Tea for Teaching

A growing body of research indicates that asking questions about concepts students have not yet studied increases learning. In this episode, Steven Pan and Judith Schweppe join us to discuss how generative AI can facilitate this technique by generating prequestions.  Steven is an Assistant Professor of Psychology and the Director of the Learning Sciences Lab at the National University of Singapore whose research focuses on evidence-based teaching approaches. Judith is a Professor of Educational Science with a focus on teaching with digital media at the University of Erfurt. Her research focuses on working memory, long-term memory, and learning. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Shortly before the start of the spring semester, Tim Curry joined us for an episode discussing his ambitious plan to create structured learning experiences for students using chatbots. In this episode, we check back to see how this experiment developed. Tim is a lecturer in the Department of Health Sciences at Northern Arizona University. He is developing AI applications for autism research and tribal health service while building Northern Arizona University’s Applied Health Analytics program. He’s also working on the completion of his PhD degree in health equity technology. A transcript of this episode and show notes may be found at http://teaforteaching.com.

 Imagine having a virtual clone of yourself to assist your students whenever they need help and would track where students are struggling. In this episode, Joshua Gans joins us to discuss an attempt at creating an AI platform that accomplishes this. Joshua is a Professor of Strategic Management and Jeffrey S. Skill Chair of Technical Innovation and Entrepreneurship at the University of Toronto’s Rotman School of Management with a joint appointment in the Department of Economics. His work focuses on the economics of innovation, entrepreneurship, and artificial intelligence. He has authored numerous scholarly articles on the economic impact of generative AI and, with Ajay Agrawal and Avi Goldfarb, of Prediction Machines and Power and Prediction, two books that have helped shape public understanding of the economic implications of AI.  Joshua has been thinking deeply about what generative AI means for higher education: how it can support teaching and learning, how colleges should prepare students for AI-augmented careers, and how AI may reshape labor market opportunities for today’s students. At the University of Toronto, he and Kevin Bryan developed an AI teaching assistant, All Day TA, which has been used to provide students with support outside traditional class hours. A transcript of this episode and show notes may be found at http://teaforteaching.com.

With the rise of AI, institutions are scrambling to provide guidance and policies for students and faculty. In this episode, Kathleen Landy and Joshua Foster join us to discuss a collaborative approach involving student government, administration, and faculty. Kathleen is the Provost and Vice President for Academic Affairs at Genesee Community College. Prior to this, Kathleen has served in leadership roles at teaching centers at Cornell University, Queensborough Community College, and Mercy College. She has taught in multiple modalities and also has extensive K-12 teaching experience. Kathleen also served on the Pod Network Core Committee from 2022 through 2025 and currently serves as a co-chair of the SUNY Council on Assessment. Joshua is the Vice President for Academic Affairs for the Student Government Association at Genesee Community College. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The “One Big, Beautiful Bill” contains a provision eliminating federal loan availability for programs in which past graduates had early career earnings that fall below a designated threshold. In this episode, Debbie Furlong joins us to discuss the statistical measures used to determine federal loan eligibility.  Debbie has served for over 30 years doing applied higher education policy analysis at public comprehensive universities, most recently as the Director of Institutional Research at SUNY Oswego. Prior to her arrival at Oswego, she worked and taught at the University of Wisconsin at Green Bay, St. Norbert College in Wisconsin, and the American University in Washington, DC, where she had completed her PhD degree in international relations. A transcript of this episode and show notes may be found at http://teaforteaching.com.

