T5: Talking Through Teaching Tensions Together

Guest: Andrew Piper | Professor | Department of Languages, Literatures, and Cultures | McGill University Generative AI continues to progress rapidly, and higher education continues to grapple with its implications. We speak with educators to ask how they are using generative AI as a co-creator when developing content for their courses. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Wiebke Kuhn | Director of Academic Technology | Information Technology Services | Carleton College Link to Carleton College's AI Site: https://www.carleton.edu/ai/ Generative AI continues to progress rapidly, and higher education continues to grapple with its implications. We speak with educators to ask how they are using generative AI as a co-creator when developing content for their courses. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Mark Minster | Professor of English | Department of Humanities, Social Sciences, and the Arts | Rose-Hulman Institute of Technology Generative AI continues to progress rapidly, and higher education continues to grapple with its implications. We speak with educators to ask how they are using generative AI as a co-creator when developing content for their courses. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

In this episode, the T5 team comes together to recap the episodes in this series.  We discuss what we learned in speaking with our guests, the questions that still remain, and what we look forward to as we prepare our courses. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: John Laudun | UL Federal Credit Union/BORSF Endowed Professor | Department of English | University of Louisiana at Lafayette "Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Tracy Gleason | Nellie Zuckerman Cohen & Anne Cohen Heller Professor of Health Sciences and Professor of Psychology | Department of Psychology | Wellesley College "Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Ella Ingram | Retired Professor of Biology | Department of Biology and Biomedical Engineering | Rose-Hulman Institute of Technology "Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Melissa Eblen-Zayas | Professor | Department of Physics | Carleton College "Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Marley Olsen | Professor and Honors Program Chair | Department of Sociology | Walla Walla Community College "Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Ulrike Genschel | Professor and Director of Graduate Education | Department of Statistics | Iowa State University "Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

In this episode, the T5 team comes together to recap the episodes in this series.  We discuss what we learned in speaking with our guests, the questions that still remain, and what we look forward to as we generate student buy-in for alternative grading schemes. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Candice Price | Associate Professor | Department of Mathematical Sciences | Smith College For most of us, the grading policy in school was fairly typical: you earn points on assignments, and your course grade is a weighted average of those points. The team behind this podcast was actually born out of a shared interest in "Alternative Grading," which we can think of as anything outside of "weighted average of points." We have become convinced on the benefits of alternative grading, but we continue to struggle with how to cultivate buy in from students. We speak with a variety of individuals who have been experimenting with alternative grading in the classroom to learn how they communicate the idea to their students. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Judith Canner | Professor | Department of Mathematics and Statistics | Cal State Monterey Bay For most of us, the grading policy in school was fairly typical: you earn points on assignments, and your course grade is a weighted average of those points. The team behind this podcast was actually born out of a shared interest in "Alternative Grading," which we can think of as anything outside of "weighted average of points." We have become convinced on the benefits of alternative grading, but we continue to struggle with how to cultivate buy in from students. We speak with a variety of individuals who have been experimenting with alternative grading in the classroom to learn how they communicate the idea to their students. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Halley McCormick | Professor | Department of Mathematics | Walla Walla Community College Suggested Reading: blog post from Grading for Growth For most of us, the grading policy in school was fairly typical: you earn points on assignments, and your course grade is a weighted average of those points. The team behind this podcast was actually born out of a shared interest in "Alternative Grading," which we can think of as anything outside of "weighted average of points." We have become convinced on the benefits of alternative grading, but we continue to struggle with how to cultivate buy in from students. We speak with a variety of individuals who have been experimenting with alternative grading in the classroom to learn how they communicate the idea to their students. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: June Pilcher | Professor | College of Behavioral, Social, and Health Science | Clemson University For most of us, the grading policy in school was fairly typical: you earn points on assignments, and your course grade is a weighted average of those points. The team behind this podcast was actually born out of a shared interest in "Alternative Grading," which we can think of as anything outside of "weighted average of points." We have become convinced on the benefits of alternative grading, but we continue to struggle with how to cultivate buy in from students. We speak with a variety of individuals who have been experimenting with alternative grading in the classroom to learn how they communicate the idea to their students. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Robert Talbert | Professor | Department of Mathematics | Grand Valley State University Blog: Finding Common Ground with Grading Website: https://www.rtalbert.org/  For most of us, the grading policy in school was fairly typical: you earn points on assignments, and your course grade is a weighted average of those points. The team behind this podcast was actually born out of a shared interest in "Alternative Grading," which we can think of as anything outside of "weighted average of points." We have become convinced on the benefits of alternative grading, but we continue to struggle with how to cultivate buy in from students. We speak with a variety of individuals who have been experimenting with alternative grading in the classroom to learn how they communicate the idea to their students. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

