Questions or comments about this episode? Send us a text massage.In a Learning Assistants program, students who did well in a course in the past are invited to come back to attend class and help current students learn the course material. I knew these programs could be effective from my time at Vanderbilt University. Last fall when I was at the POD Network conference, I just happened to sit at a table during a session next to Katie Johnson, associate professor of mathematics at Florida Gulf Coast University. I learned that not only did Katie lead a Learning Assistants program at her institution, but also that she was actively involved in the Learning Assistant Alliance, an international group of educators involved with LA programs.I reached out to Katie after the conference to see if she and one of her experienced LAs would come on the podcast to talk about their experiences with their LA program, and they were happy to do so. I talked with Katie and with Katarya Johnson-Williams, a senior in software engineering with a minor in marketing at Florida Gulf Coast University. We talked about the Learning Assistants model, the impact this kind of program can have on faculty and students, and advice for instructors who are interested in starting up an LA program in their department or on their campus.Episode ResourcesKatie Johnson’s website, https://mathdrkj.wixsite.com/homeKatarya Johnson-Williams on LinkedIn, https://www.linkedin.com/in/katarya-johnson-williams/Learning Assistant Program at Florida Gulf Coast University, https://www.fgcu.edu/about/leadership/officeoftheprovost/la-program/Learning Assistant Alliance, https://www.learningassistantalliance.org/ 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.Universal Design for Learning (UDL) is a framework for improving learning for all learners based on the science of how humans learn. It involves providing learners with multiple means of engagement, representation, action, and expression. We’ve mentioned the framework on the show from time to time, and I thought it was time to dig in a little deeper. Naturally, I thought of inviting Thomas J. Tobin on the podcast. Tom helped found the University of Wisconsin-Madison Center for Teaching, Learning, & Mentoring, and he is an internationally recognized scholar, author, and speaker on technology-mediated education—especially copyright, evaluation of teaching practices, academic integrity, accessibility, and universal design for learning.Tom is the co-author (with Kirsten Behling) of the 2018 book Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education, one of the best introductions to UDL around. And then I saw a social media post of Tom’s mentioning that he was working on a new book about UDL at scale. I had to talk to him to about that! In our conversation, we talk about the “Plus One Principle” as a way to understand and get started with UDL, the relationship between UDL and the myth of learning styles, the value that UDL can have on student retention and student success, strategics that academic leaders (or would-be leaders!) can use to help their campuses adopt UDL practices, and more!Episode Resources·       Thomas Tobin’s website, https://thomasjtobin.com/ ·       CAST, https://www.cast.org/ ·       UDL on Campus, http://udloncampus.cast.org/home ·       Reach Everyone, Teach Everyone, https://wvupressonline.com/node/757 ·       Derek’s sketchnotes of Tom’s 2015 POD Network keynote, https://www.flickr.com/photos/derekbruff/22911027632 ·       "Understanding and Evaluating Online Course Accessibility," Limed: Teaching with a Twist [podcast], https://open.spotify.com/episode/2EFmNWWG0JetSaV6uiRyH7 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.

Pary Fassihi, a senior lecturer at Boston University, discusses using generative AI tools like ChatGPT in her writing and research courses. She talks about AI-generated images, using ChatGPT as a peer reviewer, getting AI to assist students with course readings, and integrating AI in art education. The episode explores the ethical implications of AI in art and emphasizes the importance of transparency in using technology in teaching.

