Leading Lines

In this episode, Leading Lines' own Stacey Margarita Johnson and Derek Bruff discuss student-produced podcasts. Stacey and Derek share their own experiences with podcast assignments and, by searching through the Leading Lines rich archives, also bring in voices from past episodes so we can hear their stories as well.

LINKS

• The downside of Spotify exclusivity: https://twitter.com/trufelman/status/1487450647561744384

• NPR College Podcast Challenge https://www.npr.org/2021/12/01/1060141108/nprs-college-podcast-challenge-is-back-with-a-5-000-prize

• Vanderbilt Podcasting Competition https://news.vanderbilt.edu/2022/01/21/excellence-in-podcasting-competition-underway-students-invited-to-submit-by-april-1/

• VandyVox http://vandyvox.com/

• According to Pew Research, of Americans age 12 and over in 2021, 41% had listened to a podcast in the past month.

Previous episodes referenced in this episode:

• Episode 27 Gilbert Gonzales https://leadinglinespod.com/episodes/episode-027-gilbert-gonzales/

• Episode 37 John Sloop https://leadinglinespod.com/episodes/episode-37john-sloop/

• Episode 56: Sophie Bjork-James https://leadinglinespod.com/uncategorized/episode-56sophie-bjork-james/

Read more about Stacey’s podcasting assignment in this blog post: https://staceymargarita.wordpress.com/2019/08/05/my-podcast-my-students-interviews-and-public-scholarship/

Read more about Derek’s podcasting assignment in this blog post: https://derekbruff.org/?p=3558

This episode begins our new mini-series on bodies and embodiment. Leah Marion Roberts, senior graduate teaching fellow at the Vanderbilt Center for Teaching, interviews experts who can help us understand why paying attention to bodies in teaching and learning spaces is important. The episodes explore how theories of the body make sense of social life and inequity; how learning is sensory, experiential, physical and emotional; how educators can incorporate embodied practices into their classrooms to enhance learning; and the relationships between bodies and technology.

On this first installment, Leah talks with Aimi Hamraie, associate professor of medicine, health, and society and of American studies here at Vanderbilt University. They direct the Critical Design Lab and host the Contra* podcast on disability, design justice, and the lifeworld. They are also the author of Building Access: University Design and the Politics of Disability from the University of Minnesota Press. Aimi is trained as an intersectional feminist scholar, and their work focuses on disability, accessibility, and design.

In the interview, Aimi shares some key conceptions of embodied learning from their interdisciplinary perspective, discusses the intersection of bodies and learning and technology, and provides some very interesting examples of teaching practices that tap into embodied learning.

Links

• Aimi Hamraie’s website, https://aimihamraie.wordpress.com/

• Aimi Hamraie on Twitter, https://twitter.com/AimiHamraie

• “Accessible Teaching in the Time of COVID-19,” https://www.mapping-access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19

• Episode 208: Curb Cuts, 99% Invisible, https://99percentinvisible.org/episode/curb-cuts/

• Ashley Shew, Virginia Tech, https://liberalarts.vt.edu/departments-and-schools/department-of-science-technology-and-society/faculty/ashley-shew.html

• Jentery Sayers, University of Victoria, https://www.uvic.ca/humanities/english/people/regularfaculty/sayers-jentery.php

In September 2021, Derek Bruff had the opportunity to visit the Farminary at Princeton Theological Seminary in New Jersey. The Farminary is a working farm on the seminary campus that’s integrated in the seminary curriculum. This fall, for instance, a half dozen courses met regularly at the Farminary, combining work on the farm with theological education.

In this episode, Derek talks with Nathan Stucky, director of the Farminary Project, and Emma Lietz Bilecky, Farminary Fellow at the seminary. They have a conversation about the origin of the Farminary, the kinds of experiential and embodied learning that happens there, and the challenges and opportunities that come with teaching in rhythm with nature.

Links

• The Farminary Project, https://www.ptsem.edu/academics/departments/farminary

• Episode 47: Kimberly Rogers, https://leadinglinespod.com/uncategorized/episode-47kimberly-rogers/

• Episode 48: Max Seidman, https://leadinglinespod.com/episodes/episode-48max-seidman/

• Episode 93: Holly Tucker, Shaul Kelner, and Cait Kirby, https://leadinglinespod.com/episodes/episode-93holly-tucker-shaul-kelner-and-cait-kirby/

Our newest Leading Lines producer, Julaine Fowlin, is back with another lively interview. She talks with Carl Moore about his passion for digital transformation in education, fostering culture change on a university campus, and his rather bold vision for the future of educational technology.