While there is substantial debate over the appropriate role of generative AI in higher education, one area of agreement is that AI cannot be ignored. In this episode, Annette Vee, Marc Watkins, and Derek Bruff join us to discuss what faculty need to know to be AI-aware in their teaching. Annette is an Associate Professor of English at the University of Pittsburgh where she has been actively involved with AI initiatives. She is the author of Coding Literacy: How Computer Programming is Changing Writing and is co-editor of TextGenEd: Teaching with Text Generation Technologies. Marc is a Lecturer in Writing and Rhetoric and an Assistant Director of Academic Innovation at the University of Mississippi, where he directs the AI Institute for Teachers. Derek Bruff is an Associate Director at the University of Virginia’s Center for Teaching Excellence, where he supports faculty in integrating generative AI in their teaching. He is the author of Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching and Teaching with Classroom Response Systems: Creating Active Learning Environments. He is the host and producer of the Intentional Teaching podcast. Annette, Marc, and Derek frequently serve as keynote speakers at academic conferences and write frequently about AI and higher education on their blogs. Annette, Marc, and Derek are the co-authors of The Norton Guide to AI-Aware Teaching. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The Universal Design for Learning framework is often adopted by individual faculty for particular courses. In this episode, Tom Tobin joins us to discuss the potential benefits associated with an institution-wide adoption of this framework. Tom 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, which is a topic we'll be talking about today. He helped found the University of Wisconsin Madison Center for Teaching, Learning, and Mentoring. Tom is on Ed Tech Magazine's Influencers Dean's List, and has been honored with the Wagner Leadership Award in Distance Learning Administration, and he is one of EduFlow’s global top 100 learning influencers. Tom serves on the boards of Advances in Online Education, The Online Journal of Distance Learning Administration, and the Oklahoma University Press: Teaching, engaging and thriving in higher ed series. We're very glad that he's made time to be with us with all these activities. His books include Evaluating Online Teaching, The Copyright Ninja, Reach Everyone, Teach Everyone: UDL in Higher Education, Going Alt-Ac: A Guide to Alternative Academic Careers, Implementing UDL in Irish Further Education and Training, and what we'll be talking about today, UDL at Scale: Whole-Campus Universal Design for Learning, which is coming out this summer. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Neurodivergent students experience challenges in traditional lecture settings. In this episode, Jennifer Pusateri joins us to discuss strategies to reduce these challenges while supporting and leveraging the strengths that neurodivergent students bring to our classrooms. Jennifer is the Senior Universal Design Consultant at The University of Kentucky and has served as the co-chair of the international UDL in Higher Education Network. She is a member of the CAST National Faculty and is the author of Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice. Her newest book, A Practical Guide to Teaching Neurodivergent College Students has recently been released by Harvard Education Press. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The use of instructor-narrated video slideshows has increased in response to both the growth of online instruction and increased use of flipped classroom teaching approaches. In this episode, Corinne Syrnyk and Alyson Kubat join us to discuss their study examining the impact on student learning of audio vs video narration and of the emotional tone conveyed by the instructor’s voice. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The growing capabilities of generative AI platforms have made it increasingly difficult for faculty to reliably distinguish between student work and AI-generated output. In this episode, David Wiley joins us to discuss the possibility of using random audits to promote academic integrity in a scalable manner.  David has an extensive record as an innovator, entrepreneur, and leader in open educational materials beginning with the Open Content Project in 1998, continuing with his work as Director of Educational Licenses for Creative Commons, a co-founder of several education-related organizations, including Lumen Learning, where he also served as the Chief Academic Officer from 2012 to 2025. He is the recipient of numerous awards, including an NSF Career grant. David is currently an Associate Professor at Marshall University where he teaches courses in Entrepreneurship and Management Information Systems. Much of his recent work has been on the intersection of generative AI, open education, entrepreneurship, instructional design, and student success. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The incentives of academia tend to focus faculty discussions within their narrow disciplinary fields. In this episode, David M. Perry joins us to discuss how faculty expertise can be used to enhance public discussions and decision-making. David is a journalist, a medieval historian, and the Associate Director of Undergraduate Studies in History at the University of Minnesota - Twin Cities. In addition to his books on medieval history, his work on history, parenting, disability, and politics has appeared in The New York Times, The Washington Post, The Nation, The Daily Beast, Smithsonian, Slate, CNN, and many others. His most recent book, The Public Scholar: A Practical Handbook, has just been released by Johns Hopkins University. A transcript of this episode and show notes may be found at http://teaforteaching.com.

