Tea for Teaching

 Universal Design for Learning principles were developed to make our courses more accessible for all students. In this episode, Andrea Nikischer joins us to discuss how universal design principles can be expanded to address the trauma that can adversely impact student learning. Andrea is an Associate Professor and Program Coordinator for the Adult Education Program in the Social and Psychological Foundations of Education Department at SUNY Buffalo State. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Graduate programs focus on preparing students to become researchers and practitioners in their disciplines, but generally offer little support for those choosing to pursue teaching careers. In this episode, Pamela Ansburg, Mark Basham, and Regan Gurung join us to discuss some strategies that new faculty can use to support a transition to a career at a teaching-focused institution. Pamela is a professor in the Department of Psychological Sciences at Metropolitan State University of Denver, Mark is a behavioral neuroscientist at Regis University, and Regan is the Associate Vice Provost and Executive Director for the Center for Teaching and Learning and a Professor of Psychological Science at Oregon State University. They are the co-authors of Thriving in Academia: Building a Career at a Teaching-Focused Institution, which was published earlier this year by the American Psychological Association. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Where’s the professor? Unfortunately, this is not an unfamiliar question on the first day of   class when a young-looking instructor is at the helm.  In this episode, Reba Wissner joins us to discuss ways of shifting student perceptions in order to get to the real work of learning. Reba is an Assistant Professor of Musicology at the Schwob School of Music of Columbus State University. She is also the author of a chapter in the Picture a Professor collection, edited by Jessamyn Neuhaus. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Traditional grading systems often encourage students to focus on achieving higher grades rather than on their learning. In this episode, Starr Sackstein joins us to discuss how classes can be redesigned to improve student engagement and learning. Starr has been an educator for 20 years and is currently the COO of Mastery Portfolio, an educational consultant, and instructional coach and speaker. She is the author of more than 10 books on education, including the best-selling Hacking Assessment: 10 ways to go gradeless in a traditional grades school, which has just been released in a new edition.  A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty that fit the cultural stereotype of a white male professor are often presumed authority figures in the classroom. Faculty that do not conform to this stereotype can face challenges in acquiring student acceptance of their expertise. In this episode, Sheri Wells-Jensen and Emily K. Michael join us to discuss the role the first day of class can play in addressing these challenges. Sheri is an Associate Professor of Linguistics at Bowling Green State University. Emily is a poet, musician, and writing teacher and is the poetry editor for Wordgathering: A Journal of Disability Poetry and Literature at Syracuse University. Sheri and Emily co-authored with Mona Makara a chapter in Picture a Professor entitled “How Blind Professors Win the First Day: Setting Yourselves Up for Success.” A transcript of this episode and show notes may be found at http://teaforteaching.com.

Professors are generally represented in popular culture as white male experts who dispense knowledge to their students through lectures. Young female professors are often encouraged to portray themselves as authoritative figures, even when this role does not reflect their personalities and their educational philosophies. In this episode, Rebecca Scott joins us to discuss how she has rejected this stereotype by sharing vulnerability and building classes that rely on the co-creation of knowledge. Rebecca is an Assistant Professor of Philosophy at Harper College, and also a guitarist and vocalist in the band Panda Riot, which just released their fourth album. She's also the author of a chapter in Picture a Professor, edited by our friend Jessamyn Neuhaus from SUNY Plattsburgh A transcript of this episode and show notes may be found at http://teaforteaching.com.

What does a professor look like? In popular culture the professor is white and male—a sage on the stage. In this episode Jessamyn Neuhaus joins us to discuss the role context, employment status, and embodied identity play in our teaching realities and experiences. Jessamyn is the Director of the SUNY Plattsburgh Center for Teaching Excellence and a Professor in the History Department at SUNY Plattsburgh. She specializes in the study of pop culture, gender studies, and teaching and learning. Jasmine is also a recipient of the State University of New York's Chancellor's Award for Teaching Excellence, and the editor of Teaching History: a Journal of Methods. She's the author of Geeky Pedagogy: a Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers. And Jessamyn is the editor of Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning, which will be released by West Virginia University Press this fall. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students generally enter college to advance their employment prospects. In this episode, Jessica Kruger joins us to discuss how explicitly embedding career competencies in the curriculum can engage and motivate students. Jessica is a clinical assistant professor in the Department of Community Health and Health Behavior and is the Director of Teaching Innovation and Excellence at the University of Buffalo. A transcript of this episode and show notes may be found at http://teaforteaching.com.

During the past two years, faculty have experimented with new teaching modalities and new teaching techniques as we adapted to the COVID pandemic. In this episode, Kevin Gannon joins us to reflect on what we have learned during these experiences and what we are in danger of forgetting. Kevin is a history professor who has recently accepted a new position as the incoming director of the Center for the Advancement of Faculty Excellence at Queen's University of Charlotte. He is also the author of Radical Hope, a Teaching Manifesto, which is available from West Virginia University Press. A transcript of this episode and show notes may be found at http://teaforteaching.com.

To deepen our understanding or improve our skills, it is often necessary to question our preconceptions and unlearn some of our past practices and assumptions. In this episode, Lindsay Masland joins us to discuss her unlearning journey. Lindsay is an associate professor in the Department of Psychology and the Associate Director of Faculty Professional Development in the Center for Academic Excellence at Appalachian State University. A transcript of this episode and show notes may be found at http://teaforteaching.com.