Teaching for Student Success

Grades Do Harm! And Who Are They For Anyway? with Jesse Stommel

Grades demotivate student learning.  That is a problem.  Faculty also often spend significant amounts of time grading.  Another problem.  So, if we know grading demotivates learning and we are spending lots of our time grading, are we working against ourselves? Are we working against the goals of our courses?  Isn’t our goal to motivate students to learn, and then provide them with the resources they need to move from novice towards expert?  In this episode Dr. Jesse Stommel talks about the ...

Inclusive Excellence: Content Is Not Enough!

Content isn’t enough!  The classroom environment that you create can foster learning or impede learning.  If you really are here for all of your students, and I think you are, then it is critical to ensure that the environment you provide is one the fosters learning for all students.  In this episode Dr. Oscar Fernandez discusses Inclusive Excellence at Wellesley College, an effort to create a community of faculty, students, and staff working to ensure that all students feel a sense of belon...

The Syllabus Lives: Known, Needed & Cared For with Matthew Cheney

A huge amount of information must be provided to students at the outset of every course.  Enter the SYLLABUS!  A universal one-way communication tool that can set the tone for your course and for your relationship with your students.  It defines the rules of engagement - the struggle for power between student and faculty.  In this episode we talk about the syllabus; how it is used, how it can be used and how it can be abused with Dr. Matthew Cheney who has written extensively about the cruel...

Alternative Grading: Working With Students, Not Against Them with David Clark and Robert Talbert

Peer Mentoring’s Long Term Impact: Time for National Implementation?

For decades, the United States has been trying to increase the number of STEM professionals from underrepresented groups - with limited success.  Retention and persistence at the undergraduate level, and advancement to graduate degrees continue to be problematic areas.  In this episode we talk with Dr. Nilanjana Dasgupta about her fascinating long-term study on the impact of peer mentors on the persistence, retention, and advancement to graduate degrees of female engineering students.  This ...

Ungrading in Practice: No Going Back with Dr. Sue Steiner

UNGRADING! You might already implement some form of UNGRADING but it is more likely that you don’t.  Perhaps you heard of UNGRADING and dismissed it, or thought about it but decided it wasn’t the right time, or decided it wasn’t right for you or your students, or thought the whole idea was insane, or perhaps you don’t know anything about UNGRADING at all.  Perhaps this is the first time you have even heard that term. Whatever your prior knowledge is or isn’t about UNGRADING - please listen ...

Learning vs. Feelings of Learning: Paradox Tested

OLD NEWS: A 2014 meta-analysis by Scott Freeman and colleagues of 225 peer-reviewed studies concluded that students taught in an active learning environment significantly outperform peers taught using more traditional formats.   CURRENT STATUS:  Most colleges and universities are still a long way from full adoption of these practices.  The reasons are complex.  Resistance comes from institutions and often from faculty, but also from students.  We have trained our students to think that tradi...

Inclusify Your Teaching: Learning is for Everyone with Kelly Hogan and Viji Sathy

In higher education our introductory classes are more diverse than ever.  That’s great!  Our graduating classes?  Less diverse. That’s bad!  Faculty play a critical role in this loss of diversity and therefore have a responsibility to address the issue.  In this episode, Dr. Viji Sathy and Dr. Kelly Hogan, authors of “Inclusive Teaching: Strategies for Promoting Equity in the College Classroom” (2022) discuss a wide range of evidence-based practices that can help our most challenged, our mos...

Strangers in a Strange Land: How Black Students Succeed at a Primarily White Institution

Higher education is recognizing the importance and value of diversity and inclusivity in our institutions, our classes, our majors, and in the workforce.  Along with this recognition are efforts to increase the success and graduation rates of all students with particular attention to our historically excluded, minoritized, marginalized, and first generation students.  Many approach this work from a perspective of deficits:  students aren’t succeeding because of what they are missing.  An alt...

Connecting Classroom Inequities to Student Performance: EQUIP, a Tool for All? with Daniel Reinholz

As researchers study the success of students in active classrooms, they expose new questions to ask, they generate new data to analyze.  These data put classrooms implementing active learning practices under the microscope.  In looking closely at the details of implementation, researchers are now uncovering evidence of practices resulting in inequities, in some and perhaps most active learning environments.  In this episode, we talk with Dr. Daniel Reinholz about his classroom observational ...

Teacher Noticing and the Generative Classroom with Dr. Tessa Andrews

In this episode we parse the massive Active Learning Umbrella and discuss a particular type of active learning classroom, the generative classroom in which students generate their knowledge.  Dr. Tessa Andrews (University of Georgia) discusses her research investigating how expert instructors think about, prepare and implement active learning in their generative classrooms versus how novices think about, prepare and implement active learning.  The results are fascinating and instructive. Ple...

