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 Education in February 2022. Free.: The Future of Public Higher Education (Belt) is now available. John is an affiliate faculty at the College of Charleston, and his most recent book, Sustainable. John has become a national voice on issues of faculty labor, institutional values, and writing pedagogy. John Warner is a writer, editor, speaker, researcher, consultant, and author of eight books, including Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities (Johns Hopkins UP) and The Writer’s Practice: Building Confidence in Your Nonfiction Writing (Penguin), which is widely used in writing classrooms from middle school through college. 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 desire to get beyond the extreme challenges of trying to educate in the midst of the worst period of the pandemic is interfering with some deeper questions, some more nuanced conversations we should be having about teaching and learning.” In our first episode of the fall semester, we discuss with John the debate over the “return to normal,” and what will happen to the practices that teachers engaged in as we move away from pandemic teaching conditions. Alves-Bradford and Cunningham answer these questions and discuss how they and their colleagues have been transforming their instruction and medical care by embracing values such as humility and collaboration, while also maintaining standards and evidenced-based, scientific practices. Send us questions and feedback at 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 with two faculty members at Columbia University Irving Medical Center: Jean-Marie Alves-Bradford, Associate Professor of Psychiatry, Associate Dean for Medical School Professionalism in the Learning Environment, Associate Director for Clinical Services and Director of the Washington Heights Community Service at the New York State Psychiatric Institute, and Hetty Cunningham, Associate Professor of Pediatrics, Director for Equity and Justice in Curricular Affairs, and co-director of the Anti-Racism Coalition at Vagelos College of Physicians and Surgeons. Join our email list or follow us on Twitter to hear about upcoming episodes. Listen on this webpage (below) or subscribe on Apple Podcasts, Google Podcasts, or Spotify. The resulting tyranny means we fail to educate our students as effectively as we might…The good news is that learned behaviors, sociologically informed reflection, and the application of the research in the scholarship of teaching and learning can liberate us and improve the experiences of teachers and learners alike.”Įpisodes are released every other Thursday and are approximately 30 minutes in length. They are tyranny because we cling to them despite the evidence…Clinging to dead ideas about teaching and learning limits our practice as professors. Pike writes, “Ideas are dead because they are no longer correct, if they ever were. Pike, Professor of Sociology at Augsburg University. The theme originates from the article “The Tyranny of Dead Ideas in Teaching and Learning” (The Sociological Quarterly, 2011) by Diane L. To listen to an audio trailer, click here. Conversations have also explored dead ideas exposed by the move to remote teaching due to the COVID-19 pandemic. We hope these radically honest conversations will inspire lightbulb moments for our listeners as they seek to understand their own teaching and learning. Past conversations have focused on dead ideas in topics such as grading, teaching with technology, student motivation, assessment, and teaching and learning systems in the academy and how they need to be changed.
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