While colleges and universities have made substantial progress in attracting a diverse mix of students, there are still substantial equity gaps in student outcomes. In this episode, Roberta Hurtado joins us to discuss approaches that can be used to reduce these gaps. Roberta is an associate professor in the English and Creative Writing Department here at SUNY Oswego, where she also serves as Director of Latino and Latin American Studies, and has been a fellow in the Triandiflou Institute for Diversity, Equity, Inclusion, and Transformative Practice. She also has served as a 2023 Fellow in the SUNY Hispanic Leadership Institute. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Coaches and teachers work to develop skills by providing structured learning environments, motivational strategies, and individual feedback. In this episode, Christian Fauria and Constanza Bartholomae join us to discuss the similarities among coaching, teaching, and the work of educational developers.  Christian is a former NFL tight end who played 13 seasons and won two Super Bowl Championships with the New England Patriots, and a national champion at the University of Colorado. Following his retirement from football, Christian transitioned into sports media, working as a college football analyst for ESPN and CBS, while co-hosting a radio show on WEEI in Boston. He is now a Professional in Residence at Bryant University in the Communication and Language Studies Department, teaching courses in sports broadcasting and organizational leadership in sports. Constanza is the Interim Director of the Center of Teaching Excellence at Bryant University. A transcript of this episode and show notes may be found at http://teaforteaching.com.

When generative AI platforms first appeared on the scene, faculty had to address these challenges alone. In this episode, Kathleen Landy joins us to discuss how program-level collaboration can help educators adapt more rapidly and effectively. Kathleen is the Provost and Vice President for Academic Affairs at Genesee Community College. Prior to this, Kathleen has served in leadership roles at teaching centers at Cornell University, Queensborough Community College, and Mercy College. She has taught in multiple modalities and also has extensive K-12 teaching experience. Kathleen also served on the POD Network Core Committee from 2022 through 2025, and currently serves as the Co-Chair of the SUNY Council on Assessment. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Many faculty, administrators, and students often become caught up in the potential benefits of new technology, but do not always consider the long-term consequences. In this episode, Rebecca Winthrop joins us to discuss a report summarizing the long-term benefits and risks associated with student use of generative AI. Rebecca is a Senior Fellow and Director of the Center for Universal Education at the Brookings Institution, where her research focuses on education globally. Rebecca leads the Brookings Global Task Force on AI in Education and co-leads the Family Engagement in Education Network. In addition to her work with many other global education initiatives, Rebecca has served as the U.N. Secretary General’s Global Education First Initiative’s Technical Advisory Group and served as co-lead for the Learning Metrics Task Force with the UNESCO Institute of Statistics. Rebecca is also a lecturer at Georgetown University and, with Jenny Anderson, the co-author of The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty workload often feels overwhelming. In this episode, Kristin Croyle joins us to discuss strategies that can help us manage time and keep our workload under control. Kristin is a psychologist and the Dean of the College of Liberal Arts, Sciences and Engineering at SUNY Oswego. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Impostor phenomena can deter college students, especially students from historically underrepresented groups, from pursuing majors in STEM disciplines. In this episode, Sara Kien joins us to discuss strategies that can reduce imposter phenomena and reduce equity gaps in student success. Sara is an Associate Teaching Professor at Northern Arizona University. She has a PhD in cognitive psychology and recently completed a masters degree in information and data science. Sara is an award winning educator with over 20 years of experience and the author of Data Science and AI in Psychology, an interactive eTextbook on data science, big data, and machine learning in psychology. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Online classes provide opportunities for students not served by traditional in-person classes, but asynchronous experiences can seem isolating for both students and instructors. In this episode, Flower Darby joins us to discuss ways to make online instruction more joyful for both students and faculty. Flower is an Associate Director of the Teaching and Learning Center at the University of Missouri. Prior to this position, she served as an Assistant Dean of Online and Innovative Pedagogies and Director of Teaching for Student Success. Flower has over 30 years of teaching experience, including both in-person and online modalities, and is frequently invited as a keynote speaker at academic conferences. She is a co-author of Small Teaching Online: Applying Learning Sciences in Online Classes, and The Norton Guide to Equity-Minded Teaching. Her new book, The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes, has just been released by the University of Oklahoma Press. A transcript of this episode and show notes may be found at http://teaforteaching.com.

