Transform Your Teaching Transistor (https://transistor.fm) https://feeds.transistor.fm/transform-your-teaching The Transform your Teaching podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio. Join Dr. Rob McDole and Dr. Jared Pyles as they seek to inspire higher education faculty to adopt innovative teaching and learning practices. © 2026 Center for Teaching & Learning at Cedarville University 89a5ea5b-1788-5f6b-b672-c8b067c1ce22 no 657bc6db-cc95-4ae2-b257-e32553e76cdd en Mon, 20 Apr 2026 09:48:26 -0400 Mon, 20 Apr 2026 09:51:44 -0400 https://img.transistorcdn.com/zWbubN26DbYvlLFnDDSM6HmGwQRCSAsUqSPyn0MqKQA/rs:fill:0:0:1/w:1400/h:1400/q:60/mb:500000/aHR0cHM6Ly9pbWct/dXBsb2FkLXByb2R1/Y3Rpb24udHJhbnNp/c3Rvci5mbS9zaG93/LzM4MzQzLzE2NzU3/MTQ5MzctYXJ0d29y/ay5qcGc.jpg Transform Your Teaching episodic Center for Teaching & Learning at Cedarville University The Transform your Teaching podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio. Join Dr. Rob McDole and Dr. Jared Pyles as they seek to inspire higher education faculty to adopt innovative teaching and learning practices. The Transform your Teaching podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio. higher education, innovative, teaching, learning Center for Teaching & Learning at Cedarville University ctlpodcast@cedarville.edu No No Designing Autonomy-Supportive Learning Environments with Dr. Chantal Levesque-Bristol 163 163 Designing Autonomy-Supportive Learning Environments with Dr. Chantal Levesque-Bristol full a703a03c-4129-4a2f-80c1-f8c780022472 https://share.transistor.fm/s/20925dce How does Dr. Aelterman’s Teaching Compass apply to the higher education context? How do students respond to choice within boundaries? Could a hyflex approach be used to stir student motivation? Join Rob and Jared as they chat with Dr. Chantal Levesque-Bristol (Professor of Education Psychology & Executive Director of the Center for Instructional Excellence at Purdue University).

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]]> How does Dr. Aelterman’s Teaching Compass apply to the higher education context? How do students respond to choice within boundaries? Could a hyflex approach be used to stir student motivation? Join Rob and Jared as they chat with Dr. Chantal Levesque-Bristol (Professor of Education Psychology & Executive Director of the Center for Instructional Excellence at Purdue University).

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]]> Fri, 17 Apr 2026 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1765 How does Dr. Aelterman’s Teaching Compass apply to the higher education context? How do students respond to choice within boundaries? Could a hyflex approach be used to stir student motivation? Join Rob and Jared as they chat with Dr. Chantal Levesque-Bristol (Professor of Education Psychology & Executive Director of the Center for Instructional Excellence at Purdue University).

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]]> higher education, innovative, teaching, learning No Student Perspectives on Life Outside the Classroom 162 162 Student Perspectives on Life Outside the Classroom full 92399854-739f-4346-9321-685965327fdb https://share.transistor.fm/s/00966a8e What are the greatest challenges for students to stay motivated in class? How do personal habits and social influences shape their drive? How are the core ideas of Self-Determination Theory reflected in real student experiences? Join Rob and Jared as they chat with two students about their lives outside of class, which affects their motivation.

 

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]]> What are the greatest challenges for students to stay motivated in class? How do personal habits and social influences shape their drive? How are the core ideas of Self-Determination Theory reflected in real student experiences? Join Rob and Jared as they chat with two students about their lives outside of class, which affects their motivation.

 

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]]> Fri, 10 Apr 2026 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1959 What are the greatest challenges for students to stay motivated in class? How do personal habits and social influences shape their drive? How are the core ideas of Self-Determination Theory reflected in real student experiences? Join Rob and Jared as they chat with two students about their lives outside of class, which affects their motivation.

 

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]]> higher education, innovative, teaching, learning No Life Outside the Classroom with Dr. Michele Worley 161 161 Life Outside the Classroom with Dr. Michele Worley full 8c49356a-0c79-4b2b-a794-a6b2c6c818ac https://share.transistor.fm/s/c4b0ad62 What are some stressors that could influence a student’s motivation to be active in a course? How can instructors help students acclimate to higher education? How can an instructor connecting on a personal level influence student motivation? Join Rob and Jared as they chat with Dr. Michele Worley (Assistant Professor of Education at Liberty University).

 

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]]> What are some stressors that could influence a student’s motivation to be active in a course? How can instructors help students acclimate to higher education? How can an instructor connecting on a personal level influence student motivation? Join Rob and Jared as they chat with Dr. Michele Worley (Assistant Professor of Education at Liberty University).

 

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]]> Fri, 03 Apr 2026 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1595 What are some stressors that could influence a student’s motivation to be active in a course? How can instructors help students acclimate to higher education? How can an instructor connecting on a personal level influence student motivation? Join Rob and Jared as they chat with Dr. Michele Worley (Assistant Professor of Education at Liberty University).

 

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]]> higher education, innovative, teaching, learning No Applying Psychology to Practice with Dr. Stephen Aguilar 160 160 Applying Psychology to Practice with Dr. Stephen Aguilar full c117e50a-0d20-4a3e-b598-225927320afc https://share.transistor.fm/s/545acee8 What information about their success can motivate a student’s learning? What shouldn’t be shared? What roles can learning mastery and Generative AI play in motivation? How much feedback is too much for students, and what type works best? Join Rob and Jared as they chat with Dr. Stephen Aguilar (Associate Professor of Education at USC) to answer these questions and more.

 

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]]> What information about their success can motivate a student’s learning? What shouldn’t be shared? What roles can learning mastery and Generative AI play in motivation? How much feedback is too much for students, and what type works best? Join Rob and Jared as they chat with Dr. Stephen Aguilar (Associate Professor of Education at USC) to answer these questions and more.

 

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]]> Fri, 27 Mar 2026 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1806 What information about their success can motivate a student’s learning? What shouldn’t be shared? What roles can learning mastery and Generative AI play in motivation? How much feedback is too much for students, and what type works best? Join Rob and Jared as they chat with Dr. Stephen Aguilar (Associate Professor of Education at USC) to answer these questions and more.

 

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]]> higher education, innovative, teaching, learning No The “Teaching Compass” with Dr. Nathalie Aelterman 159 159 The “Teaching Compass” with Dr. Nathalie Aelterman full 3216d7d0-8de6-4c32-b9a1-5c6ede531fd8 https://share.transistor.fm/s/de6fc803 What is the “Teaching Compass?” How can it be used as a tool to adjust our teaching to meet the needs of our students? Join Rob and Jared as they chat with Dr. Nathalie Aelterman (Co-founder of Impetus Academy, a spin-off from Ghent University) about how to provide pathways that motivate students to learn.

 

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]]> What is the “Teaching Compass?” How can it be used as a tool to adjust our teaching to meet the needs of our students? Join Rob and Jared as they chat with Dr. Nathalie Aelterman (Co-founder of Impetus Academy, a spin-off from Ghent University) about how to provide pathways that motivate students to learn.

 

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]]> Fri, 20 Mar 2026 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1771 What is the “Teaching Compass?” How can it be used as a tool to adjust our teaching to meet the needs of our students? Join Rob and Jared as they chat with Dr. Nathalie Aelterman (Co-founder of Impetus Academy, a spin-off from Ghent University) about how to provide pathways that motivate students to learn.

 

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]]> higher education, innovative, teaching, learning No Fostering Motivation Through Feedback with Dr. John Hattie 158 158 Fostering Motivation Through Feedback with Dr. John Hattie full 69098953-4d73-43ed-bfaa-ae04068e73f7 https://share.transistor.fm/s/90c7d3d0 How can the feedback we give to students increase their motivation? How can understanding how they receive it help teachers give better feedback? Join Rob as he chats with Dr. John Hattie (Honorary Faculty of Education at the University of Melbourne) about effective types of feedback and why one of them is not the feedback sandwich.

 

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]]> How can the feedback we give to students increase their motivation? How can understanding how they receive it help teachers give better feedback? Join Rob as he chats with Dr. John Hattie (Honorary Faculty of Education at the University of Melbourne) about effective types of feedback and why one of them is not the feedback sandwich.

 

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]]> Fri, 13 Mar 2026 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1814 How can the feedback we give to students increase their motivation? How can understanding how they receive it help teachers give better feedback? Join Rob as he chats with Dr. John Hattie (Honorary Faculty of Education at the University of Melbourne) about effective types of feedback and why one of them is not the feedback sandwich.

 

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]]> higher education, innovative, teaching, learning No Why Use Bloom’s Taxonomy? 157 157 Why Use Bloom’s Taxonomy? full 26cd82f5-9a4e-4b1d-9361-aa8c26983be4 https://share.transistor.fm/s/0990ea30 Is Bloom’s Taxonomy the best standard for creating learning objectives? What other taxonomies like Bloom’s exist, and where are they useful? Join Rob and Jared as they revisit the conversation on objectives with Jason Frieling (Instructional Designer with the Center for Teaching and Learning at Cedarville University).

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]]> Is Bloom’s Taxonomy the best standard for creating learning objectives? What other taxonomies like Bloom’s exist, and where are they useful? Join Rob and Jared as they revisit the conversation on objectives with Jason Frieling (Instructional Designer with the Center for Teaching and Learning at Cedarville University).

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]]> Fri, 06 Mar 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1410 Is Bloom’s Taxonomy the best standard for creating learning objectives? What other taxonomies like Bloom’s exist, and where are they useful? Join Rob and Jared as they revisit the conversation on objectives with Jason Frieling (Instructional Designer with the Center for Teaching and Learning at Cedarville University).

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]]> higher education, innovative, teaching, learning No Sleeping Habits and Motivation with Dr. Chao Liu 156 156 Sleeping Habits and Motivation with Dr. Chao Liu full 6fc79011-c726-4c6f-8035-71771c46767b https://share.transistor.fm/s/d5e6cc32 How can sleeping habits influence a student’s motivation? How does it affect cognitive abilities? What can instructors do to help? Join Rob and Jared as they chat with Dr. Chao Liu (Associate Professor of Psychology at Cedarville University) about the effects of sleep on motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> How can sleeping habits influence a student’s motivation? How does it affect cognitive abilities? What can instructors do to help? Join Rob and Jared as they chat with Dr. Chao Liu (Associate Professor of Psychology at Cedarville University) about the effects of sleep on motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> Fri, 27 Feb 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1615 How can sleeping habits influence a student’s motivation? How does it affect cognitive abilities? What can instructors do to help? Join Rob and Jared as they chat with Dr. Chao Liu (Associate Professor of Psychology at Cedarville University) about the effects of sleep on motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Self-Determination Theory with Dr. Erika Patall 155 155 Self-Determination Theory with Dr. Erika Patall full 08a15b53-5c9b-4bd9-9aaf-21ad34285636 https://share.transistor.fm/s/bc2859f0 What is self-determination theory? What role do autonomy, competence, and relatedness have in driving motivation? How can giving students the right choices increase their motivation? Join Rob and Jared as they chat with Dr. Erika Patall (Professor of Education and Psychology at the University of Southern California).

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> What is self-determination theory? What role do autonomy, competence, and relatedness have in driving motivation? How can giving students the right choices increase their motivation? Join Rob and Jared as they chat with Dr. Erika Patall (Professor of Education and Psychology at the University of Southern California).

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> Fri, 20 Feb 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1656 What is self-determination theory? What role do autonomy, competence, and relatedness have in driving motivation? How can giving students the right choices increase their motivation? Join Rob and Jared as they chat with Dr. Erika Patall (Professor of Education and Psychology at the University of Southern California).

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Intrinsic vs. Extrinsic Motivation 154 154 Intrinsic vs. Extrinsic Motivation full ffa45fee-fa24-459e-a40b-f33e1318d210 https://share.transistor.fm/s/bf489a46 What are the differences between intrinsic and extrinsic motivation? Can extrinsic motivation be enough for students to succeed in a class? How can an educator move students to be intrinsically motivated? Join Rob and Jared as they discuss the benefits of extrinsic and intrinsic motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> What are the differences between intrinsic and extrinsic motivation? Can extrinsic motivation be enough for students to succeed in a class? How can an educator move students to be intrinsically motivated? Join Rob and Jared as they discuss the benefits of extrinsic and intrinsic motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> Fri, 13 Feb 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1642 What are the differences between intrinsic and extrinsic motivation? Can extrinsic motivation be enough for students to succeed in a class? How can an educator move students to be intrinsically motivated? Join Rob and Jared as they discuss the benefits of extrinsic and intrinsic motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Why Does Motivation Matter with Professor Betsy Linnell 153 153 Why Does Motivation Matter with Professor Betsy Linnell full 353ccbaf-b0f9-4f99-98e7-14a91cd76c8c https://share.transistor.fm/s/0237c990 What factors are at play in motivation? Can showing the value of our content increase a student’s motivation? How important is it that students know their instructor is invested in them and their learning? Join Rob and Jared as they chat with Professor Betsy Linnell (a Licensed Professional Clinical Counselor and Assistant Professor of Psychology at Cedarville University).

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> What factors are at play in motivation? Can showing the value of our content increase a student’s motivation? How important is it that students know their instructor is invested in them and their learning? Join Rob and Jared as they chat with Professor Betsy Linnell (a Licensed Professional Clinical Counselor and Assistant Professor of Psychology at Cedarville University).

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> Fri, 06 Feb 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1559 What factors are at play in motivation? Can showing the value of our content increase a student’s motivation? How important is it that students know their instructor is invested in them and their learning? Join Rob and Jared as they chat with Professor Betsy Linnell (a Licensed Professional Clinical Counselor and Assistant Professor of Psychology at Cedarville University).

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Stirring Motivation - Kickoff 152 152 Stirring Motivation - Kickoff full 2db6e6f1-bf4c-40c8-b3a6-e148879fd770 https://share.transistor.fm/s/1c01745c Can an educator increase a student's motivation towards academic goals? What motivational theories can serve as tools to understand how to motivate students? Join Rob and Jared as they start our series on student motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.


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]]> Can an educator increase a student's motivation towards academic goals? What motivational theories can serve as tools to understand how to motivate students? Join Rob and Jared as they start our series on student motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.


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]]> Fri, 30 Jan 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1377 Can an educator increase a student's motivation towards academic goals? What motivational theories can serve as tools to understand how to motivate students? Join Rob and Jared as they start our series on student motivation.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.


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]]> higher education, innovative, teaching, learning No Student Perspectives – Usage of AI 151 151 Student Perspectives – Usage of AI full 5b546310-c062-4bb7-84b9-1bb6f566f94d https://share.transistor.fm/s/1a2c57fe How are current college students using AI in their academics? Where are they finding it useful? What limitations do they see? Join Rob and Jared as they discuss how students are using AI with current students Kaiya and Jude.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

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]]> How are current college students using AI in their academics? Where are they finding it useful? What limitations do they see? Join Rob and Jared as they discuss how students are using AI with current students Kaiya and Jude.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

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]]> Fri, 23 Jan 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1606 How are current college students using AI in their academics? Where are they finding it useful? What limitations do they see? Join Rob and Jared as they discuss how students are using AI with current students Kaiya and Jude.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

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]]> higher education, innovative, teaching, learning No Student Perspectives – Flexible Deadlines, Tech Integration, and Real-World Applications 150 150 Student Perspectives – Flexible Deadlines, Tech Integration, and Real-World Applications full 4ddb42d0-1686-445c-97d4-2b944cbf9531 https://share.transistor.fm/s/907c5011 What do students think about flexible deadlines, technology integration, and real-world applications in the classroom? Join Rob and Jared as they chat with Lauren and Daniel.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> What do students think about flexible deadlines, technology integration, and real-world applications in the classroom? Join Rob and Jared as they chat with Lauren and Daniel.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> Fri, 16 Jan 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1271 What do students think about flexible deadlines, technology integration, and real-world applications in the classroom? Join Rob and Jared as they chat with Lauren and Daniel.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Behind the Scenes with Professor Eric Stroud 149 149 Behind the Scenes with Professor Eric Stroud full e5db28eb-253d-4a8b-a80d-16e59c3989a9 https://share.transistor.fm/s/5575e5c0 In this episode, Rob McDole and Jared Pyles chat with Eric Stroud (Instructor of Communication at Cedarville University). They discuss his professional experiences prior to stepping into higher education and the adjustments he had to make during his first semester of teaching.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

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]]> In this episode, Rob McDole and Jared Pyles chat with Eric Stroud (Instructor of Communication at Cedarville University). They discuss his professional experiences prior to stepping into higher education and the adjustments he had to make during his first semester of teaching.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

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]]> Fri, 09 Jan 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1442 In this episode, Rob McDole and Jared Pyles chat with Eric Stroud (Instructor of Communication at Cedarville University). They discuss his professional experiences prior to stepping into higher education and the adjustments he had to make during his first semester of teaching.

Please take this opportunity to fill out our 2025 wrap-up survey. This survey should take 5-10 minutes and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

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]]> higher education, innovative, teaching, learning No Transform Your Teaching's Goals for 2026 148 148 Transform Your Teaching's Goals for 2026 full 4afb9f9e-2290-4a37-88c0-a7955cdaa7d9 https://share.transistor.fm/s/4938c70a What are we doing in 2026? In this episode, Rob and Jared discuss the topics that they are looking forward to covering this year.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

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]]> What are we doing in 2026? In this episode, Rob and Jared discuss the topics that they are looking forward to covering this year.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will remain anonymous.

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]]> Fri, 02 Jan 2026 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1041 What are we doing in 2026? In this episode, Rob and Jared discuss the topics that they are looking forward to covering this year.

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]]> higher education, innovative, teaching, learning No Year in Review - 2025 147 147 Year in Review - 2025 full 00e94769-206a-4173-a6c6-832eccae6385 https://share.transistor.fm/s/b481ee7a In this episode, Rob and Jared reflect on this year's podcast. Thank you to our listeners and followers who have joined us this year! On to year 4!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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]]> In this episode, Rob and Jared reflect on this year's podcast. Thank you to our listeners and followers who have joined us this year! On to year 4!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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]]> Fri, 26 Dec 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1053 In this episode, Rob and Jared reflect on this year's podcast. Thank you to our listeners and followers who have joined us this year! On to year 4!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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]]> higher education, innovative, teaching, learning No Book Review: "Teach Like a Human" with Dr. Dave Mulder 146 146 Book Review: "Teach Like a Human" with Dr. Dave Mulder full c5c9f428-1505-4d8a-95ba-31e0f5c31fc6 https://share.transistor.fm/s/f1d7ab81 How do Christian educators approach Generative AI with caution? How can educators find the balance between using GAI as a tool and having it take over their teaching? In this episode, Rob and Jared chat with Dr. Dave Mulder about his new book Teach Like a Human.

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]]> How do Christian educators approach Generative AI with caution? How can educators find the balance between using GAI as a tool and having it take over their teaching? In this episode, Rob and Jared chat with Dr. Dave Mulder about his new book Teach Like a Human.

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]]> Fri, 19 Dec 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1729 How do Christian educators approach Generative AI with caution? How can educators find the balance between using GAI as a tool and having it take over their teaching? In this episode, Rob and Jared chat with Dr. Dave Mulder about his new book Teach Like a Human.

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]]> higher education, innovative, teaching, learning No Reflections on OLC Accelerate Conference with Dr. Bob Lutz 145 145 Reflections on OLC Accelerate Conference with Dr. Bob Lutz full fb98c71e-cbb9-4729-a15a-361e4262acf4 https://share.transistor.fm/s/f175ce8b In this episode, Rob and Jared reflect on the OLC Accelerate 2025 conference in Orlando, FL. They are joined by Dr. Bob Lutz, the Vice President of Strategic Initiatives at Cedarville University.
 
Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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]]> In this episode, Rob and Jared reflect on the OLC Accelerate 2025 conference in Orlando, FL. They are joined by Dr. Bob Lutz, the Vice President of Strategic Initiatives at Cedarville University.
 
Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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]]> Fri, 12 Dec 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1136 In this episode, Rob and Jared reflect on the OLC Accelerate 2025 conference in Orlando, FL. They are joined by Dr. Bob Lutz, the Vice President of Strategic Initiatives at Cedarville University.
 
Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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]]> higher education, innovative, teaching, learning No Yes We Tried... 144 144 Yes We Tried... full b2c8f81d-accb-42e5-b475-873e8f14cee6 https://share.transistor.fm/s/8026f6ce What did Rob and Jared take away from our series, “Have You Tried...”? What innovative strategies made their way into their classes? Join Rob and Jared as they reflect on the series and how they tried to put these ideas into practice.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> What did Rob and Jared take away from our series, “Have You Tried...”? What innovative strategies made their way into their classes? Join Rob and Jared as they reflect on the series and how they tried to put these ideas into practice.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 05 Dec 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1357 What did Rob and Jared take away from our series, “Have You Tried...”? What innovative strategies made their way into their classes? Join Rob and Jared as they reflect on the series and how they tried to put these ideas into practice.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Mind Mapping for Systems Thinking with Dr. Larry Cox II 143 143 Mind Mapping for Systems Thinking with Dr. Larry Cox II full 546aff1a-2387-4142-bd5d-739dbb45b182 https://share.transistor.fm/s/e72e7310 We've discussed how mind mapping can impact teaching and learning, but what other applications exist? How can mind mapping help solve problems or organize thinking? Join Rob and Jared as they chat with Dr. Larry Cox II (Senior Instructional Designer at Virginia Tech) about his presentation on using mind mapping techniques in systems thinking while at the 2025 OLC Accelerate Conference.

 

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> We've discussed how mind mapping can impact teaching and learning, but what other applications exist? How can mind mapping help solve problems or organize thinking? Join Rob and Jared as they chat with Dr. Larry Cox II (Senior Instructional Designer at Virginia Tech) about his presentation on using mind mapping techniques in systems thinking while at the 2025 OLC Accelerate Conference.

 

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 28 Nov 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1539 We've discussed how mind mapping can impact teaching and learning, but what other applications exist? How can mind mapping help solve problems or organize thinking? Join Rob and Jared as they chat with Dr. Larry Cox II (Senior Instructional Designer at Virginia Tech) about his presentation on using mind mapping techniques in systems thinking while at the 2025 OLC Accelerate Conference.

 

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Have You Tried...Mind Mapping? 142 142 Have You Tried...Mind Mapping? full f2411af8-9d29-4fd6-bdca-7b06bf3f1b74 https://share.transistor.fm/s/2845acd1 What is mind mapping? How can it be an effective tool for making connections between concepts? How can it help us process knowledge more effectively? Join Rob and Jared as they discuss how mind mapping can help students and teachers work through ideas.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> What is mind mapping? How can it be an effective tool for making connections between concepts? How can it help us process knowledge more effectively? Join Rob and Jared as they discuss how mind mapping can help students and teachers work through ideas.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 21 Nov 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1459 What is mind mapping? How can it be an effective tool for making connections between concepts? How can it help us process knowledge more effectively? Join Rob and Jared as they discuss how mind mapping can help students and teachers work through ideas.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Have You Tried...Music as a Tool? 141 141 Have You Tried...Music as a Tool? full 42f0ac46-7cdb-44c2-8857-0ab236804483 https://share.transistor.fm/s/6f0164e9 What impact can familiar and unfamiliar music have on students in teaching? Do beats per minute correlate to cognition? Join Rob and Jared as they reflect on their interview with Dr. Deforia Lane and discuss the usage of music in education.


Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

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]]> What impact can familiar and unfamiliar music have on students in teaching? Do beats per minute correlate to cognition? Join Rob and Jared as they reflect on their interview with Dr. Deforia Lane and discuss the usage of music in education.


Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

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]]> Fri, 14 Nov 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1350 What impact can familiar and unfamiliar music have on students in teaching? Do beats per minute correlate to cognition? Join Rob and Jared as they reflect on their interview with Dr. Deforia Lane and discuss the usage of music in education.


Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

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]]> higher education, innovative, teaching, learning No Music as a Tool with Dr. Deforia Lane 140 140 Music as a Tool with Dr. Deforia Lane full 1b97dabb-496d-4bff-91a0-4c2f111b0579 https://share.transistor.fm/s/54c7025a What happens in the brain when music is played? How can music be used for teaching and learning? Join Rob and Jared as they chat with Dr. Deforia Lane (PhD in Music Education & Music Therapy from Case Western Reserve University) about how educators can use music to influence their students’ success.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> What happens in the brain when music is played? How can music be used for teaching and learning? Join Rob and Jared as they chat with Dr. Deforia Lane (PhD in Music Education & Music Therapy from Case Western Reserve University) about how educators can use music to influence their students’ success.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 07 Nov 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1740 What happens in the brain when music is played? How can music be used for teaching and learning? Join Rob and Jared as they chat with Dr. Deforia Lane (PhD in Music Education & Music Therapy from Case Western Reserve University) about how educators can use music to influence their students’ success.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Have You Tried...Storytelling? 139 139 Have You Tried...Storytelling? full ca1be8bd-3315-4538-9c6c-6279892b0a88 https://share.transistor.fm/s/a570f1ab What are the benefits of personal storytelling in the classroom? How can an anecdote enhance or support direct instruction? Join Rob and Jared as they discuss their own views on storytelling and reflect on their conversation with Dr. Q.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

 

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]]> What are the benefits of personal storytelling in the classroom? How can an anecdote enhance or support direct instruction? Join Rob and Jared as they discuss their own views on storytelling and reflect on their conversation with Dr. Q.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

 

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]]> Fri, 31 Oct 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1209 What are the benefits of personal storytelling in the classroom? How can an anecdote enhance or support direct instruction? Join Rob and Jared as they discuss their own views on storytelling and reflect on their conversation with Dr. Q.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Storytelling with Dr. Quentin Schultze 138 138 Storytelling with Dr. Quentin Schultze full 7155a77b-6d83-4cce-83bb-d8f9ac895134 https://share.transistor.fm/s/c877e1a6 What are Dr. Q’s essentials for good storytelling? How can storytelling be used as an effective tool for teaching and learning? Join Rob and Jared as they chat with Dr. Quentin Schultze (PhD in Communication from the University of Illinois - Urbana) about how he uses storytelling to connect with his students and make content more memorable.
 
Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> What are Dr. Q’s essentials for good storytelling? How can storytelling be used as an effective tool for teaching and learning? Join Rob and Jared as they chat with Dr. Quentin Schultze (PhD in Communication from the University of Illinois - Urbana) about how he uses storytelling to connect with his students and make content more memorable.
 
Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 24 Oct 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1708 What are Dr. Q’s essentials for good storytelling? How can storytelling be used as an effective tool for teaching and learning? Join Rob and Jared as they chat with Dr. Quentin Schultze (PhD in Communication from the University of Illinois - Urbana) about how he uses storytelling to connect with his students and make content more memorable.
 
Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Gamification Success Stories 137 137 Gamification Success Stories full 4dc7d670-faa0-499b-a57e-04289778f6fa https://share.transistor.fm/s/20a6ab6e What are some studies that have demonstrated the effectiveness of gamification? How can the work that others have done to gamify their classes help you? Join Rob and Jared as they discuss examples from five different gamification studies.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> What are some studies that have demonstrated the effectiveness of gamification? How can the work that others have done to gamify their classes help you? Join Rob and Jared as they discuss examples from five different gamification studies.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 17 Oct 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1374 What are some studies that have demonstrated the effectiveness of gamification? How can the work that others have done to gamify their classes help you? Join Rob and Jared as they discuss examples from five different gamification studies.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Gamification vs Game-Based Learning with Dr. Daniel Singletary 136 136 Gamification vs Game-Based Learning with Dr. Daniel Singletary full 552e36c1-3e5c-4a50-964a-392335e637b5 https://share.transistor.fm/s/5799d263 If you gamify your class, how do you ensure that students remember content, not just the game that they played? What would it look like if you wanted to integrate learning into a game? Join Rob and Jared as they chat with Dr. Daniel Singletary (EdD in Educational Technology, Boise State University) about how gamification can be used to motivate students.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> If you gamify your class, how do you ensure that students remember content, not just the game that they played? What would it look like if you wanted to integrate learning into a game? Join Rob and Jared as they chat with Dr. Daniel Singletary (EdD in Educational Technology, Boise State University) about how gamification can be used to motivate students.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 10 Oct 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1739 If you gamify your class, how do you ensure that students remember content, not just the game that they played? What would it look like if you wanted to integrate learning into a game? Join Rob and Jared as they chat with Dr. Daniel Singletary (EdD in Educational Technology, Boise State University) about how gamification can be used to motivate students.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Have You Tried...Gamification? 135 135 Have You Tried...Gamification? full 7ca84bcd-5e2d-4a34-b907-1d76279dacde https://share.transistor.fm/s/2585d0ba What are the differences between gamification and game-based learning? How can one small “gamifying” step increase student engagement and make content stick? Join Rob and Jared as they define gamification, consider the underlying frameworks associated with gamification, and share some easy applications.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> What are the differences between gamification and game-based learning? How can one small “gamifying” step increase student engagement and make content stick? Join Rob and Jared as they define gamification, consider the underlying frameworks associated with gamification, and share some easy applications.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 03 Oct 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1423 What are the differences between gamification and game-based learning? How can one small “gamifying” step increase student engagement and make content stick? Join Rob and Jared as they define gamification, consider the underlying frameworks associated with gamification, and share some easy applications.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Have You Tried...Starting a New Series? 134 134 Have You Tried...Starting a New Series? full 994e92c0-ddad-413f-9c53-9161931ee22f https://share.transistor.fm/s/ccb963cf What do gaming, storytelling, and music have in common? Can they be used in innovative ways in our teaching practices? Join Rob and Jared as they begin a new series where they will explore how these seemingly uncommon applications in education could be used in innovative/common ways.

