, creative approaches, ranging from consistent, personal communication to partnering with faculty and valuing their expertise, that can help educational developers strengthen relationships and spark meaningful collaboration.

This episode was edited and produced by Roy W. Petersen.

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What does it mean to bring curiosity back into the classroom? In this episode of Centering Centers, we talk with Bethany Lisi from the University of Massachusetts Amherst about her upcoming book on curiosity in higher education. She shares why curiosity matters now more than ever, the variables that spark it (novelty, surprise, complexity, and ambiguity) and how faculty can design classrooms that make space for risk-taking, wonder, and even play. Along the way, Bethany offers concrete strategies and examples and reminds us that curiosity isn’t just for students—it's also for faculty rediscovering the joy of teaching.

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Centering Centers, Episode 71

In this episode of Centering Centers, we talk with Anna Santucci (University of Virginia), Barbara Bird (Ohio Wesleyan University), and Jayln Parker (Colorado Technical University) about their roles in launching and leading the new POD Perspectives Conference Reporters initiative. Anna, who guided the transition from POD Speaks! to POD Perspectives, shares the vision behind reimagining this publication as a platform for multiple voices in educational development. Barb reflects on serving as Lead Reporter for a team of five at the 2024 POD Conference, while Jayln describes her first POD experience as a Reporter and how it helped her find belonging in the field. Together, they highlight how the initiative both amplifies conference insights for broader audiences and creates meaningful entry points for new and seasoned members alike.

• Explore the POD Perspectives page to read the most recent Conference Reporters special edition.

• Learn about opportunities to contribute to POD Perspectives—anyone can sign up to be a reviewer and/or submit a proposal for a future paper.

• Keep an eye on the page for the upcoming call for 2025 Conference Reporters (to be posted soon).

Anna Santucci

• Associate Professor and Associate Director, Center for Teaching Excellence, University of Virginia

• Senior Lecturer, Teaching and Learning Enhancement, Centre for the Integration of Research, Teaching and Learning (CIRTL), University College Cork, Ireland

Anna has very recently joined the University of Virginia’s Center for Teaching Excellence. Her international collaborations and research interests include intercultural teaching and learning, participatory arts pedagogies, trans-disciplinarity, and educational development for higher education transformation grounded in principles of love, hope, equity, justice, reflection, relational co-creation, and dialogue.

Barbara Bird, PhD, is Director of Teaching, Learning, and Innovation at Ohio Wesleyan University. She is the inaugural Director of Teaching, Learning, and Innovation at OWU. In the newly endowed position, Bird oversees the strategic design and implementation of faculty support programs, grants, and services on teaching effectiveness, engaged learning, and curricular innovation at Ohio Wesleyan.  At the 2024 POD Conference, she served as Lead Reporter for a team of five POD journalists.

Jayln Parker (she/her), MA Learning Sciences, is a Faculty Development Facilitator in the Teaching & Learning Center at Colorado Technical University, where she designs and implements professional development programs that advance evidence-based practices, foster inclusive teaching, and support faculty in their scholarly and professional growth. Her interests include advancement of faculty scholarship, writing, and exploring the role of podcasts in the scholarship of teaching and learning. Jayln attended her first POD Conference in 2024, serving as a POD Reporter.

Transcript of the Episode

This episode of Centering Centers explores how educational developers are responding to the rise of generative AI in higher education. The conversation touches on faculty creativity, student learning, ethical tensions, and the importance of building AI literacy across disciplines. It’s a thoughtful look at how AI is reshaping teaching, learning, and the work of educational development itself.

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What happens when we stop focusing on grades and start focusing on learning? In this episode of Centering Centers, we explore the practice of ungrading in higher education. Our guests reflect on how traditional grading systems can undermine motivation and share insights into alternatives like specifications grading, feedback-centered approaches, and project-based learning. Along the way, they discuss the challenges and opportunities of shifting mindsets and systems toward more meaningful, learner-driven education.

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