In this episode of Speaking of Higher Ed, we welcome acclaimed author and teaching expert Dr. James Lang to explore one of the most pressing topics in higher education today: academic integrity in the age of generative AI. Drawing from his influential book Cheating Lessons, Lang shares practical, research-based strategies for designing learning environments that reduce cheating and enhance student motivation. 

At the heart of the discussion is the argument that academic dishonesty often arises not from “bad” students, but from the pressures and pitfalls of ineffective course design. Lang outlines key environmental factors—such as extrinsic motivation, high-stakes assessments, and low self-efficacy—that contribute to cheating, and offers concrete ways faculty can design courses that support learning while discouraging misconduct. He also reflects on how generative AI has intensified these challenges, and how faculty can respond with next-generation assessments that promote metacognition and student voice. 

Later in the conversation, Lang turns to his newest book, Write Like You Teach, which encourages faculty to bring the clarity and accessibility of their classroom teaching into their writing. He shares advice on how academics can communicate their work to broader audiences and engage the public in meaningful ways. 

Whether you’re a new instructor or a seasoned professor, this episode blends theory and actionable insights for both your teaching and your writing life. 

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Generative AI is rapidly changing the landscape of higher education, offering new possibilities for student engagement, personalized learning, and course design. In this episode, Dr. Cynthia Alby, professor of teacher education at Georgia College and lead instructor in the Governor’s Teaching Fellows Program, shares how faculty across the country are integrating AI into their teaching. 

She discusses practical applications, from AI-assisted feedback to generative textbooks, as well as the challenges faculty face when incorporating AI into their courses. Dr. Alby also explores the ethical considerations of AI use, student concerns about fairness and job prospects, and strategies for fostering academic integrity in an AI-driven world. 

Whether you’re already experimenting with AI or just starting to explore its potential, this conversation offers valuable insights and concrete strategies for leveraging AI to enhance teaching and learning. 

📌 Topics covered in this episode: 
✔️ AI-powered course design and lesson planning 
✔️ Strategies for using AI to support student learning 
✔️ Faculty concerns and institutional challenges 
✔️ Ethics, academic integrity, and the future of AI in education 

Note: This episode description was written by ChatGPT using the podcast transcript as a guide. 

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How do you prepare students to enter a rapidly changing industry like animation? What impact does AI have on such a competitive industry?

On this episode, we’re exploring animation education with our guest, A.B. Osborne. We discuss the development of Augusta University’s animation program, how students balance creativity with technical skills, and the impact of AI on the animation industry—and what it means for animation students. 

Professor Osborne is an associate professor Pamplin College of Arts, Humanities, and Social Sciences in the Department of Art and Design and the director of Augusta University’s Animation Program which he helped launch in 2019. 

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What is the lifelong influence of undergraduate research experiences? 

For this month’s topic of undergraduate research, Drs. Michael Rifenburg and Kristine Johnson discuss their book A Long View of Undergraduate Research: Alumni Perspectives on Inquiry, Belonging, and Vocation. They discuss insights into undergraduate research learned by interviewing alumni about the effect that participating in UR played in their lives after graduation.

The authors discuss the balance between intellectual growth and career readiness that UR can provide as well as the importance of the faculty role for students. Finally, they provide practical advice for faculty just starting or expanding undergraduate research.  

Dr. Michael Rifenburg is an associate professor of English at the University of North Georgia, serves as co-director of First-Year Composition and is a Senior Faculty Fellow for Scholarly Writing within UNG’s Center for Teaching, Learning, and Leadership.  

Dr. Kristine Johnson is an Associate Professor at Calvin University in Michigan. She currently serves as the University Rhetoric Director, directing first-year writing, Rhetoric Across the Curriculum, and the Rhetoric Center. 

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“Have you ever wondered if the principles of gaming could transform how your students learn?” In this episode of Speaking of Higher Ed, we explore gamification and game-based learning in higher education with Jeff Mastromonico and Arthur Takahashi. You’ll hear about the differences between these approaches, how they can boost student engagement, and practical examples like escape rooms and simulations. Discover how you can incorporate gamified elements into your courses, align them with your teaching objectives, and create more engaging learning experiences across any discipline. 

Get free access to more of our content, visit our show page for full episodes and additional resources. 

“There is no learning without emotion.” This bold statement, likely familiar to many educators, is at the center of Dr. Mary Helen Immordino-Yang’s research. In this episode of Speaking of Higher Ed, we speak with Dr. Immordino-Yang, a renowned professor of education, psychology and neuroscience at the University of Southern California. We explore why emotions are essential to learning from a neurobiological perspective, how we can use this knowledge to help our students learn meaningfully, and what this insight means for our approach to education.