 

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> What do gaming, storytelling, and music have in common? Can they be used in innovative ways in our teaching practices? Join Rob and Jared as they begin a new series where they will explore how these seemingly uncommon applications in education could be used in innovative/common ways.

 

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 26 Sep 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1085 What do gaming, storytelling, and music have in common? Can they be used in innovative ways in our teaching practices? Join Rob and Jared as they begin a new series where they will explore how these seemingly uncommon applications in education could be used in innovative/common ways.

 

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Metaphors that Stick with Dr. Barbara Oakley 133 133 Metaphors that Stick with Dr. Barbara Oakley full 60daf483-014b-4596-af9b-0a13d7318cfb https://share.transistor.fm/s/ae7c9aff How can teachers use brain science to design more effective lessons? What do metaphors, working memory, and even a “quadrapus brain” have to do with student learning? In this extended episode, Rob and Jared chat with Dr. Barbara Oakley, author of Uncommon Sense Teaching, about how metaphor and clear direct instruction help both “race cars” and “hikers” learn more deeply.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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]]> How can teachers use brain science to design more effective lessons? What do metaphors, working memory, and even a “quadrapus brain” have to do with student learning? In this extended episode, Rob and Jared chat with Dr. Barbara Oakley, author of Uncommon Sense Teaching, about how metaphor and clear direct instruction help both “race cars” and “hikers” learn more deeply.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

View a transcript of this week's episode.


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]]> Fri, 19 Sep 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 2448 How can teachers use brain science to design more effective lessons? What do metaphors, working memory, and even a “quadrapus brain” have to do with student learning? In this extended episode, Rob and Jared chat with Dr. Barbara Oakley, author of Uncommon Sense Teaching, about how metaphor and clear direct instruction help both “race cars” and “hikers” learn more deeply.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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]]> higher education, innovative, teaching, learning No Farewell Mr. L - A True Servant Teacher 132 132 Farewell Mr. L - A True Servant Teacher full d1e3fbbb-e397-4958-a04f-daae230e8fb4 https://share.transistor.fm/s/1bf4319e How does someone remain a faithful educator over the course of their teaching career? What does it look like to invest in students beyond the classroom? How can you effectively pass the baton from one generation of teachers to the next? In this episode, Rob, Jared, and Wes Baker chat with our good friend “Mr. L” (Jim Leightenheimer, Former Associate Professor of Communication at Cedarville University 1982 to 2025) about his time at Cedarville and hear from former students about Mr. L’s influence on their lives and careers.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> How does someone remain a faithful educator over the course of their teaching career? What does it look like to invest in students beyond the classroom? How can you effectively pass the baton from one generation of teachers to the next? In this episode, Rob, Jared, and Wes Baker chat with our good friend “Mr. L” (Jim Leightenheimer, Former Associate Professor of Communication at Cedarville University 1982 to 2025) about his time at Cedarville and hear from former students about Mr. L’s influence on their lives and careers.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> Fri, 12 Sep 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1653 How does someone remain a faithful educator over the course of their teaching career? What does it look like to invest in students beyond the classroom? How can you effectively pass the baton from one generation of teachers to the next? In this episode, Rob, Jared, and Wes Baker chat with our good friend “Mr. L” (Jim Leightenheimer, Former Associate Professor of Communication at Cedarville University 1982 to 2025) about his time at Cedarville and hear from former students about Mr. L’s influence on their lives and careers.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

 

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]]> higher education, innovative, teaching, learning No Flipped Learning, Student Engagement and GAI with Dr. Wes Baker 131 131 Flipped Learning, Student Engagement and GAI with Dr. Wes Baker full 9deaebf2-4177-4c4e-85b6-46b6b508cf75 https://share.transistor.fm/s/58bfe4a8 How has flipped learning developed over time? What are the best strategies for pushing students towards higher levels of learning? Is there any place for AI in flipped learning? In this episode, Rob and Jared chat with Dr. Wes Baker (former Professor of Communication Arts at Cedarville University from 1977 to 2017).

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

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]]> How has flipped learning developed over time? What are the best strategies for pushing students towards higher levels of learning? Is there any place for AI in flipped learning? In this episode, Rob and Jared chat with Dr. Wes Baker (former Professor of Communication Arts at Cedarville University from 1977 to 2017).

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

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]]> Fri, 05 Sep 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1750 How has flipped learning developed over time? What are the best strategies for pushing students towards higher levels of learning? Is there any place for AI in flipped learning? In this episode, Rob and Jared chat with Dr. Wes Baker (former Professor of Communication Arts at Cedarville University from 1977 to 2017).

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous. 

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]]> higher education, innovative, teaching, learning No GAI & Reflections on STEM Conference 130 130 GAI & Reflections on STEM Conference full 5db8d1a3-c735-4afd-acf3-8aa5fc92c349 https://share.transistor.fm/s/5bc3e7b8 What is prompt engineering? How can you use prompt engineering to improve the output from Generative AI? In this episode, Jared Pyles reflects on his presentation at the Ohio STEM conference in June and shares CRISPE, an easy-to-use prompt engineering framework.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

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  • Connect with us via LinkedIn
  • Contact us at ctlpodcast@cedarville.edu with any questions
]]> What is prompt engineering? How can you use prompt engineering to improve the output from Generative AI? In this episode, Jared Pyles reflects on his presentation at the Ohio STEM conference in June and shares CRISPE, an easy-to-use prompt engineering framework.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

View a transcript of this week's episode.

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  • Connect with us via LinkedIn
  • Contact us at ctlpodcast@cedarville.edu with any questions
]]> Fri, 29 Aug 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1469 What is prompt engineering? How can you use prompt engineering to improve the output from Generative AI? In this episode, Jared Pyles reflects on his presentation at the Ohio STEM conference in June and shares CRISPE, an easy-to-use prompt engineering framework.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

View a transcript of this week's episode.

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  • Connect with us via LinkedIn
  • Contact us at ctlpodcast@cedarville.edu with any questions
]]> higher education, innovative, teaching, learning No Dr. Thomas White on Campus-Wide ChatGPT 129 129 Dr. Thomas White on Campus-Wide ChatGPT full 819c9072-b4ec-4d7a-97c9-6fb0cc7dd2d9 https://share.transistor.fm/s/94ff17f7 How did Dr. Thomas White move Cedarville University forward through the implementation of ChatGPT Edu across its entire campus? How will this campus-wide initiative make an impact on students, faculty and staff?  In this episode, Rob and Jared discuss these questions and more with Dr. Thomas White (President of Cedarville University).

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

 

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]]> How did Dr. Thomas White move Cedarville University forward through the implementation of ChatGPT Edu across its entire campus? How will this campus-wide initiative make an impact on students, faculty and staff?  In this episode, Rob and Jared discuss these questions and more with Dr. Thomas White (President of Cedarville University).

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

 

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]]> Fri, 22 Aug 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1679 How did Dr. Thomas White move Cedarville University forward through the implementation of ChatGPT Edu across its entire campus? How will this campus-wide initiative make an impact on students, faculty and staff?  In this episode, Rob and Jared discuss these questions and more with Dr. Thomas White (President of Cedarville University).

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes, and your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Even if you enter the drawing, your survey response will still remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Student Perspectives – Approachableness, Attitude & Assessments 128 128 Student Perspectives – Approachableness, Attitude & Assessments full c5745c6a-18cc-4ea8-9d87-e3eb390f1c64 https://share.transistor.fm/s/b7583988 What can an instructor do to seem approachable to students? How does an instructor’s enthusiasm or attitude affect how students interact with them or their class? What kinds of assessments seem to be most effective for learning from a student’s view? Join Rob and Jared as they discuss the instructor-student relationship, assessments and more with Lauren and Daniel.

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.

 

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]]> What can an instructor do to seem approachable to students? How does an instructor’s enthusiasm or attitude affect how students interact with them or their class? What kinds of assessments seem to be most effective for learning from a student’s view? Join Rob and Jared as they discuss the instructor-student relationship, assessments and more with Lauren and Daniel.

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.

 

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]]> Fri, 15 Aug 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1330 What can an instructor do to seem approachable to students? How does an instructor’s enthusiasm or attitude affect how students interact with them or their class? What kinds of assessments seem to be most effective for learning from a student’s view? Join Rob and Jared as they discuss the instructor-student relationship, assessments and more with Lauren and Daniel.

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Intentional Tech with Dr. Derek Bruff 127 127 Intentional Tech with Dr. Derek Bruff full 6417d8e2-015d-4746-a4af-b5f61205cc31 https://share.transistor.fm/s/3f4b43d3 How does the continued rise of technology affect how instructors should approach learning? What is a thoughtful usage of technology? In this episode, Rob and Jared chat with Derek Bruff, author of Intentional Tech, about what principles are most relevant six years after his book was released.

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.

 

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]]> How does the continued rise of technology affect how instructors should approach learning? What is a thoughtful usage of technology? In this episode, Rob and Jared chat with Derek Bruff, author of Intentional Tech, about what principles are most relevant six years after his book was released.

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.

 

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]]> Fri, 08 Aug 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1741 How does the continued rise of technology affect how instructors should approach learning? What is a thoughtful usage of technology? In this episode, Rob and Jared chat with Derek Bruff, author of Intentional Tech, about what principles are most relevant six years after his book was released.

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.

 

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]]> higher education, innovative, teaching, learning No Book Review: Intentional Tech 126 126 Book Review: Intentional Tech full 2644a002-2b7b-4ad9-ac7d-c8e637780661 https://share.transistor.fm/s/30ba2a5e In this episode, Rob and Jared review “Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching” by Dr. Derek Bruff. They discuss the key principles of the book and their major takeaways.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.


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]]> In this episode, Rob and Jared review “Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching” by Dr. Derek Bruff. They discuss the key principles of the book and their major takeaways.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.


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]]> Fri, 01 Aug 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1136 In this episode, Rob and Jared review “Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching” by Dr. Derek Bruff. They discuss the key principles of the book and their major takeaways.

Please take this opportunity to fill out our end-of-the-year survey. This survey should take 5-10 minutes. Your responses are anonymous. If you would like to be entered for the Uncommon Sense Teaching drawing, you can share your name and email address at the end of the survey. Your response will remain anonymous.


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]]> higher education, innovative, teaching, learning No Online Teaching Practices - Lessons Learned 125 125 Online Teaching Practices - Lessons Learned full bda01bd2-060e-4a8c-a3a0-7e5f9205f204 https://share.transistor.fm/s/092e5960 What are the major takeaways from our “Online Teaching Practices” series? In this episode, Rob and Jared reflect on the lessons they learned throughout this series and provide some next steps for educators who want to improve their online teaching.

 

Lesson 1: Reflective Practice Fuels Everything

Lesson 2: Organization Is an Act of Empathy

Lesson 3: Collaboration—You’re Not on an Island

Lesson 4: Crystal-Clear Communication

Lesson 5: Cultivating Community Online

Lesson 6: Media Matters—More Than You Think

 

View a transcript of this week's episode.

 

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]]> What are the major takeaways from our “Online Teaching Practices” series? In this episode, Rob and Jared reflect on the lessons they learned throughout this series and provide some next steps for educators who want to improve their online teaching.

 

Lesson 1: Reflective Practice Fuels Everything

Lesson 2: Organization Is an Act of Empathy

Lesson 3: Collaboration—You’re Not on an Island

Lesson 4: Crystal-Clear Communication

Lesson 5: Cultivating Community Online

Lesson 6: Media Matters—More Than You Think

 

View a transcript of this week's episode.

 

Resources

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]]> Fri, 25 Jul 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1411 What are the major takeaways from our “Online Teaching Practices” series? In this episode, Rob and Jared reflect on the lessons they learned throughout this series and provide some next steps for educators who want to improve their online teaching.

 

Lesson 1: Reflective Practice Fuels Everything

Lesson 2: Organization Is an Act of Empathy

Lesson 3: Collaboration—You’re Not on an Island

Lesson 4: Crystal-Clear Communication

Lesson 5: Cultivating Community Online

Lesson 6: Media Matters—More Than You Think

 

View a transcript of this week's episode.

 

Resources

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]]> higher education, innovative, teaching, learning No Online Teaching Practices - Enhanced Media 124 124 Online Teaching Practices - Enhanced Media full 4497beb4-6e57-4f00-b70a-d24162d8f78c https://share.transistor.fm/s/87b19c9f How can media enhance an online course? What are the markers of “quality” media in an online course? How can instructors take their media from good to better to best? In this episode, Rob and Jared chat with Jacob Lashuay, the CTL’s instructional media producer, about some practical ways to make high quality media in your courses.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> How can media enhance an online course? What are the markers of “quality” media in an online course? How can instructors take their media from good to better to best? In this episode, Rob and Jared chat with Jacob Lashuay, the CTL’s instructional media producer, about some practical ways to make high quality media in your courses.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> Fri, 18 Jul 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1437 How can media enhance an online course? What are the markers of “quality” media in an online course? How can instructors take their media from good to better to best? In this episode, Rob and Jared chat with Jacob Lashuay, the CTL’s instructional media producer, about some practical ways to make high quality media in your courses.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> higher education, innovative, teaching, learning No Online Teaching Practices - Community 123 123 Online Teaching Practices - Community full 01be2651-2e99-48b6-b660-5b5567143da2 https://share.transistor.fm/s/e20cbba1 Can you really create a good sense of community in an online course? What does it look like? In this episode, Rob and Jared discuss what community is, the value of community in an online course, and the best way to encourage community among online students.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> Can you really create a good sense of community in an online course? What does it look like? In this episode, Rob and Jared discuss what community is, the value of community in an online course, and the best way to encourage community among online students.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> Fri, 11 Jul 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1659 Can you really create a good sense of community in an online course? What does it look like? In this episode, Rob and Jared discuss what community is, the value of community in an online course, and the best way to encourage community among online students.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> higher education, innovative, teaching, learning No Online Teaching Practices - Clarity 122 122 Online Teaching Practices - Clarity full 8c346347-ada7-4f21-9637-110de475eee8 https://share.transistor.fm/s/05a4a5e2 How is being clear about content and grading in an online course different from face-to-face? What needs to be emphasized? What should be avoided? Join Rob and Jared as they discuss clarity in online teaching. 

 

Clarity in an online course can be achieved by avoiding “UNCLEAR” practices:    

  • U – Unexplained jargon or acronyms 
  • N – Nonspecific instructions or vague prompts 
  • C – Complex, run-on sentences 
  • L – Lack of examples or concrete models 
  • E – Erratic formatting or inconsistent styling 
  • A – Assumptions about prior knowledge 
  • R – Rushed or delayed feedback  

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!   
View a transcript of this week's episode.

 

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]]> How is being clear about content and grading in an online course different from face-to-face? What needs to be emphasized? What should be avoided? Join Rob and Jared as they discuss clarity in online teaching. 

 

Clarity in an online course can be achieved by avoiding “UNCLEAR” practices:    

  • U – Unexplained jargon or acronyms 
  • N – Nonspecific instructions or vague prompts 
  • C – Complex, run-on sentences 
  • L – Lack of examples or concrete models 
  • E – Erratic formatting or inconsistent styling 
  • A – Assumptions about prior knowledge 
  • R – Rushed or delayed feedback  

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!   
View a transcript of this week's episode.

 

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]]> Fri, 04 Jul 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1684 How is being clear about content and grading in an online course different from face-to-face? What needs to be emphasized? What should be avoided? Join Rob and Jared as they discuss clarity in online teaching. 

 

Clarity in an online course can be achieved by avoiding “UNCLEAR” practices:    

  • U – Unexplained jargon or acronyms 
  • N – Nonspecific instructions or vague prompts 
  • C – Complex, run-on sentences 
  • L – Lack of examples or concrete models 
  • E – Erratic formatting or inconsistent styling 
  • A – Assumptions about prior knowledge 
  • R – Rushed or delayed feedback  

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!   
View a transcript of this week's episode.

 

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]]> higher education, innovative, teaching, learning No Online Teaching Practices - Collaboration 121 121 Online Teaching Practices - Collaboration full c92467eb-b4b8-4a61-913f-f0d0ca11485f https://share.transistor.fm/s/3e8ffc49 How can someone else help you develop better teaching practices? Who should you collaborate with as you design courses? What forms can collaboration take? In this episode, Rob and Jared discuss how collaboration can lead to better teaching and learning.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> How can someone else help you develop better teaching practices? Who should you collaborate with as you design courses? What forms can collaboration take? In this episode, Rob and Jared discuss how collaboration can lead to better teaching and learning.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> Fri, 27 Jun 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1535 How can someone else help you develop better teaching practices? Who should you collaborate with as you design courses? What forms can collaboration take? In this episode, Rob and Jared discuss how collaboration can lead to better teaching and learning.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

 

View a transcript of this week's episode.

 

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]]> higher education, innovative, teaching, learning No Online Teaching Practices - Organization 120 120 Online Teaching Practices - Organization full ba1f0f64-3093-4d07-a8f4-8eb2c4e3cc15 https://share.transistor.fm/s/79466089 How can structuring and chunking content and assessments in an online course help both the instructor and the learner? What are some best practices for organizing a course in your school’s learning management system? In this episode, Rob and Jared discuss how organization can alleviate barriers and facilitate learning in an online course.

 

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]]> How can structuring and chunking content and assessments in an online course help both the instructor and the learner? What are some best practices for organizing a course in your school’s learning management system? In this episode, Rob and Jared discuss how organization can alleviate barriers and facilitate learning in an online course.

 

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]]> Fri, 20 Jun 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1473 How can structuring and chunking content and assessments in an online course help both the instructor and the learner? What are some best practices for organizing a course in your school’s learning management system? In this episode, Rob and Jared discuss how organization can alleviate barriers and facilitate learning in an online course.

 

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]]> higher education, innovative, teaching, learning No Online Teaching Practices - Self-Reflection 119 119 Online Teaching Practices - Self-Reflection full 3556cc8c-da2c-42d9-a6a2-a7e2f4be23bf https://share.transistor.fm/s/28be746b What importance should instructors place on student reflection in their online course? How crucial is modeling self-reflection to your students? In this episode, Rob and Jared discuss self-reflection and how it can be placed pre-, mid-, and post-learning in an online course.

 

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]]> What importance should instructors place on student reflection in their online course? How crucial is modeling self-reflection to your students? In this episode, Rob and Jared discuss self-reflection and how it can be placed pre-, mid-, and post-learning in an online course.

 

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]]> Fri, 13 Jun 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1295 What importance should instructors place on student reflection in their online course? How crucial is modeling self-reflection to your students? In this episode, Rob and Jared discuss self-reflection and how it can be placed pre-, mid-, and post-learning in an online course.

 

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]]> higher education, innovative, teaching, learning No Online Teaching Practices Kickoff 118 118 Online Teaching Practices Kickoff full e926ac15-5b7d-4a0a-b882-6cb1c95c89d7 https://share.transistor.fm/s/3fc6f66a What are some key aspects of online teaching? What role does self-evaluation play in teaching and learning? In this episode, Rob and Jared begin a new series on online teaching practices and preview the importance of reflecting on your own teaching practices.

 

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]]> What are some key aspects of online teaching? What role does self-evaluation play in teaching and learning? In this episode, Rob and Jared begin a new series on online teaching practices and preview the importance of reflecting on your own teaching practices.

 

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]]> Fri, 06 Jun 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1542 What are some key aspects of online teaching? What role does self-evaluation play in teaching and learning? In this episode, Rob and Jared begin a new series on online teaching practices and preview the importance of reflecting on your own teaching practices.

 

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]]> higher education, innovative, teaching, learning No Generative AI with Dave Leitch 117 117 Generative AI with Dave Leitch full 0bd691b2-c745-4930-b300-028597ccb21f https://share.transistor.fm/s/1ae1d29a How can Generative AI limit the number of syllabus questions you get? Can students use it as a reviewer before they submit their assignments? In this episode, Rob and Ryan chat with Dave Leitch (Associate Professor of Special Education in the School of Education and Social Work at Cedarville University) about how to leverage Generative AI tools with students.

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]]> How can Generative AI limit the number of syllabus questions you get? Can students use it as a reviewer before they submit their assignments? In this episode, Rob and Ryan chat with Dave Leitch (Associate Professor of Special Education in the School of Education and Social Work at Cedarville University) about how to leverage Generative AI tools with students.

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]]> Fri, 30 May 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1532 How can Generative AI limit the number of syllabus questions you get? Can students use it as a reviewer before they submit their assignments? In this episode, Rob and Ryan chat with Dave Leitch (Associate Professor of Special Education in the School of Education and Social Work at Cedarville University) about how to leverage Generative AI tools with students.

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!

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]]> higher education, innovative, teaching, learning No A Lawyer's Take on Generative AI in the Classroom 116 116 A Lawyer's Take on Generative AI in the Classroom full ec8588be-c806-4551-8b72-214cc4772c7e https://share.transistor.fm/s/22f39454 How does an educator practicing law use generative AI in teaching? What are the potential IP or copyright issues that could affect GAI usage? How can GAI help prepare students for tasks they will face in the workplace? In this episode, Rob and Jared chat with Bryan Schroll (General Counsel and Adjunct Professor at Cedarville University) about how he is using GAI in his business law course.

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]]> How does an educator practicing law use generative AI in teaching? What are the potential IP or copyright issues that could affect GAI usage? How can GAI help prepare students for tasks they will face in the workplace? In this episode, Rob and Jared chat with Bryan Schroll (General Counsel and Adjunct Professor at Cedarville University) about how he is using GAI in his business law course.

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]]> Fri, 23 May 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1789 How does an educator practicing law use generative AI in teaching? What are the potential IP or copyright issues that could affect GAI usage? How can GAI help prepare students for tasks they will face in the workplace? In this episode, Rob and Jared chat with Bryan Schroll (General Counsel and Adjunct Professor at Cedarville University) about how he is using GAI in his business law course.

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]]> higher education, innovative, teaching, learning No Student Perspectives – Course Organization, Peers as Resources & Feedback 115 115 Student Perspectives – Course Organization, Peers as Resources & Feedback full c7e215b8-f72a-4e87-bbb0-0c82c0407083 https://share.transistor.fm/s/48d57d26 How helpful is course organization for student learning? How do students rely on their peers as resources? What are students looking for in terms of feedback? Join Rob and Jared as they discuss syllabi, course structure and more with Lauren and Daniel.

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]]> How helpful is course organization for student learning? How do students rely on their peers as resources? What are students looking for in terms of feedback? Join Rob and Jared as they discuss syllabi, course structure and more with Lauren and Daniel.

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]]> Fri, 16 May 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1395 How helpful is course organization for student learning? How do students rely on their peers as resources? What are students looking for in terms of feedback? Join Rob and Jared as they discuss syllabi, course structure and more with Lauren and Daniel.

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]]> higher education, innovative, teaching, learning No Book Review: Brave New Words 114 114 Book Review: Brave New Words full 1f16938a-7730-46a1-8d21-6eb7aa6329f2 https://share.transistor.fm/s/e0aece06 In this episode, Rob and Jared review “Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing),” which talks about the “transformative” nature of Generative AI in education. They evaluate Sal Khan’s presentation of the benefits of using GAI including personalized learning, its effect on equity, and its application in the tool Khanmigo.

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]]> In this episode, Rob and Jared review “Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing),” which talks about the “transformative” nature of Generative AI in education. They evaluate Sal Khan’s presentation of the benefits of using GAI including personalized learning, its effect on equity, and its application in the tool Khanmigo.

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]]> Fri, 09 May 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1235 In this episode, Rob and Jared review “Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing),” which talks about the “transformative” nature of Generative AI in education. They evaluate Sal Khan’s presentation of the benefits of using GAI including personalized learning, its effect on equity, and its application in the tool Khanmigo.

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]]> higher education, innovative, teaching, learning No Serving the New College Student: Lessons Learned 113 113 Serving the New College Student: Lessons Learned full 4bfbbb17-55aa-4b5f-9bee-cc190da04ef9 https://share.transistor.fm/s/e67bc46e What do higher ed instructors need to know about the new college student? What issues are current high school students facing, and what solutions exist? In this episode, Rob and Jared share their takeaways from this series and determine, once and for all, if the math shark is real.

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]]> What do higher ed instructors need to know about the new college student? What issues are current high school students facing, and what solutions exist? In this episode, Rob and Jared share their takeaways from this series and determine, once and for all, if the math shark is real.

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]]> Fri, 02 May 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1378 What do higher ed instructors need to know about the new college student? What issues are current high school students facing, and what solutions exist? In this episode, Rob and Jared share their takeaways from this series and determine, once and for all, if the math shark is real.

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]]> higher education, innovative, teaching, learning No The Math Shark – Are We Going to Need a Bigger Boat? 112 112 The Math Shark – Are We Going to Need a Bigger Boat? full 77912e8d-a1f2-4f19-af02-3f9969ec1fa8 https://share.transistor.fm/s/5e9ca3be Does higher education need to prepare for students who may be suffering from the math shark? Is education for pre-service teachers being modified to account for the math shark? Do we need a bigger boat to confront this issue, or is the math shark really just a guy in scuba gear with a fake fin on his back? Rob and Ryan chat with Dr. Terri Bucci (Associate Professor and Researcher in Mathematics Education at The Ohio State University) about the state of math education and how it can be approached differently to help students.

 

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]]> Does higher education need to prepare for students who may be suffering from the math shark? Is education for pre-service teachers being modified to account for the math shark? Do we need a bigger boat to confront this issue, or is the math shark really just a guy in scuba gear with a fake fin on his back? Rob and Ryan chat with Dr. Terri Bucci (Associate Professor and Researcher in Mathematics Education at The Ohio State University) about the state of math education and how it can be approached differently to help students.

 

Have questions about some of the topics we’ve discussed recently? Drop all your burning questions in our form for an upcoming Q&A episode!  

 

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]]> Fri, 25 Apr 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1789 Does higher education need to prepare for students who may be suffering from the math shark? Is education for pre-service teachers being modified to account for the math shark? Do we need a bigger boat to confront this issue, or is the math shark really just a guy in scuba gear with a fake fin on his back? Rob and Ryan chat with Dr. Terri Bucci (Associate Professor and Researcher in Mathematics Education at The Ohio State University) about the state of math education and how it can be approached differently to help students.

 

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]]> higher education, innovative, teaching, learning No Navigating the Math Shark Waters 111 111 Navigating the Math Shark Waters full cbfd2fa6-fb91-4f84-9172-28200f35a80b https://share.transistor.fm/s/5fa182f5 Is the Math Shark as big of a deal as we’re making it out to be? Or are there bigger fish to fry? What should math instructors prioritize for this coming generation of college students? Rob and Jared chat with Lynne Allen, a math teacher at River Valley High School, for answers to these questions.

 

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]]> Is the Math Shark as big of a deal as we’re making it out to be? Or are there bigger fish to fry? What should math instructors prioritize for this coming generation of college students? Rob and Jared chat with Lynne Allen, a math teacher at River Valley High School, for answers to these questions.

 

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]]> Fri, 18 Apr 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1639 Is the Math Shark as big of a deal as we’re making it out to be? Or are there bigger fish to fry? What should math instructors prioritize for this coming generation of college students? Rob and Jared chat with Lynne Allen, a math teacher at River Valley High School, for answers to these questions.