The Benefits of Diverse Role Models: The Scientist Spotlights Initiative with Jeff Schinske

Who were your role models growing up?  In particular, who were your role models that led you to your career in academia? I’m going to guess that most of your academic role models were teachers who look like you or might have similar backgrounds to you.  Think about the power of that - seeing an inspirational teacher/educator/thinker/academic that has a similar background to you.  If this happened to you, try to remember how inspirational that was.  It might have been a parent, a family membe...

Microaggressions: Language Matters with Colin Harrison

In daily life, we seem inundated by negative talk and negative messaging.  Open the newspaper, listen to talk radio, don’t even start me on social media!  But our classrooms, our classrooms should be a sanctuaries, safe places to have civil, open discourse on contentious and non-contentious issues.  Whew!  That sounds like a slice of heaven, doesn’t it? Peace. Even in these ideally safe places, we need to be aware of inappropriate aggressive language that can creep in, that can negatively i...

Instructor Talk Continues: Students Hear What You Say…. And They Remember!

In Episode 2 Dr. Kimberly Tanner introduced us to Instructor Talk, the non-content language used by instructors.  In this episode, listen to a fascinating discussion with Drs. Ovid and Rice about the student perspective of instructor talk.  How do students view instructor talk?  What do students hear?  What do students think? And interestingly, what do students remember?  It may, and probably should,  give you reason to pause and think before you speak in your next class.

Universal Design for Learning: Watch This Beauty Unfold with K. Behling and T. Tobin

How can you best help ALL of your students learn when they are all different?  They each have their own complex lives and life histories.  Listen to Kirsten Behling and Thomas Tobin talk about bringing the principles of Universal Design for Architecture to the learning environment to help manage this seemingly intractable problem.  Universal Design for Learning promises to reduce more barriers for more of your students providing opportunities for more of your students to succeed.  When adopt...

The Most Contentious Subject in the Scholarship of Teaching and Learning with Dr. Jessamyn Neuhaus

 Episode 16 is  Part 2 of my conversation with Dr. Jessamy Neuhaus.  We discuss the importance of time for reflection, the practice of gratitude, and the challenges of student evaluations of teaching: the most contentious subject in the Scholarship of Teaching and Learning.

The Research is Pretty Clear… with Jessamyn Neuhaus

“The Research is Pretty Clear that there is one thing and only one thing that across the board improves teaching.  Do you know what that is, Steve?”   This is the first episode of two part series with Dr. Jessamyn Neuhaus, author of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds who want to be effective teachers. published in 2019 by West Virginia University Press.  For all the geeks, introverts, and nerds out there - this episode is for YOU!  So much so, that this book cre...

The Research is Pretty Clear… with Dr. Jessamyn Neuhaus

“The Research is Pretty Clear that there is one thing and only one thing that across the board improves teaching.  Do you know what that is, Steve?”   This is the first episode of two part series with Dr. Jessamyn Neuhaus, author of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds who want to be effective teachers. published in 2019 by West Virginia University Press.  For all the geeks, introverts, and nerds out there - this episode is for YOU!  So much so, that this book cre...

Faculty Mindset: A Hidden Bias That Impacts Student Success

Many faculty participate in professional development programs that promise increases student success and decreases in the opportunity gap.  Programs that train faculty in evidence-based practices have reason to promise these outcomes.  However, some faculty that go through these trainings implement theses practices, others don’t.  What are the factors that underlie this choice to adopt proven practices or not?  Gender?  Seniority? Concern about teaching evaluations?  In this episode, we disc...

Stress, Grades, and the American Way! Time for a Re-boot.

The percentage of students on our campuses suffering from depression doubled from 2009 to 2019.  Student suicides increased 50% over the same period.  The pandemic probably hasn’t helped. Campuses nationwide are responding by increasing access to health care professionals and training staff and faculty to identify stressed students.  However, most campuses are not dealing with one of the most significant stressors in student’s lives, GRADES!  In this episode, we talk with Dr. Joshua Eyler, D...

Failure Is Just A Learning Opportunity: Growth Mindset vs. Economic Disadvantage with Dr. Susana Claro

Many of your students grew up economically disadvantaged.  Without intervention, economically disadvantaged students are more likely to leave the academy than economically advantaged students.  While no one expects faculty to solve students economic problems (well, maybe we can help by minimizing costs of textbooks), we as faculty can significantly impact the academic performance of these students with a few simple,  no-cost interventions.  Interventions for both the faculty and the students...

Supporting All Students: The Why and How of Inclusive Teaching

Dr. Tracie Marcella Addy, Associate Dean of Teaching and Learning at Lafayette College discusses her 2021 book “What Inclusive Instructors Do.  Principles and Practices for Excellence in College Teaching”.  In this episode, we discuss why instructors and institutions should embrace inclusive practices.  We also discuss practices that improve engagement, persistence, and success.  Wherever you are on your journey of providing the best learning environments for all your students, listen to thi...

