What if imagination is one of our most practical tools for the future? In this episode of Centering Centers, we talk with Bryan Alexander about what it means to think ahead when the world and higher education keep changing. Bryan shares how he came to futures work, what futurists actually do, and why learning to notice patterns, ask better questions, and explore multiple possible directions can help us respond more thoughtfully to change.

Our conversation moves across the many forces shaping higher education today and the challenge of thinking beyond immediate pressures. Along the way, we talk about teaching, curiosity, science fiction, and world-building, and how creative thinking helps us see change more clearly.

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In this sixth bite-sized episode of PodBites, Adam Barger talks with Diana Theisinger from William & Mary about integrating principles of online course design into in-person teaching. Diana shares five practical insights drawn from her work with faculty developing online courses, and how those same design principles can strengthen face-to-face instruction. From thinking about courses holistically and increasing transparency, to inviting peer feedback and making better use of class time, this episode offers concrete, adaptable strategies educational developers can use across modalities.

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

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What brings joy and energy to online teaching, especially in asynchronous courses? In this episode of Centering Centers, we talk with Flower Darby about her new book, The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes. She explores what often gets lost in online learning and why community, connection, and emotion matter just as much online as they do in person. She shares stories from her teaching and research, practical ways to center people in digital spaces, and why asynchronous online education is both challenging and valuable. We also explore her own experience as a PhD student, offering an honest look at motivation and learning from the student side of asynchronous education.

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In this fifth bite-sized episode of PodBites, Adam Barger talks with Lindsey Hamilton from Bates College about dealing with “programming lemons” in faculty development. In just a few minutes, Lindsey shares five practical and playful strategies for assessing when programs are no longer serving their purpose, making thoughtful decisions about where to invest energy, and selecting programming that truly fits the needs and direction of a center. From plotting programs by impact and effort to collaborating with colleagues and taking a simple “plus one” approach to improvement, this episode offers concrete guidance for turning challenges into opportunities.

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

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In this fourth bite-sized episode of PodBites, Adam Barger talks with Heather Keith from Radford University about navigating controversial topics in classrooms and beyond. In just a few minutes, Heather offers five grounded and practical insights, beginning with determining whether a topic is truly relevant and moving through the pre-work of building community, modeling humility, and preparing students for productive engagement. She also shares strategies for structuring difficult discussions so they stay productive and highlights the importance of closing with intentional reflection to help students process concerns and recognize moments of growth.

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

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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.

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

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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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