College has never cost more, or the payoff more uncertain. As students question the value of a degree, many are disconnecting, skipping class, ghosting assignments, and drifting through their education. Faculty, meanwhile, are working harder than ever to re-engage them.

Enter Mark Perna, bestselling author of Answering Why and a leading voice on generational motivation. He believes today’s students are ready to invest when they see clear, compelling relevance. As he argues, the path forward doesn’t require a full reinvention of higher ed, just a smarter, more intentional way to frame what we’re asking students to do, and why it matters. 

Because if we can’t clearly answer “What’s the point of this?”— how can we expect them to? 

Guest Bio

Mark C. Perna is a bestselling author, speaker, and international expert on generational engagement. As founder and CEO of TFS, a strategic communications firm, Mark has spent his career helping educators, employers, and parents connect with the passion and potential of today’s younger generations. His award-winning book, Answering Why, offers a blueprint for motivating Gen Y and Z with purpose and relevance. A frequent keynote speaker and Harvard guest presenter, Mark’s insights are reshaping how we think about education, work, and the future of talent. Learn more at MarkCPerna.com.

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Textbooks are the flip phones of higher ed: clunky, outdated, and yet somehow the model persists. The reality is, students aren’t buying them. And increasingly, faculty are asking: why am I still assigning something that isn’t delivering value?

In this episode, Donna Battista and Bradley Cohen join us to explore a provocative new vision for course content, one that’s not just digital, but dynamic. Drawing on dozens of faculty and student interviews, they share insights into what’s broken, what’s possible, and why it’s time to move beyond static, one-size-fits-all materials. Because if the textbook is already on life support… what comes next?

Guest Bio

Donna Battista has spent more than 20 years leading content and product development in higher education. As the Managing Director of Learning Solutions at Top Hat, she is responsible for the strategy and development of our growing catalog of high-quality, interactive digital learning experiences, custom content delivery and content services.

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AI isn’t knocking politely—it’s already moved into the classroom, and higher ed is still figuring out who gets the guest room. Marc Watkins, Director of the AI Institute for Teachers and Assistant Director of Academic Innovation at the University of Mississippi, has become one of higher ed’s leading voices on the ethical and practical implications of generative AI. In this episode, he unpacks the divide between those eager to embrace AI and those determined to resist it, and we can learn from both sides.  

From the pitfalls of institutional hype to the importance of “AI-aware” classrooms, Marc makes the case for a middle path grounded in ethics, curiosity, and connection. Together, we explore what meaningful teaching looks like when students can outsource thinking, and why the future of learning depends on keeping humans, not algorithms, at the center.

Guest Bio

Marc Watkins is Director of the AI Institute for Teachers and Assistant Director of Academic Innovation at the University of Mississippi, where he also lectures in Writing and Rhetoric. His work with generative AI in education predates ChatGPT, and he champions a stance of curious skepticism toward the technology. Featured in The Washington Post, and The Chronicle of Higher Education, Marc trains faculty nationwide in AI literacy and writes about the intersection of AI, teaching, and ethics on his Substack, Rhetorica.

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Every student brings invisible baggage to college—stories about what they’re good at, what they’re not, and who they’re expected to be. But what if those stories are wrong—or just incomplete?

In this episode, we talk with college educator Jeffrey Klausman, author of Composing a College Career, about how internal narratives shape student success—and what faculty can do to help students shift from self-doubt to self-authorship. From family expectations to cultural assumptions, we explore the hidden forces that shape the student experience—and how we can support learners in writing a story they actually want to carry with them.

Guest Bio

Jeffrey Klausman has taught English at Whatcom Community College since 1996, where he also served as Writing Program Administrator and WAC Coordinator. His work focuses on building inclusive, equity-centered writing programs that support the diverse needs of two-year college students. A widely published scholar, Jeffrey is the author of Composing a College Career, a strengths-based textbook designed to help first-year students navigate higher education with confidence and purpose. His research and teaching are rooted in social justice, accessibility, and humanizing the student experience.

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Let’s be real: teaching can feel like performance art. But what if your most powerful teaching tool is you—fully present, emotionally honest, and yes, a little messy? 

In this episode, we talk with Liz Norell, author of The Present Professor, about what it really means to bring your whole self to the classroom—without oversharing, or overperforming. Authenticity, she reminds us, isn’t about disclosure—it’s about alignment. When your values shape how you relate to students, the classroom becomes something more than just content delivery. It becomes human. And maybe even joyful.

Guest Bio 

Dr. Liz Norell teaches political science at Chattanooga State and leads with heart—as an author, educator, and advocate for authentic, relationship-rich teaching. With more than two decades of college-level experience—including political science, journalism, statistics, and writing—she now supports faculty through SoTL, assessment, and professional learning focused on disability and neurodivergence. Her research interests include public opinion and the Supreme Court. Liz is the author of The Present Professor and is passionate about helping mid-career educators reconnect with joy, purpose, and presence.

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We’ve all seen the movies: the perfectly polished professor who captivates every student without missing a beat. But in real classrooms, things go sideways—more often than we might like. 