Questions or comments about this episode? Send us a text massage.We know that having students go to the free version of ChatGPT and ask it questions about course content can lead to some… inaccurate answers. But what if we could send students to an AI chatbot that was actually trained on our course content? Might that be a useful tool for learning?These are no longer hypothetical questions. Top Hat has rolled out a new AI tool called Ace, an AI chatbot that reads your own course materials and answers student questions using those materials. How well does Top Hat Ace work? I reached out to Top Hat super-user Sravanti Kantheti to find out.Sravanti is the program director for anatomy and physiology at Lanier Technical College in Georgia, as well as an adjunct biology professor at Georgia State University. She recently introduced Ace to her students. In our conversation, Sravanti shares how her students have been using Ace and what they think of it and we talk about how a tool like Ace can help students succeed in a challenging course like anatomy and physiology. Episode ResourcesSravanti Kantheti on LinkedIn, https://www.linkedin.com/in/sravanti-kantheti-9874a261/Top Hat Ace, https://tophat.com/features/ace-ai/"The ChatGPT Effect and Transforming Nursing Education with Generative AI," Gosak, Pruinelli, Topaz, & Stiglic (2024), https://www.sciencedirect.com/science/article/abs/pii/S1471595324000179 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.David Hinson is the R. Hugh Daniel professor of architecture at Auburn University. David teaches a course in professional practice, a course that covers such things as running a business, marketing and communication, and professional ethics. When he realized that his lecture course needed an overhaul, he reached out to Auburn’s center for teaching and learning, the Biggio Center, for an instructional design consultation.Shawndra Bowers is the associate director of learning experience design at the Biggio Center, where she manages a team of 40 people who support online education at Auburn. Shawndra has her hand in a variety of interesting teaching projects at Auburn. She started working with David to take his onsite lecture course and turn it into an active learning course that leverages the best of online teaching and learning.In the interview with David and Shawndra, we talk about what motivated David to redesign his course, the big changes David and Shawndra made to the course, how the two have leveraged student feedback to continue to improve the course over time, and what its like to work with an online education unit to redesign an onsite course. Episode ResourcesDavid Hinson's faculty page, https://cadc.auburn.edu/people/david-hinson/Shawndra Bower's staff page, https://www.auburn.edu/academic/provost/bios/shawndra-bowers.phpAuburn Biggio Center, https://biggio.auburn.edu/"Blurring the Lines for Faculty Development," Derek's recent UPCEA blog post, https://upcea.edu/blurring-the-lines-for-faculty-development/ 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.Students as Partners programs have been on my radar for years now. These are programs that pair faculty with thoughtful students who provide input and feedback into the faculty member’s teaching and course design. The programs seem to have incredible benefits to the student partners, to the faculty partners, and to the faculty partner’s students, but I never figured out a way to get one started while I was at Vanderbilt. Thanks to a fireworks show during the 2023 POD Network conference, I learned that Embry-Riddle Aeronautical University has a recently started a very popular Students as Partners Program. On the podcast, I talk with two people who know the program there well: Aimee Fleming, associate director for the Center for Teaching and Learning Excellence, or CTLE, at Embry-Riddle, and Maren Rice, student partner for the CTLE. We had a great conversation about the Students as Partners program, how it started, how it works, and what benefits it brings to all involved.Episode Resources·       Students as Partners, Center for Engaged Learning, Elon University, https://www.centerforengagedlearning.org/resources/students-as-partners/ ·       Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University, https://prescott.erau.edu/ctle 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.The Inclusive STEM Teaching Project is a free, online, six-week course “designed to advance the awareness, self-efficacy, and ability of faculty, postdocs, and doctoral students to cultivate inclusive STEM learning environments for all their students and to develop themselves as reflective, inclusive practitioners.”On the podcast today, I talk with two of the project team members. Tershia Pinder-Grover is director of the Center for Research on Learning and Teaching in Engineering at the University of Michigan, and Sarah Hokanson is assistant vice president and assistant provost for research development and PhD and postdoc affairs at Boston University. We talk about what makes this online course about inclusive teaching