Dead Ideas in Teaching and Learning

In today’s episode, we say a bittersweet goodbye to our wonderful podcast host, Columbia Center for Teaching and Learning (CTL) Executive Director Catherine Ross (https://ctl.columbia.edu/about/team/catherine-ross/), as she will be retiring from Columbia in June. Catherine sits down with Amanda Irvin (https://ctl.columbia.edu/about/team/amanda-irvin/), Senior Director of Faculty

In today’s episode we examine the systemic issues and dead ideas that underlie the hiring and supporting of contingent faculty. We speak with Kerry O’Grady (https://business.columbia.edu/staff/people/kerry-ogrady), Director for Teaching Excellence at the Samberg Institute for Teaching Excellence at Columbia Business School. Dr. O’Grady discusses some of the “normalized” p

In this episode of 4 mini-interviews, we ask Columbia Center for Teaching and Learning (CTL) staff John Foo, Jamie Kim, Rebecca Petitti, and Corey Ptak what’s been on their minds as they go about their work as educational developers. What dead ideas in teaching and learning are they encountering in their day-to-day work with instructors, in their reading and research? What are th

In this episode, we continue this season’s examination of graduate education, now looking into how institutions often overlook the need for preparing faculty to teach graduate students and graduate courses. We unpack the dead ideas that underlie this neglect with Leonard Cassuto (https://www.fordham.edu/academics/departments/english/faculty/leonard-cassuto/), professor of English

In this episode, we continue the conversation from our last episode on the topic of teaching development in doctoral education—this time from the student perspective! With co-host Caitlin DeClercq, Senior Assistant Director of Graduate Student Programs and Services at the Columbia CTL, we are joined by Columbia doctoral students Anirbaan Banerjee, Sara Jane Samuel, and Anwesha Se

Welcome back to Dead Ideas in Teaching and Learning! In our first episode of Season 8, we speak with Drs. Benjamin Rifkin, Rebecca Natow, Nicholas Salter, and Shayla Shorter about their article in The Chronicle of Higher Education titled “Why Doctoral Programs Should Require Courses on Pedagogy (https://www.chronicle.com/article/why-doctoral-programs-should-require-courses-on-ped

While there is extensive research on the use of student surveys in the evaluation of teaching, the recommended practices are often not utilized. How does this negatively impact innovation in teaching? How do these evaluations perpetuate bias against women and faculty of color? What can we do about it? Today we tackle these questions with Joanna Wolfe (https://www.cmu.edu/dietrich/e

Josh Eyler (https://cetl.olemiss.edu/about/contacts/#:~:text=ejdonaho%40olemiss.edu-,Josh%20Eyler,-Director%20of%20CETL), author and Director of the Center for Excellence in Teaching and Learning at the University of Mississippi, recently posted (https://www.linkedin.com/posts/joshua-eyler-88583338_ai-means-professors-need-to-raise-their-grading-activity-7107753567318364160-4e2Z/)

How can we improve teaching AND support all the instructors who teach science courses for undergraduates? Today we discuss this question with Marielena DeSanctis (https://www.ccd.edu/directory/dr-marielena-desanctis), President of the Community College of Denver, and Cassandra Volpe Horii (https://profiles.stanford.edu/cassandra-horii), Associate Vice Provost for Education and Dire

In The Chronicle of Higher Education, a question was posed by journalist Beth McMurtrie as to whether or not institutions of higher education truly value teaching (https://www.chronicle.com/newsletter/teaching/2023-07-06), and she offered a list of “red flags” that signal the undervaluing of teaching. In response, Michelle Miller (https://www.michellemillerphd.com/), Professor