This podcast is a recording of a panel session featuring three online learning leaders, that was presented at the SUNY Online Learning Summit on Wednesday, February 25, 2026. The panelists are Yakut Gazi, Marina Amini, and Van Davis. Yakut is the Vice Provost for Learning Innovation and Digital Education at Duke University. Marina is the Executive Director of the California Virtual Campus, and Van is the Executive Director of WCET and the Vice President of Digital Learning at WICHE. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students planning to major in STEM fields, especially students from groups historically underrepresented in these fields, are often deterred by their experiences in introductory courses. In this episode, Sarah Rose Cavanagh joins us to discuss an NSF-funded initiative designed to enhance student success in introductory Biology classes. Sarah is a psychologist and the author of four books related to teaching and learning. She is the senior associate director for teaching and learning and associate professor of practice at Simmons University and also is a regular contributor to The Chronicle and many other publications. Sarah often serves as a keynote speaker and we were very fortunate to have her join us for a keynote address at a recent Academic Affairs Retreat on our  campus. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Academic freedom in the U.S. is increasingly under attack. In this episode, Kent Kauffman joins us to discuss the legal and contractual origins of, current threats to, and the social benefits resulting from maintaining academic freedom. Kent is an Associate Professor of Business Law and MBA Programs Faculty Liaison in the Department of Economics and Finance at Purdue University. He is also the author of Navigating Choppy Waters: Key Legal Issues College Faculty Need to Know. A transcript of this episode and show notes may be found at http://teaforteaching.com.

In challenging times, it is very easy for educators to be distracted from what we value most in our work. In this episode, Roberta Schnorr joins us to discuss how mindfulness practice can help us bring our authentic selves to our classrooms.   Roberta was, until her retirement, one of our colleagues at SUNY Oswego. Her professional career spanned 40 years, including nearly a decade in public schools, over 25 years directing a graduate program in SUNY Oswego’s School of Education, and she has been a mindfulness practitioner for 20 years. She has taught and facilitated mindfulness in community settings, including a prison and a public library. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students can use AI tools to support or short-circuit their learning. In this episode, Tim Curry joins us to discuss how he uses AI tools to support students with diverse prior knowledge in a carefully curated framework.  Tim is a lecturer in the Department of Health Sciences at Northern Arizona University. He is developing AI applications for autism research and tribal health service while building Northern Arizona University’s Applied Health Analytics program. He’s also working on the completion of his PhD degree in health equity technology. A transcript of this episode and show notes may be found at http://teaforteaching.com.

In an increasingly globalized and networked economy, it is important to help students develop intercultural competence. In this episode, Josh McKeown and Christina Lee join us to discuss how two institutions are working together on a grant-funded collaborative exchange experience involving STEM students and faculty in the U.S., South Korea, and Taiwan. Josh is the Associate Provost for International Education and Programs and the Director of the Office of International Education and Programs here at SUNY-Oswego. Christina is the Director of Global Education and International Services at Monroe Community College. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Each student brings individual strengths and challenges to our classroom communities. In this episode, Karen Costa joins us to discuss ways to help students with ADHD thrive. Karen is a faculty development facilitator specializing in online pedagogy, trauma-aware teaching, and supporting ADHD learners. Karen holds graduate degrees and certificates in education and education leadership; trauma and resilience; trauma-informed organizations; and neuroscience, learning, and online instruction. She is the author of 99 Tips for Creating Simple and Sustainable Educational Videos, and has served as a facilitator for the Online Learning Consortium, the Online Learning Toolkit, and Lumen Learning. Her most recent book, An Educator’s Guide to ADHD, has just been released by Johns Hopkins Press. Through her business, 100 Faculty, Karen offers supportive, fun, and engaging faculty support and development to faculty from all over the world. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The widespread adoption of and the rapid evolution of generative AI platforms have created substantial challenges for faculty in how we assess student learning. In this episode, Lew Ludwig and Todd Zakrajsek join us to discuss a new resource they have created that is designed to help faculty use AI to efficiently support teaching practices based on the science of learning. Lew is a Professor of Mathematics at Denison University, where he served as Director of the Center for Learning and Teaching from 2020 to 2025. Much of his recent work has focused on innovative methods for utilizing generative AI. Todd is an Adjunct Associate Research Professor at the University of North Carolina at Chapel Hill, from which he just retired a few months ago after 17 years. He is also the Director of the International Teaching Learning Cooperative and the Director of four Lilly conferences on evidence-based teaching and learning. Todd is the author of many superb books, and has published six books (so far) in the past five years. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Ideally, college classrooms provide students with a comfortable but challenging environment in which diverse ideas and viewpoints are openly exchanged; the reality they experience, though, is often quite different. In this episode, David Laibson joins us to discuss how Harvard University is attempting to identify and address barriers to this ideal. David is the Robert I. Goldman Professor of Economics and a Faculty Dean of Lowell House. He has published dozens of heavily cited articles on a wide range of topics, including behavioral economics, self-regulation, behavior change, household finance, and aging. David is a Research Associate in the Aging, Asset Pricing, and Economic Fluctuations Working Group at the National Bureau of Economic Research, member of the National Bureau of Economic Research, and serves on numerous advisory boards. He has received Harvard’s Phi Beta Kappa award and a Harvard College Professorship in recognition of his high quality teaching. David is also a co-author of popular textbooks on introductory economics and  a co-editor of the Handbook of Behavioral Economics. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Teamwork skills are highly valued by employers but most faculty have not been trained to create effective team projects. In this episode, Tim Franz and Lauren Vicker join us to discuss a resource they developed to help faculty create more effective team assignments and projects. Tim is a Professor in the Psychology Department at St. John Fisher University and Lauren is a Professor Emeritus in the Department of Media and Communication, also at St. John Fisher University. They are the authors of Making Team Projects Work: A College Instructor’s Guide to Successful Student Groupwork which has been recently released by Routledge. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Student use of AI tools presents challenges for faculty teaching writing. In this episode, Anna Mills joins us to discuss when and how AI tools can be used to help students develop their writing skills. Anna has been a leader in exploring effective strategies for integrating AI into higher education in a manner that fosters the development of student critical literacy. Anna serves on the MLA Task Force on Writing and AI and as a lead advisor on the instructional design for MyEssayFeedback.ai. She also has served as the only educational specialist recruited by Open AI to test GPT-4 pre-release. Anna is also an OER advocate who has released numerous OER resources including two OER textbooks, one on How Arguments Work: A Guide to Writing and Analyzing Texts in College, and the other on AI in College Writing: An Orientation. She is also one of the developers of the PAIRR process in which students develop writing skills through feedback from peers, AI, and individual reflection.  A transcript of this episode and show notes may be found at http://teaforteaching.com.  