unique, including the use of local learning communities, affinity groups, and a troupe of actors, as well as the challenges of putting together such an impactful course.And in case you don’t listen to the end of the interview, you should know that the course is being offered again this spring, starting on March 3rd, 2024. See below for a link to register.Episode Resources·       Inclusive STEM Teaching Project, https://www.inclusivestemteaching.org/·       Spring 2024 course offering on edX, https://www.edx.org/learn/teacher-training/boston-university-the-inclusive-stem-teaching-project ·       Evidence-Based Undergraduate STEM Teaching courses, https://www.stemteachingcourse.org/ ·       “Ten Years of Preparing Future Faculty through STEM Teaching Courses,” Derek Bruff, https://derekbruff.org/?p=4162  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.Tracie Addy, Derek Dube, and Khadijah Mitchell are authors of a new book called Enhancing Inclusive Instruction: Student Perspectives and Practical Approaches for Advancing Equity in Higher Education. It’s a sequel to their 2021 book, What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching, both from Routledge. In this episode, the three co-authors talk about the origins of the book series, the importance of hearing student voices when practicing inclusive teaching, and how someone like me, who has been practicing active learning instruction for a couple of decades, might want to reconsider a few of his teaching practices.Episode Resources·       Enhancing Inclusive Instruction: Student Perspectives and Practical Approaches for Advancing Equity in Higher Education (Routledge, 2024), https://www.routledge.com/Enhancing-Inclusive-Instruction-Student-Perspectives-and-Practical-App/Addy-Dube-Mitchell/p/book/9781642675719 ·       Book launch on February 27th, https://lafayette.zoom.us/meeting/register/tJAtcuCtqDorE9KK1RnODlhWBBf4IsV7g9iR#/registration ·       “A Tool to Advance Inclusive Teaching Efforts: The ‘Who’s in Class?’ Form,” Addy, Mitchell, & Dube, Journal of Microbiology & Biology Education (2021), https://journals.asm.org/doi/10.1128/jmbe.00183-21 ·       “The Development of the Protocol for Advancing Inclusive Teaching Efforts (PAITE),” Addy, Younas, Cetin, Rizk, Cham, Nwankpa, & Borzone, Journal of Educational Research and Practice (2022), https://ldr.lafayette.edu/concern/publications/q237ht28c ·       Inclusive Teaching Visualization Project, https://inclusiveteachingvisualization.com/ ·       Tomorrow’s Professor Today at UVA, https://cte.virginia.edu/programs/tomorrows-professor-today ·       “What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches,” Addy, Reeves, Dube, & Mitchell, To Improve the Academy (2021), https://journals.publishing.umich.edu/tia/article/id/182/  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.

Jenny Knight and Sharleen Flowers discuss the origins and purpose of CourseSource, an open-access journal that offers peer-reviewed teaching resources for biology. They talk about the format of lesson articles, the use of learning frameworks, and the importance of sharing teaching resources. They also mention efforts to expand physics resources and the role of CourseSource in scholarly communication.

Questions or comments about this episode? Send us a text massage.Isis Artze-Vega is college provost and vice president for academic affairs at Valencia College, a public college in Florida with over 40,000 students. Isis is also the co-author of a book on relationship-rich education, which was the topic of her closing plenary session at the 2024 POD Network conference in November. That plenary was fantastic and before it was even over, I made plans to invite Isis on the podcast to talk about the value of relationships in learning.Isis is the co-author of Connections Are Everything: A College Student’s Guide to Relationship-Rich Education, which she wrote with Peter Felten, Leo Lambert, and Oscar Miranda Tapia. You might also know her as a co-author, along with Flower Darby, Bryan Dewsbury, and Mays Imad, of The Norton Guide to Equity-Minded Teaching. In our conversation, Isis and I talk about the two books and her involvement in them, the value of trusting relationships in the learning context, ways that instructors can help students cultivate relationships in college, and how online learning and generative AI might actually be used to foster relationships. Episode Resources·       Isis Artze-Vega on LinkedIn, https://www.linkedin.com/in/isis-artze-vega-69952418/·       Connections Are Everything: A College Student’s Guide to Relationship-Rich Education, https://press.jhu.edu/books/title/12845/connections-are-everything·       Relationship-Rich Education: How Human Connections Drive Success in College, https://press.jhu.edu/books/title/12146/relationship-rich-education ·       The Norton Guide to Equity-Minded Teaching, https://wwnorton.com/books/9780393893717 ·       The Liquid Syllabus from Michelle Pacansky-Brock, https://brocansky.com/humanizing/liquidsyllabus  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.