The Teach Better Podcast

Kevin Gannon is the director of the Center of Excellence in Teaching and Learning at Grand View University in Des Moines, Iowa, and he’s also a Professor of History. Many of our listeners may know him from his articles in the Chronicle of Higher Ed or his popular Twitter feed where he writes about teaching, dogs, race, politics, and seemingly whatever else is on his mind. In this

The evidence is clear that when students work actively in the classroom, they learn more. It's also true that most of the classrooms we teach in were designed for a professor to lecture to a group of students that sit passively and take notes. What do classrooms designed for active learning look like? Do students learn more when we teach in active learning classrooms? And what othe

Our guest today, Doug Robertson, is one of the best teachers on the planet. He teaches 4th grade at Powell Valley Elementary School outside Portland, Oregon, and you might know him from his multiple interviews and podcasts, his books, his YouTube channel, or maybe his incredibly entertaining Twitter stream. While we usually focus on higher ed on the show, we had a great conversatio

This fall Doug and Edward both taught classes of their own. In their latest episode, they reflect on their challenges, what they tried, and what they learned.

Jose Vasquez has been teaching economics at the University of Illinois for 14 years. He teaches one of the largest introductory microeconomics classes in the world every semester with more than 900 students. He also teaches one of the biggest intro micro MOOC’s in the world: His Coursera course has had more than 100,000 students register in the last five years. He thinks deeply a

Justin Cerenzia teaches history at St George’s School in Middletown, Rhode Island. We don’t usually have guests from high schools on the show, but Justin is no ordinary high school teacher. He’s also the director of the school’s teaching center and someone who pays keen attention to research on pedagogy across the board. In this episode we talk to Justin about how teaching

Outside observers can give instructors valuable formative feedback, and with the right observers and the right instruments, classroom observation can also be a useful (if incomplete) measure of teaching quality. Our guest, Marilyne Stains, teaches in the Department of Chemistry at the University of Nebraska in Lincoln where she specializes in chemical and science education. She has

Monroe Weber-Shirk has taught engineering at Cornell for 24 years, and in 2005 he started the AguaClara Cornell program where he works closely with local partners, graduate students, and up to 80 undergraduates at a time. Together they develop, implement, and maintain sustainable water treatment facilities in multiple developing countries. It's an incredible model of deeply engaged

Mac Stetzer from the University of Maine Physics Department is an active physics education researcher with lots of experience teaching teachers how to teach physics better. In this episode he shares his lessons learned working with undergraduate learning assistants, graduate student teaching assistants, and teachers at the K-12 level.

Everyone has an opinion about course evaluations, but most of these opinions are based on personal anecdotes and armchair speculation. Our guest in this episode is Betsy Barre, author of several articles reviewing the literature on what's right and what's wrong with course evaluations. Betsy is currently an Associate Director at Rice University's Center for Teaching Excellence, and