The Hidden Curriculum with Anthony Jack and Missy Foy

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.

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Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

CourseSource is an open-access journal now entering its tenth year that has a variety of peer-reviewed teaching resources for biology, primarily detailed lesson plans tagged by course and topic for easy searching.  I found out about CourseSource years ago, and I was amazed at the catalog of high-quality lesson plans and other teaching resources there. I keep running into biology faculty who don’t know about this great resource, which is also kind of amazing. What I haven’t found are resources like CourseSource in other disciplines.

I reached out to the editorial team at CourseSource to find out more about the project and try to figure out why biology has a resource like this but other disciplines don’t. On the podcast today I talk with Jenny Knight, associate professor of molecular, cell, and developmental biology at the University of Colorado Boulder and editor-in-chief of CourseSource, and with Sharleen Flowers, postdoctoral fellow at CU Boulder and managing editor at CourseSource.

We talk about the kinds of teaching resources that educators can find at CourseSource, the origins of the project, what it takes to make a project like this work, and how a peer-reviewed publication like CourseSource can help higher ed value teaching in more concrete ways.

Episode Resources

·       CourseSource, https://qubeshub.org/community/groups/coursesource 

·       Jenny Knight’s faculty page, https://www.colorado.edu/mcdb/jenny-knight

·       2024 Intentional Teaching slow read, https://derekbruff.ck.page/posts/relationship-rich-education-and-the-start-of-the-intentional-tech-slow-read 

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

In today’s episode, we dig into an important question for higher ed: How can we improve the evaluation of teaching? Researcher Corbin Campbell was quoted in a Chronicle article recently, saying, “Folks will say quality teaching is hard to measure. Quality research is hard to measure, but we do it.” I’m excited to bring a conversation with two academics who are contributing to efforts on their campuses to assess and evaluate teaching in more meaningful ways.

Beate Brunow is the associate director at the Schreyer Institute for Teaching at Penn State, and Shawn Simonson is a professor of kinesiology at Boise State University. Both have been involved in the development of new frameworks for defining effective teaching, and both are using those frameworks to change how teaching is evaluated at their institutions. We cover a lot of ground in our conversation, and if you care about teaching and learning in higher ed, I think you’ll find it interesting. 

Episode Resources

·       Penn State’s new Faculty Teaching Assessment Framework, https://www.schreyerinstitute.psu.edu/assessment_of_teaching

·       “Establishing a Framework for Assessing Teaching Effectiveness,” Simonson, Earl, & Frary, 2021, https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1909528 

·       “American Value Good Teaching. Do Colleges?”, McMurtrie, 2022, https://www.chronicle.com/article/americans-value-good-teaching-do-colleges 

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

One of the themes I’ve been exploring here on the podcast is how teaching and learning in higher education has changed as a result of the COVID-19 pandemic. Months of emergency remote teaching followed by more planned online and blended teaching has resulted in an acceleration of the role of online teaching in higher education. 

Safary Wa-Mbaleka is associate professor of leadership in higher education at Bethel University in Minnesota, and Leni Casimiro is professor and chair of education at the Adventist International Institute for Advanced Studies in the Philippines. They, along with Kelvin Thompson are editors of the new Sage Handbook of Online Higher Education out this month.

On this episode, I talk with Safary and Leni. We had a lively conversation about the changing state of online education around the world and how higher education faculty and staff can respond to those changes.

Episode Resources

·       Safary Wa-Mbeleka’s faculty page, https://www.bethel.edu/academics/faculty/safary-wa-mbaleka

·       Leni Casimiro’s faculty page, https://www.aiias.edu/education-department/name/leni-casimiro/ 

·       The Sage Handbook of Online Higher Education, https://us.sagepub.com/en-us/nam/the-sage-handbook-of-online-higher-education/book281802 

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

On this episode, I talk with Greg Edwards, head of learning at Rize Education. Rize is a for-profit company that works with a consortium of over 135 colleges and universities to help them quickly launch new, career-oriented majors and other programs. The institutions partner with Rize, which can provide half a dozen core online courses for these majors, sourced from the consortium, that layer on existing courses at the home institution to get these new programs up and running in a semester or two.