 

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]]> higher education, innovative, teaching, learning No How are Private School Educators Serving Future College Students? 110 110 How are Private School Educators Serving Future College Students? full 2561ecdf-5ffc-4ce0-b72b-1f9f397a4e66 https://share.transistor.fm/s/63fa3895 Are private educators seeing the same issues as public and homeschool educators? How does the diversity of students or technology access compare? What are private school educators doing to help students work through real-life struggles? Rob and Jared chat with high school English teachers Christina Jones (Grove City Christian School) and Becky Stelzer (Calvary Christian School).

 

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]]> Are private educators seeing the same issues as public and homeschool educators? How does the diversity of students or technology access compare? What are private school educators doing to help students work through real-life struggles? Rob and Jared chat with high school English teachers Christina Jones (Grove City Christian School) and Becky Stelzer (Calvary Christian School).

 

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]]> Fri, 11 Apr 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1496 Are private educators seeing the same issues as public and homeschool educators? How does the diversity of students or technology access compare? What are private school educators doing to help students work through real-life struggles? Rob and Jared chat with high school English teachers Christina Jones (Grove City Christian School) and Becky Stelzer (Calvary Christian School).

 

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]]> higher education, innovative, teaching, learning No How are Homeschool Educators Serving Future College Students? 109 109 How are Homeschool Educators Serving Future College Students? full 5866ae62-8314-4d90-8520-9726f927f43e https://share.transistor.fm/s/872477e4 How are homeschool students managing stress and anxiety?  How does a parent manage the role of both parent and educator of the student? What social and technological issues are present in the homeschool world, and are they different from other types of schooling? Rob and Jared chat with two homeschool educators, Stephanie Hill and Kathy Kirtland, to get their insights.

 

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]]> How are homeschool students managing stress and anxiety?  How does a parent manage the role of both parent and educator of the student? What social and technological issues are present in the homeschool world, and are they different from other types of schooling? Rob and Jared chat with two homeschool educators, Stephanie Hill and Kathy Kirtland, to get their insights.

 

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]]> Fri, 04 Apr 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1603 How are homeschool students managing stress and anxiety?  How does a parent manage the role of both parent and educator of the student? What social and technological issues are present in the homeschool world, and are they different from other types of schooling? Rob and Jared chat with two homeschool educators, Stephanie Hill and Kathy Kirtland, to get their insights.

 

Our listener survey is still open, so please let us know how we can make the podcast even better.

 

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]]> higher education, innovative, teaching, learning No How are Public School Educators Serving Future College Students? 108 108 How are Public School Educators Serving Future College Students? full 108c867a-b815-46f8-8cb1-1639f9fbcdf0 https://share.transistor.fm/s/ecefd94b What strategies are educators using to address the anxiety and stress of current high school students? What technology accessibility barriers are educators trying to overcome? Is there a reason to assign homework anymore? Rob and Jared chat with Hank Hacker (Economics teacher at Greeneview High School) and Garrett Rinehard (Chemistry teacher at Bellefontaine High School) about how these issues are affecting their students.

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]]> What strategies are educators using to address the anxiety and stress of current high school students? What technology accessibility barriers are educators trying to overcome? Is there a reason to assign homework anymore? Rob and Jared chat with Hank Hacker (Economics teacher at Greeneview High School) and Garrett Rinehard (Chemistry teacher at Bellefontaine High School) about how these issues are affecting their students.

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]]> Fri, 28 Mar 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1749 What strategies are educators using to address the anxiety and stress of current high school students? What technology accessibility barriers are educators trying to overcome? Is there a reason to assign homework anymore? Rob and Jared chat with Hank Hacker (Economics teacher at Greeneview High School) and Garrett Rinehard (Chemistry teacher at Bellefontaine High School) about how these issues are affecting their students.

Our listener survey is still open, so please let us know how we can make the podcast even better.

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]]> higher education, innovative, teaching, learning No Serving Students for Growth 107 107 Serving Students for Growth full 8880b341-9088-467b-93a9-9842096d5e0c https://share.transistor.fm/s/0677a1f9 Is the level of maturity changing in college students? How can educators serve students and assist as they become professionals? Rob and Jared lay the groundwork for this conversation as they chat with Cedarville University’s Dr. Thomas Hutchison (Professor of Educational Ministries and Applied Theology) and Dr. Chris Miller (Senior Professor of Biblical Studies) about developing maturity and resilience in college students.

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]]> Is the level of maturity changing in college students? How can educators serve students and assist as they become professionals? Rob and Jared lay the groundwork for this conversation as they chat with Cedarville University’s Dr. Thomas Hutchison (Professor of Educational Ministries and Applied Theology) and Dr. Chris Miller (Senior Professor of Biblical Studies) about developing maturity and resilience in college students.

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]]> Fri, 21 Mar 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1859 Is the level of maturity changing in college students? How can educators serve students and assist as they become professionals? Rob and Jared lay the groundwork for this conversation as they chat with Cedarville University’s Dr. Thomas Hutchison (Professor of Educational Ministries and Applied Theology) and Dr. Chris Miller (Senior Professor of Biblical Studies) about developing maturity and resilience in college students.

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]]> higher education, innovative, teaching, learning No Creating an Accessible Learning Environment 106 106 Creating an Accessible Learning Environment full 423a26c8-dd7d-4ee2-944b-479840563f8a https://share.transistor.fm/s/419f7da2 What accessibility standards need to be considered when designing a course? How do these considerations serve the needs of students? Rob and Jared chat with Dr. Amy Lomellini, Director of Accessibility at Anthology, about strategies for creating accessible courses for the sake of students.

 

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]]> What accessibility standards need to be considered when designing a course? How do these considerations serve the needs of students? Rob and Jared chat with Dr. Amy Lomellini, Director of Accessibility at Anthology, about strategies for creating accessible courses for the sake of students.

 

Our listener survey is still open, so please let us know how we can make the podcast even better.

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]]> Fri, 14 Mar 2025 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1627 What accessibility standards need to be considered when designing a course? How do these considerations serve the needs of students? Rob and Jared chat with Dr. Amy Lomellini, Director of Accessibility at Anthology, about strategies for creating accessible courses for the sake of students.

 

Our listener survey is still open, so please let us know how we can make the podcast even better.

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]]> higher education, innovative, teaching, learning No Serving the New College Student 105 105 Serving the New College Student full ea35f764-536f-482e-90c4-831491858c18 https://share.transistor.fm/s/52713a7a In our previous series “Understanding the New College Student,” Rob and Jared spoke with experts to discover the characteristics and trials that define the new generation of college students. In this episode, they introduce a new series that will hopefully serve to answer the question of what’s being done to serve the new generation of students to prepare them for life after high school.

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]]> In our previous series “Understanding the New College Student,” Rob and Jared spoke with experts to discover the characteristics and trials that define the new generation of college students. In this episode, they introduce a new series that will hopefully serve to answer the question of what’s being done to serve the new generation of students to prepare them for life after high school.

Our listener survey is still open, so please let us know how we can make the podcast even better.

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]]> Fri, 07 Mar 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1126 In our previous series “Understanding the New College Student,” Rob and Jared spoke with experts to discover the characteristics and trials that define the new generation of college students. In this episode, they introduce a new series that will hopefully serve to answer the question of what’s being done to serve the new generation of students to prepare them for life after high school.

Our listener survey is still open, so please let us know how we can make the podcast even better.

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]]> higher education, innovative, teaching, learning No Survey Says (2024 Edition) 104 104 Survey Says (2024 Edition) full da360f3e-a3aa-427a-a3fd-92b231445e0c https://share.transistor.fm/s/b9ea8d28 In this episode, Ryan Liming presents the results of our listener survey from the fall and winter of 2024. Dr. Rob McDole, Dr. Jared Pyles, and Ryan discuss listener demographics and interests as well as plans for the future.

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]]> In this episode, Ryan Liming presents the results of our listener survey from the fall and winter of 2024. Dr. Rob McDole, Dr. Jared Pyles, and Ryan discuss listener demographics and interests as well as plans for the future.

The survey is still open, so please let us know how we can make the podcast even better.

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]]> Fri, 28 Feb 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1425 In this episode, Ryan Liming presents the results of our listener survey from the fall and winter of 2024. Dr. Rob McDole, Dr. Jared Pyles, and Ryan discuss listener demographics and interests as well as plans for the future.

The survey is still open, so please let us know how we can make the podcast even better.

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]]> higher education, innovative, teaching, learning No Student Perspectives – Discussions, Group Work, and Student-to-Student Interaction 103 103 Student Perspectives – Discussions, Group Work, and Student-to-Student Interaction full 1bcf6cfa-7086-4c2a-886c-c13fbcc69125 https://share.transistor.fm/s/4c88dd3d How does research align with student perception? Do students agree with what research says helps them learn best? Join Dr. Rob McDole and Dr. Jared Pyles as they discuss higher education best practices with two current undergraduate students.

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]]> How does research align with student perception? Do students agree with what research says helps them learn best? Join Dr. Rob McDole and Dr. Jared Pyles as they discuss higher education best practices with two current undergraduate students.

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]]> Fri, 21 Feb 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1364 How does research align with student perception? Do students agree with what research says helps them learn best? Join Dr. Rob McDole and Dr. Jared Pyles as they discuss higher education best practices with two current undergraduate students.

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]]> higher education, innovative, teaching, learning No Book Review: Uncommon Sense Teaching 102 102 Book Review: Uncommon Sense Teaching full 90dc5d85-c0c6-4830-a647-ca5f81f252c1 https://share.transistor.fm/s/3a67f3a4 In this episode, Dr. Rob McDole and Dr. Jared Pyles review “Uncommon Sense Teaching,” which explores practical insights into effective learning by leveraging neuroscience and cognitive psychology, providing easy-to-understand strategies and tools for enhancing classroom teaching.

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]]> In this episode, Dr. Rob McDole and Dr. Jared Pyles review “Uncommon Sense Teaching,” which explores practical insights into effective learning by leveraging neuroscience and cognitive psychology, providing easy-to-understand strategies and tools for enhancing classroom teaching.

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]]> Fri, 14 Feb 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1414 In this episode, Dr. Rob McDole and Dr. Jared Pyles review “Uncommon Sense Teaching,” which explores practical insights into effective learning by leveraging neuroscience and cognitive psychology, providing easy-to-understand strategies and tools for enhancing classroom teaching.

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]]> higher education, innovative, teaching, learning No Behind the Scenes with Dr. Rob McDole 101 101 Behind the Scenes with Dr. Rob McDole full dd27c8b4-07fd-4d36-83fb-bb35faab32e1 https://share.transistor.fm/s/24e99e72 In this episode, Dr. Jared Pyles and Ryan Liming chat with Dr. Rob McDole about what he does in his spare time, what he’s reading, what he’s playing, and his life-changing experience at Stumptown Coffee Roasters in Portland, OR. Enjoy another behind-the-scenes peek!

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]]> In this episode, Dr. Jared Pyles and Ryan Liming chat with Dr. Rob McDole about what he does in his spare time, what he’s reading, what he’s playing, and his life-changing experience at Stumptown Coffee Roasters in Portland, OR. Enjoy another behind-the-scenes peek!

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]]> Fri, 07 Feb 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1592 In this episode, Dr. Jared Pyles and Ryan Liming chat with Dr. Rob McDole about what he does in his spare time, what he’s reading, what he’s playing, and his life-changing experience at Stumptown Coffee Roasters in Portland, OR. Enjoy another behind-the-scenes peek!

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]]> higher education, innovative, teaching, learning No Transform Your Teaching’s 100th Episode - 100 Second Segments 100 100 Transform Your Teaching’s 100th Episode - 100 Second Segments full 5f6327b1-c6c2-454a-90a2-a0f4c612aea3 https://share.transistor.fm/s/12c3e154 Join Dr. Rob McDole and Dr. Jared Pyles as they celebrate the 100th episode of the podcast! Guests from previous episodes will make brief appearances and ask Rob and Jared questions that they have to answer in 100 seconds. The kicker: Rob and Jared have no clue who’s coming on. At whatever point you joined us on this podcast journey, thank you for listening. Here’s to 100 more! 

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  • FOCUS Blog - Cedarville University CTL 
  • This episode’s guests: 
    • Quentin Schultze 
      • Servant Teaching with Dr. Quentin Schultze, Part 1 
      • Servant Teaching with Dr. Quentin Schultze, Part 2 
      • Servant Teaching with Dr. Quentin Schultze, Part 3 
      • Content Delivery with Dr. Quentin Schultze 
    • Chris Miller 
      • The What, the Why, and the How of Technology Integration – A Conversation with Dr. Miller 
      • Education in the Age of AI – Professor Roundtable, Part I 
      • Education in the Age of AI – Professor Roundtable, Part II 
    • Genny McDole: Competency-Based Education – A Student Perspective with Genny McDole 
    • Kim Woodruff 
      • Generative AI Applied with Kim Woodruff 
      • Backchannel Communication in an Online Doctorate Program 
    • Thomas Hutchison: Servant Teaching with Dr. Tom Hutchison 
    • Nate Brock: Competency-Based Education with Nate Brock 
    • Eric Mishne: A Conversation with Professor Eric Mishne 
    • Jeff Simon: A Conversation with Professor Jeff Simon 
    • Jim Stevenson: Creating Creative Spaces  
    • Jim Leightenheimer 
      • Servant Teaching with Professor Jim Leightenheimer 
      • Back to the Basics – Communication 
    • Haisong Ye: Objectives with Dr. Haisong Ye 
    • Alicia McCartney: A Conversation with Dr. Alicia McCartney 

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]]> Join Dr. Rob McDole and Dr. Jared Pyles as they celebrate the 100th episode of the podcast! Guests from previous episodes will make brief appearances and ask Rob and Jared questions that they have to answer in 100 seconds. The kicker: Rob and Jared have no clue who’s coming on. At whatever point you joined us on this podcast journey, thank you for listening. Here’s to 100 more! 

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better.

View the transcript of this week's podcast.

Resources 

  • FOCUS Blog - Cedarville University CTL 
  • This episode’s guests: 
    • Quentin Schultze 
      • Servant Teaching with Dr. Quentin Schultze, Part 1 
      • Servant Teaching with Dr. Quentin Schultze, Part 2 
      • Servant Teaching with Dr. Quentin Schultze, Part 3 
      • Content Delivery with Dr. Quentin Schultze 
    • Chris Miller 
      • The What, the Why, and the How of Technology Integration – A Conversation with Dr. Miller 
      • Education in the Age of AI – Professor Roundtable, Part I 
      • Education in the Age of AI – Professor Roundtable, Part II 
    • Genny McDole: Competency-Based Education – A Student Perspective with Genny McDole 
    • Kim Woodruff 
      • Generative AI Applied with Kim Woodruff 
      • Backchannel Communication in an Online Doctorate Program 
    • Thomas Hutchison: Servant Teaching with Dr. Tom Hutchison 
    • Nate Brock: Competency-Based Education with Nate Brock 
    • Eric Mishne: A Conversation with Professor Eric Mishne 
    • Jeff Simon: A Conversation with Professor Jeff Simon 
    • Jim Stevenson: Creating Creative Spaces  
    • Jim Leightenheimer 
      • Servant Teaching with Professor Jim Leightenheimer 
      • Back to the Basics – Communication 
    • Haisong Ye: Objectives with Dr. Haisong Ye 
    • Alicia McCartney: A Conversation with Dr. Alicia McCartney 

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]]> Fri, 31 Jan 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 2379 Join Dr. Rob McDole and Dr. Jared Pyles as they celebrate the 100th episode of the podcast! Guests from previous episodes will make brief appearances and ask Rob and Jared questions that they have to answer in 100 seconds. The kicker: Rob and Jared have no clue who’s coming on. At whatever point you joined us on this podcast journey, thank you for listening. Here’s to 100 more! 

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better.

View the transcript of this week's podcast.

Resources 

  • FOCUS Blog - Cedarville University CTL 
  • This episode’s guests: 
    • Quentin Schultze 
      • Servant Teaching with Dr. Quentin Schultze, Part 1 
      • Servant Teaching with Dr. Quentin Schultze, Part 2 
      • Servant Teaching with Dr. Quentin Schultze, Part 3 
      • Content Delivery with Dr. Quentin Schultze 
    • Chris Miller 
      • The What, the Why, and the How of Technology Integration – A Conversation with Dr. Miller 
      • Education in the Age of AI – Professor Roundtable, Part I 
      • Education in the Age of AI – Professor Roundtable, Part II 
    • Genny McDole: Competency-Based Education – A Student Perspective with Genny McDole 
    • Kim Woodruff 
      • Generative AI Applied with Kim Woodruff 
      • Backchannel Communication in an Online Doctorate Program 
    • Thomas Hutchison: Servant Teaching with Dr. Tom Hutchison 
    • Nate Brock: Competency-Based Education with Nate Brock 
    • Eric Mishne: A Conversation with Professor Eric Mishne 
    • Jeff Simon: A Conversation with Professor Jeff Simon 
    • Jim Stevenson: Creating Creative Spaces  
    • Jim Leightenheimer 
      • Servant Teaching with Professor Jim Leightenheimer 
      • Back to the Basics – Communication 
    • Haisong Ye: Objectives with Dr. Haisong Ye 
    • Alicia McCartney: A Conversation with Dr. Alicia McCartney 

Chat with us! 

]]> higher education, innovative, teaching, learning No Approaching GAI Ethics from a Community-Based Perspective 99 99 Approaching GAI Ethics from a Community-Based Perspective full 020e1530-a757-4f48-b1a9-fdb0dbf31c52 https://share.transistor.fm/s/e80bc9e4 Does community have an impact on ethical AI usage? What problems arise when individuals or organizations have differing ethical approaches? Join Dr. Rob McDole and Dr. Jared Pyles as they chat with Dr. Ross Perkins (Associate Professor of Educational Technology at Boise State University) and Dr. Dave Mulder (Professor and Department Chair in the Education Department at Dordt University).

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]]> Does community have an impact on ethical AI usage? What problems arise when individuals or organizations have differing ethical approaches? Join Dr. Rob McDole and Dr. Jared Pyles as they chat with Dr. Ross Perkins (Associate Professor of Educational Technology at Boise State University) and Dr. Dave Mulder (Professor and Department Chair in the Education Department at Dordt University).

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]]> Fri, 24 Jan 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1776 Does community have an impact on ethical AI usage? What problems arise when individuals or organizations have differing ethical approaches? Join Dr. Rob McDole and Dr. Jared Pyles as they chat with Dr. Ross Perkins (Associate Professor of Educational Technology at Boise State University) and Dr. Dave Mulder (Professor and Department Chair in the Education Department at Dordt University).

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]]> higher education, innovative, teaching, learning No Approaching Ethical Usage of AI Thoughtfully and Without Fear 98 98 Approaching Ethical Usage of AI Thoughtfully and Without Fear full 51b384b2-5dc0-4e7f-9d66-4a45e12f1f22 https://share.transistor.fm/s/8cec6848 What is at stake when making decisions about using GAI? What kind of questions need to be asked and answered before using AI in higher education? Join Dr. Rob McDole as he chats with Dr. David Slade, Provost and Professor of Spanish at Berry College.

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]]> What is at stake when making decisions about using GAI? What kind of questions need to be asked and answered before using AI in higher education? Join Dr. Rob McDole as he chats with Dr. David Slade, Provost and Professor of Spanish at Berry College.

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]]> Fri, 17 Jan 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1544 What is at stake when making decisions about using GAI? What kind of questions need to be asked and answered before using AI in higher education? Join Dr. Rob McDole as he chats with Dr. David Slade, Provost and Professor of Spanish at Berry College.

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]]> higher education, innovative, teaching, learning No Defining Ethical Usage of GAI in Higher Education 97 97 Defining Ethical Usage of GAI in Higher Education full b3aef1dc-132c-4dff-ab2a-7bc4a1c5e839 https://share.transistor.fm/s/1090c047 We’re starting the new year with a miniseries on the ethical usage of GAI in higher education. In this first episode, Dr. Rob McDole and Dr. Jared Pyles discuss a definition with Dr. David Mulder from Dordt University.

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]]> We’re starting the new year with a miniseries on the ethical usage of GAI in higher education. In this first episode, Dr. Rob McDole and Dr. Jared Pyles discuss a definition with Dr. David Mulder from Dordt University.

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]]> Fri, 10 Jan 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1854 We’re starting the new year with a miniseries on the ethical usage of GAI in higher education. In this first episode, Dr. Rob McDole and Dr. Jared Pyles discuss a definition with Dr. David Mulder from Dordt University.

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]]> higher education, innovative, teaching, learning No [Re-Air] Objectives with Dr. Haisong Ye [Re-Air] Objectives with Dr. Haisong Ye bonus dbebebf2-a5f2-4f8a-b36b-dce06bdfb1d2 https://share.transistor.fm/s/dfd44782 In this episode originally aired November 24, 2023, Dr. Rob McDole and Dr. Jared Pyles joined forces with Dr. Haisong Ye who has a PhD from Indiana State University and is an instructional designer in the CTL at Cedarville University. Together they discussed the principles for effective objectives by creating a course on how to make a good cup of coffee.

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]]> In this episode originally aired November 24, 2023, Dr. Rob McDole and Dr. Jared Pyles joined forces with Dr. Haisong Ye who has a PhD from Indiana State University and is an instructional designer in the CTL at Cedarville University. Together they discussed the principles for effective objectives by creating a course on how to make a good cup of coffee.

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]]> Fri, 03 Jan 2025 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1611 In this episode originally aired November 24, 2023, Dr. Rob McDole and Dr. Jared Pyles joined forces with Dr. Haisong Ye who has a PhD from Indiana State University and is an instructional designer in the CTL at Cedarville University. Together they discussed the principles for effective objectives by creating a course on how to make a good cup of coffee.

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]]> higher education, innovative, teaching, learning No [Re-Air] The Philosophy of Servant Teaching [Re-Air] The Philosophy of Servant Teaching bonus 96868ded-e960-426d-8963-36cc62401192 https://share.transistor.fm/s/a5b730d1 In this episode originally aired February 17, 2023, Dr. Rob McDole and Dr. Jared Pyles introduced the topic of "Servant Teaching.” They discussed the philosophy behind servant teaching and provided the biblical basis for being a servant teacher.

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]]> In this episode originally aired February 17, 2023, Dr. Rob McDole and Dr. Jared Pyles introduced the topic of "Servant Teaching.” They discussed the philosophy behind servant teaching and provided the biblical basis for being a servant teacher.

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]]> Fri, 27 Dec 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 877 In this episode originally aired February 17, 2023, Dr. Rob McDole and Dr. Jared Pyles introduced the topic of "Servant Teaching.” They discussed the philosophy behind servant teaching and provided the biblical basis for being a servant teacher.

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]]> higher education, innovative, teaching, learning No Transform Your Teaching 2024 Reflections 96 96 Transform Your Teaching 2024 Reflections full 7c67216a-a792-4981-ae5b-e3ec1b3231c5 https://share.transistor.fm/s/7a601d85 In this episode, Dr. Rob McDole and Dr. Jared Pyles reflect on all that happened with the show in 2024. They discuss the progress that the show has made, some of their favorite moments of the year, and consider new ideas for 2025.

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]]> In this episode, Dr. Rob McDole and Dr. Jared Pyles reflect on all that happened with the show in 2024. They discuss the progress that the show has made, some of their favorite moments of the year, and consider new ideas for 2025.

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]]> Fri, 20 Dec 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1277 In this episode, Dr. Rob McDole and Dr. Jared Pyles reflect on all that happened with the show in 2024. They discuss the progress that the show has made, some of their favorite moments of the year, and consider new ideas for 2025.

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]]> higher education, innovative, teaching, learning No Backchannel Communication in an Online Doctoral Program 95 95 Backchannel Communication in an Online Doctoral Program full cb1961aa-7f0c-4050-88d8-1c6342ed0ebf https://share.transistor.fm/s/3aac5dd8 What is backchannel communication, and what effects can it have on students in a cohort? In this episode, Dr. Rob McDole, Dr. Jared Pyles, and several members of Jared’s cohort at Boise State (Dr. Arielle Horan, Daniel Singletary, Dr. Jamie Vick, and Kim Woodruff) discuss how backchannel communication can create a sense of community and build relationships among distance learning students.

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]]> What is backchannel communication, and what effects can it have on students in a cohort? In this episode, Dr. Rob McDole, Dr. Jared Pyles, and several members of Jared’s cohort at Boise State (Dr. Arielle Horan, Daniel Singletary, Dr. Jamie Vick, and Kim Woodruff) discuss how backchannel communication can create a sense of community and build relationships among distance learning students.

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]]> Fri, 13 Dec 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1746 What is backchannel communication, and what effects can it have on students in a cohort? In this episode, Dr. Rob McDole, Dr. Jared Pyles, and several members of Jared’s cohort at Boise State (Dr. Arielle Horan, Daniel Singletary, Dr. Jamie Vick, and Kim Woodruff) discuss how backchannel communication can create a sense of community and build relationships among distance learning students.

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]]> higher education, innovative, teaching, learning No Behind the Scenes with Jared Pyles (EdD) 94 94 Behind the Scenes with Jared Pyles (EdD) full 9c0300d1-a9c8-41f7-bbdb-20ce574d422b https://share.transistor.fm/s/e6badb69 In this episode, Dr. Rob McDole and Ryan Liming chat with Rob’s usual partner in crime but now with a new title: Jared Pyles, Ed.D. Join them as Jared shares about the biggest takeaways from his experience with his studies.

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]]> In this episode, Dr. Rob McDole and Ryan Liming chat with Rob’s usual partner in crime but now with a new title: Jared Pyles, Ed.D. Join them as Jared shares about the biggest takeaways from his experience with his studies.

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]]> Fri, 06 Dec 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1121 In this episode, Dr. Rob McDole and Ryan Liming chat with Rob’s usual partner in crime but now with a new title: Jared Pyles, Ed.D. Join them as Jared shares about the biggest takeaways from his experience with his studies.

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]]> higher education, innovative, teaching, learning No Understanding the New College Student - Lessons Learned 93 93 Understanding the New College Student - Lessons Learned full 2d250312-c110-458c-ae6e-9d54429e0397 https://share.transistor.fm/s/b9431b6b What are the major lessons that Jared and Rob learned from our series on understanding the new college student? What things stuck with them, and how are they applying them to serve students? Join Dr. Rob McDole and Jared Pyles as they discuss their key takeaways from the series.

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]]> What are the major lessons that Jared and Rob learned from our series on understanding the new college student? What things stuck with them, and how are they applying them to serve students? Join Dr. Rob McDole and Jared Pyles as they discuss their key takeaways from the series.

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]]> Fri, 29 Nov 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1208 What are the major lessons that Jared and Rob learned from our series on understanding the new college student? What things stuck with them, and how are they applying them to serve students? Join Dr. Rob McDole and Jared Pyles as they discuss their key takeaways from the series.

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]]> higher education, innovative, teaching, learning No Adjusting to Being a New College Student: A Conversation with Anna and Kaelan 92 92 Adjusting to Being a New College Student: A Conversation with Anna and Kaelan full eb312006-a0a5-429b-802a-74108e078a25 https://share.transistor.fm/s/d29180a9 Dr. Rob McDole and Jared Pyles chat with two more students about their adjustment to college life. How prepared were they to overcome academic struggles? How did they approach taking ownership of their own learning? Join Rob and Jared for this final of three student interviews. 

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]]> Dr. Rob McDole and Jared Pyles chat with two more students about their adjustment to college life. How prepared were they to overcome academic struggles? How did they approach taking ownership of their own learning? Join Rob and Jared for this final of three student interviews. 

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]]> Fri, 22 Nov 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1628 Dr. Rob McDole and Jared Pyles chat with two more students about their adjustment to college life. How prepared were they to overcome academic struggles? How did they approach taking ownership of their own learning? Join Rob and Jared for this final of three student interviews. 

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]]> higher education, innovative, teaching, learning No Adjusting to Being a New College Student: A Conversation with Nathanael and Deidra 91 91 Adjusting to Being a New College Student: A Conversation with Nathanael and Deidra full 1d7fdc7d-47d3-4de6-bbae-e745d492a861 https://share.transistor.fm/s/9c6ad332 Dr. Rob McDole and Jared Pyles chat with two more students about their adjustment to college life. How does instructor support influence their connection in a class? How much are they using technology outside of academics, and how do they feel it affects them? Join Rob and Jared for this second of three student interviews.

