Dead Ideas in Teaching and Learning

What does engagement require of your students behaviorally, emotionally, and cognitively? Why is it essential to get to know your students, and how can you do this in large classes? Hear advice from …

Kelly Hogan and Viji Sathy, award winning instructors at the University of North Carolina at Chapel Hill and authors of the book, Inclusive Teaching: Strategies for Promoting Equity in the College Cl…

Despite the large body of research on effective teaching and learning practices, such research is often ignored or unknown by instructors and students. Instead, many “dead ideas” in teaching and lear…

Rigor as Skill Building with Larry Jackson

How can academic rigor be defined and enacted in humanities courses to promote learning and skill building? How can we engage and challenge our students whil…

What does rigor look like in a healthcare setting? How can instructors achieve both excellence and equity in teaching in such a high-stakes area as healthcare education? In this episode, we speak wit…

In today’s episode, we approach the topic of rigor from the lens of social work instruction with Elwin Wu, Professor at Columbia University’s School of Social Work (CSSW), and Kelsey Reeder, a Clinic…

What does rigor mean in a science course? How can it encourage learning and engagement? And how can we support students while maintaining standards of excellence? In this episode, we dig further into…

Is rigor necessary to teach more inclusively? What is a deficit ideology and how does it affect students? In this episode, Jamiella Brooks, director of student equity and inclusion initiatives at the…

John Warner, educator and author of the Inside Higher Ed blog, “Just Visiting”, wrote in a May 2022 post titled “You Can’t Ignore That a Pandemic Happened”: “I am concerned that the understandable de…

Over the past two years, Columbia students have made multiple transitions between online, hybrid, and in-person learning during the pandemic. In today’s episode, Emma Fromont, a senior at Columbia’s …

Today we speak with Susan Hrach, author of the book Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning (2021), which “shifts the focus of adult learning from an exclusively m…

Today we speak with Drs. Chavella Pittman and Thomas Tobin, authors of the article “Academe Has a Lot to Learn about How Inclusive Teaching Affects Instructors”, published in The Chronicle of Higher …

What is anti-racist pedagogy and how is it different than inclusive teaching? Is it a new pedagogy? How can instructors enact anti-racist practices in the classroom, and what structural changes shoul…

Columbia University graduate student, Aleksandra Jakubczak, shares her reflections on her journey to become a more informed and confident teacher, and how that journey took her so much further than s…

In October 2021, Beth McMurtrie, senior writer for The Chronicle of Higher Education, wrote an article titled “The Damaging Myth of the Natural Teacher”. The piece explores how, despite decades of re…

Speaking from the Heart: An Instructor and Her Student Reflect 

with Dr. Karen Phillips and Yarin Reindorp 

Today we speak with Yarin Reindorp, a junior in Columbia’s School of General Studies, and her…

In 2020, Denise Cruz, Professor of English and Comparative Literature at Columbia, worked with the CTL through a Provost’s Innovative Course Design Grant to transform her large lecture course in Asia…

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 Geor…

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…