The global COVID-19 pandemic has resulted in serious disruptions in everyone’s lives. Traumatic experiences reduce our ability to focus, to learn, and to be productive. While this has always been true, it is an issue that has often been ignored by higher ed faculty. In this episode, Karen Costa joins us to discuss how trauma-informed pedagogy can be used to help our students on their educational journey in stressful times.

Karen is an adjunct faculty member teaching college success strategies to online students and a faculty professional development facilitator at Faculty Guild. She is a staff writer for Women in Higher Education. She writes regularly about higher education, and her new book 99 Tips for Creating Simple and Sustainable Educational Videos was just released by Stylus Publishing. In addition to her education degrees, Karen holds a professional certification in Trauma and Resilience from Florida State University and will complete her certificate in Neuroscience Learning and Online Instruction from Drexel this spring. She's also a certified yoga teacher. Karen has been working to support diverse learners with trauma-aware practices since 2002.  

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty enter teaching careers with the hope of shaping a better future for our students and our society. In this episode, Dr. Kevin Gannon joins us discuss what faculty can do to build a positive and inclusive learning community that empowers and motivates students. Kevin, also known as the Tattooed Professor, is the Director of the Center for Excellence in Teaching and Learning and Professor of History at Grand View University. He is also the author of Radical Hope: A Teaching Manifesto, which has recently been released by West Virginia University Press.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

The sudden switch from face-to-face to remote instruction in response to the global COVID-19 pandemic caught many faculty, students, and colleges by surprise. Until a vaccine is available, regional or nationwide campus shutdowns may occur during the fall semester. In this episode, Dr. Josh Eyler joins us to discuss what faculty and institutions can do to help prepare for future transitions to remote learning. Josh is the Director of Faculty Development and a lecturer in Writing and Rhetoric at the University of Mississippi. Josh is also the author of How Humans Learn: The Science and Stories behind Effective Teaching.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

International students enrolled in U.S. colleges and universities often face a multitude of challenges related to cultural differences and language barriers. These challenges can have an adverse impact on their academic performance during their adjustment process. In this episode, Don Donelsen joins us to discuss how the graduate business program at the University of Miami is working to ease this transition.   

Don is a lecturer in the Miami Herbert Business School at the University of Miami. He is a recipient of a Spring 2016 University of Miami Excellence in Teaching Award.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Grade change requests in college are relatively rare, but when they do occur, evidence suggests that male students make the request more often than female students. In this episode, Dr. Cher Li joins us to discuss these gender differences in grade change requests in college and why they might occur.

Cher is an assistant professor of economics at Colorado State University. Her research focuses on how public policies and social institutions affect the decisions of, and outcomes for, women. She is also a co-author of a January 2020 National Bureau of Economic Research working paper that investigates gender differences in grade changes.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Over the last two weeks colleges across the U.S. have made the decision to shift all classes from face-to-face to remote instruction in an attempt to reduce the spread of the COVID-19 virus. In this episode, Flower Darby joins us explore the challenges and the opportunities associated with this transition.  Flower Darby is the Director of Teaching for Student Success, an adjunct instructor in several disciplines, and the author, with James Lang, of Small Teaching Online. She is also one of the developers of the Online Teaching Toolkit created by the Association of College and University educators (or ACUE).

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Many studies have found that peer-led team learning is effective in helping students learn. In this episode, Dr. Christina Winterton joins us to discuss her study of the factors that result in more productive relationships between peer leaders and the students they work with. Christina has returned to SUNY Oswego as a full time visiting professor in the Department of Biological Sciences, and was previously the Associate Director of the Collegiate Science and Technology Entry Program at Lemoyne College.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Graduate programs provide very strong training in how to be an effective researcher, but generally provide grad students with little preparation for teaching careers. In this episode, Dr. David Gooblar joins us to discuss what all faculty should know to enable us to create a productive learning environment for all of our students.

David is the Associate Director of the Center for the Advancement of Teaching at Temple University, a regular contributor to The Chronicle of Higher Education, and the creator of Pedagogy Unbound. He is also the author of The Missing Course: Everything They Never Taught You about College Teaching.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Science instruction in K-12 education has long been provided as if science consisted of a body of facts to be memorized. The Next Generation Science Standards, however, rely on an inquiry-based approach in which students learn about science by engaging in scientific exploration. In this episode, Dr. Kristina Mitchell joins us to discuss this approach and its implications for college instruction. 

After six years as a director of online education at Texas Tech University, Krristina now works for a science curriculum publishing company and teaches part time at San Jose State University.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students generally receive lower grades in STEM classes than they receive in other disciplines. In this episode, Dr. Peter Arcidiacono joins us to discuss how these differences in grading policies across departments can help to explain the relatively low proportion of female students majoring in many STEM disciplines. Peter is a Professor of Economics at Duke University.

A transcript of this episode and show notes may be found at http://teaforteaching.com.