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]]> Dr. Rob McDole and Jared Pyles chat with two more students about their adjustment to college life. How does instructor support influence their connection in a class? How much are they using technology outside of academics, and how do they feel it affects them? Join Rob and Jared for this second of three student interviews.

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]]> Fri, 15 Nov 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1809 Dr. Rob McDole and Jared Pyles chat with two more students about their adjustment to college life. How does instructor support influence their connection in a class? How much are they using technology outside of academics, and how do they feel it affects them? Join Rob and Jared for this second of three student interviews.

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]]> higher education, innovative, teaching, learning No Adjusting to Being a New College Student: A Conversation with Lalitha and Noah 90 90 Adjusting to Being a New College Student: A Conversation with Lalitha and Noah full 84079993-3dbf-4af8-8221-9a7cf8b0d569 https://share.transistor.fm/s/ae95e5a5 Dr. Rob McDole and Jared Pyles chat with two students about their adjustment to college life. How did their educational background prepare them for college? What are they doing to work through personal and academic stress? How are they spending their time outside of the classroom? Join Rob and Jared for this first of three student interviews. 

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]]> Dr. Rob McDole and Jared Pyles chat with two students about their adjustment to college life. How did their educational background prepare them for college? What are they doing to work through personal and academic stress? How are they spending their time outside of the classroom? Join Rob and Jared for this first of three student interviews. 

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]]> Fri, 08 Nov 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1745 Dr. Rob McDole and Jared Pyles chat with two students about their adjustment to college life. How did their educational background prepare them for college? What are they doing to work through personal and academic stress? How are they spending their time outside of the classroom? Join Rob and Jared for this first of three student interviews. 

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]]> higher education, innovative, teaching, learning No A Perspective on Rural and First Generation College Students 89 89 A Perspective on Rural and First Generation College Students full 6142f99b-6039-444c-91d7-9e6e955e3c16 https://share.transistor.fm/s/fbfa7af0 What are some of the unique college trends for students growing up in a rural environment? How can being a first generation college student affect a student entering higher education? Jared Pyles chats with Dr. Arielle Horan (Director of Silver Valley Upward Bound at University of Idaho) about her research on students in rural districts.

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]]> What are some of the unique college trends for students growing up in a rural environment? How can being a first generation college student affect a student entering higher education? Jared Pyles chats with Dr. Arielle Horan (Director of Silver Valley Upward Bound at University of Idaho) about her research on students in rural districts.

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]]> Fri, 01 Nov 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1699 What are some of the unique college trends for students growing up in a rural environment? How can being a first generation college student affect a student entering higher education? Jared Pyles chats with Dr. Arielle Horan (Director of Silver Valley Upward Bound at University of Idaho) about her research on students in rural districts.

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]]> higher education, innovative, teaching, learning No Engaging with Students: An Update on Dr. Rob McDole’s Class 88 88 Engaging with Students: An Update on Dr. Rob McDole’s Class full 4e65c3e6-a100-4099-b1b4-c0a554e3adac https://share.transistor.fm/s/59d4b793 We’re at the midway point of the semester, so let’s take some time to discuss Rob’s class. Have the students kept up with Rob’s academic prowess? How is Rob engaging with students and implementing things discussed across this series? What does he have planned to continue meeting students’ needs? Join Dr. Rob McDole and Jared Pyles as Rob reflects on the class thus far.

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]]> We’re at the midway point of the semester, so let’s take some time to discuss Rob’s class. Have the students kept up with Rob’s academic prowess? How is Rob engaging with students and implementing things discussed across this series? What does he have planned to continue meeting students’ needs? Join Dr. Rob McDole and Jared Pyles as Rob reflects on the class thus far.

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]]> Fri, 25 Oct 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1200 We’re at the midway point of the semester, so let’s take some time to discuss Rob’s class. Have the students kept up with Rob’s academic prowess? How is Rob engaging with students and implementing things discussed across this series? What does he have planned to continue meeting students’ needs? Join Dr. Rob McDole and Jared Pyles as Rob reflects on the class thus far.

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]]> higher education, innovative, teaching, learning No Teaching the Whole Student 87 87 Teaching the Whole Student full f97ff9a0-ae66-46fe-9133-19bf4c36bda6 https://share.transistor.fm/s/34abbda2 How does a student’s non-academic life affect their academic life? Are there patterns outside the classroom that are affecting their learning? Dr. Rob McDole and Jared Pyles chat with Professor Jeremy Oliver (Assistant Professor of Applied Theology at Cedarville University) about factors that are contributing to a student’s academic performance.

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]]> How does a student’s non-academic life affect their academic life? Are there patterns outside the classroom that are affecting their learning? Dr. Rob McDole and Jared Pyles chat with Professor Jeremy Oliver (Assistant Professor of Applied Theology at Cedarville University) about factors that are contributing to a student’s academic performance.

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]]> Fri, 18 Oct 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1635 How does a student’s non-academic life affect their academic life? Are there patterns outside the classroom that are affecting their learning? Dr. Rob McDole and Jared Pyles chat with Professor Jeremy Oliver (Assistant Professor of Applied Theology at Cedarville University) about factors that are contributing to a student’s academic performance.

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]]> higher education, innovative, teaching, learning No What Is Causing High Anxiety and Stress in Students? 86 86 What Is Causing High Anxiety and Stress in Students? full 53046a01-e67c-4a7b-aee5-af1c5deee087 https://share.transistor.fm/s/551766f2 How is social media contributing to students’ mental well-being? What about mobile devices? Are there other factors affecting student mental health? Nancy Gillespie (Senior Director of School Counseling at Grove City Christian School) joins Dr. Rob McDole and Jared Pyles to discuss these questions and more.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. You’ll be entered into a drawing for a free mug just for participating, and your response will remain anonymous.

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]]> How is social media contributing to students’ mental well-being? What about mobile devices? Are there other factors affecting student mental health? Nancy Gillespie (Senior Director of School Counseling at Grove City Christian School) joins Dr. Rob McDole and Jared Pyles to discuss these questions and more.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. You’ll be entered into a drawing for a free mug just for participating, and your response will remain anonymous.

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]]> Fri, 11 Oct 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1581 How is social media contributing to students’ mental well-being? What about mobile devices? Are there other factors affecting student mental health? Nancy Gillespie (Senior Director of School Counseling at Grove City Christian School) joins Dr. Rob McDole and Jared Pyles to discuss these questions and more.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. You’ll be entered into a drawing for a free mug just for participating, and your response will remain anonymous.

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]]> higher education, innovative, teaching, learning No Maturity and Resilience in the Current College Student 85 85 Maturity and Resilience in the Current College Student full 9295dbfb-8332-4909-adc8-63a75c1bbb52 https://share.transistor.fm/s/7aad4da6 What are some of the changes in the new group of 18–22 year-olds who are entering higher education? What factors are affecting their maturity and resilience? What can instructors do to serve them? Dr. Rob McDole and Jared Pyles chat with Dr. Jon Wood (Vice President of Student Life & Christian Ministries at Cedarville University) about current college student trends.

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]]> What are some of the changes in the new group of 18–22 year-olds who are entering higher education? What factors are affecting their maturity and resilience? What can instructors do to serve them? Dr. Rob McDole and Jared Pyles chat with Dr. Jon Wood (Vice President of Student Life & Christian Ministries at Cedarville University) about current college student trends.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better.

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]]> Fri, 04 Oct 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1797 What are some of the changes in the new group of 18–22 year-olds who are entering higher education? What factors are affecting their maturity and resilience? What can instructors do to serve them? Dr. Rob McDole and Jared Pyles chat with Dr. Jon Wood (Vice President of Student Life & Christian Ministries at Cedarville University) about current college student trends.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better.

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]]> higher education, innovative, teaching, learning No What Factors Are Affecting Student Readiness? 84 84 What Factors Are Affecting Student Readiness? full 773a04c1-4c05-45fa-a6c9-83fd53253840 https://share.transistor.fm/s/7392904a What kind of technological access did incoming college students have, and could that affect their college readiness? How might increases in mental health issues affect their college life?  Will the “math shark” affect their academic performance? Are we already seeing its effects? Join Dr. Rob McDole and Jared Pyles as they detail the landscape of some challenges facing current and upcoming college students.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better.

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]]> What kind of technological access did incoming college students have, and could that affect their college readiness? How might increases in mental health issues affect their college life?  Will the “math shark” affect their academic performance? Are we already seeing its effects? Join Dr. Rob McDole and Jared Pyles as they detail the landscape of some challenges facing current and upcoming college students.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better.

View a transcript of this week's episode.


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]]> Fri, 27 Sep 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1549 What kind of technological access did incoming college students have, and could that affect their college readiness? How might increases in mental health issues affect their college life?  Will the “math shark” affect their academic performance? Are we already seeing its effects? Join Dr. Rob McDole and Jared Pyles as they detail the landscape of some challenges facing current and upcoming college students.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better.

View a transcript of this week's episode.


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]]> higher education, innovative, teaching, learning No Creating a Student Profile 83 83 Creating a Student Profile full 80767c29-695a-4ec4-82e1-529b2a32ae63 https://share.transistor.fm/s/5f462571 Where does the next generation of college students come from? What are their demographics? How does their school typology influence their college preparedness? Join Dr. Rob McDole and Jared Pyles as they share data and create a profile of Ohio’s current and incoming college students. 

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. As a thank you, each month from October through December, we'll be giving to one respondent a handcrafted mug made by @scotthuckpottery. 

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]]> Where does the next generation of college students come from? What are their demographics? How does their school typology influence their college preparedness? Join Dr. Rob McDole and Jared Pyles as they share data and create a profile of Ohio’s current and incoming college students. 

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. As a thank you, each month from October through December, we'll be giving to one respondent a handcrafted mug made by @scotthuckpottery. 

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]]> Fri, 20 Sep 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1260 Where does the next generation of college students come from? What are their demographics? How does their school typology influence their college preparedness? Join Dr. Rob McDole and Jared Pyles as they share data and create a profile of Ohio’s current and incoming college students. 

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. As a thank you, each month from October through December, we'll be giving to one respondent a handcrafted mug made by @scotthuckpottery. 

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]]> higher education, innovative, teaching, learning No Understanding the New College Student 82 82 Understanding the New College Student full fca44080-7a18-4eeb-9f67-3d6f915035b0 https://share.transistor.fm/s/66bb658d What does the new generation of college students look like? What experiences do they bring? What challenges should higher education faculty be prepared to face? Join Rob McDole and Jared Pyles as they introduce this new series.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. As a thank you, each month from October through December, we'll be giving to one respondent a handcrafted mug made by @scotthuckpottery.

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]]> What does the new generation of college students look like? What experiences do they bring? What challenges should higher education faculty be prepared to face? Join Rob McDole and Jared Pyles as they introduce this new series.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. As a thank you, each month from October through December, we'll be giving to one respondent a handcrafted mug made by @scotthuckpottery.

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]]> Fri, 13 Sep 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 994 What does the new generation of college students look like? What experiences do they bring? What challenges should higher education faculty be prepared to face? Join Rob McDole and Jared Pyles as they introduce this new series.

Transform Your Teaching wants to hear from you! Please take our survey to let us know how we can make the podcast even better. As a thank you, each month from October through December, we'll be giving to one respondent a handcrafted mug made by @scotthuckpottery.

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]]> higher education, innovative, teaching, learning No Education in the Age of AI: One Year Later 81 81 Education in the Age of AI: One Year Later full 9976397d-ac84-4fea-b27d-cf31d203d978 https://share.transistor.fm/s/558a133a Last summer, the Transform Your Teaching hosts talked a lot about AI and its role in education. What has changed in the world of AI since that summer 2023 series? Were Rob and Jared’s ideas on the trajectory of AI and its uses on point or totally off base? Listen as Rob McDole and Jared Pyles revisit some of their takes and give an update on the current climate.

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]]> Last summer, the Transform Your Teaching hosts talked a lot about AI and its role in education. What has changed in the world of AI since that summer 2023 series? Were Rob and Jared’s ideas on the trajectory of AI and its uses on point or totally off base? Listen as Rob McDole and Jared Pyles revisit some of their takes and give an update on the current climate.

Resources

FOCUS Blog from the Cedarville University CTL 

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]]> Fri, 06 Sep 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1572 Last summer, the Transform Your Teaching hosts talked a lot about AI and its role in education. What has changed in the world of AI since that summer 2023 series? Were Rob and Jared’s ideas on the trajectory of AI and its uses on point or totally off base? Listen as Rob McDole and Jared Pyles revisit some of their takes and give an update on the current climate.

Resources

FOCUS Blog from the Cedarville University CTL 

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]]> higher education, innovative, teaching, learning No A CBTE Conversation with Dr. Bennie Wolvaardt 80 80 A CBTE Conversation with Dr. Bennie Wolvaardt full 9d49d8e3-8f2c-46c9-bcb2-c4fb5f501958 https://share.transistor.fm/s/ef119926 What does competency-based education look like on an international scale? How can theological education and competency-based education be paired well together? Rob McDole and Jared Pyles discuss competency-based theological education with the founding president of Veritas College, Dr. Bennie Wolvaardt.

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]]> What does competency-based education look like on an international scale? How can theological education and competency-based education be paired well together? Rob McDole and Jared Pyles discuss competency-based theological education with the founding president of Veritas College, Dr. Bennie Wolvaardt.

Resources

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]]> Fri, 30 Aug 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1667 What does competency-based education look like on an international scale? How can theological education and competency-based education be paired well together? Rob McDole and Jared Pyles discuss competency-based theological education with the founding president of Veritas College, Dr. Bennie Wolvaardt.

Resources

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]]> higher education, innovative, teaching, learning No Behind the Scenes with Lauren Eissler 79 79 Behind the Scenes with Lauren Eissler full be9f7f8d-07e7-4cf0-a6bb-26f4ef383aad https://share.transistor.fm/s/f5ed835c In this episode, Rob and Jared chat with Lauren Eissler, who serves as the UX Designer and Editor at the CTL. She also edits all the content for the podcast (including what Jared is typing right now) [this sentence is Lauren-approved]. Listen as they discuss hockey, video games, and the ways we are trying to expand the podcast in the future.

Transform Your Teaching is also launching a monthly newsletter where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our inaugural issue!

Resources

FOCUS Blog from the Cedarville University CTL

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]]> In this episode, Rob and Jared chat with Lauren Eissler, who serves as the UX Designer and Editor at the CTL. She also edits all the content for the podcast (including what Jared is typing right now) [this sentence is Lauren-approved]. Listen as they discuss hockey, video games, and the ways we are trying to expand the podcast in the future.

Transform Your Teaching is also launching a monthly newsletter where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our inaugural issue!

Resources

FOCUS Blog from the Cedarville University CTL

Chat with us! 

]]> Fri, 23 Aug 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1233 In this episode, Rob and Jared chat with Lauren Eissler, who serves as the UX Designer and Editor at the CTL. She also edits all the content for the podcast (including what Jared is typing right now) [this sentence is Lauren-approved]. Listen as they discuss hockey, video games, and the ways we are trying to expand the podcast in the future.

Transform Your Teaching is also launching a monthly newsletter where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our inaugural issue!

Resources

FOCUS Blog from the Cedarville University CTL

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]]> higher education, innovative, teaching, learning No The Future of Active Learning & Lessons Learned 78 78 The Future of Active Learning & Lessons Learned full 517efc69-6c75-41c9-980e-bda907e14602 https://share.transistor.fm/s/977bebb5 What are Rob and Jared’s biggest takeaways from our series on active learning? Where do they see active learning spaces heading in the future? How will Rob apply what he has learned to the course he’s teaching this fall? Listen as they put a bow on the series – and share your own takeaways with us by email or connecting with us on LinkedIn.

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]]> What are Rob and Jared’s biggest takeaways from our series on active learning? Where do they see active learning spaces heading in the future? How will Rob apply what he has learned to the course he’s teaching this fall? Listen as they put a bow on the series – and share your own takeaways with us by email or connecting with us on LinkedIn.

Resources

FOCUS Blog from the Cedarville University CTL

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]]> Fri, 16 Aug 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1508 What are Rob and Jared’s biggest takeaways from our series on active learning? Where do they see active learning spaces heading in the future? How will Rob apply what he has learned to the course he’s teaching this fall? Listen as they put a bow on the series – and share your own takeaways with us by email or connecting with us on LinkedIn.

Resources

FOCUS Blog from the Cedarville University CTL

Chat with us!

]]> higher education, innovative, teaching, learning No Designing a Flexible Learning Space 77 77 Designing a Flexible Learning Space full eb523bd8-8c00-4a73-8851-83bedaa44df2 https://share.transistor.fm/s/87e12bf0 How important is flexibility in the design of an active learning space? How can spaces be designed to meet student needs? Dr. Rob McDole and Jared Pyles discuss active learning space design with Dr. Jodie Penrod (CIO at Marshall University) and how it affected the design of the Brad D. Smith School of Business at Marshall University.

Resources 

FOCUS Blog from the Cedarville University CTL 

Brave New Words: How AI Will Revolutionize Education (and Why That's a Good Thing) - Salman Khan 

Brad D. Smith School of Business - Marshall University 

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]]> How important is flexibility in the design of an active learning space? How can spaces be designed to meet student needs? Dr. Rob McDole and Jared Pyles discuss active learning space design with Dr. Jodie Penrod (CIO at Marshall University) and how it affected the design of the Brad D. Smith School of Business at Marshall University.

Resources 

FOCUS Blog from the Cedarville University CTL 

Brave New Words: How AI Will Revolutionize Education (and Why That's a Good Thing) - Salman Khan 

Brad D. Smith School of Business - Marshall University 

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]]> Fri, 09 Aug 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1637 How important is flexibility in the design of an active learning space? How can spaces be designed to meet student needs? Dr. Rob McDole and Jared Pyles discuss active learning space design with Dr. Jodie Penrod (CIO at Marshall University) and how it affected the design of the Brad D. Smith School of Business at Marshall University.

Resources 

FOCUS Blog from the Cedarville University CTL 

Brave New Words: How AI Will Revolutionize Education (and Why That's a Good Thing) - Salman Khan 

Brad D. Smith School of Business - Marshall University 

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]]> higher education, innovative, teaching, learning No Creating Creative Spaces 76 76 Creating Creative Spaces full 31033b85-03d5-497c-85a3-a421c426788d https://share.transistor.fm/s/40e6057f How can space be used to enhance creative thinking? What should be done to “future-proof” a learning space? Dr. Rob McDole and Jared Pyles chat with Jim Stevenson about the active learning space created in Columbus, Ohio, for training industrial designers. Jim Stevenson is the President and Co-Founder of the International Center for Creativity. 

Resources 

“Whatever It Is, I’m Against It”: Resistance to Change in Higher Education – Brian Rosenberg 

FOCUS Blog from the Cedarville University CTL 

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]]> How can space be used to enhance creative thinking? What should be done to “future-proof” a learning space? Dr. Rob McDole and Jared Pyles chat with Jim Stevenson about the active learning space created in Columbus, Ohio, for training industrial designers. Jim Stevenson is the President and Co-Founder of the International Center for Creativity. 

Resources 

“Whatever It Is, I’m Against It”: Resistance to Change in Higher Education – Brian Rosenberg 

FOCUS Blog from the Cedarville University CTL 

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]]> Fri, 02 Aug 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1725 How can space be used to enhance creative thinking? What should be done to “future-proof” a learning space? Dr. Rob McDole and Jared Pyles chat with Jim Stevenson about the active learning space created in Columbus, Ohio, for training industrial designers. Jim Stevenson is the President and Co-Founder of the International Center for Creativity. 

Resources 

“Whatever It Is, I’m Against It”: Resistance to Change in Higher Education – Brian Rosenberg 

FOCUS Blog from the Cedarville University CTL 

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]]> higher education, innovative, teaching, learning No Student Perspectives on Active Learning 75 75 Student Perspectives on Active Learning full bf8ddb49-543a-4fb3-88a2-479b5fa7b50a https://share.transistor.fm/s/18ff0a36 How does space play a factor in a student's learning? Where do students like to go to do coursework? In what ways are students using active learning spaces such as a university library? Join Dr. Rob McDole and Jared Pyles as they chat with two Cedarville University students about what kinds of environments are most productive for their learning.

Resources

FOCUS Blog from the Cedarville University CTL

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]]> How does space play a factor in a student's learning? Where do students like to go to do coursework? In what ways are students using active learning spaces such as a university library? Join Dr. Rob McDole and Jared Pyles as they chat with two Cedarville University students about what kinds of environments are most productive for their learning.

Resources

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]]> Fri, 26 Jul 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1577 How does space play a factor in a student's learning? Where do students like to go to do coursework? In what ways are students using active learning spaces such as a university library? Join Dr. Rob McDole and Jared Pyles as they chat with two Cedarville University students about what kinds of environments are most productive for their learning.

Resources

FOCUS Blog from the Cedarville University CTL

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]]> higher education, innovative, teaching, learning No Active Learning in a Higher Education Library 74 74 Active Learning in a Higher Education Library full c2e6bac8-c212-4327-aec7-c4197f9c4330 https://share.transistor.fm/s/ac05f3c5 What changes can libraries make for the benefit of students? What are the trends on library usage among higher education students? Join Dr. Rob McDole and Jared Pyles as they go local and chat with two friends—Josh Michael and Kirsten Setzkorn—from the Centennial Library at Cedarville University.

Resources

FOCUS Blog from the Cedarville University CTL

Chat with us!

Connect with us via LinkedIn.

Contact us at ctlpodcast@cedarville.edu with any questions.

]]> What changes can libraries make for the benefit of students? What are the trends on library usage among higher education students? Join Dr. Rob McDole and Jared Pyles as they go local and chat with two friends—Josh Michael and Kirsten Setzkorn—from the Centennial Library at Cedarville University.

Resources

FOCUS Blog from the Cedarville University CTL

Chat with us!

Connect with us via LinkedIn.

Contact us at ctlpodcast@cedarville.edu with any questions.

]]> Fri, 19 Jul 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1547 What changes can libraries make for the benefit of students? What are the trends on library usage among higher education students? Join Dr. Rob McDole and Jared Pyles as they go local and chat with two friends—Josh Michael and Kirsten Setzkorn—from the Centennial Library at Cedarville University.

Resources

FOCUS Blog from the Cedarville University CTL

Chat with us!

Connect with us via LinkedIn.

Contact us at ctlpodcast@cedarville.edu with any questions.

]]> higher education, innovative, teaching, learning No Designing an Active Learning Space 73 73 Designing an Active Learning Space full 6b8f71ef-290d-4ca8-98d2-487a446aaa63 https://share.transistor.fm/s/a2e684ab How does one begin designing an active learning space? What resources can be of help in this process? What are the necessary considerations for creating an active learning space? Dr. Rob McDole and Jared Pyles talk through some of the design principles, the necessary considerations, and the best practices of designing an active learning space.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

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]]> How does one begin designing an active learning space? What resources can be of help in this process? What are the necessary considerations for creating an active learning space? Dr. Rob McDole and Jared Pyles talk through some of the design principles, the necessary considerations, and the best practices of designing an active learning space.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

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]]> Fri, 12 Jul 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1698 How does one begin designing an active learning space? What resources can be of help in this process? What are the necessary considerations for creating an active learning space? Dr. Rob McDole and Jared Pyles talk through some of the design principles, the necessary considerations, and the best practices of designing an active learning space.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

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]]> higher education, innovative, teaching, learning No Building a Better Direct Instruction (Coffee Drop Edition) 72 72 Building a Better Direct Instruction (Coffee Drop Edition) full 25a718cb-27dc-4849-b886-ea40281cade4 https://share.transistor.fm/s/6691dac2 We are taking a break from the Active Learning series for July 4th week. Join Rob and Jared as they share some tips to enhance your direct instruction or lecture skills. Check our previous episodes for other Coffee Drops! 

Connect with us! 

]]> We are taking a break from the Active Learning series for July 4th week. Join Rob and Jared as they share some tips to enhance your direct instruction or lecture skills. Check our previous episodes for other Coffee Drops! 

Connect with us! 

]]> Fri, 05 Jul 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 774 We are taking a break from the Active Learning series for July 4th week. Join Rob and Jared as they share some tips to enhance your direct instruction or lecture skills. Check our previous episodes for other Coffee Drops! 

Connect with us! 

]]> higher education, innovative, teaching, learning No Engagement, Motivation & Active Learning 71 71 Engagement, Motivation & Active Learning full 1a8948d2-8e05-42a2-ae76-29e6e970d8e3 https://share.transistor.fm/s/14754df8 What role does a student’s self-determination play in active learning? What role does space play in a student's learning? Dr. Rob McDole and Jared Pyles chat with Dr. Chantal Levesque-Bristol who says that active learning is all about engagement and motivation. Dr. Levesque-Bristol is the Executive Director in the Center for Instructional Excellence at Purdue University.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!


Resources

Student-Centered Pedagogy and Course Transformation at Scale - Dr. Chantal Levesque-Bristol 

]]> What role does a student’s self-determination play in active learning? What role does space play in a student's learning? Dr. Rob McDole and Jared Pyles chat with Dr. Chantal Levesque-Bristol who says that active learning is all about engagement and motivation. Dr. Levesque-Bristol is the Executive Director in the Center for Instructional Excellence at Purdue University.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!


Resources

Student-Centered Pedagogy and Course Transformation at Scale - Dr. Chantal Levesque-Bristol 

]]> Fri, 28 Jun 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1475 What role does a student’s self-determination play in active learning? What role does space play in a student's learning? Dr. Rob McDole and Jared Pyles chat with Dr. Chantal Levesque-Bristol who says that active learning is all about engagement and motivation. Dr. Levesque-Bristol is the Executive Director in the Center for Instructional Excellence at Purdue University.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!


Resources

Student-Centered Pedagogy and Course Transformation at Scale - Dr. Chantal Levesque-Bristol 

]]> higher education, innovative, teaching, learning No What Does Active Learning Look Like? 70 70 What Does Active Learning Look Like? full 1aa74b12-e9d4-4835-9096-1161aa937fe2 https://share.transistor.fm/s/183b8888 Is there one definition for active learning? Or does it vary for every teacher and every class? Dr. Rob McDole and Jared Pyles ask Dr. Tracey Birdwell—a self-proclaimed “teaching nerd”— to help pinpoint a true definition for active learning. Dr. Birdwell is the Assistant Director for Faculty Support in the Center for Instructional Excellence at Purdue University.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

Resources

What is Active Learning? - CRLT of the University of Michigan

]]> Is there one definition for active learning? Or does it vary for every teacher and every class? Dr. Rob McDole and Jared Pyles ask Dr. Tracey Birdwell—a self-proclaimed “teaching nerd”— to help pinpoint a true definition for active learning. Dr. Birdwell is the Assistant Director for Faculty Support in the Center for Instructional Excellence at Purdue University.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

Resources

What is Active Learning? - CRLT of the University of Michigan

]]> Fri, 21 Jun 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1633 Is there one definition for active learning? Or does it vary for every teacher and every class? Dr. Rob McDole and Jared Pyles ask Dr. Tracey Birdwell—a self-proclaimed “teaching nerd”— to help pinpoint a true definition for active learning. Dr. Birdwell is the Assistant Director for Faculty Support in the Center for Instructional Excellence at Purdue University.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

Resources

What is Active Learning? - CRLT of the University of Michigan

]]> higher education, innovative, teaching, learning No Understanding Active Learning 69 69 Understanding Active Learning full e62c510c-73cb-4471-adfc-b996d1bb0e80 https://share.transistor.fm/s/3597a14c Rob McDole and Jared Pyles start a new series on active learning and active learning spaces. They begin by setting a foundation by defining key terms (or at least attempting to) and previewing what’s coming up in the series.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

Resources
Uncommon Sense Teaching - Dr. Barbara Oakley, Dr. Beth Rogowsky & Dr. Terrence J. Sejnowski

]]> Rob McDole and Jared Pyles start a new series on active learning and active learning spaces. They begin by setting a foundation by defining key terms (or at least attempting to) and previewing what’s coming up in the series.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

Resources
Uncommon Sense Teaching - Dr. Barbara Oakley, Dr. Beth Rogowsky & Dr. Terrence J. Sejnowski

]]> Fri, 14 Jun 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1241 Rob McDole and Jared Pyles start a new series on active learning and active learning spaces. They begin by setting a foundation by defining key terms (or at least attempting to) and previewing what’s coming up in the series.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

Resources
Uncommon Sense Teaching - Dr. Barbara Oakley, Dr. Beth Rogowsky & Dr. Terrence J. Sejnowski

]]> higher education, innovative, teaching, learning No Coffee Drop: Building a Better Rubric Coffee Drop: Building a Better Rubric bonus 1d0f43df-94fb-48b9-bb99-50116d2cd665 https://share.transistor.fm/s/d3e87dbe What should be done when you build a rubric?  How can you start building better rubrics? Rob McDole and Jared Pyles start a mini-series to discuss ways to build better educational staples. 

