Students experiencing academic difficulties are often encouraged or required to complete courses to improve their learning skills. In this episode, Andrew Buchmann, David Runge, and Sean Milligan join us to discuss how gamification is transforming one such course for students on academic probation. Andrew, David, and Sean are Academic Success Advisors at SUNY-Oswego. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Jed Locquiao, an Assistant Professor at SUNY Oswego, delves into autonomy-supportive teaching and its ability to revitalize student motivation. He discusses the decline in student engagement and offers innovative strategies to combat it. From fostering intrinsic motivation through choice to enhancing teacher-student relationships, Jed emphasizes the importance of creating a supportive environment. Small teaching adjustments can lead to significant changes in classroom interaction, empowering students to take a more active role in their learning.

Tom Mackey, a Professor of Arts and Media at SUNY Empire State University and co-author of Teaching Digital Storytelling, discusses the transformative power of digital storytelling in education. He highlights how this approach enhances students' information literacy and critical thinking while promoting diversity and inclusion. The conversation also covers the challenges and benefits of virtual collaboration, the integration of AI and ethics in storytelling projects, and the creation of safe spaces for students to authentically express their unique narratives.

Janice Miller-Young, a Mechanical Engineering Professor and former Academic Director at the University of Alberta, joins Nancy Chick, director of the Endeavor Foundation Center for Faculty Development, to discuss the Scholarship of Teaching and Learning (SoTL). They explore the evolution of SoTL over three decades and its importance in diverse methodologies. The conversation highlights inclusivity in academia, strategies for engaging with SoTL, and the role of ‘social active faculty’ in adapting teaching practices post-pandemic.

Higher educational institutions tend to adapt slowly in response to changing cultural, economic, and  technological environments. In this episode,  Kim Scalzo and Jennifer Miller join us to discuss strategies that can be used to help lead productive change initiatives. Kim is the Interim Senior Associate Provost for Digital Innovation and Academic Services, the former Executive Director of Open SUNY and SUNY Online. Jennifer is the Assistant Vice Chancellor of Community College Support at the State University of New York and Executive Director of the New York State Success Center. Kim and Jennifer co-teach a professional development course at the SUNY Center for Professional Development on Leading Change in Higher Education. A transcript of this episode and show notes may be found at http://teaforteaching.com.

There are few private quiet spaces on most college campuses where students can record podcasts or converse online with counselors or health care providers. In this episode, Michael Revenaugh and Forrest Warner join us to discuss how Hamilton College addressed this by providing students with privacy booths and soundproof recording spaces.  Michael is an instructional designer who specializes in video and audio production at Hamilton College. Forrest Warner is also an instructional designer with a focus on 3D modeling, graphic design, visualization, spatial analysis, and video and audio production, also at Hamilton College. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Todd Zakrajsek, an Associate Research Professor at UNC Chapel Hill, explores essential strategies for college success. He discusses how freshmen often struggle with evidence-based learning techniques and the importance of understanding cognitive load and metacognition. The impact of sleep, nutrition, and exercise on academic performance is highlighted, alongside practical advice for time management, especially for students with ADHD. Todd also shares insights on the writing process and the role of editing in enhancing productivity.

Socratic teaching is a primary pedagogical technique in American law school education. In this episode, Jamie Abrams joins us to discuss barriers this method can impose and strategies for a more inclusive approach to Socratic teaching. Jamie is a Professor of Law and the Director of the Legal Rhetoric Program at the American University Washington College of Law.  She has published numerous books, chapters, and articles, including several on legal education pedagogy. Jamie is the recipient of teaching awards from Blackboard, the University of Louisville, and the American University Washington College of Law. She also co-founded the Brandeis Human Rights Advocacy Program at the University of Louisville Brandeis School of Law which works to advance the human rights of immigrants, refugees, and noncitizens. A transcript of this episode and show notes may be found at http://teaforteaching.com.

When thinking about creativity, many students (and faculty) believe that they are either creative or not. In this episode, Susan Keller-Mathers joins us to discuss how the study of creativity can help us get past this false dichotomy in order to develop our creative thinking skills. Sue is an Associate Professor at the Center for Applied Imagination at Buffalo State University.  She teaches graduate courses in creativity and has published over 30 articles, chapters, and books on creativity, creative behavior, and the use of deliberate methods to facilitate creative learning. Sue has worked with multiple departments on her campus and with colleagues in over a dozen countries to help infuse creative learning into teaching and learning practices. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Institutional racism in the form of redlining and unequal access to educational and housing opportunities have left generations of students without equitable access to higher education. In this episode, Anthony Abraham Jack joins us to discuss the challenges that first-gen students face and what colleges and faculty can do to reduce these inequities.  Tony is the Inaugural Faculty Director of the Boston University Newbury Center and Associate Professor of Higher Education Leadership at Boston University. Tony’s research has appeared in numerous scholarly publications and he is the recipient of numerous awards from the American Sociological Association, American Educational Studies Association, Association for the Study of Higher Education, Eastern Sociological Society, and the Society for the Study of Social Problems. He is the author of The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students and Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price. A transcript of this episode and show notes may be found at http://teaforteaching.com.