Supporting All Students: The Why and How of Inclusive Teaching with Dr. Tracie Marcella Addy

Dr. Tracie Marcella Addy, Associate Dean of Teaching and Learning at Lafayette College discusses her 2021 book “What Inclusive Instructors Do.  Principles and Practices for Excellence in College Teaching”.  In this episode, we discuss why instructors and institutions should embrace inclusive practices.  We also discuss practices that improve engagement, persistence, and success.  Wherever you are on your journey of providing the best learning environments for all your students, listen to thi...

A Better Way to Learn: Helping Students Adopt Retrieval Practice

Dr. Robert Ariel, Assistant Professor of Psychology at Virginia Wesleyan University discusses his research on a simple approach that may help students adopt a proven study method - retrieval practice - that improves long term student learning and student success.  If you are unfamiliar with retrieval based learning, please listen to my interview with Dr. Jeffrey Karpicke in episode 4.  Helping students adopt evidence-based study practices, breaking years of experience with less effective and...

A Better Way to Learn: Helping Students Adopt Retrieval Practice. An Interview with Robert Ariel.

Dr. Robert Ariel, Assistant Professor of Psychology at Virginia Wesleyan University discusses his research on a simple approach that may help students adopt a proven study method - retrieval practice - that improves long term student learning and student success.  If you are unfamiliar with retrieval based learning, please listen to my interview with Dr. Jeffrey Karpicke in episode 4.  Helping students adopt evidence-based study practices, breaking years of experience with less effective and...

Beyond the Exclusive-Inclusive Paradigm: Who do you want your students to be? An Interview with Bryan Dewsbury.

Enjoy a conversation with Dr. Bryan Dewsbury about an approach to inclusive instruction that goes beneath the mechanics of your courses. We don’t talk about what your syllabus looks like, how you engage students in your learning environments, or how you assess students.  Instead we discuss an approach to inclusive instruction that first and foremost focusses on the criticality of developing an enriched and enhanced understanding of your students.  The ideas we discuss in this episode have th...

Beyond the Exclusive-Inclusive Paradigm: Who do you want your students to be?

Enjoy a conversation with Dr. Bryan Dewsbury about an approach to inclusive instruction that goes beneath the mechanics of your courses. We don’t talk about what your syllabus looks like, how you engage students in your learning environments, or how you assess students.  Instead we discuss an approach to inclusive instruction that first and foremost focusses on the criticality of developing an enriched and enhanced understanding of your students.  The ideas we discuss in this episode have th...

Group Work: Problems, Frequency and Success of Mediation. Part 2.

Welcome to Part 2 of my conversation with Peggy Brickman about group work.  In part 1 of this episode, we discussed her 2018 paper entitled WHEN GROUP WORK DOESN’T WORK.  INSIGHTS FROM STUDENTS.  In this paper Peggy discusses her research on group work identifying a number of problems concerning standard practices that one might implement in courses. In Part 2, we discuss her follow-up paper: What to expect with group work: Problems, frequency, and success of mediation.  This paper is provi...

Group Work: Problems, Frequency and Success of Mediation. Part 2. More with Peggy Brickman.

Welcome to Part 2 of my conversation with Peggy Brickman about group work.  In part 1 of this episode, we discussed her 2018 paper entitled WHEN GROUP WORK DOESN’T WORK.  INSIGHTS FROM STUDENTS.  In this paper Peggy discusses her research on group work identifying a number of problems concerning standard practices that one might implement in courses. In Part 2, we discuss her follow-up paper: What to expect with group work: Problems, frequency, and success of mediation.  This paper is provi...

Group Work: What Could Go Wrong? with Peggy Brickman. Part 1.

If you are interested in using group work in your courses but might be a bit intimidated, if you are using group work but are frustrated by it, if you have used group work but have sworn it off, I encourage any and all to listen to this two part series on the problems of group work and possible solutions.   In this episode I have a conversation with Dr. Peggy Brickman of the University of Georgia about group work but from an unusual perspective.  Instead of discussing the evidence demonstra...

What is a Jigsaw?

In less than a minute and a half, I describe a group work method referred to as a Jigsaw.  It was referred to in Episode 8 Part 1.  I realized a definition might be helpful.

Group Work: What Could Go Wrong? with Peggy Brickman. Part 1.

If you are interested in using group work in your courses but might be a bit intimidated, if you are using group work but are frustrated by it, if you have used group work but have sworn it off, I encourage any and all to listen to this two part series on the problems of group work and possible solutions.   In this episode I have a conversation with Dr. Peggy Brickman of the University of Georgia about group work but from an unusual perspective.  Instead of discussing the evidence demonstra...