Get free access to more of our content, visit our show page for full episodes and additional resources.

“How can you teach people in ways so that they can take what they’ve learned and use it in new situations?” This question has been the driving force behind Dr. Richard E. Mayer's work for over 40 years. In this episode of Speaking of Higher Ed, we talk with Dr. Mayer, the world’s most cited educational psychologist, about two of his most significant contributions to education: his involvement in revising Benjamin Bloom's original taxonomy of educational objectives and his lifelong work in multimedia learning.  

First, we explore his role in creating the Revised Bloom's Taxonomy. Dr. Mayer explains why the revised taxonomy is not yet a cumulative hierarchy, challenging the widespread misconception and cautioning us against the use of the pyramid visual. Instead, he explains which of the six categories of the Revised Bloom's Taxonomy we should focus on when designing instruction.  

In the second part of the interview, Dr. Mayer discusses his groundbreaking work in multimedia learning, including his famous Cognitive Theory of Multimedia Learning. He shares how his research can help us design better instruction. Dr. Mayer also discusses the future of his research. 

Get free access to more of our content, visit augusta.edu/innovation for full episodes and additional resources. 

What happens when a professor throws paper balls and playlists into the mix to get students engaged? In this episode of Speaking of Higher Ed, Gary Green, EdD from the University of Georgia shares how he uses unconventional, yet effective, strategies to capture student attention and keep them involved. Dr. Green explains his approach to fostering a classroom environment that encourages active participation. He shares specific techniques such as using paper ball activities, personalized music playlists, and creative tools like "Learn-dle" to make learning more engaging. 

Dr. Green also emphasizes the importance of getting to know students on a personal level, integrating their interests into course materials, and maintaining open communication. By offering his phone number and responding quickly to student inquiries, he builds rapport and breaks down barriers between instructor and student. 

Additionally, Dr. Green highlights the role of feedback in shaping his teaching, conducting regular check-ins to assess student understanding, and adjusting his approach accordingly. He also touches on the use of group activities, creative exam reviews, and offering flexibility to students who may need extra support. 

We discuss actionable strategies for educators looking to enhance student engagement in their classrooms, whether in large lectures or smaller classes. 

Get free access to more of our content, visit augusta.edu/innovation for full episodes and additional resources.

Discover how real-world experiences shape student success in our conversation with Lynsey Steinberg, Director of Innovation at the Georgia Cyber Innovation and Training Center. She offers practical tips for faculty on creating impactful community partnerships and interdisciplinary projects, while also sharing the growth journey of the Innovate Competition from 20 students to over 300 participants. 

Get free access to more of our content, visit augusta.edu/innovation for full episodes and additional resources.  

In this special summer shorts episode, we revisit conversations from the past year to help you gear up for the upcoming semester. Join us as we explore practical strategies and innovative approaches shared by our expert guests. 

From episode 13, JoAnn Edmond and Jenn Rose kick things off by emphasizing the importance of a learner-centered syllabus. "Creating tools like a syllabus, which can serve as a blueprint for your course, is crucial," they explain. By utilizing templates and resources from the Center for Instructional Innovation, faculty can design syllabi that not only guide course structure but also foster a community-focused learning environment. This approach, they argue, can directly support institutional goals like improving student retention. 

We explore the concept of Ungrading from episode 17 with Drs. Candis Bond and Trent Kays. They describe Ungrading as an "assessment and evaluation approach that favors process over traditional grading," focusing on formative assessment and continuous feedback. By shifting away from the conventional A-F scale, this method aims to enhance intrinsic motivation and promote a deeper engagement with the learning process. "It's a mindset, a philosophy," they assert, encouraging educators to create environments where students can focus on learning rather than merely aiming for a grade. 

Finally, from episode 15, Dr. David Joyner discusses the transformative potential of AI in education. He highlights the need to adapt assessments to maintain their effectiveness in the face of new AI tools like ChatGPT. He advises, "We must make certain changes to keep our assessments reliable and effective demonstrations of student understanding." Dr. Joyner also sees AI as a means to elevate educational outcomes, enabling students to tackle more ambitious projects and achieve deeper understanding. His insights are complemented by his publication "A Teacher’s Guide to Conversational AI" and a professional certificate program available on edX. 

Explore these ideas and more, visit augusta.edu/innovation for full episodes and additional resources.