In this episode, the T5 team comes together to recap the episodes in this series.  We discuss what we learned in speaking with our guests, the questions that still remain, and what we look forward to trying in our classes as consider assigned readings in our courses. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Yung-Hsing Wu | Professor | Department of English | University of Louisiana at Lafayette Textbooks, journal articles, news pieces…these are a few examples of resources we give students to supplement course lectures and activities.  As faculty, we appreciate both the wisdom in these resources and the work it takes to produce them.  We take great care in curating the right assignments to benefit our students.  And we know the frustration of leading a discussion with a class that did not complete the assigned reading!  In this series, we explore strategies faculty have used to encourage students to engage with course reading assignments, making them an integral part of the learning experience. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Laura Le | Senior Lecturer | Division of Biostatistics & Health Data Science | University of Minnesota Additional Resources: SQ3R Tool: A brief resource on a technique for reading to promote understanding. Textbooks, journal articles, news pieces…these are a few examples of resources we give students to supplement course lectures and activities.  As faculty, we appreciate both the wisdom in these resources and the work it takes to produce them.  We take great care in curating the right assignments to benefit our students.  And we know the frustration of leading a discussion with a class that did not complete the assigned reading!  In this series, we explore strategies faculty have used to encourage students to engage with course reading assignments, making them an integral part of the learning experience. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Shannon Talbott | Associate Professor | Department of Mathematics | Moravian University Resource: Link to article describing the guided inquiry that is used in Dr. Talbott's upper level algebra course. Textbooks, journal articles, news pieces…these are a few examples of resources we give students to supplement course lectures and activities.  As faculty, we appreciate both the wisdom in these resources and the work it takes to produce them.  We take great care in curating the right assignments to benefit our students.  And we know the frustration of leading a discussion with a class that did not complete the assigned reading!  In this series, we explore strategies faculty have used to encourage students to engage with course reading assignments, making them an integral part of the learning experience. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Melissa Stucky | Lecturer | Bayh College of Education, Teaching, and Learning | Indiana State University Textbooks, journal articles, news pieces…these are a few examples of resources we give students to supplement course lectures and activities.  As faculty, we appreciate both the wisdom in these resources and the work it takes to produce them.  We take great care in curating the right assignments to benefit our students.  And we know the frustration of leading a discussion with a class that did not complete the assigned reading!  In this series, we explore strategies faculty have used to encourage students to engage with course reading assignments, making them an integral part of the learning experience. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Lauren Hecht | Professor | Department of Psychological Science | Gustavus Adophus College Textbooks, journal articles, news pieces…these are a few examples of resources we give students to supplement course lectures and activities.  As faculty, we appreciate both the wisdom in these resources and the work it takes to produce them.  We take great care in curating the right assignments to benefit our students.  And we know the frustration of leading a discussion with a class that did not complete the assigned reading!  In this series, we explore strategies faculty have used to encourage students to engage with course reading assignments, making them an integral part of the learning experience. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

