Episodes

Today we speak with Joshua Kim, Director of Online Programs and Strategy at Dartmouth College, and Edward Maloney, Executive Director of The Center for New Designs in Learning and Scholarship at Georgetown University. In their recent book Learning Innovation and the Future of Higher Education (2020), Drs. Kim and Maloney write “We have no shortage of knowledge about how learning works and how this knowledge can be applied to advance teaching. What we lack is an understanding of the conditions in...

While much public discourse argues over the value and the future of higher education—whether it really “pays off” or how we can leverage technological tools and big data—what’s often missing from the conversation is the importance of good teaching. Aaron Pallas and Anna Neumann, professors of education at Teachers College, Columbia University, believe that good college teaching matters—so much so that they wrote a book about it! In today’s podcast episode, Drs. Pallas and Neumann discuss their b...

While much public discourse argues over the value and the future of higher education—whether it really “pays off” or how we can leverage technological tools and big data—what’s often missing from the conversation is the importance of good teaching. Aaron Pallas and Anna Neumann, professors of education at Teachers College, Columbia University, believe that good college teaching matters—so much so that they wrote a book about it! In today’s podcast episode, Drs. Pallas and Neumann discuss their b...

While much public discourse argues over the value and the future of higher education—whether it really “pays off” or how we can leverage technological tools and big data—what’s often missing from the conversation is the importance of good teaching. Aaron Pallas and Anna Neumann, professors of education at Teachers College, Columbia University, believe that good college teaching matters—so much so that they wrote a book about it! In today’s podcast episode, Drs. Pallas and Neumann discuss their b...

In today’s episode, Kevin Gannon, a Professor of History and Director of the Center for Excellence in Teaching and Learning at Grand View University, discusses how the pandemic has highlighted “bedrock” flaws in higher education systems, including in faculty evaluation processes. These flaws, based on dead ideas such as emphasizing equality rather than equity, disproportionately affect marginalized groups. Dr. Gannon elaborates on the destructive potential of returning “back to normal” in these ...

In today’s episode, Kevin Gannon, a Professor of History and Director of the Center for Excellence in Teaching and Learning at Grand View University, discusses how the pandemic has highlighted “bedrock” flaws in higher education systems, including in faculty evaluation processes. These flaws, based on dead ideas such as emphasizing equality rather than equity, disproportionately affect marginalized groups. Dr. Gannon elaborates on the destructive potential of returning “back to normal” in these ...

In today’s episode, Kevin Gannon, a Professor of History and Director of the Center for Excellence in Teaching and Learning at Grand View University, discusses how the pandemic has highlighted “bedrock” flaws in higher education systems, including in faculty evaluation processes. These flaws, based on dead ideas such as emphasizing equality rather than equity, disproportionately affect marginalized groups. Dr. Gannon elaborates on the destructive potential of returning “back to normal” in these ...

Today we speak with renowned teaching and learning theorist and thought leader Laura I. Rendón, a Professor Emerita at the University of Texas-San Antonio and author of the book Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation (2009). As the pandemic nears its end, Dr. Rendón believes we are now in “nepantla”, or a liminal space of inquiry and possibility, regarding the future of higher education. As we return to campuses and classrooms, we need ...

Today we speak with renowned teaching and learning theorist and thought leader Laura I. Rendón, a Professor Emerita at the University of Texas-San Antonio and author of the book Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation (2009). As the pandemic nears its end, Dr. Rendón believes we are now in “nepantla”, or a liminal space of inquiry and possibility, regarding the future of higher education. As we return to campuses and classrooms, we need ...

Today we speak with renowned teaching and learning theorist and thought leader Laura I. Rendón, a Professor Emerita at the University of Texas-San Antonio and author of the book Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation (2009). As the pandemic nears its end, Dr. Rendón believes we are now in “nepantla”, or a liminal space of inquiry and possibility, regarding the future of higher education. As we return to campuses and classrooms, we need ...

Welcome to Season 3 of Dead Ideas in Teaching and Learning! We begin this season by turning the conversation around: our guest today is Catherine Ross, Executive Director of the Columbia Center for Teaching and Learning, and host of Dead Ideas. Catherine, interviewed by Ian Althouse, Senior Assistant Director at the Columbia CTL, shares why she decided to start this podcast—including her own “aha” moment—and what motivates and inspires her to continue the work of unpacking implicit assumptions i...

Welcome to Season 3 of Dead Ideas in Teaching and Learning! We begin this season by turning the conversation around: our guest today is Catherine Ross, Executive Director of the Columbia Center for Teaching and Learning, and host of Dead Ideas. Catherine, interviewed by Ian Althouse, Senior Assistant Director at the Columbia CTL, shares why she decided to start this podcast—including her own “aha” moment—and what motivates and inspires her to continue the work of unpacking implicit assumptions i...