As head of learning at Rize, Greg is involved in all aspects of course design and development. In our conversation, he shares how Rize goes about identifying new programs to create, how course design works at a consortium scale, and the roles that faculty play in this new model. 

Episode Resources

·       Greg Edwards on LinkedIn, https://www.linkedin.com/in/gregorytedwards/ 

·       Rize Education, https://www.rize.education/ 

·       Lower Cost Models for Independent Colleges Consortium, https://www.thelcmc.org/ 

·       LCMC programs, https://www.thelcmc.org/programs 

·       “The New Learning Economy” white paper by Jeff Selingo, https://info.cengage.com/learning-economy_wp_2738580

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

In this episode, I talk with Anne Reed, director of micro-credentials at the University of Buffalo. Her office oversees over one hundred different micro-credentials that can be earned by University of Buffalo students. Micro-credentials at Buffalo are learning experiences that are larger than a course but smaller than a minor that students can use to differentiate themselves on the job market by making clear the workforce relevant knowledge and skills they’ve gained.

Anne and I had a fascinating conversation about micro-credentials at the University of Buffalo, how they’re structured and aligned with workforce needs, the roles faculty play in them, and why students pursue them. She also taught me how to create my own micro-credential, an "Outstanding Podcast Guest" badge that I awarded to Anne!

Episode Resources:

·       Office of Micro-Credentials at Buffalo, https://www.buffalo.edu/micro-credentials.html 

·       University of Buffalo’s badges, https://www.credly.com/organizations/university-at-buffalo/badges 

·       Anne Reed on LinkedIn, https://www.linkedin.com/in/anne-reed/ 

·       Anne’s “Outstanding Podcast Guest” badge, https://badgelist.com/Intentional-Teaching/Outstanding-Podcast-Guest/u/anne_reed 

·       Badge List, https://badgelist.com/ 

·       National Association of Colleges and Employers, https://www.naceweb.org/ 

·       O*NET, https://www.onetonline.org/ 

·       “The New Learning Economy” white paper by Jeff Selingo, https://info.cengage.com/learning-economy_wp_2738580

·       Texas Credentials for the Future, https://www.utsystem.edu/sites/texas-microcredentials 

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Traditionally, college students who don’t have ACT or math placement exam scores high enough to place into college algebra are placed into intermediate algebra, a developmental math course that serves as a perquisite to college algebra for those students. However, this prerequisite approach has chronically low student success rates at many institutions.

Enter the corequisite approach, in which these students take college algebra along with a second, support course concurrently. The idea is that students who aren’t quite ready for college algebra will get the just-in-time support they need in their support course. The coreq approach is so successful that an increasing number of states are mandating that colleges and university at least offer the option and in some cases, do away with the prereq approach altogether.

What does it take to make a successful corequisite college algebra course? I wanted to find out, so I reached out to a few colleagues who have been doing this for a while. On this episode, you’ll hear from Tina Ragsdale, teaching enhancement coordinator at West Kentucky Community and Technical College; James Kimball, master instructor and assistant department head in mathematics at the University of Louisiana at Lafayette; and Kathy Almy, longtime math educator and currently CEO of Almy Education. We have a fantastic conversation about the coreq approach to college algebra, and I think that anyone with an interest in college students success will find it enlightening.

Episode Resources:

·       “Co-requisite Redesign Leads to Increased College Algebra Success and College Completion,” Tina Ragsdale, Renea Akin, and Geelyn Warren, https://digitalcommons.wcupa.edu/jarihe/vol4/iss1/5/ 

·       Almy Education, https://www.almyeducation.com/ 

·       James Kimball’s faculty website, https://math.louisiana.edu/node/122 

·       College Algebra with Corequisite Support, an OpenStax textbook by Jay Abramson and Sharon North, https://openstax.org/details/books/college-algebra-corequisite-support-2e?Book%20details 

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/intentionalteaching

Find me on LinkedIn, Bluesky, and Mastodon, among other places.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.