The rapid evolution of AI tools provides a challenge for educators exploring educational applications. In this episode, José Antonio Bowen joins us to discuss ways in which faculty and institutions can better prepare students for their future lives and careers in a world in which AI tools are ubiquitous.  José has a joint PhD in musicology and humanities, served for several years as President of Goucher College, and is the author and co-author of several books, including: Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning; Teaching Naked Techniques: A Practical Guide to Designing Better Classes; Teaching Change: How to Develop Independent Thinkers Using Relationships, Resilience, and Reflection, and a co-author, with C. Edward Watson, of the first and second editions of Teaching with AI: A Practical Guide to a New Era of Human Learning. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students are motivated to learn when they have autonomy and see the purpose in what they are learning. In this episode, Tara Chklovski joins us to discuss a curriculum in which students use AI tools to solve challenging problems in their communities. Tara is the founder and CEO of Technovation, a nonprofit developer of a curriculum used in over 160 countries and reaching over 400,000 students, to prepare young women for careers in technology. A transcript of this episode and show notes may be found at http://teaforteaching.com.

To understand what a concept is, we must also understand what it is not. In this episode, Bill Goffe joins us to discuss his study of the effect of the use of negative examples on student learning outcomes. Bill is a Teaching Professor in the Economics Department at Penn State.  He had previously been one of our colleagues here at SUNY Oswego. Bill is very well known in the profession for his Resources for Economists on the Internet, which was one of the very first internet guides available for economists, and it’s now hosted and sponsored by the American Economic Association. He has served as a member of the American Economic Association’s Committee on Economic Education, the Secretary-Treasurer for the Society of Computational Economics, an Associate Editor for Computational Economics and the online section of the Journal of Economic Education. Bill is currently co-chair of the Liberal Arts Teaching Group, a faculty learning community at Penn State. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Disney is a common shared cultural experience. In this episode, Jill Peterfeso joins us to discuss how Disney’s pixie dust can hook students and provide opportunities for critical examination in a variety of disciplines. Jill is the Eli Franklin Craven and Minnie Phipps Craven Professor of Religious Studies at Guilford College. She is the author of Womanpriest: Tradition and Transgression in the Contemporary Roman Catholic Church and a co-editor of Why the Magic Matters: Discovering Disney as a Laboratory for Learning. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Antagonistic relationships with students are not uncommon—there is a history of faculty distrust of students. In this episode Michelle Miller joins us to discuss a same-side approach where faculty and students work together in support of student learning.  Michelle is a Professor of Psychological Sciences and President’s Distinguished Teaching Fellow at Northern Arizona University. She is the author of Minds Online: Teaching Effectively with Technology, Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World and A Teacher’s Guide to Learning Students’ Names: Why You Should, Why It’s Hard, How You Can. Michelle is also a frequent contributor of articles on teaching and learning in higher education to a variety of publications including The Chronicle of Higher Ed and is the co-editor with James Lang of the Teaching, Engaging, and Thriving in Higher Ed Series at Oklahoma University Press. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Women faculty of color in higher ed generally receive little training to prepare them for the challenges, unrelated to their teaching quality, that they experience in their careers. In this episode, Chavella Pittman joins us to discuss her new book, Empowered: A Woman Faculty of Color’s Guide to Teaching and Thriving, a resource she created to address these challenges and to help female faculty of color thrive. A transcript of this episode and show notes may be found at http://teaforteaching.com.