In this episode, we’re joined by Dr. Jessamyn Neuhaus, author of SNAFU EDU, to explore what really happens when teaching goes off-script—whether it’s a name you keep mispronouncing or the emotional gut-punch of a student failing your course. With humor, humility, and hard-earned wisdom, Jessamyn offers strategies for responding to these inevitable moments with clarity and care. You’ll leave with a lighter heart, a few laughs, and a practical “teaching go-bag” to help you handle whatever the classroom throws your way.

Guest Bio

Dr. Jessamyn Neuhaus is the Director of the Center for Teaching and Learning Excellence at Syracuse University and a recipient of the SUNY Chancellor’s Award for Teaching Excellence. She’s the author of SNAFU EDU: Teaching and Learning When Things Go Wrong in the College Classroom and Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers. A longtime champion of inclusive, evidence-based teaching, Jessamyn empowers educators to teach more effectively by embracing their humanity, quirks, and inevitable classroom snafus.

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What if student motivation didn’t have to be a tug-of-war? In this episode, cognitive psychologist and author Dr. Michelle Miller joins us to explore what happens when faculty stop policing students and start partnering with them. 

We dig into the research behind motivation, the power of learning student names, and small shifts that can make a big difference—for students and instructors. Because motivated students aren’t born—they’re made. 

Whether you're burned out on late work emails or just tired of playing bad cop, this conversation offers a more human way forward.

Guest Bio 

Dr. Michelle Miller is the author of Minds Online: Teaching Effectively with Technology and Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World. Her latest book is A Teacher's Guide to Learning Student Names: Why You Should, Why It's Hard, and How You Can. 

A Professor of Psychological Sciences and President’s Distinguished Teaching Fellow at Northern Arizona University, Dr. Miller writes, teaches, and speaks about maximizing learning in today’s technology-saturated and rapidly-changing world.

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When students go quiet after your best discussion question, it’s tempting to assume the worst. But what if that quiet moment means something else entirely?

In this episode, we’re joined by educator, speaker, and author of Teaching at Its Best, Dr. Todd Zakrajsek, to rethink the role of classroom discussions—not as performance, but as practice. We explore why our go-to methods often favor fast-thinking extroverts, and how small shifts in tone, timing, and structure can make space for more voices to be heard.

Learn why awkward pauses might be your best pedagogical tool, and what it really takes to create psychologically safe environments that encourage—not force—participation.

Guest Bio

Dr. Todd Zakrajsek is an educator, speaker and the author or co-author of seven books on teaching and learning, including the widely used Teaching at Its Best.

Dr. Zakrajsek directs four Lilly Conferences on College and University Teaching and is a frequent keynote speaker at institutions around the world. With decades of experience advising faculty and contributing to educational boards and journals, he brings both deep expertise and infectious energy to every conversation about improving student learning.

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Higher education is feeling the pressure—from shifting student expectations to mounting demands for proof of impact. But real change rarely comes with a crash of cymbals. Sometimes, it sneaks in quietly—with the right tools, small shifts in teaching practice, and a mission everyone can rally around. 

In this episode, we explore how one university quietly orchestrated a 11.5% reduction in course withdrawals. Guests Derek Bruff, Gina Londino-Smolar, and Sue-Mun Huang show us why the right tech doesn't just support teaching, it shapes it. And how aligning technology decisions to mission and values can get every section of the orchestra playing from the same score.

Guest Bios

Derek Bruff is the associate director of the Center for Teaching Excellence at the University of Virginia. The author of Intentional Tech and Teaching with Classroom Response Systems, Derek is also the host of the Intentional Teaching podcast. 

Gina Londino-Smolar is a teaching professor and Director of the Forensic & Investigative Sciences program at Indiana University. She was recently awarded the President’s Award for Excellence in Teaching and Learning Technology. 

As Director of Product, Sue-Mun Huang leads the charge in building web and mobile solutions that make teaching and learning better. A champion of responsible tech, she’s on a mission to turn good ideas into everyday practice. 

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Higher ed may be going through stormy weather, but in this soul-nourishing episode, we’re choosing joy. Psychologist, author, and happiness researcher Sarah Rose Cavanagh joins us to explore the science (and the magic) of cultivating happiness—even when times are tough.

From the chorus of spring peepers in New England wetlands to building resilience, Sarah shows us why collective effervescence isn’t just a beautiful phrase—it’s a survival strategy. We talk about why emotion is the secret sauce of learning, how to bring more curiosity and play into your classroom, and what “compassionate challenge” really looks like in practice.

Oh—and keep an ear out for our very first feline guest: Sarah’s cat, Rogue, who drops in with impeccable timing.

Whether you’re feeling discouraged or just need a dose of inspiration, this episode is your permission slip to lean into what makes you—and your students—feel alive.

Guest Bio

Sarah Rose Cavanagh is a psychologist, professor, and Senior Associate Director for Teaching and Learning at Simmons University, where she teaches classes on affective science and mental health, researches the intersections of emotion, motivation, and learning, and provides educational development for faculty. She’s the author of several books, including The Spark of Learning: Energizing the College Classroom with the Science of Emotion and Mind Over Monsters: Supporting Youth Mental Health with Compassionate Challenge. Her essays are featured regularly in Psychology Today and The Chronicle of Higher Education. 

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