In this episode of Centering Centers, we talk with Thomas Tobin about what it means to build a teaching and learning center from the ground up and what happens when that work is shaped by listening, context, and collaboration. Drawing on his recent experience working with a university in the Philippines, Tom shares how a center can grow from “a name on a door” into something that actively supports teaching across an institution.

Throughout the conversation, we explore how teaching extends beyond the classroom into everyday interactions across campus, why starting with what people are already doing well matters, and how small, immediate changes can lead to meaningful shifts in practice. We also talk about universal design for learning at scale, the challenges of defining and evaluating teaching, and what it looks like to design for the realities students actually experience.

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In this eighth bite-sized episode of PodBites, Adam Barger talks with Shauna Mayo from Brightpoint Community College about making course alignment feel manageable for faculty. In this quick conversation, Shauna shares five practical insights to help design courses that actually support student learning. From starting with outcomes instead of assignments and making assessments measurable, to mixing up assessment types, aligning practice with evaluation, and using feedback as a learning tool, this episode offers concrete strategies educational developers and faculty can use right away.

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

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In this special episode of Centering Centers, guest host Danielle Gabriel talks with Emily Drabinski about how academic libraries shape the way we find and understand information.

From subject headings to search systems, they unpack the hidden structures behind information literacy and what they mean for teaching, learning, and civic engagement.

If you’ve ever wondered why some ideas are easier to find than others, this conversation offers a new way to think about research, inquiry, and the role of educational development today.

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In this seventh bite-sized episode of PodBites, Adam Barger talks with Mike Reese from Johns Hopkins University about using a network approach to scale digital innovation in teaching and learning centers. In this quick conversation, Mike shares five practical insights drawn from sociological research and his leadership experience in educational development. From filling structural holes and leveraging the strength of weak ties, to investing in social capital, aligning institutional priorities with local work, and choosing strategic approaches to change, this episode offers concrete ways centers can expand their reach and influence across campus.

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

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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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