]]> What should be done when you build a rubric?  How can you start building better rubrics? Rob McDole and Jared Pyles start a mini-series to discuss ways to build better educational staples. 

]]> Tue, 11 Jun 2024 08:23:18 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 646 What should be done when you build a rubric?  How can you start building better rubrics? Rob McDole and Jared Pyles start a mini-series to discuss ways to build better educational staples. 

]]> higher education, innovative, teaching, learning No A Conversation with Dr. Jeff Guernsey and Dr. Kyung-Hwa (Christine) Kim 68 68 A Conversation with Dr. Jeff Guernsey and Dr. Kyung-Hwa (Christine) Kim full b37fe6c8-1ae1-494f-b5f4-458f4b05f67c https://share.transistor.fm/s/8a407267 What is a servant teacher? How does someone practice servant teaching? Rob McDole and Jared Pyles chat with two professors at Cedarville University—Dr. Jeff Guernsey who teaches in the School of Business and Dr. Kyung-Hwa (Christine) Kim who teaches in the History and Government Department—about their professional development through multiple sessions on servant teaching.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Resources

Servant Teaching: Listening and Learning - Dr. Haisong Ye

Servant Teaching: Practices for Renewing Christian Higher Education - Dr. Quentin Schultze

Connect with us!

]]> What is a servant teacher? How does someone practice servant teaching? Rob McDole and Jared Pyles chat with two professors at Cedarville University—Dr. Jeff Guernsey who teaches in the School of Business and Dr. Kyung-Hwa (Christine) Kim who teaches in the History and Government Department—about their professional development through multiple sessions on servant teaching.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Resources

Servant Teaching: Listening and Learning - Dr. Haisong Ye

Servant Teaching: Practices for Renewing Christian Higher Education - Dr. Quentin Schultze

Connect with us!

]]> Fri, 07 Jun 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1724 What is a servant teacher? How does someone practice servant teaching? Rob McDole and Jared Pyles chat with two professors at Cedarville University—Dr. Jeff Guernsey who teaches in the School of Business and Dr. Kyung-Hwa (Christine) Kim who teaches in the History and Government Department—about their professional development through multiple sessions on servant teaching.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Resources

Servant Teaching: Listening and Learning - Dr. Haisong Ye

Servant Teaching: Practices for Renewing Christian Higher Education - Dr. Quentin Schultze

Connect with us!

]]> higher education, innovative, teaching, learning No Behind the Scenes with Jacob Lashuay 67 67 Behind the Scenes with Jacob Lashuay full 932d3ba2-55ad-46a0-bdc1-acd545731029 https://share.transistor.fm/s/c903c69d What does it take to get rid of the crazy things that Jared and Rob say? In this episode, Dr. Rob McDole and Ryan Liming chat with Jacob Lashuay, podcast editor.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

]]> What does it take to get rid of the crazy things that Jared and Rob say? In this episode, Dr. Rob McDole and Ryan Liming chat with Jacob Lashuay, podcast editor.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

]]> Fri, 31 May 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1399 What does it take to get rid of the crazy things that Jared and Rob say? In this episode, Dr. Rob McDole and Ryan Liming chat with Jacob Lashuay, podcast editor.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Connect with us!

]]> higher education, innovative, teaching, learning No Competency-Based Education: Lessons Learned 66 66 Competency-Based Education: Lessons Learned full f476dfae-53d1-4f4e-a937-e28db7287712 https://share.transistor.fm/s/60e8fdc2 What did Rob and Jared learn about Competency-Based Education? Is Jared fully on board with it? What questions remain? Listen to hear their lessons learned as they wrap up the series.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Resources 

Acton Academy

Connect with us!

]]> What did Rob and Jared learn about Competency-Based Education? Is Jared fully on board with it? What questions remain? Listen to hear their lessons learned as they wrap up the series.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Resources 

Acton Academy

Connect with us!

]]> Fri, 24 May 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1460 What did Rob and Jared learn about Competency-Based Education? Is Jared fully on board with it? What questions remain? Listen to hear their lessons learned as they wrap up the series.

Transform Your Teaching is launching a monthly newsletter in August where we reflect on the past series, preview our upcoming content, and share an exclusive article. Subscribe today to get our August issue!

Resources 

Acton Academy

Connect with us!

]]> higher education, innovative, teaching, learning No Competency-Based Education with Dr. Aleda Chen 65 65 Competency-Based Education with Dr. Aleda Chen full b0540f7d-7d7c-4d82-8f6a-b3fa39a81583 https://share.transistor.fm/s/4b0380af What impact is competency-based education currently having in the pharmacy education world? Dr. Rob McDole and Jared Pyles chat with Dr. Aleda Chen—Associate Dean and Professor in the School of Pharmacy at Cedarville University—about the possibilities of CBE curriculum in training future pharmacists.

Resources

Join us on Flip to discuss this series!

Contact us at ctlpodcast@cedarville.edu with any questions.

You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> What impact is competency-based education currently having in the pharmacy education world? Dr. Rob McDole and Jared Pyles chat with Dr. Aleda Chen—Associate Dean and Professor in the School of Pharmacy at Cedarville University—about the possibilities of CBE curriculum in training future pharmacists.

Resources

Join us on Flip to discuss this series!

Contact us at ctlpodcast@cedarville.edu with any questions.

You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Fri, 17 May 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1497 What impact is competency-based education currently having in the pharmacy education world? Dr. Rob McDole and Jared Pyles chat with Dr. Aleda Chen—Associate Dean and Professor in the School of Pharmacy at Cedarville University—about the possibilities of CBE curriculum in training future pharmacists.

Resources

Join us on Flip to discuss this series!

Contact us at ctlpodcast@cedarville.edu with any questions.

You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Competency-Based Education with Dr. David Croteau 64 64 Competency-Based Education with Dr. David Croteau full 5bfa0a1e-c69e-4710-a8d2-b1b6447488f4 https://share.transistor.fm/s/cca16cdb What does Competency-Based Education look like in theological education? What does CBE look like in a hybrid format? What are some of the ground-floor decisions that need to be made when starting a CBE program? Dr. Rob McDole and Jared Pyles cover this and more with Dr. David Croteau, the Dean of the Seminary and School of Counseling at Columbia International University, as they talk about the origins of CIU’s Competency-Based Theological Education program.

Resources 

Join us on Flip to discuss this series! 

Contact us at ctlpodcast@cedarville.edu with any questions. 

You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> What does Competency-Based Education look like in theological education? What does CBE look like in a hybrid format? What are some of the ground-floor decisions that need to be made when starting a CBE program? Dr. Rob McDole and Jared Pyles cover this and more with Dr. David Croteau, the Dean of the Seminary and School of Counseling at Columbia International University, as they talk about the origins of CIU’s Competency-Based Theological Education program.

Resources 

Join us on Flip to discuss this series! 

Contact us at ctlpodcast@cedarville.edu with any questions. 

You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Fri, 10 May 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1439 What does Competency-Based Education look like in theological education? What does CBE look like in a hybrid format? What are some of the ground-floor decisions that need to be made when starting a CBE program? Dr. Rob McDole and Jared Pyles cover this and more with Dr. David Croteau, the Dean of the Seminary and School of Counseling at Columbia International University, as they talk about the origins of CIU’s Competency-Based Theological Education program.

Resources 

Join us on Flip to discuss this series! 

Contact us at ctlpodcast@cedarville.edu with any questions. 

You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Competency-Based Education: A Student Perspective with Genny McDole 63 63 Competency-Based Education: A Student Perspective with Genny McDole full 355d3df4-8f64-4481-8f14-da21666cbf54 https://share.transistor.fm/s/7376c4fa In this episode, Rob and Jared chat with Genny McDole who has an MEd in Instructional Design from Western Governors University. She gives a student perspective on competency-based education and shares how CBE has influenced her teaching practice.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Genny was drawn to CBE courses because of the flexibility it provided. During that season of her life, she needed a flexible option that fit their family, could be done quickly, and would fit within their budget. CBE allowed her to take as many courses as she wanted, access all the resources she needed, and show mastery of assignments at her own pace – unlike her experience in traditional education in undergrad.

Even though she was able to move at her own pace through the course, Genny noticed that she received feedback very quickly – sometimes within a few hours of turning in an assignment. Her coursework contained a lot of papers and research, and the feedback was detailed, filled with suggestions on how to improve and look at the content differently.  In addition to the quick feedback, she noticed specifically the quality of the rubrics because they were clear, easy to understand, and provided her with exactly what she needed to help her demonstrate mastery.

Having experienced both traditional educational models and CBE, Genny suggests that the approach to education needs to be student-oriented and able to meet students where they are. It may involve a shift away from traditional models to something more supportive of student needs, like CBE.

]]> In this episode, Rob and Jared chat with Genny McDole who has an MEd in Instructional Design from Western Governors University. She gives a student perspective on competency-based education and shares how CBE has influenced her teaching practice.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Genny was drawn to CBE courses because of the flexibility it provided. During that season of her life, she needed a flexible option that fit their family, could be done quickly, and would fit within their budget. CBE allowed her to take as many courses as she wanted, access all the resources she needed, and show mastery of assignments at her own pace – unlike her experience in traditional education in undergrad.

Even though she was able to move at her own pace through the course, Genny noticed that she received feedback very quickly – sometimes within a few hours of turning in an assignment. Her coursework contained a lot of papers and research, and the feedback was detailed, filled with suggestions on how to improve and look at the content differently.  In addition to the quick feedback, she noticed specifically the quality of the rubrics because they were clear, easy to understand, and provided her with exactly what she needed to help her demonstrate mastery.

Having experienced both traditional educational models and CBE, Genny suggests that the approach to education needs to be student-oriented and able to meet students where they are. It may involve a shift away from traditional models to something more supportive of student needs, like CBE.

]]> Fri, 03 May 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1551 In this episode, Rob and Jared chat with Genny McDole who has an MEd in Instructional Design from Western Governors University. She gives a student perspective on competency-based education and shares how CBE has influenced her teaching practice.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Genny was drawn to CBE courses because of the flexibility it provided. During that season of her life, she needed a flexible option that fit their family, could be done quickly, and would fit within their budget. CBE allowed her to take as many courses as she wanted, access all the resources she needed, and show mastery of assignments at her own pace – unlike her experience in traditional education in undergrad.

Even though she was able to move at her own pace through the course, Genny noticed that she received feedback very quickly – sometimes within a few hours of turning in an assignment. Her coursework contained a lot of papers and research, and the feedback was detailed, filled with suggestions on how to improve and look at the content differently.  In addition to the quick feedback, she noticed specifically the quality of the rubrics because they were clear, easy to understand, and provided her with exactly what she needed to help her demonstrate mastery.

Having experienced both traditional educational models and CBE, Genny suggests that the approach to education needs to be student-oriented and able to meet students where they are. It may involve a shift away from traditional models to something more supportive of student needs, like CBE.

]]> higher education, innovative, teaching, learning No Competency-Based Education with Nate Brock 62 62 Competency-Based Education with Nate Brock full 1fde4fcc-c1ce-46a6-97b3-3ebdab9a8801 https://share.transistor.fm/s/3756c102 In this episode, Rob and Jared chat with Nate Brock, Lead Evaluator in the Science Education Department at Western Governors University. They discuss WGU’s approach to Competency-Based Education and the key features that make WGU’s programs distinct.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Western Governors University is a fully competency-based institution that designs their courses with a student-centered mindset. If a student can complete a course in a shorter amount of time, that benefits the student as they progress through the degree. This competency-based approach enables a student to progress at their own rate while ensuring they have mastered the course's competencies.

 In order to evaluate if students are meeting competencies, WGU uses two types of assessments that are both evaluated based on rubrics. For some students, they are able to meet the competencies quickly. This is quite a shift from other higher ed institutions, but he extends a helpful reminder that the instructor's mindset for CBE needs to be different than for more traditional educational models. Homework: Follow backward design and consider how competency-based education can help students gain mastery of a portion of your course.

Resources

WGU’s Guide for Implementing a CBE Program

Nate recently posted more thoughts on CBE on our Flip. Discuss this series with him!

]]> In this episode, Rob and Jared chat with Nate Brock, Lead Evaluator in the Science Education Department at Western Governors University. They discuss WGU’s approach to Competency-Based Education and the key features that make WGU’s programs distinct.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Western Governors University is a fully competency-based institution that designs their courses with a student-centered mindset. If a student can complete a course in a shorter amount of time, that benefits the student as they progress through the degree. This competency-based approach enables a student to progress at their own rate while ensuring they have mastered the course's competencies.

 In order to evaluate if students are meeting competencies, WGU uses two types of assessments that are both evaluated based on rubrics. For some students, they are able to meet the competencies quickly. This is quite a shift from other higher ed institutions, but he extends a helpful reminder that the instructor's mindset for CBE needs to be different than for more traditional educational models. Homework: Follow backward design and consider how competency-based education can help students gain mastery of a portion of your course.

Resources

WGU’s Guide for Implementing a CBE Program

Nate recently posted more thoughts on CBE on our Flip. Discuss this series with him!

]]> Fri, 26 Apr 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1416 In this episode, Rob and Jared chat with Nate Brock, Lead Evaluator in the Science Education Department at Western Governors University. They discuss WGU’s approach to Competency-Based Education and the key features that make WGU’s programs distinct.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Western Governors University is a fully competency-based institution that designs their courses with a student-centered mindset. If a student can complete a course in a shorter amount of time, that benefits the student as they progress through the degree. This competency-based approach enables a student to progress at their own rate while ensuring they have mastered the course's competencies.

 In order to evaluate if students are meeting competencies, WGU uses two types of assessments that are both evaluated based on rubrics. For some students, they are able to meet the competencies quickly. This is quite a shift from other higher ed institutions, but he extends a helpful reminder that the instructor's mindset for CBE needs to be different than for more traditional educational models. Homework: Follow backward design and consider how competency-based education can help students gain mastery of a portion of your course.

Resources

WGU’s Guide for Implementing a CBE Program

Nate recently posted more thoughts on CBE on our Flip. Discuss this series with him!

]]> higher education, innovative, teaching, learning No Designing Competency-Based Education Curriculum 61 61 Designing Competency-Based Education Curriculum full 342653f5-2cb2-4d9f-908a-bb8f37aefec6 https://share.transistor.fm/s/2370b171 In this episode, Rob and Jared continue talking about Competency-Based Education, specifically what the design process looks like in developing a CBE course. They discuss the different considerations instructors need to consider when creating a CBE course and how that affects design.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Designing a Competency-Based Education (CBE) course is similar to designing a traditional course. The goal is still to design with the end in mind—paying close attention to the course objectives and module objectives, how the assessments give students the opportunity to show mastery of the objectives, and the course content that prepares them for those assessments. The difference, however, lies in how an instructor creates the modules within the course. The course design is based on content rather than on time.

Another difference is that CBE curriculum is not as concerned about the prior knowledge of students as traditional curriculum is. Instead, CBE curriculum focuses on identifying the learner's knowledge when they begin the course (through a pretest or placement exam) and providing resources to help them at their level of understanding. This does require more work at the beginning because the instructor must consider the kinds of resources necessary to meet the needs of all learners.

Because CBE curriculum aims at mastery of content, the assessments rely on key performance indicators.  CBE courses could be designed so that assessments and content unlock for students once they demonstrate mastery of existing content and assessments to allow for a structured, learning path.

Challenges: An implicit desire to fit things into a time-bound system.

Homework: Take one module of a course and redesign it in a CBE format. Use technology to lock materials until the student shows mastery of previous content.

Resources

How to Write Learning Objectives – Dr. Haisong Ye

Back to the Basics - Objectives

Join us on Flip to discuss this series! 

]]> In this episode, Rob and Jared continue talking about Competency-Based Education, specifically what the design process looks like in developing a CBE course. They discuss the different considerations instructors need to consider when creating a CBE course and how that affects design.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Designing a Competency-Based Education (CBE) course is similar to designing a traditional course. The goal is still to design with the end in mind—paying close attention to the course objectives and module objectives, how the assessments give students the opportunity to show mastery of the objectives, and the course content that prepares them for those assessments. The difference, however, lies in how an instructor creates the modules within the course. The course design is based on content rather than on time.

Another difference is that CBE curriculum is not as concerned about the prior knowledge of students as traditional curriculum is. Instead, CBE curriculum focuses on identifying the learner's knowledge when they begin the course (through a pretest or placement exam) and providing resources to help them at their level of understanding. This does require more work at the beginning because the instructor must consider the kinds of resources necessary to meet the needs of all learners.

Because CBE curriculum aims at mastery of content, the assessments rely on key performance indicators.  CBE courses could be designed so that assessments and content unlock for students once they demonstrate mastery of existing content and assessments to allow for a structured, learning path.

Challenges: An implicit desire to fit things into a time-bound system.

Homework: Take one module of a course and redesign it in a CBE format. Use technology to lock materials until the student shows mastery of previous content.

Resources

How to Write Learning Objectives – Dr. Haisong Ye

Back to the Basics - Objectives

Join us on Flip to discuss this series! 

]]> Fri, 19 Apr 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1487 In this episode, Rob and Jared continue talking about Competency-Based Education, specifically what the design process looks like in developing a CBE course. They discuss the different considerations instructors need to consider when creating a CBE course and how that affects design.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Designing a Competency-Based Education (CBE) course is similar to designing a traditional course. The goal is still to design with the end in mind—paying close attention to the course objectives and module objectives, how the assessments give students the opportunity to show mastery of the objectives, and the course content that prepares them for those assessments. The difference, however, lies in how an instructor creates the modules within the course. The course design is based on content rather than on time.

Another difference is that CBE curriculum is not as concerned about the prior knowledge of students as traditional curriculum is. Instead, CBE curriculum focuses on identifying the learner's knowledge when they begin the course (through a pretest or placement exam) and providing resources to help them at their level of understanding. This does require more work at the beginning because the instructor must consider the kinds of resources necessary to meet the needs of all learners.

Because CBE curriculum aims at mastery of content, the assessments rely on key performance indicators.  CBE courses could be designed so that assessments and content unlock for students once they demonstrate mastery of existing content and assessments to allow for a structured, learning path.

Challenges: An implicit desire to fit things into a time-bound system.

Homework: Take one module of a course and redesign it in a CBE format. Use technology to lock materials until the student shows mastery of previous content.

Resources

How to Write Learning Objectives – Dr. Haisong Ye

Back to the Basics - Objectives

Join us on Flip to discuss this series! 

]]> higher education, innovative, teaching, learning No What is Competency-Based Education? 60 60 What is Competency-Based Education? full 31687623-27f7-4690-bda0-8b872015f524 https://share.transistor.fm/s/c1d3b64e In this episode, Rob and Jared kick off a new series on Competency-Based Education. They discuss the characteristics of CBE and how it compares with traditional educational practice. Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

In traditional educational models, time is the constant and education is the variable. With Competency-Based Education (CBE) models, time is the variable and education is the constant. In the current educational landscape, CBE is commonly seen in apprenticeships and in trades. Typically, it involves an instructor coming alongside a student to help them achieve mastery of content.

Jared is currently apprehensive about CBE because it turns time into a variable. He still is concerned about the level of understanding that a student can reach in certain academic areas that require higher-level thinking if the primary variable is time. For example, since he comes from a language arts background, he is concerned about the level of synthesis and critical reading that may not be reached using competency-based education.

Competency-based education can already seen in more traditional education settings through some modalities (such as flipped classroom). In this series, Rob and Jared will learn from the experiences of others who have used CBE to shed more light on where it is being used and how faculty can use it to design some or all of their instruction the experiences of others who have used it.

Resources

What is Competency-Based Education? (SNHU)

Join us on Flip to discuss this series!

]]> In this episode, Rob and Jared kick off a new series on Competency-Based Education. They discuss the characteristics of CBE and how it compares with traditional educational practice. Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

In traditional educational models, time is the constant and education is the variable. With Competency-Based Education (CBE) models, time is the variable and education is the constant. In the current educational landscape, CBE is commonly seen in apprenticeships and in trades. Typically, it involves an instructor coming alongside a student to help them achieve mastery of content.

Jared is currently apprehensive about CBE because it turns time into a variable. He still is concerned about the level of understanding that a student can reach in certain academic areas that require higher-level thinking if the primary variable is time. For example, since he comes from a language arts background, he is concerned about the level of synthesis and critical reading that may not be reached using competency-based education.

Competency-based education can already seen in more traditional education settings through some modalities (such as flipped classroom). In this series, Rob and Jared will learn from the experiences of others who have used CBE to shed more light on where it is being used and how faculty can use it to design some or all of their instruction the experiences of others who have used it.

Resources

What is Competency-Based Education? (SNHU)

Join us on Flip to discuss this series!

]]> Fri, 12 Apr 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1476 In this episode, Rob and Jared kick off a new series on Competency-Based Education. They discuss the characteristics of CBE and how it compares with traditional educational practice. Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

In traditional educational models, time is the constant and education is the variable. With Competency-Based Education (CBE) models, time is the variable and education is the constant. In the current educational landscape, CBE is commonly seen in apprenticeships and in trades. Typically, it involves an instructor coming alongside a student to help them achieve mastery of content.

Jared is currently apprehensive about CBE because it turns time into a variable. He still is concerned about the level of understanding that a student can reach in certain academic areas that require higher-level thinking if the primary variable is time. For example, since he comes from a language arts background, he is concerned about the level of synthesis and critical reading that may not be reached using competency-based education.

Competency-based education can already seen in more traditional education settings through some modalities (such as flipped classroom). In this series, Rob and Jared will learn from the experiences of others who have used CBE to shed more light on where it is being used and how faculty can use it to design some or all of their instruction the experiences of others who have used it.

Resources

What is Competency-Based Education? (SNHU)

Join us on Flip to discuss this series!

]]> higher education, innovative, teaching, learning No A Conversation with (Ret.) Lt. General Loren Reno 59 59 A Conversation with (Ret.) Lt. General Loren Reno full c0c176ee-107d-4560-b41e-7586bb8604d0 https://share.transistor.fm/s/4916f6f5 In this episode, Rob and Jared chat with (Ret.) Lt. General Loren Reno, Professor of Management and Senior Advisor to the Office of the President at Cedarville University. Check out the episode to hear how he uses servant teaching to encourage and inspire students.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

General Reno’s goal as an educator is to serve. He seeks to inspire his students instead of attempting to control their involvement in the learning process since educators can intrinsically motivate students through inspiration. With this foundation, General Reno provides several traits of a servant teacher:

  • Listening – listening to the needs of students both in class and outside of class. General Reno shares his cell phone number with his students to help alleviate potential stress students have over assignments or course content
  • Modeling – modeling the content, modeling affirmation, modeling high standards, modeling leadership
  • Encouraging/Giving feedback – inspiring students to do better through the feedback you give them in assignments and during class participation

All these principles are based on approaching teaching with humility. General Reno shares that there are several ways that pride can be a barrier for teachers to acting in humility. In order to overcome this obstacle, teachers should give attention to their students, rather than placing attention on themselves.

General Reno challenges educators to know the needs of students, meet those needs, and show students that they care. When students feel that an educator cares, they are more willing to engage with class sessions and the content.

Resources 

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.   

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d) 

Generative AI Flip discussion: https://flip.com/84387b64 

]]> In this episode, Rob and Jared chat with (Ret.) Lt. General Loren Reno, Professor of Management and Senior Advisor to the Office of the President at Cedarville University. Check out the episode to hear how he uses servant teaching to encourage and inspire students.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

General Reno’s goal as an educator is to serve. He seeks to inspire his students instead of attempting to control their involvement in the learning process since educators can intrinsically motivate students through inspiration. With this foundation, General Reno provides several traits of a servant teacher:

  • Listening – listening to the needs of students both in class and outside of class. General Reno shares his cell phone number with his students to help alleviate potential stress students have over assignments or course content
  • Modeling – modeling the content, modeling affirmation, modeling high standards, modeling leadership
  • Encouraging/Giving feedback – inspiring students to do better through the feedback you give them in assignments and during class participation

All these principles are based on approaching teaching with humility. General Reno shares that there are several ways that pride can be a barrier for teachers to acting in humility. In order to overcome this obstacle, teachers should give attention to their students, rather than placing attention on themselves.

General Reno challenges educators to know the needs of students, meet those needs, and show students that they care. When students feel that an educator cares, they are more willing to engage with class sessions and the content.

Resources 

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.   

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d) 

Generative AI Flip discussion: https://flip.com/84387b64 

]]> Fri, 05 Apr 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1662 In this episode, Rob and Jared chat with (Ret.) Lt. General Loren Reno, Professor of Management and Senior Advisor to the Office of the President at Cedarville University. Check out the episode to hear how he uses servant teaching to encourage and inspire students.

Join us on Flip with all your questions and reflections on the topics we cover. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

General Reno’s goal as an educator is to serve. He seeks to inspire his students instead of attempting to control their involvement in the learning process since educators can intrinsically motivate students through inspiration. With this foundation, General Reno provides several traits of a servant teacher:

  • Listening – listening to the needs of students both in class and outside of class. General Reno shares his cell phone number with his students to help alleviate potential stress students have over assignments or course content
  • Modeling – modeling the content, modeling affirmation, modeling high standards, modeling leadership
  • Encouraging/Giving feedback – inspiring students to do better through the feedback you give them in assignments and during class participation

All these principles are based on approaching teaching with humility. General Reno shares that there are several ways that pride can be a barrier for teachers to acting in humility. In order to overcome this obstacle, teachers should give attention to their students, rather than placing attention on themselves.

General Reno challenges educators to know the needs of students, meet those needs, and show students that they care. When students feel that an educator cares, they are more willing to engage with class sessions and the content.

Resources 

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.   

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d) 

Generative AI Flip discussion: https://flip.com/84387b64 

]]> higher education, innovative, teaching, learning No Behind the Scenes with Ryan Liming 58 58 Behind the Scenes with Ryan Liming full 045706e8-d8df-480f-8b0e-2c9d51aefa80 https://share.transistor.fm/s/f1b75e43 In this episode, Rob and Jared chat with Ryan Liming, a member of the Transform Your Teaching team, to discuss some of the work that goes into producing the podcast. Transform Your Teaching is also using a new tool to hold asynchronous video discussions with listeners. Join us on Flip with all your questions and reflections on the topics we cover.

Resources

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d)

Generative AI Flip discussion: https://flip.com/84387b64

]]> In this episode, Rob and Jared chat with Ryan Liming, a member of the Transform Your Teaching team, to discuss some of the work that goes into producing the podcast. Transform Your Teaching is also using a new tool to hold asynchronous video discussions with listeners. Join us on Flip with all your questions and reflections on the topics we cover.

Resources

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d)

Generative AI Flip discussion: https://flip.com/84387b64

]]> Fri, 29 Mar 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1213 In this episode, Rob and Jared chat with Ryan Liming, a member of the Transform Your Teaching team, to discuss some of the work that goes into producing the podcast. Transform Your Teaching is also using a new tool to hold asynchronous video discussions with listeners. Join us on Flip with all your questions and reflections on the topics we cover.

Resources

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d)

Generative AI Flip discussion: https://flip.com/84387b64

]]> higher education, innovative, teaching, learning No Generative AI Applied: Lessons Learned 57 57 Generative AI Applied: Lessons Learned full c5807342-0268-4897-b5aa-4369b2c838d6 https://share.transistor.fm/s/02cd0950 In this episode, Rob and Jared conclude the series on Generative AI Applied and reflect on the lessons they learned. They also announce the launch of a new tool we are using to hold asynchronous video discussions with listeners. Join us on Flip with all your questions and reflections on the topics we cover.  


Jared’s takeaways: 

  1. Adapt or die; Generative AI is not going away. 
  2. GAI should be treated like any other innovation. Users must have time to try it, and it must be seen as reliable and compatible with their work. The difference, though, is that the user must find the reliability and compatibility for themselves because GAI is a complex innovation.  
  3. GAI is a standalone tool and also one that can be the backbone of bigger things. The next step for using GAI is to use it to create—treat it like a programming language or a medium through which to present content. 