It’s easy to become discouraged and disconnected in today’s higher ed climate. In this episode, Kelvin Thompson joins us to discuss his new project designed to provide us with a lift in challenging times. Kelvin is the Vice Provost for Online Strategy and Teaching Innovation at the University of Louisville. Kelvin developed the BlendKit Course open courseware as part of the Blended Learning Toolkit which he developed while at the University of Central Florida. He regularly serves as an invited speaker on issues related to online and blended learning. Kelvin is a co-editor of the Sage Handbook of Online Higher Education and has long served as a co-host of TOPcast: The Teaching Online Podcast. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students engage when they see a connection between what they are learning and their future objectives. In this episode, Angela Bauer joins us to discuss the benefits of integrating life skills into a liberal arts curriculum. Angela is a biologist and the Provost and Executive Vice President at Texas Women’s University. Prior to this, she served in several  leadership positions at High Point University. Angela is also the author of Teaching Life Skills in the Liberal Arts and Sciences: Preparing Students for Success Beyond the Classroom which has recently been released by Taylor and Francis. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The rapid evolution of generative AI tools has introduced an expanding set of educational applications. In this episode, Dan Levy and Angela Perez Albertos join us to discuss how these changes are affecting faculty and classrooms. Dan is an economist and a senior lecturer in Public Policy at Harvard University where he teaches courses in quantitative methods, policy analysis, and program evaluation. Angela is a graduate of the MPA program in International Development at the Harvard Kennedy School, and is the U.S. Head of Strategy at Innovamat. Dan and Angela are the authors of the first, and now the second, editions of Teaching Effectively with ChatGPT. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Students have varied levels of preparation for traditional types of classes and assessments used in colleges. In this episode, David Gooblar joins us to discuss a variety of instructional strategies that we can adopt to help all students succeed. David is an Associate Professor of English at the University of Iowa, a regular contributor to the Chronicle of Higher Education, the creator of Pedagogy Unbound, and the author of The Missing Course: Everything They Never Taught You About College Teaching. His most recent book, One Classroom at a Time: How Better Teaching Can Make College More Equitable, was released in August 2025 by Harvard University Press. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The U.S. higher education system has been a primary source of research that fuels innovation in science and industry, provides students from low-income communities opportunity to escape from poverty, and enriches the lives of graduates. In this episode, Rebecca Winthrop joins us to discuss how changes in federal policy are affecting the U.S. educational system and, ultimately, our society.  Rebecca is a senior fellow and director of the Center for Universal Education at the Brookings Institution, where her research focuses on education globally. Rebecca leads the Brookings Global Task Force on AI in Education and co-leads the Family Engagement in Education Network. In addition to her work with many other global education initiatives, Rebecca has served as the U.N. Secretary General’s Global Education First Initiative’s Technical Advisory Group and served as co-lead for the Learning Metrics Task Force with the UNESCO Institute of Statistics. Rebecca is also a lecturer at Georgetown University and, with Jenny Anderson, the co-author of The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Faculty adoption and use of AI in higher education varies widely. In this episode, three colleagues from the University of Mississippi: Josh Eyler, Emily Pitts Donahoe, and Marc Watkins, provide their perspectives on AI use in higher education. Josh is the Senior Director of Center for Excellence in Teaching and Learning and Assistant Professor of Teacher Education, Emily is the Associate Director of Instructional Support in the Center for Excellence in Teaching and Learning and Lecturer of Writing and Rhetoric, and Marc is a Lecturer in Composition and Rhetoric and Assistant Director of Academic Innovation. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Instructional designers have played an increasingly important role in supporting instruction in all modalities. In this episode, Safary Wa-Mbaleka and Gianina-Estera Petre join us to discuss a new resource describing effective instructional design practices in a global context. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Tenure is an employment protection threatened by changes in the labor market as well as declining public attitudes toward higher education and expertise. In this episode, Deepa Das Acevedo joins us to discuss the history of tenure, the value proposition of tenure, and what the cost to society and higher education would be if it were eliminated. Deepa is a legal anthropologist at Emory Law, the Editor of PoLAR: Political and Legal Anthropology Review, a past Trustee of the Law & Society Association, and has held leadership positions in the Association of American Law Schools, the American Anthropological Association, and the Association for Political and Legal Anthropology. Deepa has published extensively in scholarly journals. She is the author of The War on Tenure, which will be released in September 2025 by Cambridge University Press. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Imagine exploring alternative teaching methods in a classroom focused on learning and not grades. In this episode, Russell Marcus joins us to discuss how this occurs in a two-week philosophy summer program. He is the Christian A. Johnson Excellence in Teaching Professor of Philosophy at Hamilton College. Russell specializes in the philosophy of mathematics and the pedagogy of philosophy. He is a Past-President of the American Association of Philosophy Teachers. Since 2018, Russell has been running a philosophy summer camp at Hamilton College designed to help faculty develop more effective teaching practices while also benefiting students. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Imagine having the ability to create personalized web applications that address your individualized needs. In this episode, Dave Ghidiu joins us to describe how you and your students can create such tools using a vibe coding process using free generative AI platforms. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Colleges and universities have survived many challenges. In this episode, Ian McNeely joins us to discuss how public higher ed institutions continued to thrive despite the challenges of the Great Recession, low-quality online diploma mills, and the COVID pandemic. Ian is a Professor of History and Senior Associate Dean for Undergraduate Education at the University of North Carolina at Chapel Hill, He specializes in German history and the history of knowledge. Ian is the author of The University Unfettered: Public Higher Education in an Age of Disruption, which examines how modern research universities responded to the disruptions in higher education between the Great Recession and COVID-19 and the lessons learned from these experiences. A transcript of this episode and show notes may be found at http://teaforteaching.com.