In this episode, the T5 team comes together to recap the episodes in this series.  We discuss what we learned in speaking with our guests, the questions that still remain, and what we look forward to trying in our classes as we wrestle with personal technology in the classroom. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Zajj Daugherty | Professor | Department of Mathematics and Statistics | Reed College Cell phones, tablets, laptops - these technologies are integral to most of our daily routines, and they can also be huge distractions in the classroom. In this series, we explore various approaches faculty have taken to addressing student use of personal technology in the classroom. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Vera Coleman | Senior Lecturer and Spanish Language Program Director | Carleton College Cell phones, tablets, laptops - these technologies are integral to most of our daily routines, and they can also be huge distractions in the classroom. In this series, we explore various approaches faculty have taken to addressing student use of personal technology in the classroom. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Jennifer Sims | Associate Professor | Department of Sociology | University of Alabama Huntsville Cell phones, tablets, laptops - these technologies are integral to most of our daily routines, and they can also be huge distractions in the classroom. In this series, we explore various approaches faculty have taken to addressing student use of personal technology in the classroom. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Madeline Gangnes | Assistant Professor | English, Center for Literary and Performing Arts | University of Scranton Madeline's website: https://mbgangnes.com Cell phones, tablets, laptops - these technologies are integral to most of our daily routines, and they can also be huge distractions in the classroom. In this series, we explore various approaches faculty have taken to addressing student use of personal technology in the classroom. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

Guest: Kate Aguilar | Assistant Professor | Department of History, African Studies, and Gender, Women and Sexuality Studies | Gustavus Adolphus College Cell phones, tablets, laptops - these technologies are integral to most of our daily routines, and they can also be huge distractions in the classroom. In this series, we explore various approaches faculty have taken to addressing student use of personal technology in the classroom. As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as [email protected].

In this episode, the T5 team comes together to recap the episodes in this first series.  We discuss what we learned in speaking with our guests, the questions that still remain, and what we look forward to trying in our classes as we encourage our students to engage with the course syllabus.

Guest: Kelly McConville | Director, Dominguez Center for Data Science | Bucknell University Whether our class is more quantitative or more qualitative, whether it includes experiments to validate theoretical results in the sciences or discussions of techniques and meaning present in great works of art, all our courses share one thing in common — a syllabus.  Just as the syllabus is universal, so it seems is the struggle to get students to engage with it.  In our first series, we discuss approaches to designing and discussing the syllabus to encourage student engagement.

Guest: Jennifer Gorman | Assistant Professor | Department of Mathematics | Lake Superior State University Whether our class is more quantitative or more qualitative, whether it includes experiments to validate theoretical results in the sciences or discussions of techniques and meaning present in great works of art, all our courses share one thing in common — a syllabus.  Just as the syllabus is universal, so it seems is the struggle to get students to engage with it.  In our first series, we discuss approaches to designing and discussing the syllabus to encourage student engagement. 

Guest: Emma Dosmar | Clinical Associate Professor of Biomedical Engineering | University of Illinois (formerly Associate Professor within Department of Biomedical Engineering at Rose-Hulman Institute of Technology) Whether our class is more quantitative or more qualitative, whether it includes experiments to validate theoretical results in the sciences or discussions of techniques and meaning present in great works of art, all our courses share one thing in common — a syllabus.  Just as the syllabus is universal, so it seems is the struggle to get students to engage with it.  In our first series, we discuss approaches to designing and discussing the syllabus to encourage student engagement.

Whether our class is more quantitative or more qualitative, whether it includes experiments to validate theoretical results in the sciences or discussions of techniques and meaning present in great works of art, all our courses share one thing in common — a syllabus.  Just as the syllabus is universal, so it seems is the struggle to get students to engage with it.  In our first series, we discuss approaches to designing and discussing the syllabus to encourage student engagement.  In this episode, we welcome Amy Vizenor, Associate Professor in Education at Gustavus Adolphus College.

If you have ever faced some tension in your role as a professor, then you are in the right place.  Welcome to T5 - Talking Through Teaching Tensions Together.  Join us as we talk through strategies for navigating some of the challenges of academia.