Rob’s takeaways: 

  1. Those working with GAI in education need to provide beneficial examples of AI use. 
  2. Christian education needs a voice through control of its own GAI model. 
  3. GAI use may erode trust on a larger scale than other tools in history. 

Resources 

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.  

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d) 

Generative AI Flip discussion: https://flip.com/84387b64 

]]> In this episode, Rob and Jared conclude the series on Generative AI Applied and reflect on the lessons they learned. They also announce the launch of a new tool we are using to hold asynchronous video discussions with listeners. Join us on Flip with all your questions and reflections on the topics we cover.  


Jared’s takeaways: 

  1. Adapt or die; Generative AI is not going away. 
  2. GAI should be treated like any other innovation. Users must have time to try it, and it must be seen as reliable and compatible with their work. The difference, though, is that the user must find the reliability and compatibility for themselves because GAI is a complex innovation.  
  3. GAI is a standalone tool and also one that can be the backbone of bigger things. The next step for using GAI is to use it to create—treat it like a programming language or a medium through which to present content. 

Rob’s takeaways: 

  1. Those working with GAI in education need to provide beneficial examples of AI use. 
  2. Christian education needs a voice through control of its own GAI model. 
  3. GAI use may erode trust on a larger scale than other tools in history. 

Resources 

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.  

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d) 

Generative AI Flip discussion: https://flip.com/84387b64 

]]> Fri, 22 Mar 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1406 In this episode, Rob and Jared conclude the series on Generative AI Applied and reflect on the lessons they learned. They also announce the launch of a new tool we are using to hold asynchronous video discussions with listeners. Join us on Flip with all your questions and reflections on the topics we cover.  


Jared’s takeaways: 

  1. Adapt or die; Generative AI is not going away. 
  2. GAI should be treated like any other innovation. Users must have time to try it, and it must be seen as reliable and compatible with their work. The difference, though, is that the user must find the reliability and compatibility for themselves because GAI is a complex innovation.  
  3. GAI is a standalone tool and also one that can be the backbone of bigger things. The next step for using GAI is to use it to create—treat it like a programming language or a medium through which to present content. 

Rob’s takeaways: 

  1. Those working with GAI in education need to provide beneficial examples of AI use. 
  2. Christian education needs a voice through control of its own GAI model. 
  3. GAI use may erode trust on a larger scale than other tools in history. 

Resources 

We want to hear from our listeners, so we’ve launched a discussion on Flip – a video discussion platform. Join us with all your questions and reflections.  

Join Transform Your Teaching's Flip discussion group: https://flip.com/e5ea081d (if it asks for a join code, use e5ea081d) 

Generative AI Flip discussion: https://flip.com/84387b64 

]]> higher education, innovative, teaching, learning No Generative AI Applied with Dr. Jodie Penrod 56 56 Generative AI Applied with Dr. Jodie Penrod full 6fa0a953-a08e-4905-a010-ee0498ddbb14 https://share.transistor.fm/s/7bce6882 In this episode, Rob and Jared chat with Dr. Jodie Penrod who has a PhD in Educational/Instructional Technology from Ohio University and is the Chief Information Officer at Marshall University. They discuss how Marshall University has approached Generative AI and how other educators can use GAI to enhance teaching and learning. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Marshall University has decided to embrace using Generative AI and harness it to fit their goals. Their advice for faculty in using GAI falls into three categories: open use, moderate use, and prohibited. They created these categories to provide a framework to get started. Faculty usage of GAI has varied, much like most technology adoption, but Marshall does want faculty to take the lead in the conversation around GAI.

A major area Dr. Penrod is working on is preparing Marshall’s foundational infrastructure for using GAI. This requires thinking through the challenges of access/equity, especially at a school like Marshall. Students’ access to GAI is also causing her to question the idea of the “traditional student,” and she is looking at how GAI can cater to all students, not just the 18-year-old who is just out of high school.  GAI can help meet students where they are and provide opportunities to get an education by creating access regardless of life circumstances. Dr. Penrod sees GAI's future making an impact on personalized learning and changing the educational landscape. However, she is concerned about information security. How do we educate our students on using their personal information with GAI and the risks involved with that?

Resources

Marshall University’s approach to GAI

Faculty Resources for AI (from Marshall)

]]> In this episode, Rob and Jared chat with Dr. Jodie Penrod who has a PhD in Educational/Instructional Technology from Ohio University and is the Chief Information Officer at Marshall University. They discuss how Marshall University has approached Generative AI and how other educators can use GAI to enhance teaching and learning. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Marshall University has decided to embrace using Generative AI and harness it to fit their goals. Their advice for faculty in using GAI falls into three categories: open use, moderate use, and prohibited. They created these categories to provide a framework to get started. Faculty usage of GAI has varied, much like most technology adoption, but Marshall does want faculty to take the lead in the conversation around GAI.

A major area Dr. Penrod is working on is preparing Marshall’s foundational infrastructure for using GAI. This requires thinking through the challenges of access/equity, especially at a school like Marshall. Students’ access to GAI is also causing her to question the idea of the “traditional student,” and she is looking at how GAI can cater to all students, not just the 18-year-old who is just out of high school.  GAI can help meet students where they are and provide opportunities to get an education by creating access regardless of life circumstances. Dr. Penrod sees GAI's future making an impact on personalized learning and changing the educational landscape. However, she is concerned about information security. How do we educate our students on using their personal information with GAI and the risks involved with that?

Resources

Marshall University’s approach to GAI

Faculty Resources for AI (from Marshall)

]]> Fri, 15 Mar 2024 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1263 In this episode, Rob and Jared chat with Dr. Jodie Penrod who has a PhD in Educational/Instructional Technology from Ohio University and is the Chief Information Officer at Marshall University. They discuss how Marshall University has approached Generative AI and how other educators can use GAI to enhance teaching and learning. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Marshall University has decided to embrace using Generative AI and harness it to fit their goals. Their advice for faculty in using GAI falls into three categories: open use, moderate use, and prohibited. They created these categories to provide a framework to get started. Faculty usage of GAI has varied, much like most technology adoption, but Marshall does want faculty to take the lead in the conversation around GAI.

A major area Dr. Penrod is working on is preparing Marshall’s foundational infrastructure for using GAI. This requires thinking through the challenges of access/equity, especially at a school like Marshall. Students’ access to GAI is also causing her to question the idea of the “traditional student,” and she is looking at how GAI can cater to all students, not just the 18-year-old who is just out of high school.  GAI can help meet students where they are and provide opportunities to get an education by creating access regardless of life circumstances. Dr. Penrod sees GAI's future making an impact on personalized learning and changing the educational landscape. However, she is concerned about information security. How do we educate our students on using their personal information with GAI and the risks involved with that?

Resources

Marshall University’s approach to GAI

Faculty Resources for AI (from Marshall)

]]> higher education, innovative, teaching, learning No Generative AI Applied with Dr. Thomas White 55 55 Generative AI Applied with Dr. Thomas White full 8fee6967-3057-450d-821c-7d6b20ab99f8 https://share.transistor.fm/s/e148aa4f In this episode, Rob and Jared chat with Dr. Thomas White, president of Cedarville University. They discuss possible applications of Generative AI at Cedarville and in higher education at large.  Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. White sees how influential Generative AI will be on higher education and has explored it by using ChatGPT4 and plugins. While using the tools, he has found uses outside of education – recently using Generative AI to help book his family’s vacation. However, Dr. White’s main emphasis for Cedarville faculty is that they need flexibility and freedom to handle how GAI is used in their classes, but they need to set clear expectations for their students. He plans on continuing that stance this coming academic year.

Within higher education, Dr. White sees many possible applications of GAI in various areas. GAI can be leveraged to take care of smaller, lower-level tasks that keep faculty from spending time building relationships with students, researching, and completing other complex tasks. He sees GAI helping faculty with grading, answering common questions, and finishing mundane tasks that keep them from doing more authentic, enriching tasks. Dr. White also wonders how GAI could serve as a research assistant to help faculty with writing and publishing.

Dr. White recommends that both faculty and staff should look for ways to incorporate GAI into their workflow. For faculty, he advises them to think of one activity in the classroom where they can use GAI to expose students to it. From there, faculty can evaluate what GAI can do and if it is useful. For staff, he encourages them to think of a task they hate to do and find a way to use GAI to accomplish it, freeing up their time to do something else.

]]> In this episode, Rob and Jared chat with Dr. Thomas White, president of Cedarville University. They discuss possible applications of Generative AI at Cedarville and in higher education at large.  Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. White sees how influential Generative AI will be on higher education and has explored it by using ChatGPT4 and plugins. While using the tools, he has found uses outside of education – recently using Generative AI to help book his family’s vacation. However, Dr. White’s main emphasis for Cedarville faculty is that they need flexibility and freedom to handle how GAI is used in their classes, but they need to set clear expectations for their students. He plans on continuing that stance this coming academic year.

Within higher education, Dr. White sees many possible applications of GAI in various areas. GAI can be leveraged to take care of smaller, lower-level tasks that keep faculty from spending time building relationships with students, researching, and completing other complex tasks. He sees GAI helping faculty with grading, answering common questions, and finishing mundane tasks that keep them from doing more authentic, enriching tasks. Dr. White also wonders how GAI could serve as a research assistant to help faculty with writing and publishing.

Dr. White recommends that both faculty and staff should look for ways to incorporate GAI into their workflow. For faculty, he advises them to think of one activity in the classroom where they can use GAI to expose students to it. From there, faculty can evaluate what GAI can do and if it is useful. For staff, he encourages them to think of a task they hate to do and find a way to use GAI to accomplish it, freeing up their time to do something else.

]]> Fri, 08 Mar 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1733 In this episode, Rob and Jared chat with Dr. Thomas White, president of Cedarville University. They discuss possible applications of Generative AI at Cedarville and in higher education at large.  Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. White sees how influential Generative AI will be on higher education and has explored it by using ChatGPT4 and plugins. While using the tools, he has found uses outside of education – recently using Generative AI to help book his family’s vacation. However, Dr. White’s main emphasis for Cedarville faculty is that they need flexibility and freedom to handle how GAI is used in their classes, but they need to set clear expectations for their students. He plans on continuing that stance this coming academic year.

Within higher education, Dr. White sees many possible applications of GAI in various areas. GAI can be leveraged to take care of smaller, lower-level tasks that keep faculty from spending time building relationships with students, researching, and completing other complex tasks. He sees GAI helping faculty with grading, answering common questions, and finishing mundane tasks that keep them from doing more authentic, enriching tasks. Dr. White also wonders how GAI could serve as a research assistant to help faculty with writing and publishing.

Dr. White recommends that both faculty and staff should look for ways to incorporate GAI into their workflow. For faculty, he advises them to think of one activity in the classroom where they can use GAI to expose students to it. From there, faculty can evaluate what GAI can do and if it is useful. For staff, he encourages them to think of a task they hate to do and find a way to use GAI to accomplish it, freeing up their time to do something else.

]]> higher education, innovative, teaching, learning No Generative AI Applied with Kim Woodruff 54 54 Generative AI Applied with Kim Woodruff full 75210a90-7adc-4c2a-a2c2-fa91ae0b4489 https://share.transistor.fm/s/dce84a30 In this episode, Rob and Jared chat with Kim Woodruff who is the Director of Instructional Design at Manhattan College. They discuss Manhattan College’s current experience with Generative AI and she provides possible applications that instructors can try. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Manhattan College’s approach to integrating Generative AI (GAI) begins with conversations with their faculty to reach them where they are at. They do not want to push for innovation too quickly, so they provide tips and tricks based on sound pedagogical ideas. Kim often encourages instructors to be experimental and use GAI to perform authentic tasks.

Manhattan faculty have been adventurous with GAI in two areas: in the Communication department (to prepare students for it in the workforce) and in the Education department (there is a tendency to share information like lesson plans). Other innovators are interested in trying new things, including a professor using it in the game design program.

On the student side, Manhattan College has made minor wording changes to its academic integrity policy but is relying on faculty to create their own policy, rather than creating a campus-wide policy on it. Kim also tested student usage of GAI, asking them to use it in an assignment. Only a few students used GAI, which was unexpected. Those that did use it had a better product. Kim thinks students are using tools like Grammarly but are still apprehensive about tools that use GAI.

She has also used GAI as a student to help her understand articles/terms that seem to be wordy or overly complicated. She also asked ChatGPT to create a cartoon to help understand content. Kim recommends those interested in using GAI to integrate it into authentic daily tasks to get used to it and use it to simplify complicated information.

Resources
Designs for the Pluriverse: A Digital Story based on Designs for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds by Arturo Escobar. When you click on the link, the presentation will start automatically.

A parody of Led Zeppelin’s “What is and What Should Never Be” called “What Is and What We Think Should Be” based on The Science of Design: Creating the Artificial by Herbert Simon.

Interactive Games with ChatGPT

]]> In this episode, Rob and Jared chat with Kim Woodruff who is the Director of Instructional Design at Manhattan College. They discuss Manhattan College’s current experience with Generative AI and she provides possible applications that instructors can try. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Manhattan College’s approach to integrating Generative AI (GAI) begins with conversations with their faculty to reach them where they are at. They do not want to push for innovation too quickly, so they provide tips and tricks based on sound pedagogical ideas. Kim often encourages instructors to be experimental and use GAI to perform authentic tasks.

Manhattan faculty have been adventurous with GAI in two areas: in the Communication department (to prepare students for it in the workforce) and in the Education department (there is a tendency to share information like lesson plans). Other innovators are interested in trying new things, including a professor using it in the game design program.

On the student side, Manhattan College has made minor wording changes to its academic integrity policy but is relying on faculty to create their own policy, rather than creating a campus-wide policy on it. Kim also tested student usage of GAI, asking them to use it in an assignment. Only a few students used GAI, which was unexpected. Those that did use it had a better product. Kim thinks students are using tools like Grammarly but are still apprehensive about tools that use GAI.

She has also used GAI as a student to help her understand articles/terms that seem to be wordy or overly complicated. She also asked ChatGPT to create a cartoon to help understand content. Kim recommends those interested in using GAI to integrate it into authentic daily tasks to get used to it and use it to simplify complicated information.

Resources
Designs for the Pluriverse: A Digital Story based on Designs for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds by Arturo Escobar. When you click on the link, the presentation will start automatically.

A parody of Led Zeppelin’s “What is and What Should Never Be” called “What Is and What We Think Should Be” based on The Science of Design: Creating the Artificial by Herbert Simon.

Interactive Games with ChatGPT

]]> Fri, 01 Mar 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1712 In this episode, Rob and Jared chat with Kim Woodruff who is the Director of Instructional Design at Manhattan College. They discuss Manhattan College’s current experience with Generative AI and she provides possible applications that instructors can try. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Manhattan College’s approach to integrating Generative AI (GAI) begins with conversations with their faculty to reach them where they are at. They do not want to push for innovation too quickly, so they provide tips and tricks based on sound pedagogical ideas. Kim often encourages instructors to be experimental and use GAI to perform authentic tasks.

Manhattan faculty have been adventurous with GAI in two areas: in the Communication department (to prepare students for it in the workforce) and in the Education department (there is a tendency to share information like lesson plans). Other innovators are interested in trying new things, including a professor using it in the game design program.

On the student side, Manhattan College has made minor wording changes to its academic integrity policy but is relying on faculty to create their own policy, rather than creating a campus-wide policy on it. Kim also tested student usage of GAI, asking them to use it in an assignment. Only a few students used GAI, which was unexpected. Those that did use it had a better product. Kim thinks students are using tools like Grammarly but are still apprehensive about tools that use GAI.

She has also used GAI as a student to help her understand articles/terms that seem to be wordy or overly complicated. She also asked ChatGPT to create a cartoon to help understand content. Kim recommends those interested in using GAI to integrate it into authentic daily tasks to get used to it and use it to simplify complicated information.

Resources
Designs for the Pluriverse: A Digital Story based on Designs for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds by Arturo Escobar. When you click on the link, the presentation will start automatically.

A parody of Led Zeppelin’s “What is and What Should Never Be” called “What Is and What We Think Should Be” based on The Science of Design: Creating the Artificial by Herbert Simon.

Interactive Games with ChatGPT

]]> higher education, innovative, teaching, learning No Generative AI Applied with Dr. Vladimir Bratic 53 53 Generative AI Applied with Dr. Vladimir Bratic full 939dad3c-0ac2-4db2-904d-800db276cb4b https://share.transistor.fm/s/d6ceb050 In this episode, Rob and Jared chat with Dr. Vladimir Bratic who has a PhD in Mass Communication from Ohio University and is an assistant professor of Media and Communications at Hollins University. They discuss how ChatGPT has gone from being a flashy innovation to an everyday tool. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Bratic has noticed that over the past year, ChatGPT has gone from a flashy innovation to a normalized, embedded tool that influences the average person’s daily life. It is “coming to us and begging us to use it.” However, he notices that there are still obstacles to ChatGPT’s usage in education since instructors are still uncomfortable with ChatGPT. The solution to overcoming this is to practice and interact with generative AI; but at the same time, it’s hard to keep up because of the rapid innovation. He predicts that in the future, generative AI is going to be further integrated into our everyday lives so it can be accessed anytime, anywhere. For example, ChatGPT is already integrated into Microsoft products and is being used in image generation (like with DALL-E).

From his teaching, Dr. Bratic sees ChatGPT as a way of helping us use knowledge differently because of how much information is available to us. He encourages educators to ask, “What do I expect of students? What is the world they’re going to live in? How can I anticipate that world, and how can I prepare students for it?” The answers to these questions will impact how educators approach their teaching and could cause a change in their role.

]]> In this episode, Rob and Jared chat with Dr. Vladimir Bratic who has a PhD in Mass Communication from Ohio University and is an assistant professor of Media and Communications at Hollins University. They discuss how ChatGPT has gone from being a flashy innovation to an everyday tool. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Bratic has noticed that over the past year, ChatGPT has gone from a flashy innovation to a normalized, embedded tool that influences the average person’s daily life. It is “coming to us and begging us to use it.” However, he notices that there are still obstacles to ChatGPT’s usage in education since instructors are still uncomfortable with ChatGPT. The solution to overcoming this is to practice and interact with generative AI; but at the same time, it’s hard to keep up because of the rapid innovation. He predicts that in the future, generative AI is going to be further integrated into our everyday lives so it can be accessed anytime, anywhere. For example, ChatGPT is already integrated into Microsoft products and is being used in image generation (like with DALL-E).

From his teaching, Dr. Bratic sees ChatGPT as a way of helping us use knowledge differently because of how much information is available to us. He encourages educators to ask, “What do I expect of students? What is the world they’re going to live in? How can I anticipate that world, and how can I prepare students for it?” The answers to these questions will impact how educators approach their teaching and could cause a change in their role.

]]> Fri, 23 Feb 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1595 In this episode, Rob and Jared chat with Dr. Vladimir Bratic who has a PhD in Mass Communication from Ohio University and is an assistant professor of Media and Communications at Hollins University. They discuss how ChatGPT has gone from being a flashy innovation to an everyday tool. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Bratic has noticed that over the past year, ChatGPT has gone from a flashy innovation to a normalized, embedded tool that influences the average person’s daily life. It is “coming to us and begging us to use it.” However, he notices that there are still obstacles to ChatGPT’s usage in education since instructors are still uncomfortable with ChatGPT. The solution to overcoming this is to practice and interact with generative AI; but at the same time, it’s hard to keep up because of the rapid innovation. He predicts that in the future, generative AI is going to be further integrated into our everyday lives so it can be accessed anytime, anywhere. For example, ChatGPT is already integrated into Microsoft products and is being used in image generation (like with DALL-E).

From his teaching, Dr. Bratic sees ChatGPT as a way of helping us use knowledge differently because of how much information is available to us. He encourages educators to ask, “What do I expect of students? What is the world they’re going to live in? How can I anticipate that world, and how can I prepare students for it?” The answers to these questions will impact how educators approach their teaching and could cause a change in their role.

]]> higher education, innovative, teaching, learning No Generative AI Applied with Tiffin University Faculty - Part II 52 52 Generative AI Applied with Tiffin University Faculty - Part II full ec2cbde4-2260-4841-9ccf-9d4dc8924c15 https://share.transistor.fm/s/427ac461 In this episode, Rob and Jared continue their chat about the use of generative AI in Higher Education with faculty from Tiffin University. They focus on how instructors can employ Generative AI in their day-to-day teaching practices. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


The rapid changes of generative AI tools such as ChatGPT makes keeping up with them challenging. To combat this challenge, instructors learn how to use these tools better through training in prompt engineering. At Tiffin, they have recently hired someone to assist faculty in incorporating AI tools into teaching.

The Tiffin faculty also shared about an upcoming webinar on using AI in courses and course design that they are hosting for faculty and graduate design students. AI has a wide variety of uses that range from getting ideas to create lesson plans to uploading a student paper and rubric and having it generate initial feedback that the instructor then reviews and revises before giving it back to the student.

They also talk about how generative AI is well-suited for academic work and course design because of its origins. It can help to write content for online courses in a neutral way. And it can be used for specific activities as well – revising assignments to be more authentic or creating better discussion questions.

Even with all these benefits, the introduction of generative AI can cause instructors to think, “what am I needed for?” It’s important to remember that AI is just a tool. These kinds of tools can help faculty focus on higher order issues and let the AI make initial evaluations on things such as grammar, spelling, and low-level content. Additionally, ChatGPT can create a good lesson, but the human input of an instructor is still needed to question its validity, relevance, and alignment to courses. And that element of humanity is still needed in education for the personal connection between educator and student. ChatGPT doesn’t have the experience and personality that an instructor would and cannot foster those kinds of relationships.

Resources

Design Statements - Tiffin University
The Ethics of Using Generative AI Tools - Tiffin University

How Can You Use Generative AI Tools at Tiffin University

]]> In this episode, Rob and Jared continue their chat about the use of generative AI in Higher Education with faculty from Tiffin University. They focus on how instructors can employ Generative AI in their day-to-day teaching practices. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


The rapid changes of generative AI tools such as ChatGPT makes keeping up with them challenging. To combat this challenge, instructors learn how to use these tools better through training in prompt engineering. At Tiffin, they have recently hired someone to assist faculty in incorporating AI tools into teaching.

The Tiffin faculty also shared about an upcoming webinar on using AI in courses and course design that they are hosting for faculty and graduate design students. AI has a wide variety of uses that range from getting ideas to create lesson plans to uploading a student paper and rubric and having it generate initial feedback that the instructor then reviews and revises before giving it back to the student.

They also talk about how generative AI is well-suited for academic work and course design because of its origins. It can help to write content for online courses in a neutral way. And it can be used for specific activities as well – revising assignments to be more authentic or creating better discussion questions.

Even with all these benefits, the introduction of generative AI can cause instructors to think, “what am I needed for?” It’s important to remember that AI is just a tool. These kinds of tools can help faculty focus on higher order issues and let the AI make initial evaluations on things such as grammar, spelling, and low-level content. Additionally, ChatGPT can create a good lesson, but the human input of an instructor is still needed to question its validity, relevance, and alignment to courses. And that element of humanity is still needed in education for the personal connection between educator and student. ChatGPT doesn’t have the experience and personality that an instructor would and cannot foster those kinds of relationships.

Resources

Design Statements - Tiffin University
The Ethics of Using Generative AI Tools - Tiffin University

How Can You Use Generative AI Tools at Tiffin University

]]> Fri, 16 Feb 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1317 In this episode, Rob and Jared continue their chat about the use of generative AI in Higher Education with faculty from Tiffin University. They focus on how instructors can employ Generative AI in their day-to-day teaching practices. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


The rapid changes of generative AI tools such as ChatGPT makes keeping up with them challenging. To combat this challenge, instructors learn how to use these tools better through training in prompt engineering. At Tiffin, they have recently hired someone to assist faculty in incorporating AI tools into teaching.

The Tiffin faculty also shared about an upcoming webinar on using AI in courses and course design that they are hosting for faculty and graduate design students. AI has a wide variety of uses that range from getting ideas to create lesson plans to uploading a student paper and rubric and having it generate initial feedback that the instructor then reviews and revises before giving it back to the student.

They also talk about how generative AI is well-suited for academic work and course design because of its origins. It can help to write content for online courses in a neutral way. And it can be used for specific activities as well – revising assignments to be more authentic or creating better discussion questions.

Even with all these benefits, the introduction of generative AI can cause instructors to think, “what am I needed for?” It’s important to remember that AI is just a tool. These kinds of tools can help faculty focus on higher order issues and let the AI make initial evaluations on things such as grammar, spelling, and low-level content. Additionally, ChatGPT can create a good lesson, but the human input of an instructor is still needed to question its validity, relevance, and alignment to courses. And that element of humanity is still needed in education for the personal connection between educator and student. ChatGPT doesn’t have the experience and personality that an instructor would and cannot foster those kinds of relationships.

Resources

Design Statements - Tiffin University
The Ethics of Using Generative AI Tools - Tiffin University

How Can You Use Generative AI Tools at Tiffin University

]]> higher education, innovative, teaching, learning No Generative AI Applied with Tiffin University Faculty - Part I 51 51 Generative AI Applied with Tiffin University Faculty - Part I full 4be16fab-8e11-4076-bafc-f7708e315fb2 https://share.transistor.fm/s/fd528ce5 In this episode, Rob and Jared chat with two faculty members from Tiffin University about the use of Generative AI. Dr. Michelle L. Meadows, Associate Professor of Education, and Dr. Dan Clark, Vice Provost & Dean for the School of Education & Extended Learning, share about how Tiffin equips students and faculty to use AI well. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Tiffin University’s approach to Generative AI is marked with innovation. They start with being transparent about how  Generative AI should be used, giving students an AI “toolkit” so they are aware of AI’s limitations and are able to use it ethically. Dr. Meadows, Dr. Clark, and Tiffin introduced design statements (statement that students include into assignments describing how they used AI to aid in completion) into their courses to monitor and guide student use of Generative AI tools. These design statements are a way for students to share their metacognitive processes and explain how they completed assignments, including their use of AI. The design statements encourage transparency and provide instructors with insight into how students use these tools.

As Tiffin University implemented these ideas, their faculty members have generally been supportive of incorporating design statements in their courses, but more training is needed for both faculty and students to effectively implement and assess the statements. They also highlight the importance of building trust between students and faculty when it comes to using AI, since some students were reluctant to disclose their use of AI tools.

]]> In this episode, Rob and Jared chat with two faculty members from Tiffin University about the use of Generative AI. Dr. Michelle L. Meadows, Associate Professor of Education, and Dr. Dan Clark, Vice Provost & Dean for the School of Education & Extended Learning, share about how Tiffin equips students and faculty to use AI well. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Tiffin University’s approach to Generative AI is marked with innovation. They start with being transparent about how  Generative AI should be used, giving students an AI “toolkit” so they are aware of AI’s limitations and are able to use it ethically. Dr. Meadows, Dr. Clark, and Tiffin introduced design statements (statement that students include into assignments describing how they used AI to aid in completion) into their courses to monitor and guide student use of Generative AI tools. These design statements are a way for students to share their metacognitive processes and explain how they completed assignments, including their use of AI. The design statements encourage transparency and provide instructors with insight into how students use these tools.

As Tiffin University implemented these ideas, their faculty members have generally been supportive of incorporating design statements in their courses, but more training is needed for both faculty and students to effectively implement and assess the statements. They also highlight the importance of building trust between students and faculty when it comes to using AI, since some students were reluctant to disclose their use of AI tools.

]]> Fri, 09 Feb 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1479 In this episode, Rob and Jared chat with two faculty members from Tiffin University about the use of Generative AI. Dr. Michelle L. Meadows, Associate Professor of Education, and Dr. Dan Clark, Vice Provost & Dean for the School of Education & Extended Learning, share about how Tiffin equips students and faculty to use AI well. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Tiffin University’s approach to Generative AI is marked with innovation. They start with being transparent about how  Generative AI should be used, giving students an AI “toolkit” so they are aware of AI’s limitations and are able to use it ethically. Dr. Meadows, Dr. Clark, and Tiffin introduced design statements (statement that students include into assignments describing how they used AI to aid in completion) into their courses to monitor and guide student use of Generative AI tools. These design statements are a way for students to share their metacognitive processes and explain how they completed assignments, including their use of AI. The design statements encourage transparency and provide instructors with insight into how students use these tools.

As Tiffin University implemented these ideas, their faculty members have generally been supportive of incorporating design statements in their courses, but more training is needed for both faculty and students to effectively implement and assess the statements. They also highlight the importance of building trust between students and faculty when it comes to using AI, since some students were reluctant to disclose their use of AI tools.