New faculty often begin their teaching careers by emulating the teaching methods that they have observed, but these practices are often not consistent with evidence on how students learn. In this episode, Chris Hakala joins us to discuss the role that educational developers can play in shifting faculty focus from presenting to teaching. A transcript of this episode and show notes may be found at http://teaforteaching.com.

In past podcasts, we’ve often explored faculty concerns about student use of generative AI. In this episode, Kaija Hoyt joins us to discuss the evolution of her AI use. Kaija graduated from SUNY Oswego in May 2025 with a major in Human Resource Management and a minor in Mathematics. After graduation, Kaija provided a presentation on this topic to Oswego faculty and staff during an AI symposium.  A transcript of this episode and show notes may be found at http://teaforteaching.com.

Microaggressions interfere with the learning process and damage class community. In this episode, Kaija Hoyt joins us to provide a student’s perspective on microaggressions and strategies to address them. Kaija graduated from SUNY Oswego in May 2025 with a major in Human Resource Management and a minor in Mathematics. She completed an honors thesis on “Mitigating Microaggressions in the Workplace.” and recently provided a workshop presentation on microaggressions to SUNY-Oswego faculty and staff. A transcript of this episode and show notes may be found at http://teaforteaching.com.  

Critical thinking skills are important in an environment where misinformation flourishes. In this episode, Linda Elder joins us to explore strategies higher ed institutions can use to encourage the development of critical thinking skills to improve the quality of life for students and faculty.  Linda is an educational psychologist and a leading authority on critical thinking. She is the President of the Foundation for Critical Thinking and the Executive Director of the Center for Critical Thinking. Linda is the author or co-author of 6 books on critical thinking.  Her most recent book is Critical Thinking Therapy: For Happiness and Self-Actualization. A transcript of this episode and show notes may be found at http://teaforteaching.com.