Drs. Richard Craig, LaNitra Berger, and Courtney Massie join your host, Dr. Rachel Yoho, to discuss how we productively have conversations, facilitate student writing, and grade when centered around potentially challenging topics.

Resources: Office of Faculty Affairs and Development:  https://provost.gmu.edu/about/administrative-units/faculty-affairs-and-development (Contact this office for faculty affinity group information), Provost Website Resources for Faculty:  https://provost.gmu.edu/faculty, George Mason University Faculty Resources:  https://faculty.gmu.edu/,  Stearns Center for Teaching and Learning:  https://stearnscenter.gmu.edu/  

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Shelby Broberg and Dr. Idée Edalatishams join your host, Dr. Rachel Yoho, for a conversation on how we can support multilingual learners, including assignment design, assessment, and more! We explore actionable strategies for education that support all students, both multilingual and not, across disciplines. 

Resources: George Mason University Writing Center: https://writingcenter.gmu.edu, A few example links about Dr. Bobbi Olson’s work (who was mentioned by Dr. Idée Edalatishams in the episode): Olson, B. (2013). Rethinking our work with multilingual writers: The ethics and responsibility of language teaching in the writing center. https://repositories.lib.utexas.edu/items/8a663ff7-4f66-40be-8002-65e333778f72, https://www.grandview.edu/about/directory/profile?id=0011vln, Example links on translingualism (mentioned by Dr. Idée Edalatishams in the episode): Horner, B., Lu, M. Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321.  https://www.jstor.org/stable/25790477, Horner, B., & Tetreault, E. (Eds.). (2017). Crossing divides: Exploring translingual writing pedagogies and programs. University Press of Colorado., https://louisville.edu/faculty/bmhorn01, Canagarajah, A. S. (Ed.). (2013). Literacy as translingual practice: Between communities and classrooms. Routledge., Canagarajah, S. (2016). Translingual writing and teacher development in composition. College English, 78(3), 265-273. 

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Dr. Laina Lockett, the STEM Education Specialist in the Stearns Center for Teaching and Learning, joins us to talk about the “big thing” right now in education: artificial intelligence-based text generators. We explore actionable strategies for continuing impactful and engaging teaching in this new educational context. 

Resources: Your host, Dr. Rachel Yoho’s, publication on inclusive teaching now that we have AI text generators: Yoho, R. (2023). No, Let's Not Go Back to Handwritten Activities: Inclusive Teaching Strategies in the Context of ChatGPT. In The National Teaching & Learning Forum (Vol. 32, No. 6, pp. 1-4). https://onlinelibrary.wiley.com/doi/pdf/10.1002/ntlf.30379, Stearns Center for Teaching and Learning at George Mason University recommendations for teaching considering AI text generators:  https://stearnscenter.gmu.edu/knowledge-center/ai-text-generators/, Inside Higher Ed article mentioned in the episode:  https://www.insidehighered.com/news/tech-innovation/artificial-intelligence/2024/07/23/new-report-finds-recent-grads-want-ai-be  

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Dr. Laura Poms, Director of the Mason Core at George Mason University, joins us to explore what Core courses can teach us about teaching.  We discuss content relevant to instructors who are – and are not – teaching in the undergraduate core curriculum program.

Resources: Mason Core Website:  https://masoncore.gmu.edu/, Mason Core Categories:  https://masoncore.gmu.edu/mason-core-course-categories/, GMU Learning Services:  https://learningservices.gmu.edu/, GMU Learning Services Video Series:  https://learningservices.gmu.edu/academic-skills-videos/, Distinguishing novice and expert learning practices: Daley, B. J. (1999). Novice to expert: An exploration of how professionals learn. Adult education quarterly, 49(4), 133-147. https://journals.sagepub.com/doi/abs/10.1177/074171369904900401 

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Dr. Crystal Anderson returns to discuss the practical aspects of course design, transparency, and productively using feedback in our course.  This relates to our overall intentionality about how we approach teaching to support all students’ learning.  We also talk about how to approach teaching if you are handed a pre-made syllabus. 

For more information about student evaluations: 

• El-Alayli, A., Hansen-Brown, A. A., & Ceynar, M. (2018). Dancing backwards in high heels: Female professors experience more work demands and special favor requests, particularly from academically entitled students. Sex roles, 79, 136-150. 
• Boring, A., & Ottoboni, K. (2016). Student evaluations of teaching (mostly) do not measure teaching effectiveness. ScienceOpen research. 
• Kreitzer, R. J., & Sweet-Cushman, J. (2021). Evaluating student evaluations of teaching: A review of measurement and equity bias in SETs and recommendations for ethical reform. Journal of Academic Ethics, 1-12. 

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We welcome Dr. Crystal Anderson for a conversation about what teaching looks like today, particularly coming off several years of pandemic teaching.  We also explore how we engage students across different modalities, whether face-to-face, hybrid, online, or others.

Stearns Center Teaching Online:  https://stearnscenter.gmu.edu/knowledge-center/online-teaching/

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Dr. Shelley Reid returns for a follow-up conversation about how we create a classroom that supports all students – and the instructors – to create an environment of educational success through policies, procedures, assessment, and more.

Reality, equity, equality, and justice figure:  https://www.bu.edu/diversity/resource-toolkit/inequity-equality-equity-and-justice/ 

Stearns Center resource – Designing for Flexibility:  https://stearnscenter.gmu.edu/wp-content/uploads/21-Course-Design-Flexibility-ALL-Policies.pdf 

 Stearns Center Face-to-Face and/or Hybrid Teaching Resources (see Course Design & Organization Basics section for Life Happens Pass):  https://stearnscenter.gmu.edu/knowledge-center/hybrid-teaching-resources/ 

 Fast Learner/Slow Learner news article:  https://www.cmu.edu/news/stories/archives/2023/march/the-myth-of-the-fast-learner 

 Fast/Learner Slow Learner original research article:  https://www.pnas.org/doi/10.1073/pnas.2221311120 

 Example Exam Wrapper from the American Psychological Association:  https://www.apa.org/ed/precollege/topss/teaching-resources/exam-wrapper.pdf  

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Join us as Dr. Shelley Reid discusses how good teaching is focused on learning, rather than just delivering content, in a way that supports and includes all students. 

Resources: Think-Pair-Share and other active learning strategies, Concentric circles of diversity 

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Listen to our podcast introduction to learn more about Keystone Concepts in Teaching!

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