]]> higher education, innovative, teaching, learning No Live 50th Episode of Transform Your Teaching 50 50 Live 50th Episode of Transform Your Teaching full f9a9120d-c516-425d-ba8a-1507a435c59a https://share.transistor.fm/s/fefb34a9 In this episode, we celebrate the 50th episode of Transform Your Teaching with a live Q&A. Listen as Jared and Rob answer teaching and learning-related questions from our live audience. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> In this episode, we celebrate the 50th episode of Transform Your Teaching with a live Q&A. Listen as Jared and Rob answer teaching and learning-related questions from our live audience. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Fri, 02 Feb 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1833 In this episode, we celebrate the 50th episode of Transform Your Teaching with a live Q&A. Listen as Jared and Rob answer teaching and learning-related questions from our live audience. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Generative AI Applied with Dr. Jules White 49 49 Generative AI Applied with Dr. Jules White full 8fe043f8-13d0-44ce-bfab-c73ae5efeb99 https://share.transistor.fm/s/0435c856 In this episode, Rob and Jared chat with Dr. Jules White who has a Ph.D. in Computer Science and serves as Senior Advisor to the Chancellor for Generative AI in Education and Enterprise Solutions at Vanderbilt University. They discuss how instructors can help students become comfortable with generative AI and use it effectively. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Jules White is excited about generative AI and sees it as a “new medium”—fundamentally transformative to how people live their daily lives. More specifically, Dr. White has seen AI’s impact in education. In his current position, he has been able to explore how to use it effectively in higher education through teaching prompt engineering. In these classes, he has seen others become comfortable using generative AI as they have found personal applications, such as analyzing data for lab reports. What would typically take days to do, ChatGPT could do in hours. All it took for those people to become comfortable with using generative AI was the personal connection and creative thought to apply it.

To use generative AI effectively:

  1. Find ways of amplifying your own creativity (augmented intelligence), then practice.
  2. Ask ChatGPT for three options, then choose one for yourself. This requires you to thoroughly engage with its responses.  
  3. Improve on what ChatGPT gives you. Consider everything from it as a “draft.”

Dr. White understands the hesitation around generative AI, but he recommends you deeply understand it before you dismiss it. It’s not beneficial to develop a culture of fear surrounding AI in education. Shape the conversation about how to use it effectively so students are prepared for the future where generative AI is widely integrated. Find examples and methods of using generative AI to make that personal connection with your students.

Resources 

Prompt Engineering for ChatGPT

Innovative Teaching with ChatGPT

]]> In this episode, Rob and Jared chat with Dr. Jules White who has a Ph.D. in Computer Science and serves as Senior Advisor to the Chancellor for Generative AI in Education and Enterprise Solutions at Vanderbilt University. They discuss how instructors can help students become comfortable with generative AI and use it effectively. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Jules White is excited about generative AI and sees it as a “new medium”—fundamentally transformative to how people live their daily lives. More specifically, Dr. White has seen AI’s impact in education. In his current position, he has been able to explore how to use it effectively in higher education through teaching prompt engineering. In these classes, he has seen others become comfortable using generative AI as they have found personal applications, such as analyzing data for lab reports. What would typically take days to do, ChatGPT could do in hours. All it took for those people to become comfortable with using generative AI was the personal connection and creative thought to apply it.

To use generative AI effectively:

  1. Find ways of amplifying your own creativity (augmented intelligence), then practice.
  2. Ask ChatGPT for three options, then choose one for yourself. This requires you to thoroughly engage with its responses.  
  3. Improve on what ChatGPT gives you. Consider everything from it as a “draft.”

Dr. White understands the hesitation around generative AI, but he recommends you deeply understand it before you dismiss it. It’s not beneficial to develop a culture of fear surrounding AI in education. Shape the conversation about how to use it effectively so students are prepared for the future where generative AI is widely integrated. Find examples and methods of using generative AI to make that personal connection with your students.

Resources 

Prompt Engineering for ChatGPT

Innovative Teaching with ChatGPT

]]> Fri, 26 Jan 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1685 In this episode, Rob and Jared chat with Dr. Jules White who has a Ph.D. in Computer Science and serves as Senior Advisor to the Chancellor for Generative AI in Education and Enterprise Solutions at Vanderbilt University. They discuss how instructors can help students become comfortable with generative AI and use it effectively. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Jules White is excited about generative AI and sees it as a “new medium”—fundamentally transformative to how people live their daily lives. More specifically, Dr. White has seen AI’s impact in education. In his current position, he has been able to explore how to use it effectively in higher education through teaching prompt engineering. In these classes, he has seen others become comfortable using generative AI as they have found personal applications, such as analyzing data for lab reports. What would typically take days to do, ChatGPT could do in hours. All it took for those people to become comfortable with using generative AI was the personal connection and creative thought to apply it.

To use generative AI effectively:

  1. Find ways of amplifying your own creativity (augmented intelligence), then practice.
  2. Ask ChatGPT for three options, then choose one for yourself. This requires you to thoroughly engage with its responses.  
  3. Improve on what ChatGPT gives you. Consider everything from it as a “draft.”

Dr. White understands the hesitation around generative AI, but he recommends you deeply understand it before you dismiss it. It’s not beneficial to develop a culture of fear surrounding AI in education. Shape the conversation about how to use it effectively so students are prepared for the future where generative AI is widely integrated. Find examples and methods of using generative AI to make that personal connection with your students.

Resources 

Prompt Engineering for ChatGPT

Innovative Teaching with ChatGPT

]]> higher education, innovative, teaching, learning No Generative AI Applied - Whisper 48 48 Generative AI Applied - Whisper full 967901e8-e852-48d3-af48-d0095543328e https://share.transistor.fm/s/49e4cfc4 In this episode, Rob and Jared explore a generative AI tool called “Whisper.” Whisper plays the role of “guest,” and they ask it to provide helpful strategies for teaching and learning. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Jared and Rob explore the capabilities of a generative AI tool created by OpenAI called “Whisper.” According to OpenAI, it is “an automatic speech recognition (ASR) system trained on 680,000 hours of multilingual and multitask supervised data collected from the web.” To showcase its capabilities, Rob and Jared create a prompt for Whisper to act as a guest on the show. As the “guest” throughout the episode, Whisper provides insights and perspectives on incorporating AI into teaching.

Jared and Rob ask Whisper for practical strategies that teachers can integrate into their teaching practices. Whisper suggests starting with a small, manageable application and familiarizing yourself with Chat GPT's capabilities and limitations. Instructors can experiment with having Chat GPT perform various tasks such as generating quiz questions, explaining complex concepts, or providing supplementary explanations. Whisper also highlights the learning curve involved in integrating new technologies. If instructors encounter struggles or hesitations in their experience with using generative AI in their teaching, Whisper suggests reflecting on what didn't work and making small tweaks or seeking advice from peers.

Resources

Whisper

]]> In this episode, Rob and Jared explore a generative AI tool called “Whisper.” Whisper plays the role of “guest,” and they ask it to provide helpful strategies for teaching and learning. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Jared and Rob explore the capabilities of a generative AI tool created by OpenAI called “Whisper.” According to OpenAI, it is “an automatic speech recognition (ASR) system trained on 680,000 hours of multilingual and multitask supervised data collected from the web.” To showcase its capabilities, Rob and Jared create a prompt for Whisper to act as a guest on the show. As the “guest” throughout the episode, Whisper provides insights and perspectives on incorporating AI into teaching.

Jared and Rob ask Whisper for practical strategies that teachers can integrate into their teaching practices. Whisper suggests starting with a small, manageable application and familiarizing yourself with Chat GPT's capabilities and limitations. Instructors can experiment with having Chat GPT perform various tasks such as generating quiz questions, explaining complex concepts, or providing supplementary explanations. Whisper also highlights the learning curve involved in integrating new technologies. If instructors encounter struggles or hesitations in their experience with using generative AI in their teaching, Whisper suggests reflecting on what didn't work and making small tweaks or seeking advice from peers.

Resources

Whisper

]]> Fri, 19 Jan 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1545 In this episode, Rob and Jared explore a generative AI tool called “Whisper.” Whisper plays the role of “guest,” and they ask it to provide helpful strategies for teaching and learning. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.


Jared and Rob explore the capabilities of a generative AI tool created by OpenAI called “Whisper.” According to OpenAI, it is “an automatic speech recognition (ASR) system trained on 680,000 hours of multilingual and multitask supervised data collected from the web.” To showcase its capabilities, Rob and Jared create a prompt for Whisper to act as a guest on the show. As the “guest” throughout the episode, Whisper provides insights and perspectives on incorporating AI into teaching.

Jared and Rob ask Whisper for practical strategies that teachers can integrate into their teaching practices. Whisper suggests starting with a small, manageable application and familiarizing yourself with Chat GPT's capabilities and limitations. Instructors can experiment with having Chat GPT perform various tasks such as generating quiz questions, explaining complex concepts, or providing supplementary explanations. Whisper also highlights the learning curve involved in integrating new technologies. If instructors encounter struggles or hesitations in their experience with using generative AI in their teaching, Whisper suggests reflecting on what didn't work and making small tweaks or seeking advice from peers.

Resources

Whisper

]]> higher education, innovative, teaching, learning No Generative AI Applied - Introduction 47 47 Generative AI Applied - Introduction full 333f5811-5f10-4a61-81aa-254a1e6675ea https://share.transistor.fm/s/29240187 In this episode, Rob and Jared start a new series on generative AI and its practical usage in higher education. They provide a general overview of generative AI models and discuss possible ways that instructors can begin using these models in their teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Generative AI Language models are designed to process large amounts of information and are trained to understand and generate text like a human through a vast amount of data, including books, websites, and articles.  In many ways, OpenAI's ChatGPT has become synonymous with generative AI, however, a wide variety of generative AI models have been created by different companies. Regardless of the company, it's important for the user to understand which model is being used because each of them has different capabilities. Some AI models provide the opportunity to create and train models on a certain set of information. This would enable educators to design chatbots that can assist students in learning class-specific material. An AI model can even be trained to function as a tutor which uses questions to help guide students to solutions.

Helpful next steps for instructors:

  • Explore the various generative AI models (see resources below)  
  • Practice prompt engineering: think about the desired outcomes, and design a foundation for the AI’s responses  
  • Use a sample prompt like this one: Ask ChatGPT to use the Socratic method to train students on a specific area of your content (like writing paragraphs). Ask it to emphasize asking reflective questions, instead of giving answers. 

Resources 

]]> In this episode, Rob and Jared start a new series on generative AI and its practical usage in higher education. They provide a general overview of generative AI models and discuss possible ways that instructors can begin using these models in their teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Generative AI Language models are designed to process large amounts of information and are trained to understand and generate text like a human through a vast amount of data, including books, websites, and articles.  In many ways, OpenAI's ChatGPT has become synonymous with generative AI, however, a wide variety of generative AI models have been created by different companies. Regardless of the company, it's important for the user to understand which model is being used because each of them has different capabilities. Some AI models provide the opportunity to create and train models on a certain set of information. This would enable educators to design chatbots that can assist students in learning class-specific material. An AI model can even be trained to function as a tutor which uses questions to help guide students to solutions.

Helpful next steps for instructors:

  • Explore the various generative AI models (see resources below)  
  • Practice prompt engineering: think about the desired outcomes, and design a foundation for the AI’s responses  
  • Use a sample prompt like this one: Ask ChatGPT to use the Socratic method to train students on a specific area of your content (like writing paragraphs). Ask it to emphasize asking reflective questions, instead of giving answers. 

Resources 

]]> Fri, 12 Jan 2024 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1436 In this episode, Rob and Jared start a new series on generative AI and its practical usage in higher education. They provide a general overview of generative AI models and discuss possible ways that instructors can begin using these models in their teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Generative AI Language models are designed to process large amounts of information and are trained to understand and generate text like a human through a vast amount of data, including books, websites, and articles.  In many ways, OpenAI's ChatGPT has become synonymous with generative AI, however, a wide variety of generative AI models have been created by different companies. Regardless of the company, it's important for the user to understand which model is being used because each of them has different capabilities. Some AI models provide the opportunity to create and train models on a certain set of information. This would enable educators to design chatbots that can assist students in learning class-specific material. An AI model can even be trained to function as a tutor which uses questions to help guide students to solutions.

Helpful next steps for instructors:

  • Explore the various generative AI models (see resources below)  
  • Practice prompt engineering: think about the desired outcomes, and design a foundation for the AI’s responses  
  • Use a sample prompt like this one: Ask ChatGPT to use the Socratic method to train students on a specific area of your content (like writing paragraphs). Ask it to emphasize asking reflective questions, instead of giving answers. 

Resources 

]]> higher education, innovative, teaching, learning No Coffee Drop: Lessons Learned Coffee Drop: Lessons Learned bonus 8fd632c1-1fed-4313-a75d-29b5f8135176 https://share.transistor.fm/s/45d09126 In this coffee drop, Rob and Jared reflect on their first year of doing the podcast and share their big takeaways. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> In this coffee drop, Rob and Jared reflect on their first year of doing the podcast and share their big takeaways. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Fri, 29 Dec 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 687 In this coffee drop, Rob and Jared reflect on their first year of doing the podcast and share their big takeaways. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Communication with Dr. Sandra Yang 46 46 Communication with Dr. Sandra Yang full b3d591d2-3eb8-4831-87e7-dbcf9cbd5f99 https://share.transistor.fm/s/eefa32c0 In this episode, Rob and Jared discuss communication with Dr. Sandra Yang who has a Ph.D. from the University of California, Los Angeles, and serves as a professor of Music History at Cedarville University. They discuss the importance of communication with students and instructors. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Yang discusses the importance of communication with her students in both face-to-face and virtual environments. She emphasizes the need for clear communication and establishing guidelines at the beginning of a course for both students and instructors. In her syllabi, she addresses her own responsibility as a teacher to be punctual, prepared, and respectful; and she holds her students to the same standards. In online discussions, she reminds students to be respectful of one another, especially when discussing sensitive topics.

As part of her responsibilities as the Introduction to Humanities course coordinator, Dr. Yang maintains communication with a large network of adjunct instructors. To do this, Dr. Yang regularly sends out announcements and updates through an instructors-only course on Canvas. Through this tool, she encourages instructors to provide feedback and suggestions for improvement, making them active participants in the ongoing development of the course. 

]]> In this episode, Rob and Jared discuss communication with Dr. Sandra Yang who has a Ph.D. from the University of California, Los Angeles, and serves as a professor of Music History at Cedarville University. They discuss the importance of communication with students and instructors. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Yang discusses the importance of communication with her students in both face-to-face and virtual environments. She emphasizes the need for clear communication and establishing guidelines at the beginning of a course for both students and instructors. In her syllabi, she addresses her own responsibility as a teacher to be punctual, prepared, and respectful; and she holds her students to the same standards. In online discussions, she reminds students to be respectful of one another, especially when discussing sensitive topics.

As part of her responsibilities as the Introduction to Humanities course coordinator, Dr. Yang maintains communication with a large network of adjunct instructors. To do this, Dr. Yang regularly sends out announcements and updates through an instructors-only course on Canvas. Through this tool, she encourages instructors to provide feedback and suggestions for improvement, making them active participants in the ongoing development of the course. 

]]> Fri, 22 Dec 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1468 In this episode, Rob and Jared discuss communication with Dr. Sandra Yang who has a Ph.D. from the University of California, Los Angeles, and serves as a professor of Music History at Cedarville University. They discuss the importance of communication with students and instructors. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Yang discusses the importance of communication with her students in both face-to-face and virtual environments. She emphasizes the need for clear communication and establishing guidelines at the beginning of a course for both students and instructors. In her syllabi, she addresses her own responsibility as a teacher to be punctual, prepared, and respectful; and she holds her students to the same standards. In online discussions, she reminds students to be respectful of one another, especially when discussing sensitive topics.

As part of her responsibilities as the Introduction to Humanities course coordinator, Dr. Yang maintains communication with a large network of adjunct instructors. To do this, Dr. Yang regularly sends out announcements and updates through an instructors-only course on Canvas. Through this tool, she encourages instructors to provide feedback and suggestions for improvement, making them active participants in the ongoing development of the course. 

]]> higher education, innovative, teaching, learning No Instructional Management with Dr. Kevin Jones 45 45 Instructional Management with Dr. Kevin Jones full 3881b9f9-cbc7-4c44-b643-72ea2551db59 https://share.transistor.fm/s/54f280e0 In this episode, Rob and Jared discuss instructional management with Dr. Kevin Jones who has an Ed.D. from Spalding University and serves as the Dean of the School of Education and Social Work at Cedarville University. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.


Dr. Jones emphasizes the importance of planning and preparation in teaching. As he prepares to teach, he focuses on key tasks such as identifying essential questions and learning objectives, and then he utilizes backward planning to ensure students achieve the intended goals. This kind of preparation enables him to be more effective at meeting the students’ needs.

Dr. Jones also emphasizes the need for teachers to recognize and embrace their own giftings and weaknesses, as well as the importance of showing compassion and praise to students. He encourages instructors to model and teach students about interconnectedness and the value of their unique gifts. Dr. Jones discusses how to handle hard conversations with students while maintaining an encouraging relationship. He emphasizes the importance of grace and provides the students with opportunities for growth and learning.

]]> In this episode, Rob and Jared discuss instructional management with Dr. Kevin Jones who has an Ed.D. from Spalding University and serves as the Dean of the School of Education and Social Work at Cedarville University. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.


Dr. Jones emphasizes the importance of planning and preparation in teaching. As he prepares to teach, he focuses on key tasks such as identifying essential questions and learning objectives, and then he utilizes backward planning to ensure students achieve the intended goals. This kind of preparation enables him to be more effective at meeting the students’ needs.

Dr. Jones also emphasizes the need for teachers to recognize and embrace their own giftings and weaknesses, as well as the importance of showing compassion and praise to students. He encourages instructors to model and teach students about interconnectedness and the value of their unique gifts. Dr. Jones discusses how to handle hard conversations with students while maintaining an encouraging relationship. He emphasizes the importance of grace and provides the students with opportunities for growth and learning.

]]> Fri, 15 Dec 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1583 In this episode, Rob and Jared discuss instructional management with Dr. Kevin Jones who has an Ed.D. from Spalding University and serves as the Dean of the School of Education and Social Work at Cedarville University. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.


Dr. Jones emphasizes the importance of planning and preparation in teaching. As he prepares to teach, he focuses on key tasks such as identifying essential questions and learning objectives, and then he utilizes backward planning to ensure students achieve the intended goals. This kind of preparation enables him to be more effective at meeting the students’ needs.

Dr. Jones also emphasizes the need for teachers to recognize and embrace their own giftings and weaknesses, as well as the importance of showing compassion and praise to students. He encourages instructors to model and teach students about interconnectedness and the value of their unique gifts. Dr. Jones discusses how to handle hard conversations with students while maintaining an encouraging relationship. He emphasizes the importance of grace and provides the students with opportunities for growth and learning.

]]> higher education, innovative, teaching, learning No Content Delivery with Dr. Quentin Schultze 44 44 Content Delivery with Dr. Quentin Schultze full 9f4fac4c-e228-499c-b956-cf04bcf02110 https://share.transistor.fm/s/c340fa2b In this episode, Rob and Jared revisit content delivery with the return of the podcast’s first guest, Dr. Quentin Schultze. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 

Dr. Schultze approaches course content delivery carefully, knowing that content can easily be perceived as “boring.” He wants to make sure the content is the best while still ensuring that the delivery of that content is engaging and inspiring and that students walk away motivated. He does so by using narrative to show the content’s relevancy. In a face-to-face (or ‘incarnate,’ as Dr. Q likes to say) course, this content delivery approach is handled with various pedagogical strategies. In an online course, the delivery is shorter and focuses just on the essentials. 

The basics of Dr. Schultze’s narrative approach to content delivery are anticipation (“what’s going to happen?”) and identification (relevancy, helping students identify with the story). Instructors can pull narratives from different places: their own lives and background of the content itself. The important thing to remember is making the content relevant and personal for the students. 

Resources 

Quentin Schultze’s website 

]]> In this episode, Rob and Jared revisit content delivery with the return of the podcast’s first guest, Dr. Quentin Schultze. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 

Dr. Schultze approaches course content delivery carefully, knowing that content can easily be perceived as “boring.” He wants to make sure the content is the best while still ensuring that the delivery of that content is engaging and inspiring and that students walk away motivated. He does so by using narrative to show the content’s relevancy. In a face-to-face (or ‘incarnate,’ as Dr. Q likes to say) course, this content delivery approach is handled with various pedagogical strategies. In an online course, the delivery is shorter and focuses just on the essentials. 

The basics of Dr. Schultze’s narrative approach to content delivery are anticipation (“what’s going to happen?”) and identification (relevancy, helping students identify with the story). Instructors can pull narratives from different places: their own lives and background of the content itself. The important thing to remember is making the content relevant and personal for the students. 

Resources 

Quentin Schultze’s website 

]]> Fri, 08 Dec 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1782 In this episode, Rob and Jared revisit content delivery with the return of the podcast’s first guest, Dr. Quentin Schultze. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 

Dr. Schultze approaches course content delivery carefully, knowing that content can easily be perceived as “boring.” He wants to make sure the content is the best while still ensuring that the delivery of that content is engaging and inspiring and that students walk away motivated. He does so by using narrative to show the content’s relevancy. In a face-to-face (or ‘incarnate,’ as Dr. Q likes to say) course, this content delivery approach is handled with various pedagogical strategies. In an online course, the delivery is shorter and focuses just on the essentials. 

The basics of Dr. Schultze’s narrative approach to content delivery are anticipation (“what’s going to happen?”) and identification (relevancy, helping students identify with the story). Instructors can pull narratives from different places: their own lives and background of the content itself. The important thing to remember is making the content relevant and personal for the students. 

Resources 

Quentin Schultze’s website 

]]> higher education, innovative, teaching, learning No Assessments with Dr. David Mulder 43 43 Assessments with Dr. David Mulder full b6cd48c1-1877-434c-a342-4a61c64902a3 https://share.transistor.fm/s/ccc4e28b In this episode, Rob and Jared revisit assessments with Dr. David Mulder, professor of education at Dordt University. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. David Mulder emphasizes the need for clear learning targets and aligning assessments to those targets. He uses the analogy of an archery range, where the learning targets are the bull's eye and assessments measure how close students come to hitting that mark. These assessments provide opportunities for educators to deliver specific and timely feedback to help students grow and improve.

They also touch upon the challenge of time constraints in education and offer strategies to manage assessments effectively. One approach is to prioritize essential learning targets and to group related assessments together. A standards-based grading approach helps instructors emphasize fewer key concepts for assessment, allowing students to demonstrate their understanding comprehensively. Teaching fewer things well helps ensure students deeply understand essential content. These kinds of assessments serve students and equip them with the skills they need for success in life.

Resources 

Dr. Mulder’s podcast, “Hallway Conversations” 

Subscribe to Dr. Mulder’s newsletter, “Positivity – Passion – Purpose” 

]]> In this episode, Rob and Jared revisit assessments with Dr. David Mulder, professor of education at Dordt University. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. David Mulder emphasizes the need for clear learning targets and aligning assessments to those targets. He uses the analogy of an archery range, where the learning targets are the bull's eye and assessments measure how close students come to hitting that mark. These assessments provide opportunities for educators to deliver specific and timely feedback to help students grow and improve.

They also touch upon the challenge of time constraints in education and offer strategies to manage assessments effectively. One approach is to prioritize essential learning targets and to group related assessments together. A standards-based grading approach helps instructors emphasize fewer key concepts for assessment, allowing students to demonstrate their understanding comprehensively. Teaching fewer things well helps ensure students deeply understand essential content. These kinds of assessments serve students and equip them with the skills they need for success in life.

Resources 

Dr. Mulder’s podcast, “Hallway Conversations” 

Subscribe to Dr. Mulder’s newsletter, “Positivity – Passion – Purpose” 

]]> Fri, 01 Dec 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1653 In this episode, Rob and Jared revisit assessments with Dr. David Mulder, professor of education at Dordt University. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. David Mulder emphasizes the need for clear learning targets and aligning assessments to those targets. He uses the analogy of an archery range, where the learning targets are the bull's eye and assessments measure how close students come to hitting that mark. These assessments provide opportunities for educators to deliver specific and timely feedback to help students grow and improve.

They also touch upon the challenge of time constraints in education and offer strategies to manage assessments effectively. One approach is to prioritize essential learning targets and to group related assessments together. A standards-based grading approach helps instructors emphasize fewer key concepts for assessment, allowing students to demonstrate their understanding comprehensively. Teaching fewer things well helps ensure students deeply understand essential content. These kinds of assessments serve students and equip them with the skills they need for success in life.

Resources 

Dr. Mulder’s podcast, “Hallway Conversations” 

Subscribe to Dr. Mulder’s newsletter, “Positivity – Passion – Purpose” 

]]> higher education, innovative, teaching, learning No Objectives with Dr. Haisong Ye 42 42 Objectives with Dr. Haisong Ye full 5038940f-f04f-4930-a3da-ba03b08132bb https://share.transistor.fm/s/6e1d28b7 In this episode, Rob and Jared discuss objectives with Dr. Haisong Ye who has a PhD from Indiana State University and is an instructional designer in the Center for Teaching and Learning at Cedarville University. They engage in a thought experiment to create objectives for a course on how to make a good cup of coffee. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Haisong Ye advocates for working through creating course objectives by starting with a simple question: what do you want students to be able to do by the end of this course? This strategy helps instructors begin by defining their end goals. To provide a specific example, Dr. Ye, Jared Pyles, and Rob McDole think about how they would design a course about making a good cup of coffee. The end goal of this type of course is that students would be able to brew a properly extracted cup of coffee. They brainstorm lower-level objectives, such as teaching students how to grind coffee, choose the right coffee beans, and set the proper water temperature. All of these coffee brewing variables build towards the end goal of the course. This thought experiment underscores the benefit of working through objectives for a course.

]]> In this episode, Rob and Jared discuss objectives with Dr. Haisong Ye who has a PhD from Indiana State University and is an instructional designer in the Center for Teaching and Learning at Cedarville University. They engage in a thought experiment to create objectives for a course on how to make a good cup of coffee. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Haisong Ye advocates for working through creating course objectives by starting with a simple question: what do you want students to be able to do by the end of this course? This strategy helps instructors begin by defining their end goals. To provide a specific example, Dr. Ye, Jared Pyles, and Rob McDole think about how they would design a course about making a good cup of coffee. The end goal of this type of course is that students would be able to brew a properly extracted cup of coffee. They brainstorm lower-level objectives, such as teaching students how to grind coffee, choose the right coffee beans, and set the proper water temperature. All of these coffee brewing variables build towards the end goal of the course. This thought experiment underscores the benefit of working through objectives for a course.

]]> Fri, 24 Nov 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1581 In this episode, Rob and Jared discuss objectives with Dr. Haisong Ye who has a PhD from Indiana State University and is an instructional designer in the Center for Teaching and Learning at Cedarville University. They engage in a thought experiment to create objectives for a course on how to make a good cup of coffee. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Haisong Ye advocates for working through creating course objectives by starting with a simple question: what do you want students to be able to do by the end of this course? This strategy helps instructors begin by defining their end goals. To provide a specific example, Dr. Ye, Jared Pyles, and Rob McDole think about how they would design a course about making a good cup of coffee. The end goal of this type of course is that students would be able to brew a properly extracted cup of coffee. They brainstorm lower-level objectives, such as teaching students how to grind coffee, choose the right coffee beans, and set the proper water temperature. All of these coffee brewing variables build towards the end goal of the course. This thought experiment underscores the benefit of working through objectives for a course.