Welcome to Season 3 of Dead Ideas in Teaching and Learning! We begin this season by turning the conversation around: our guest today is Catherine Ross, Executive Director of the Columbia Center for Teaching and Learning, and host of Dead Ideas. Catherine, interviewed by Ian Althouse, Senior Assistant Director at the Columbia CTL, shares why she decided to start this podcast—including her own “aha” moment—and what motivates and inspires her to continue the work of unpacking implicit assumptions i...

In May 2020, two months after Columbia transitioned to fully remote learning due to the COVID-19 pandemic, we interviewed four Columbia undergrads about their experiences. Now almost a full year out, we wanted to check in again on the student experience and identify what dead ideas have surfaced in this extended period of disruption. In this episode, we speak with Sajan Bar, a junior in the School of Engineering and Applied Science and Michelle Yao, a junior in Columbia College, who both serve a...

In May 2020, two months after Columbia transitioned to fully remote learning due to the COVID-19 pandemic, we interviewed four Columbia undergrads about their experiences. Now almost a full year out, we wanted to check in again on the student experience and identify what dead ideas have surfaced in this extended period of disruption. In this episode, we speak with Sajan Bar, a junior in the School of Engineering and Applied Science and Michelle Yao, a junior in Columbia College, who both serve a...

In May 2020, two months after Columbia transitioned to fully remote learning due to the COVID-19 pandemic, we interviewed four Columbia undergrads about their experiences. Now almost a full year out, we wanted to check in again on the student experience and identify what dead ideas have surfaced in this extended period of disruption. In this episode, we speak with Sajan Bar, a junior in the School of Engineering and Applied Science and Michelle Yao, a junior in Columbia College, who both serve a...

In his 1993 article, “Teaching as Community Property: Putting an End to Pedagogical Solitude”, renowned educational psychologist Lee Shulman argued that if teaching were viewed as community property, rather than something that happens behind closed classroom doors, there would be more value placed on teaching and more rigor in the evaluation of teaching. In today’s episode, we unpack this argument and its underlying dead ideas with Columbia doctoral students Thomas Preston, Diana Newby, and Ami ...

In his 1993 article, “Teaching as Community Property: Putting an End to Pedagogical Solitude”, renowned educational psychologist Lee Shulman argued that if teaching were viewed as community property, rather than something that happens behind closed classroom doors, there would be more value placed on teaching and more rigor in the evaluation of teaching. In today’s episode, we unpack this argument and its underlying dead ideas with Columbia doctoral students Thomas Preston, Diana Newby, and Ami ...

In his 1993 article, “Teaching as Community Property: Putting an End to Pedagogical Solitude”, renowned educational psychologist Lee Shulman argued that if teaching were viewed as community property, rather than something that happens behind closed classroom doors, there would be more value placed on teaching and more rigor in the evaluation of teaching. In today’s episode, we unpack this argument and its underlying dead ideas with Columbia doctoral students Thomas Preston, Diana Newby, and Ami ...

What are small steps instructors can take to teach inclusively? Where, when, and how should they be implemented? In today’s episode, we chat with the authors of the new book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching (2021). These experts share approaches to conducting inclusive courses that are student-centered, community-based, and transparent, and discuss why these approaches are important—as well as the dead ideas that they debunk. Learn more a...

What are small steps instructors can take to teach inclusively? Where, when, and how should they be implemented? In today’s episode, we chat with the authors of the new book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching (2021). These experts share approaches to conducting inclusive courses that are student-centered, community-based, and transparent, and discuss why these approaches are important—as well as the dead ideas that they debunk. Learn more a...

What are small steps instructors can take to teach inclusively? Where, when, and how should they be implemented? In today’s episode, we chat with the authors of the new book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching (2021). These experts share approaches to conducting inclusive courses that are student-centered, community-based, and transparent, and discuss why these approaches are important—as well as the dead ideas that they debunk. Learn more a...

What are the benefits of online education? What misconceptions or “dead ideas” do both instructors and students harbor about teaching and learning online? And how can online activities (both synchronous and asynchronous) benefit student engagement, community-building, and inclusion in the classroom? In today’s episode, we speak with Roxanne Russell, Director of Online Education at Columbia University’s Mailman School of Public Health, about all things online, including what she has learned from ...

What are the benefits of online education? What misconceptions or “dead ideas” do both instructors and students harbor about teaching and learning online? And how can online activities (both synchronous and asynchronous) benefit student engagement, community-building, and inclusion in the classroom? In today’s episode, we speak with Roxanne Russell, Director of Online Education at Columbia University’s Mailman School of Public Health, about all things online, including what she has learned from ...