Questions or comments about this episode? Send us a text massage.We’re back with another Take It or Leave It panel. I invited three colleagues whose work and thinking I admire very much to come on the show and to compress their complex and nuanced thoughts on teaching and learning into artificial binaries! The panelists for this edition of Take It or Leave It are… Liz Norell, associate director of instructional support at the Center for Excellence in Teaching and Learning at the University of Mississippi; Betsy Barre, assistant provost and executive director of the Center for the Advancement of Teaching at Wake Forest University; and Bryan Dewsbury, associate professor of biology and associate director of the STEM Transformation Institute at Florida International University. We discuss three recent essays on class participation, learning management systems, and generative AI and weigh in with a "Take it!" or "Leave it!" for each one.Episode ResourcesLiz Norell’s website, https://www.liznorell.com/Betsy Barre’s website, https://www.elizabethbarre.com/Bryan Dewsbury’s website, http://www.seasprogram.net/ Essay 1: “Making Class Participation Grades Meaningful” by Benjamin RikfinEssay 2: “College as a To-Do List” by Susan D. BlumEssay 3: “Saying No to Generative AI” by Cate Denial“But How Do I Participate?” by Olivia Bailey Four Thousand Weeks: Time Management for Mortals by Oliver Burkeman “The Workload Paradox with Betsy Barre and Karen Costa,” Leading Lines podcast OpenAI Operator, https://openai.com/index/introducing-operator/ Goblin Tools, https://goblin.tools/  Podcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.Greg Loring-Albright is the designer of Keep the Faith, a storytelling game about a religion in transition and about how religious institutions change over time. Greg is also an assistant professor of game, media, and culture at Harrisburg University of Science and Technology, where he teaches game design and game studies. Greg is also the co-designer of Bloc by Bloc: Uprising, a game about revolutionaries trying to liberate their city from an oppressive police state. He's a proponent of purposeful games, and I invited him on the podcast to talk about the connections between game design and learning design.Keep the Faith is currently seeking crowdfunding for its first edition through Central Michigan University Press, an academic press that publishes peer-reviewed tabletop games with educational utility. If you're listening to this before March 6, 2025, please consider backing the game by following the link below.Episode Resources·       Keep the Faith (crowdfunding), https://www.backerkit.com/c/projects/central-michigan-university-press/keep-the-faith·       Greg Loring-Albright’s website, https://www.gloringalbright.com/ ·       Bloc by Bloc: Uprising, https://outlandishgames.com/blocbybloc/ ·       Central Michigan University Press, https://cmichpress.com/ ·       “Daybreak: Learning at Play with Kerry Whittaker and Matteo Menapace,” Intentional Teaching episode 43, https://intentionalteaching.buzzsprout.com/2069949/episodes/15393666-daybreak-learning-at-play-with-kerry-whittaker-and-matteo-menapace·       First Player Token, my short podcast about board games, https://www.buzzsprout.com/2292265   Podcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.Back in August, I had the opportunity to hear a short presentation from Heidi Nobles, assistant professor in writing and rhetoric and director of Writing Across the Curriculum at the University of Virginia. The presentation was part of a two-day institute on teaching and generative AI, and Heidi leveraged her background as an editor to provide a different way of thinking about working with generative AI.Heidi pointed out that when we ask ChatGPT or some other AI chatbot to polish a draft essay, we’re asking for copyediting. That’s useful, yes, but there are other, earlier stages to an editing process. Might AI be useful during those other stages? Heidi argued for yes. A chatbot won’t be as good as a human editor, but most writers don’t have access to a human editor, so it’s worth exploring what AI can do.On today's podcast, Heidi Nobles talks about writing and teaching writing from an editor's perspective.Episode Resources·       Heidi Nobles faculty page, https://wac.virginia.edu/people/heidi-nobles ·       Edits on the Record, https://editsontherecord.com/ ·       Choose Your Own Adventure maps, https://www.cyoa.com/pages/choose-your-own-adventure-these-maps-reveal-the-hidden-structures-behind-the-books ·       One Book, Many Readings by Christian Swinehart, https://samizdat.co/cyoa/Podcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Ryan Wetzel, Manager of Creative Learning Initiatives at Penn State, dives into how generative AI can supercharge education. He discusses its role in honing students' critical thinking and creativity through projects like board game design and personal branding. Wetzel emphasizes redefining AI from a mere search tool to a collaborative partner in learning. He also highlights the potential of AI in enhancing visual communication and breaking down accessibility barriers, paving the way for innovative and inclusive educational practices.

