ee the transcript on the website (https://csedpodcast.org/blog/s4e11_teaching_faculty_careers/)

See the transcript on the website (https://csedpodcast.org/blog/s4e10_tpb_team_communication_neurodivergence/)

See the transcript on the website (https://csedpodcast.org/blog/s4e9_academic_mentoring/)

Dr. Luther Tychonievich from the University of Illinois Urbana-Champaign shares with us his multi-step Q&A process where he solicits questions from his students to get more diverse questions and strongly signals to them that he wants questions. Dr. Tychonievich goes into detail about how to shorten the exercise if you have less time, as well as considerations and ways to respond to the questions when an answer is not necessarily appropriate.

See the transcript on the website (https://csedpodcast.org/blog/s4e8_tpb_multi_part_q_a/)

In this episode, we got to continue talking to Dr. Beth Simon about peer instruction from the prior episode's peer instruction Teaching Practice Byte. Our host, Kristin Stephens-Martinez, shares her experience with peer instruction and asks Beth for help to improve. The episode ends with three main takeaways that Kristin has since used in her course.

See the transcript on the website (https://csedpodcast.org/blog/s4e7_peer_instruction/)

Peer instruction is a way to move the easy-to-learn content to before lecture, so you can spend more time during lecture on developing understanding. In this teaching practice byte, we talk to Dr. Beth Simon from UC San Diego about peer instruction, what context she's used it in, how she does it, and nuanced details that aren't always discussed when reading about this active learning technique.

See the transcript on the website (https://csedpodcast.org/blog/s4e6_tpb_peer_instruction/)

In this episode, we have Dr. Barbara Ericson, assistant professor from the School of Information at the University of Michigan. Our topic is Parson's Problems, which are like mixed-up code chunks that students need to put in the correct places. We discuss the research behind them, how she uses them in her class, and her current work investigating how to use Parson's Problems to improve student learning.

See the transcript on the website (https://csedpodcast.org/blog/s4e5_parsons_problems/)

Philip Guo, an Associate Professor of Cognitive Science at the University of California, San Diego, built Python Tutor, which is neither just for Python nor really a tutor. It's actually a tool to visualize what code is doing! In today's episode, he talks about the other programming languages it supports (Java, C, and C++), gives examples of how he uses it, and explains the nuances of when to use it.

See the transcript on the website (https://csedpodcast.org/blog/s4e4_tpb_coding_tutor/)

In this episode, we talk with Professor Adam Blank, Teaching Professor of Computing and Mathematical Sciences at Caltech. Our conversation focuses on college teaching faculty that only have a master's degree by discussing how the job title should be about a person's skills and knowledge, as opposed to the degrees they hold. We start off by defining terms, then move on to what a teaching faculty actually does and needs to know to do the job and how a Ph.D. is a proxy for signals that could be seen with different evidence.

See the transcript on the website (https://csedpodcast.org/blog/s4e3_teaching_faculty_job_title/)

Teaching Practice Byte (TPB): In our first TPB episode we invite Colleen Lewis back to the podcast to talk about her physical models of Java that help her teach students how Java objects work. Colleen was originally on our podcast way back in Season one! We go into detail about what kinds of classes she uses these models in, what the models are, how she uses them, where they would and would not work, and where the idea came from.

See the transcript on the website (https://csedpodcast.org/blog/s4e2_tpb_physical_java_models/)