Learning is a Skill: Why do we keep it a secret?

Dr. Mark McDaniel of Washington University, author of “Make It Stick”, discusses learning and the importance of recognizing that learning is a skill.  A skill that can and should be learned, a skill that can and should be taught.   A variety of researchers study how people learn.  There are reams of data about the effectiveness of various learning strategies.  We have evidence about which strategies are more effective than others.  We certainly don’t know everything there is to know about l...

Learning is a Skill: Why do we keep it a secret? An Interview with Mark McDaniel.

Dr. Mark McDaniel of Washington University, author of “Make It Stick”, discusses learning and the importance of recognizing that learning is a skill.  A skill that can and should be learned, a skill that can and should be taught.   A variety of researchers study how people learn.  There are reams of data about the effectiveness of various learning strategies.  We have evidence about which strategies are more effective than others.  We certainly don’t know everything there is to know about l...

Ungrading: Renaissance Humanism and the Challenges of Assessment

Dr. Susan Blum (University of Notre Dame), a Renaissance Humanist (look it up) discusses her recent book, UNGRADING: Why Rating Students Undermines Learning (and what to do instead).  In this episode, Dr. Blum discusses problems associated with the long established system of grades and grading and discusses a recent movement, UNGRADING, which is a call to arms to provide learning environments that motivate student learning by changing the way students are evaluated.  If you have never heard ...

Ungrading: Renaissance Humanism and the Challenges of Assessment. An Interview with Susan Blum.

Dr. Susan Blum (University of Notre Dame), a Renaissance Humanist (look it up) discusses her recent book, UNGRADING: Why Rating Students Undermines Learning (and what to do instead).  In this episode, Dr. Blum discusses problems associated with the long established system of grades and grading and discusses a recent movement, UNGRADING, which is a call to arms to provide learning environments that motivate student learning by changing the way students are evaluated.  If you have never heard ...

Connected Teaching: The Importance of Relationships. An Interview with Harriet L. Schwartz

Dr. Harriet Schwartz of Antioch University discusses her recent book, “Connected Teaching: Relationship, Power, and Mattering in Higher Education”.  Most faculty spend a significant part of their lives interacting with students.  Dr. Schwartz’s book reminds us that so much of teaching is about moments with students.  These moments can be brief or extended, but these moments, whatever the duration, can be transformative for students.  Dr. Schwartz discusses the importance of these relationshi...

Recall Reinforces Learning: Evidence for Retrieval Practice. An Interview with Jeff Karpicke.

Dr. Jeff Karpicke of Purdue University discusses his research on retrieval based learning showing that repeated testing of students without repeated study sessions results in higher rates of learning over the long term compared to students who repeatedly study but are not tested.  This discussion might alter the way you think about studying and learning and might force you to reconsider how the structure of your course impacts student learning and student success.  If you teach, if you learn...

Recall Reinforces Learning: Evidence for Retrieval Practice. An Interview with Jeff Karpicke.

Dr. Jeff Karpicke of Purdue University discusses his research on retrieval based learning showing that repeated testing of students without repeated study sessions results in higher rates of learning over the long term compared to students who repeatedly study but are not tested.  This discussion might alter the way you think about studying and learning and might force you to reconsider how the structure of your course impacts student learning and student success.  If you teach, if you learn...

The Written Word: Simple Changes Have A Big Effect. An Interview with Bill Davis

 Dr. Bill Davis of Washington State University discusses two simple, non-content interventions that improve student success and decrease the equity gap.  You will be amazed how a simple wording change to a syllabus, and how a straightforward email of encouragement can improve student success and decrease the equity gap of your courses.  This is an important episode for all faculty.  A few positively worded statements can help your students succeed.  All of your students.  Listen and let us k...

The Spoken Word: How Your Words Impact Your Students. An Interview with Kimberly Tanner

Dr. Kimberly Tanner of San Francisco State University discusses her work documenting and coding the non-content talk that facutly use as they speak to students during class sessions. This work establishes the framework for future studies on the impact of “Instructor Talk” on the performance and attitudes of students.

With Great Power: Why A Nobel Prize Winning Physicist Became An Education Researcher. An Interview with Carl Wieman.

Dr. Carl Wieman, who was awarded a Nobel Prize for Physics in 2001, discusses his motivation to move away from fundamental physics research to the world of education research. Dr. Wieman tells a story that will resonate with those interested in ensuring that students are provided with the best possible learning opportunities for their success.

With Great Power: Why A Nobel Prize Winning Physicist Became An Education Researcher. An Interview with Carl Wieman.

Dr. Carl Wieman, who was awarded a Nobel Prize for Physics in 2001, discusses his motivation to move away from fundamental physics research to the world of education research. Dr. Wieman tells a story that will resonate with those interested in ensuring that students are provided with the best possible learning opportunities for their success.