Questions or comments about this episode? Send us a text massage.Doctoral education in the United States works really well... when it works. Many doctoral students experience a significant mismatch between their career goals and the goals of their graduate programs, which is one reason completion rates for doctoral programs are so low. Why is doctoral education this broken? And what can higher education do about it? Today on the podcast, we hear some answers to those questions from Leonard Cassuto, professor of English at Fordham University and author of the book The New PhD: How to Build a Better Graduate Education with Robert Weisbuch.I'm joined by special guest interviewer Emily Donahoe, associate director at the Center for Excellence in Teaching and Learning at the University of Mississippi. Emily heads up the center's programs and services for graduate students, and she spends a lot of time in the world of doctoral education.Episode ResourcesLeonard Cassuto’s website, https://www.lcassuto.com/Len on the Future U podcast, https://www.futureupodcast.com/episodes/the-future-of-the-phd/Len on the Dead Ideas in Teaching and Learning podcast, https://blubrry.com/dead_ideas/131080109/why-is-there-no-training-on-how-to-teach-graduate-students-with-leonard-cassuto/ Emily Donahoe’s Unmaking the Grade blog, https://emilypittsdonahoe.substack.com/Podcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.Today on the podcast, I’m excited to share an interview with Jane Southworth, professor and chair of geography at the University of Florida and co-chair of the committee that designed UF's "AI Across the Curriculum" program. That program was designed in 2021, two full years before the launch of ChatGPT!Jane shares about the role of artificial intelligence, particularly machine learning, in her landscape change research, and how that work get her involved in AI curriculum initiatives at UF. Jane also provides a lot of details on the new UF program, including the university-wide undergraduate AI certificate, AI-focused undergraduate research opportunities, and what turned into a herculean effort to get AI literacy embedded across the UF curriculum. I also asked Jane how the launch of ChatGPT affected this big project as it was being launched. Episode Resources·       Jane Southworth’s faculty page, https://geog.ufl.edu/faculty/southworth/ ·       AI at the University of Florida, https://ai.ufl.edu/·       “Developing a model for AI Across the Curriculum: Transforming the higher education landscape via innovation in AI literacy,” Southworth et al., https://www.sciencedirect.com/science/article/pii/S2666920X23000061?via%3Dihub ·       “Building an AI University: An Administrator’s Guide,” Joe Glover, https://www.ufl.edu/wp-content/uploads/sites/5/2023/11/Building-an-AI-university-An-administrators-guide.pdf  Podcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Jingjing Li, Andersen Alumni Associate Professor of Commerce at the University of Virginia, dives into using generative AI in technical courses. She discusses innovative assignments that enhance student engagement with AI tools, uncovering the diverse metaphors her students use to express their experiences. Topics also include the impact of AI on learning outcomes and the importance of integrating AI literacy into curricula, addressing the different capabilities among students and how this shapes their interactions with AI.

Questions or comments about this episode? Send us a text massage.In 1986, Vanderbilt University established a new Center for Teaching, a unit that would help thousands of faculty and other instructors at Vanderbilt and across higher education develop foundational teaching skills and explore new ideas in teaching and learning. I’m Derek Bruff, and I worked at the CFT, as we called it, from 2005 to 2022, serving as its director for over a decade. When I left Vanderbilt, I wanted to find some way to honor the good work of the Center for Teaching. It played an important role in my professional career and in the careers of the faculty and staff who passed through its doors. I decided to produce this oral history of the CFT as a way to document and celebrate the CFT’s story. I reached out to a number of former CFT staff, including all of its directors, to interview them about their time at the CFT.You’ll hear from Ken Bain, Darlene Panvini, Linda Nilson, Allison Pingree, Peter Felten, and others CFT alumni, and I hope these stories capture just a bit of the CFT magic. Additional Resources:Vanderbilt Center for Teaching's 35th Anniversary Panel (video)StoryCorps: Derek Bruff and Stacey Johnson on the CFT's work navigating the COVID-19 pandemic (audio)This audio documentary is released under a Creative Commons Attribution-Noncommercial license.Music: "Isola Bella" and "Contemplation" by Purple Planet.Podcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.According to the National Student Clearinghouse Research Center, there are approximately 36.8 million adults in the United States under the age of 65 who have completed some college but left before obtaining a degree. How can universities meet the needs of these potential students, especially when the traditional approach to college didn’t work for them? Josh Steele is working to answer that question. Josh is the associate vice dean of digital learning at the University of Tennessee at Knoxville. Josh is helping to lead efforts at UT to reach the “some college, no degree” cohort and help them complete degrees that are meaningful to them. Josh talks about the challenges that adult students face in coming back to college, the experiments that are happening at the University of Tennessee to meet those challenges, and how his team works with faculty to design and implement quality online education.  Episode Resources·       Josh Steele on LinkedIn, https://www.linkedin.com/in/joshuabsteele/·       Vols Online, https://volsonline.utk.edu/ Podcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.I see a lot of scholarly work on active learning in the STEM fields, but much less about active learning in the humanities. So when I read an article about active learning in a large-enrollment Greek myths course at Cornell University, I wanted to learn more.In this episode, I talk with the authors of that paper: Todd Clary, senior lecturer in classics at Cornell University; Stephen Sansom, assistant professor of classics at Florida State University; and Carolyn Aslan, senior associate director at the Center for Teaching Innovation at Cornell. All three were involved in redesigning Cornell’s Greek myths course as part of Cornell’s Active Learning Initiative.The interview digs into active learning in this course, especially the use of classroom response systems, as well as pre-class assignments, revised assessments, and more.Episode Resources·       Todd Clary’s faculty page, https://classics.cornell.edu/todd-c-clary·       Stephen Sansom’s website, https://www.stephensansom.com/·       Carolyn Aslan’s CTI page, https://teaching.cornell.edu/person/carolyn-aslan·       Cornell University’s Active Learning Initiative, https://teaching.cornell.edu/programs/faculty-instructors/active-learning-initiative·       “Active Learning Techniques to Enhance Conceptual Learning in Greek Mythology,” https://muse.jhu.edu/pub/1/article/870835 Podcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.