Carl Moore is assistant chief academic officer at the University of the District of Columbia, and part time teacher at Temple University, the University of Southern California, and the Online Learning Consortium. He’s also a mentor for the Institute for New Faculty Developers from the POD Network.

Links

• Carl Moore on LinkedIn, https://www.linkedin.com/in/carlsmoorephd/

• @carlsmoore on Twitter, https://twitter.com/carlsmoore

• “Disrupting Ourselves: The Problem of Learning in Higher Education,” by Randall Bass, https://er.educause.edu/articles/2012/3/disrupting-ourselves-the-problem-of-learning-in-higher-education

• SMAR Model - https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

• TPACK - https://en.wikipedia.org/wiki/Technological_pedagogical_content_knowledge

Neurodiversity - https://med.stanford.edu/neurodiversity.html

• Voice Thread - https://voicethread.com/

• Ed Puzzle - https://edpuzzle.com/

• Evernote - https://evernote.com/

• Leading Lines 101- Eunice Ofori - https://leadinglinespod.com/uncategorized/episode-101eunice-ofori/

Tazin Daniels is an assistant director at the Center for Research on Learning and Teaching at the University of Michigan. She has a doctorate in medical anthropology and her current scholarship focuses on promoting equity and inclusion in teaching and in faculty development. She’s been practicing equity-focused teaching in online environments long before we were figuring out how to teach on Zoom during a pandemic, and she’s deeply committed to helping other instructors reflect on and improve their teaching practices. In our interview, Tazin shares her journey into this work, steps both big and small that faculty can take toward equity-focused teaching, and her vision for the future of educational technology in higher ed.

Links

• The Pedagologist, Tazin Daniels’ website, https://www.thepedagologist.com/

• @ThePedagologist on Twitter, https://twitter.com/ThePedagologist/

• Tazin Daniels’ staff page, https://lsa.umich.edu/ncid/people/diversity-scholars-directory/tazin-karim-daniels.html

• “Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math,” by Elli Theobold et al., https://www.pnas.org/content/117/12/6476

• Leading Lines Episode 62: Chris Gilliard, https://leadinglinespod.com/episodes/episode-62-chris-gilliard/

Eunice Ofori is a senior instructional designer at the Center for Engaged Learning and Teaching at Tulane University in New Orleans. She has a PhD in curriculum and instruction with an emphasis on instructional design and technology from Virginia Tech, and her career has focused on the use of instructional technology and sound pedagogy in a variety of teaching contexts. She’s also a good friend of podcast producer Julaine Fowlin, the Vanderbilt Center for Teaching’s very own assistant director for instructional design. Julaine recently interviewed Eunice about her passion for accessibility in the educational technology space. Eunice shares how she came to this work, what it looks like now, and lots of useful advice for instructors who want to make learning accessible for more students.

Links

• Eunice Ofori on LinkedIn, https://www.linkedin.com/in/eofori/

• Eunice Ofori on Twitter, https://twitter.com/EuniceO94407204

• SAMR model by Ruben Puentedura, https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

• OneNote’s Immersive Reader, https://www.onenote.com/learningtools

• Present with realtime automatic captions

• Present with realtime automatic captions, https://support.microsoft.com/en-us/office/present-with-real-time-automatic-captions-or-subtitles-in-powerpoint-68d20e49-aec3-456a-939d-34a79e8ddd5f

• Improve accessibility with accessibility checkers, https://support.microsoft.com/en-us/office/improve-accessibility-with-the-accessibility-checker-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f

• Grackle Accessibility checker, https://chrome.google.com/webstore/detail/grackle-accessibility-che/copojmaamcpblldileiipebpfjahcnjf?hl=en

Welcome to the 100th episode of Leading Lines! For this momentous occasion, Derek Bruff reached out to Zoe LeBlanc, a Vanderbilt doctoral student who was interviewed way back during the first season (Episode 8) to see if she would come back on the podcast to talk about her career since that interview in 2016. Since finishing at Vanderbilt, Zoe has been a digital humanities developer at the Scholars Lab at the University of Virginia and a postdoctoral associate and Weld Fellow at the Center for Digital Humanities at Princeton University.

This fall, she has started an assistant professor position in the School of Information Sciences at the University of Illinois at Urbana-Champaign. Derek Bruff sits down with her, virtually, to catch up and talk about that career.

Links

• Zoe LeBlanc’s website, https://zoeleblanc.com/

• @Zoe_LeBlanc on Twitter, https://twitter.com/Zoe_LeBlanc

Brooke Ackerly and Kristin Michelitch, both political science professors here at Vanderbilt University, are editing a forthcoming special issue of the journal PS: Political Science and Politics focused on Wikipedia, the systematic knowledge gaps and biases it has, and efforts by university faculty to address those issues through student initiatives. In that issue, they reflect on their own experiences engaging their students as Wikipedia contributors, with benefits both to Wikipedia and their students. In September 2021, I invited Brooke and Kristin to talk about those experiences at a special spotlight event at the Vanderbilt Digital Commons.

On this episode of Leading Lines, we share some of the audio from that spotlight event. We’ll hear first from Brooke Ackerly about the politics of knowledge, the way that those politics intersect with Wikipedia, and the kinds of learning outcomes her class Wikipedia projects lead to. Then we’ll hear from Kristin about the learning outcomes she’s seen with her students, as well as the practical approaches and tools she uses with her Wikipedia assignments. They make a compelling case for teaching with Wikipedia and, whether or not you’ve tried your hand at a Wikipedia assignment, I think you’ll hear some valuable insights in their presentation.

Links

• Brooke Ackerly’s faculty page, https://www.vanderbilt.edu/political-science/bio/brooke-ackerly

• @brookeackerly on Twitter, https://twitter.com/brookeackerly

• Kristin Michelitch’s faculty page, https://www.vanderbilt.edu/political-science/bio/kristin-michelitch

• @KGMichelitch on Twitter, https://twitter.com/KGMichelitch

• "Wikipedia and Political Science: Addressing Systematic Biases with Student Initiatives" by Ackerly and Michelitch, https://www.cambridge.org/core/journals/ps-political-science-and-politics/article/wikipedia-and-political-science-addressing-systematic-biases-with-student-initiatives/BB0D5D39E274DA9722167FA1DF105D3D

• Wiki Education, https://wikiedu.org/

• Michael Bess on teaching with Wikipedia, https://cft.vanderbilt.edu/2007/12/episode-1-an-interview-with-michael-bess/, from the first episode of the Center for Teaching’s original podcast in 2007

On this episode of Leading Lines, producer Cliff Anderson brings us an interview with Morgan Ames, author of The Charisma Machine: The Life, Death, and Legacy of One Laptop Per Child, published in 2019 by MIT Press. One Laptop Per Child, or OLPC, was a non-profit initiative launched in 2005 to bring low-cost laptops to children in developing countries, under the assumption that doing so would transform education in those countries.

In the interview, Morgan Ames talks about the origin of OLPC, the challenges the program faced, and its legacy on computing and education.

Links

• The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child - https://mitpress.mit.edu/books/charisma-machine

• Morgan Ames faculty page - https://cstms.berkeley.edu/people/morgan-ames/

• Morgan Ames’ website - https://morganya.org/

• @morgangames on Twitter - https://twitter.com/morgangames

• Logo in your browser, https://rmmh.github.io/papert/static

• History of MIT’s Logo computer programming environment - https://el.media.mit.edu/logo-foundation/what_is_logo/history.html

In this episode, Julaine talks with Courtney Gamston, professor of the practice of experiential education at the Harrison School of Pharmacy at Auburn University. Julaine worked at the Harrison School as an instructional designer and faculty developer before coming to Vanderbilt, and she knew that her former colleague Courtney had some very interesting experiences teaching during the pandemic. Courtney works with pharmacy students who are just starting to enter clinical practice settings, helping them apply what they’ve been learning in their pharmacy courses to real patients. Given the work Courtney’s students do in clinical settings, the 2020 transition to remote teaching and learning meant she and her colleagues had to rethink how they taught their courses.

In the interview, Courtney shares some of the methods she used to keep pharmacy education experiential during the pandemic and mentions a few changes to the course that worked out so well they’ll persist when classes return to traditional settings.

Links

• Courtney Gamston’s faculty page, http://pharmacy.auburn.edu/directory/courtney-gamston.php

• “Never Going Back” blog series from the Vanderbilt Center for Teaching, https://cft.vanderbilt.edu/tag/never-going-back/