]]> higher education, innovative, teaching, learning No Coffee Drop: AI TA Coffee Drop: AI TA bonus 6d51f8e5-888e-43df-a2fa-f5b278fe250b https://share.transistor.fm/s/d4c8d7a8 In this coffee drop, Rob and Jared are joined by Haisong and newbie to the podcast, Jason to discuss a potential usage of AI as a teaching assistant. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Resources

How AI could save (not destroy) education

]]> In this coffee drop, Rob and Jared are joined by Haisong and newbie to the podcast, Jason to discuss a potential usage of AI as a teaching assistant. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Resources

How AI could save (not destroy) education

]]> Tue, 21 Nov 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 743 In this coffee drop, Rob and Jared are joined by Haisong and newbie to the podcast, Jason to discuss a potential usage of AI as a teaching assistant. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Resources

How AI could save (not destroy) education

]]> higher education, innovative, teaching, learning No A Conversation with Dr. Vladimir Bratic 41 41 A Conversation with Dr. Vladimir Bratic full 424c5954-8f30-4135-af96-607067493575 https://share.transistor.fm/s/de471a8c In this episode, Rob talks with Dr. Vladimir Bratic who has a PhD in Mass Communication from Ohio University and is an assistant professor of Media and Communications at Hollins University. They discuss helping students be critical thinkers and how faculty should navigate the future of education with the growth of ChatGPT. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Bratic wants students to think critically so they can learn on their own and be able to ask the right questions. Rather than focusing on content delivery, he is passionate about teaching students "how to think, not what to think"— and this informs how he thinks about AI and ChatGPT. He reflects on the environment of higher education and its response to ChatGPT, pushing instructors to reconsider traditional teaching dynamics such as lectures and multiple-choice tests in favor of more modern methods that prepare students for the anticipated complexities of a 2030 society. He encourages faculty to consider the world that higher education students are going to be facing instead of the world they face now.

]]> In this episode, Rob talks with Dr. Vladimir Bratic who has a PhD in Mass Communication from Ohio University and is an assistant professor of Media and Communications at Hollins University. They discuss helping students be critical thinkers and how faculty should navigate the future of education with the growth of ChatGPT. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Bratic wants students to think critically so they can learn on their own and be able to ask the right questions. Rather than focusing on content delivery, he is passionate about teaching students "how to think, not what to think"— and this informs how he thinks about AI and ChatGPT. He reflects on the environment of higher education and its response to ChatGPT, pushing instructors to reconsider traditional teaching dynamics such as lectures and multiple-choice tests in favor of more modern methods that prepare students for the anticipated complexities of a 2030 society. He encourages faculty to consider the world that higher education students are going to be facing instead of the world they face now.

]]> Fri, 17 Nov 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1712 In this episode, Rob talks with Dr. Vladimir Bratic who has a PhD in Mass Communication from Ohio University and is an assistant professor of Media and Communications at Hollins University. They discuss helping students be critical thinkers and how faculty should navigate the future of education with the growth of ChatGPT. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Bratic wants students to think critically so they can learn on their own and be able to ask the right questions. Rather than focusing on content delivery, he is passionate about teaching students "how to think, not what to think"— and this informs how he thinks about AI and ChatGPT. He reflects on the environment of higher education and its response to ChatGPT, pushing instructors to reconsider traditional teaching dynamics such as lectures and multiple-choice tests in favor of more modern methods that prepare students for the anticipated complexities of a 2030 society. He encourages faculty to consider the world that higher education students are going to be facing instead of the world they face now.

]]> higher education, innovative, teaching, learning No Building a Community of Inquiry for Effective Online Learning - Adapting to Online Learning and Future Outlook 40 40 Building a Community of Inquiry for Effective Online Learning - Adapting to Online Learning and Future Outlook full 2edcf792-9f09-4c21-87b8-7893c52b4814 https://share.transistor.fm/s/03931b72 In this episode, Rob and Jared conclude our series on the Community of Inquiry framework by discussing the future of online learning in higher education. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Building on the Community of Inquiry framework, Jared and Rob emphasize the importance of constructing an online course that is well-designed. They encourage frequent communication between instructors and students in an online setting and suggest strategies such as using video feedback and monitoring student engagement to ensure effective communication. As Rob thinks about the future, he emphasizes the potential of AI in online learning, citing examples of how AI tools such as ChatGPT can be used to create programs and analyze pictures.

Jared and Rob recognize that cheating can be a serious concern for instructors in online courses, but research suggests that students who choose to cheat in an online environment will do the same in face-to-face courses. Jared suggests using strategies such as implementing higher-level activities and projects to minimize cheating incidents. Continuous adaptation and readiness to embrace change are crucial in online learning, and the Community of Inquiry framework can be a helpful tool in this endeavor.

Resources 

Testing a Model to predict Online Cheating—Much Ado about Nothing

Cheating in the Digital Age: Do Students Cheat More in Online Courses?

]]> In this episode, Rob and Jared conclude our series on the Community of Inquiry framework by discussing the future of online learning in higher education. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Building on the Community of Inquiry framework, Jared and Rob emphasize the importance of constructing an online course that is well-designed. They encourage frequent communication between instructors and students in an online setting and suggest strategies such as using video feedback and monitoring student engagement to ensure effective communication. As Rob thinks about the future, he emphasizes the potential of AI in online learning, citing examples of how AI tools such as ChatGPT can be used to create programs and analyze pictures.

Jared and Rob recognize that cheating can be a serious concern for instructors in online courses, but research suggests that students who choose to cheat in an online environment will do the same in face-to-face courses. Jared suggests using strategies such as implementing higher-level activities and projects to minimize cheating incidents. Continuous adaptation and readiness to embrace change are crucial in online learning, and the Community of Inquiry framework can be a helpful tool in this endeavor.

Resources 

Testing a Model to predict Online Cheating—Much Ado about Nothing

Cheating in the Digital Age: Do Students Cheat More in Online Courses?

]]> Fri, 10 Nov 2023 00:00:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1291 In this episode, Rob and Jared conclude our series on the Community of Inquiry framework by discussing the future of online learning in higher education. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Building on the Community of Inquiry framework, Jared and Rob emphasize the importance of constructing an online course that is well-designed. They encourage frequent communication between instructors and students in an online setting and suggest strategies such as using video feedback and monitoring student engagement to ensure effective communication. As Rob thinks about the future, he emphasizes the potential of AI in online learning, citing examples of how AI tools such as ChatGPT can be used to create programs and analyze pictures.

Jared and Rob recognize that cheating can be a serious concern for instructors in online courses, but research suggests that students who choose to cheat in an online environment will do the same in face-to-face courses. Jared suggests using strategies such as implementing higher-level activities and projects to minimize cheating incidents. Continuous adaptation and readiness to embrace change are crucial in online learning, and the Community of Inquiry framework can be a helpful tool in this endeavor.

Resources 

Testing a Model to predict Online Cheating—Much Ado about Nothing

Cheating in the Digital Age: Do Students Cheat More in Online Courses?

]]> higher education, innovative, teaching, learning No Building a Community of Inquiry for Effective Online Learning - Cognitive Presence with Dr. Norm Vaughan 39 39 Building a Community of Inquiry for Effective Online Learning - Cognitive Presence with Dr. Norm Vaughan full 2ea6571b-7d7c-4175-8947-ae89e0de32c1 https://share.transistor.fm/s/05364a02 In this episode, Rob and Jared chat with Dr. Norm Vaughan who has a PhD in Education from the University of Calgary and is currently a professor in the Department of Education at Mount Royal University. They discuss a key component of the Community of Inquiry framework—cognitive presence. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Vaughan emphasizes the importance of understanding students' needs and prior experiences to connect the learning with their existing knowledge. The design of a course should consider the unique characteristics of different groups of students and create an environment that fosters collaboration and interaction. He believes that the best facilitation of online courses involves modeling and guiding students through the cognitive inquiry process. Asking open-ended questions is important as well as engaging students in the exploration phase to deepen their understanding.

Dr. Vaughan also discusses the role of assessment in promoting cognitive presence, noting the need for self-assessment, peer feedback, and external feedback from experts. He recognizes that challenges exist in teaching an online course, so he suggests using surveys and pre-assessment activities to understand students' knowledge and tailor instruction accordingly.

 

Resources 

Teaching in Blended Learning Environments 

Seven Principles of Blended Learning 

Dr. Norm Vaughan in Google Scholar 

]]> In this episode, Rob and Jared chat with Dr. Norm Vaughan who has a PhD in Education from the University of Calgary and is currently a professor in the Department of Education at Mount Royal University. They discuss a key component of the Community of Inquiry framework—cognitive presence. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Vaughan emphasizes the importance of understanding students' needs and prior experiences to connect the learning with their existing knowledge. The design of a course should consider the unique characteristics of different groups of students and create an environment that fosters collaboration and interaction. He believes that the best facilitation of online courses involves modeling and guiding students through the cognitive inquiry process. Asking open-ended questions is important as well as engaging students in the exploration phase to deepen their understanding.

Dr. Vaughan also discusses the role of assessment in promoting cognitive presence, noting the need for self-assessment, peer feedback, and external feedback from experts. He recognizes that challenges exist in teaching an online course, so he suggests using surveys and pre-assessment activities to understand students' knowledge and tailor instruction accordingly.

 

Resources 

Teaching in Blended Learning Environments 

Seven Principles of Blended Learning 

Dr. Norm Vaughan in Google Scholar 

]]> Fri, 03 Nov 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1720 In this episode, Rob and Jared chat with Dr. Norm Vaughan who has a PhD in Education from the University of Calgary and is currently a professor in the Department of Education at Mount Royal University. They discuss a key component of the Community of Inquiry framework—cognitive presence. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Vaughan emphasizes the importance of understanding students' needs and prior experiences to connect the learning with their existing knowledge. The design of a course should consider the unique characteristics of different groups of students and create an environment that fosters collaboration and interaction. He believes that the best facilitation of online courses involves modeling and guiding students through the cognitive inquiry process. Asking open-ended questions is important as well as engaging students in the exploration phase to deepen their understanding.

Dr. Vaughan also discusses the role of assessment in promoting cognitive presence, noting the need for self-assessment, peer feedback, and external feedback from experts. He recognizes that challenges exist in teaching an online course, so he suggests using surveys and pre-assessment activities to understand students' knowledge and tailor instruction accordingly.

 

Resources 

Teaching in Blended Learning Environments 

Seven Principles of Blended Learning 

Dr. Norm Vaughan in Google Scholar 

]]> higher education, innovative, teaching, learning No Building a Community of Inquiry for Effective Online Learning - Social Presence with Dr. Sheri Conklin 38 38 Building a Community of Inquiry for Effective Online Learning - Social Presence with Dr. Sheri Conklin full 8efc6cb3-5969-46f1-8a86-ea15deb62cf9 https://share.transistor.fm/s/02c94a69 In this episode, Rob and Jared continue the series on COI and discuss social presence with Dr. Sheri Conklin, Assistant Professor in the Department of Instructional Technology at UNCW, while at AECT in Orlando. She explains how instructors can make connections with students and how courses can provide peer-to-peer interaction. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Conklin’s interest in social presence began with her asking the question: “why do we need to have peer-to-peer interaction in every course? Is it necessary?” She discovered that students desire to have social interaction in their courses and highlighted some strategies that can effectively build social presence in a course: discussions on group work, student-to-student interactions, and the presence of the instructor. She also acknowledged the challenges, such as forced discussions and the need for engaging prompts, that instructors face in building social presence in online courses. Dr. Conklin suggests that social presence is crucial for building motivation and appreciation for the subject matter and that discussions should be purposeful and aligned with the objectives of the course.

Dr. Conklin also shares the "FORCE" (feedback, organization, response time, clarity, and engagement) acronym which highlights the key factors that contribute to building social presence and effective online learning experiences. These elements were identified as important by student participants in a survey that she conducted during COVID-19 when education was pivoting to online.

Resources 

Use the FORCE to Create Sociability and Connect with Online Students 

Through Their Eyes: Student Perspectives 

Instructor Social Presence Effects on Learner Social Presence, Achievement, and Satisfaction 

]]> In this episode, Rob and Jared continue the series on COI and discuss social presence with Dr. Sheri Conklin, Assistant Professor in the Department of Instructional Technology at UNCW, while at AECT in Orlando. She explains how instructors can make connections with students and how courses can provide peer-to-peer interaction. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Conklin’s interest in social presence began with her asking the question: “why do we need to have peer-to-peer interaction in every course? Is it necessary?” She discovered that students desire to have social interaction in their courses and highlighted some strategies that can effectively build social presence in a course: discussions on group work, student-to-student interactions, and the presence of the instructor. She also acknowledged the challenges, such as forced discussions and the need for engaging prompts, that instructors face in building social presence in online courses. Dr. Conklin suggests that social presence is crucial for building motivation and appreciation for the subject matter and that discussions should be purposeful and aligned with the objectives of the course.

Dr. Conklin also shares the "FORCE" (feedback, organization, response time, clarity, and engagement) acronym which highlights the key factors that contribute to building social presence and effective online learning experiences. These elements were identified as important by student participants in a survey that she conducted during COVID-19 when education was pivoting to online.

Resources 

Use the FORCE to Create Sociability and Connect with Online Students 

Through Their Eyes: Student Perspectives 

Instructor Social Presence Effects on Learner Social Presence, Achievement, and Satisfaction 

]]> Fri, 27 Oct 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1670 In this episode, Rob and Jared continue the series on COI and discuss social presence with Dr. Sheri Conklin, Assistant Professor in the Department of Instructional Technology at UNCW, while at AECT in Orlando. She explains how instructors can make connections with students and how courses can provide peer-to-peer interaction. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Conklin’s interest in social presence began with her asking the question: “why do we need to have peer-to-peer interaction in every course? Is it necessary?” She discovered that students desire to have social interaction in their courses and highlighted some strategies that can effectively build social presence in a course: discussions on group work, student-to-student interactions, and the presence of the instructor. She also acknowledged the challenges, such as forced discussions and the need for engaging prompts, that instructors face in building social presence in online courses. Dr. Conklin suggests that social presence is crucial for building motivation and appreciation for the subject matter and that discussions should be purposeful and aligned with the objectives of the course.

Dr. Conklin also shares the "FORCE" (feedback, organization, response time, clarity, and engagement) acronym which highlights the key factors that contribute to building social presence and effective online learning experiences. These elements were identified as important by student participants in a survey that she conducted during COVID-19 when education was pivoting to online.

Resources 

Use the FORCE to Create Sociability and Connect with Online Students 

Through Their Eyes: Student Perspectives 

Instructor Social Presence Effects on Learner Social Presence, Achievement, and Satisfaction 

]]> higher education, innovative, teaching, learning No Coffee Drop with Dr. Alicia McCartney (Part 2): Less of a Drop and More of a Thermos Coffee Drop with Dr. Alicia McCartney (Part 2): Less of a Drop and More of a Thermos bonus 4d34881d-b160-42d3-89dc-c5d1dede40ac https://share.transistor.fm/s/46044e27 The conversation Rob and Jared had with Dr. McCartney just couldn’t fit into one drop, so here’s more talk on ChatGPT. They discuss hesitations and the importance of equipping others to use ChatGPT. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> The conversation Rob and Jared had with Dr. McCartney just couldn’t fit into one drop, so here’s more talk on ChatGPT. They discuss hesitations and the importance of equipping others to use ChatGPT. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Mon, 23 Oct 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 713 The conversation Rob and Jared had with Dr. McCartney just couldn’t fit into one drop, so here’s more talk on ChatGPT. They discuss hesitations and the importance of equipping others to use ChatGPT. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Building a Community of Inquiry for Effective Online Learning - Instructor Presence with Dr. Patrick Lowenthal 37 37 Building a Community of Inquiry for Effective Online Learning - Instructor Presence with Dr. Patrick Lowenthal full 2561a44f-4b3f-4911-9c8c-1911deaf702e https://share.transistor.fm/s/9be9abf4 In this episode, Jared talks with Dr. Patrick Lowenthal, Professor of Educational Technology at Boise State University. He has a PhD in Educational Leadership & Innovation from the University of Colorado – Denver. They discuss a key component to the Community of Inquiry framework—teaching or instructor presence. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Lowenthal discusses his experience teaching online courses and how his approach to building rapport with students has changed over time. In the early days of online education, video was not widely used, so interaction with students was primarily through asynchronous discussion forums or email. In this kind of environment, Dr. Lowenthal made an effort to be hyper-responsive and interact with students in these forums, getting to know them on a personal level. He also describes how helpful it can be to share personal stories as a way to build rapport with students and create a sense of authenticity.

Dr. Lowenthal recognizes that the teaching context, such as teaching smaller classes or graduate students, sometimes allows for more personalized interactions. Instructors may have different approaches to building social presence based on the size of their class, therefore it is important to find what works best for both the instructor and the students. He highlights a strategy that can be helpful for learning about your students —conducting pre-course surveys to discover their barriers and adjust your approach accordingly. He also mentioned that it can be helpful to implement audio and video tools into course design to create a supportive environment for students.

]]> In this episode, Jared talks with Dr. Patrick Lowenthal, Professor of Educational Technology at Boise State University. He has a PhD in Educational Leadership & Innovation from the University of Colorado – Denver. They discuss a key component to the Community of Inquiry framework—teaching or instructor presence. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Lowenthal discusses his experience teaching online courses and how his approach to building rapport with students has changed over time. In the early days of online education, video was not widely used, so interaction with students was primarily through asynchronous discussion forums or email. In this kind of environment, Dr. Lowenthal made an effort to be hyper-responsive and interact with students in these forums, getting to know them on a personal level. He also describes how helpful it can be to share personal stories as a way to build rapport with students and create a sense of authenticity.

Dr. Lowenthal recognizes that the teaching context, such as teaching smaller classes or graduate students, sometimes allows for more personalized interactions. Instructors may have different approaches to building social presence based on the size of their class, therefore it is important to find what works best for both the instructor and the students. He highlights a strategy that can be helpful for learning about your students —conducting pre-course surveys to discover their barriers and adjust your approach accordingly. He also mentioned that it can be helpful to implement audio and video tools into course design to create a supportive environment for students.

]]> Fri, 20 Oct 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1664 In this episode, Jared talks with Dr. Patrick Lowenthal, Professor of Educational Technology at Boise State University. He has a PhD in Educational Leadership & Innovation from the University of Colorado – Denver. They discuss a key component to the Community of Inquiry framework—teaching or instructor presence. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Dr. Lowenthal discusses his experience teaching online courses and how his approach to building rapport with students has changed over time. In the early days of online education, video was not widely used, so interaction with students was primarily through asynchronous discussion forums or email. In this kind of environment, Dr. Lowenthal made an effort to be hyper-responsive and interact with students in these forums, getting to know them on a personal level. He also describes how helpful it can be to share personal stories as a way to build rapport with students and create a sense of authenticity.

Dr. Lowenthal recognizes that the teaching context, such as teaching smaller classes or graduate students, sometimes allows for more personalized interactions. Instructors may have different approaches to building social presence based on the size of their class, therefore it is important to find what works best for both the instructor and the students. He highlights a strategy that can be helpful for learning about your students —conducting pre-course surveys to discover their barriers and adjust your approach accordingly. He also mentioned that it can be helpful to implement audio and video tools into course design to create a supportive environment for students.

]]> higher education, innovative, teaching, learning No Coffee Drop: AECT Conference Day III Coffee Drop: AECT Conference Day III bonus b7f11f87-fc17-42b6-9197-34f87acbc53c https://share.transistor.fm/s/5365314c In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the third day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the third day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Thu, 19 Oct 2023 08:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 832 In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the third day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Coffee Drop: AECT Conference Day II Coffee Drop: AECT Conference Day II bonus 8b086183-faef-4ab8-af8d-54107920b998 https://share.transistor.fm/s/c4748f07 In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the second day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the second day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Wed, 18 Oct 2023 08:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 455 In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the second day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Coffee Drop: AECT Conference Day I Coffee Drop: AECT Conference Day I bonus 751bfec5-b877-47bd-a2cd-3aa2b55100d6 https://share.transistor.fm/s/12b2caf8 In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the first day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the first day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Tue, 17 Oct 2023 08:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 671 In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the first day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Coffee Drop with Dr. Alicia McCartney (Part 1): A Precise, Parsimonious Podcast Coffee Drop with Dr. Alicia McCartney (Part 1): A Precise, Parsimonious Podcast bonus e071c0bd-4e14-4c66-a883-664036366bad https://share.transistor.fm/s/fc682511 In this coffee drop, Jared and Rob are joined by Dr. Alicia McCartney to discuss how she is using ChatGPT in her courses. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> In this coffee drop, Jared and Rob are joined by Dr. Alicia McCartney to discuss how she is using ChatGPT in her courses. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Mon, 16 Oct 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 840 In this coffee drop, Jared and Rob are joined by Dr. Alicia McCartney to discuss how she is using ChatGPT in her courses. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Building a Community of Inquiry for Effective Online Learning - Inclusion and Assessment in Online Learning 36 36 Building a Community of Inquiry for Effective Online Learning - Inclusion and Assessment in Online Learning full 2c5f0c80-e66c-4d59-907c-1f3747ade5a4 https://share.transistor.fm/s/8c87d07b In this episode, Rob and Jared discuss how important it is to create an inclusive environment in a course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Inclusion is an important aspect of online learning and can create an environment that promotes student engagement, belonging, and success. Inclusion strategies include setting respectful communication guidelines, acknowledging diversity amongst students, being respectful of cultural differences, understanding how instructor-student relationships may differ, and ensuring that content is accessible.

Inclusion strategies also affect the types of assessments that you use. You cannot expect that the same assessments you use in a face-to-face course will work in an online version of the course. Your formative and summative assessments from a face-to-face course will have to be modified to accommodate the online environment. Alternatively, starting with an online course can help your face-to-face. Building an online course requires you to plan every detail and make sure each piece of content and assessment align with the course’s objectives.

Resources

Designing Accessible and Inclusive eLearning Experiences

Authentic Assessment in the Online Classroom
The What, the Why, and the How of Technology Integration: The How & Accessibility

]]> In this episode, Rob and Jared discuss how important it is to create an inclusive environment in a course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Inclusion is an important aspect of online learning and can create an environment that promotes student engagement, belonging, and success. Inclusion strategies include setting respectful communication guidelines, acknowledging diversity amongst students, being respectful of cultural differences, understanding how instructor-student relationships may differ, and ensuring that content is accessible.

Inclusion strategies also affect the types of assessments that you use. You cannot expect that the same assessments you use in a face-to-face course will work in an online version of the course. Your formative and summative assessments from a face-to-face course will have to be modified to accommodate the online environment. Alternatively, starting with an online course can help your face-to-face. Building an online course requires you to plan every detail and make sure each piece of content and assessment align with the course’s objectives.

Resources

Designing Accessible and Inclusive eLearning Experiences

Authentic Assessment in the Online Classroom
The What, the Why, and the How of Technology Integration: The How & Accessibility

]]> Fri, 13 Oct 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1389 In this episode, Rob and Jared discuss how important it is to create an inclusive environment in a course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Inclusion is an important aspect of online learning and can create an environment that promotes student engagement, belonging, and success. Inclusion strategies include setting respectful communication guidelines, acknowledging diversity amongst students, being respectful of cultural differences, understanding how instructor-student relationships may differ, and ensuring that content is accessible.

Inclusion strategies also affect the types of assessments that you use. You cannot expect that the same assessments you use in a face-to-face course will work in an online version of the course. Your formative and summative assessments from a face-to-face course will have to be modified to accommodate the online environment. Alternatively, starting with an online course can help your face-to-face. Building an online course requires you to plan every detail and make sure each piece of content and assessment align with the course’s objectives.

Resources

Designing Accessible and Inclusive eLearning Experiences

Authentic Assessment in the Online Classroom
The What, the Why, and the How of Technology Integration: The How & Accessibility

]]> higher education, innovative, teaching, learning No Building a Community of Inquiry for Effective Online Learning - Establishing Presence in Online Learning 35 35 Building a Community of Inquiry for Effective Online Learning - Establishing Presence in Online Learning full d2a73e7b-357b-4d8a-bbcf-98024f1e749e https://share.transistor.fm/s/ee3018a7 In this episode, Rob and Jared continue discussing the Community of Inquiry framework, looking at the three types of presence in greater detail. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

The three presences in the Community of Inquiry (COI) framework work together to influence learner engagement, active participation, and the sense of being in a learning community. Social presence, cognitive presence, and teaching presence also jointly enhance an instructor’s ability to stimulate class discussions and provide timely feedback. Each presence focuses on a different aspect of a course.

Building social presence promotes mutual understanding among participants and facilitates knowledge exchange, often improving student motivation. It can be fostered through strategies such as icebreakers, photo sharing, and general discussions, creating a balance between a comfortable environment and maintaining professional boundaries.

Cognitive presence is about engaging students with course content in ways that cultivate critical thinking skills. Activities that elicit analysis, synthesis, and evaluation – such as open-ended discussions, case studies, and journaling — help enhance this presence.

Teaching presence is crucial, impacting the other two presences. It involves facilitating learning, providing timely feedback, and setting up avenues for constructive discussion. The teacher's role in an online course extends beyond delivering content; they are essential in nurturing a conducive environment for learning and engagement. Consequently, the interactions of these three presences help in creating a robust online learning community.

Resources 

COI Framework

Designing a Community of Inquiry in Online Courses

Use the FORCE to create Sociability and Connect with Online Students

]]> In this episode, Rob and Jared continue discussing the Community of Inquiry framework, looking at the three types of presence in greater detail. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

The three presences in the Community of Inquiry (COI) framework work together to influence learner engagement, active participation, and the sense of being in a learning community. Social presence, cognitive presence, and teaching presence also jointly enhance an instructor’s ability to stimulate class discussions and provide timely feedback. Each presence focuses on a different aspect of a course.

Building social presence promotes mutual understanding among participants and facilitates knowledge exchange, often improving student motivation. It can be fostered through strategies such as icebreakers, photo sharing, and general discussions, creating a balance between a comfortable environment and maintaining professional boundaries.

Cognitive presence is about engaging students with course content in ways that cultivate critical thinking skills. Activities that elicit analysis, synthesis, and evaluation – such as open-ended discussions, case studies, and journaling — help enhance this presence.

Teaching presence is crucial, impacting the other two presences. It involves facilitating learning, providing timely feedback, and setting up avenues for constructive discussion. The teacher's role in an online course extends beyond delivering content; they are essential in nurturing a conducive environment for learning and engagement. Consequently, the interactions of these three presences help in creating a robust online learning community.

Resources 

COI Framework

Designing a Community of Inquiry in Online Courses

Use the FORCE to create Sociability and Connect with Online Students

]]> Fri, 06 Oct 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1531 In this episode, Rob and Jared continue discussing the Community of Inquiry framework, looking at the three types of presence in greater detail. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

The three presences in the Community of Inquiry (COI) framework work together to influence learner engagement, active participation, and the sense of being in a learning community. Social presence, cognitive presence, and teaching presence also jointly enhance an instructor’s ability to stimulate class discussions and provide timely feedback. Each presence focuses on a different aspect of a course.

Building social presence promotes mutual understanding among participants and facilitates knowledge exchange, often improving student motivation. It can be fostered through strategies such as icebreakers, photo sharing, and general discussions, creating a balance between a comfortable environment and maintaining professional boundaries.

Cognitive presence is about engaging students with course content in ways that cultivate critical thinking skills. Activities that elicit analysis, synthesis, and evaluation – such as open-ended discussions, case studies, and journaling — help enhance this presence.

Teaching presence is crucial, impacting the other two presences. It involves facilitating learning, providing timely feedback, and setting up avenues for constructive discussion. The teacher's role in an online course extends beyond delivering content; they are essential in nurturing a conducive environment for learning and engagement. Consequently, the interactions of these three presences help in creating a robust online learning community.

Resources 

COI Framework

Designing a Community of Inquiry in Online Courses

Use the FORCE to create Sociability and Connect with Online Students

]]> higher education, innovative, teaching, learning No Building a Community of Inquiry for Effective Online Learning – Introduction 34 34 Building a Community of Inquiry for Effective Online Learning – Introduction full df463f79-c88f-4b38-b995-7a911da24baa https://share.transistor.fm/s/ff4b6575 In this episode, Rob and Jared introduce their series on online learning through the Community of Inquiry framework. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Online learning involves a structured learning environment; activities; and interactions between instructors, students, and content. Instructors can use the Community of Inquiry (COI) educational framework to help them develop effective online education. COI’s primary goal is to create a deep and meaningful learning experience.

In the COI framework, there are three presences:

  • Cognitive presence – the extent to which learners construct and validate understanding. Its aim is to build understanding and construct knowledge through social negotiation and critical thinking. 
  • Social presence – the ability to identify with the learning community. Social presence is involved with creating a climate of trust, open communication, group cohesion, and interpersonal relationships.
  • Teaching presence – the design, facilitation, and direction of cognitive and social presence. Teaching presence is the GPS on the road trip, guiding and correcting as needed. It involves the instructor being active and present in the online learning community.

Each of these presences work together to create a robust learning environment. When used effectively, COI can help students feel connected to content, fellow students, and instructor.

Resources 

COI Framework 

]]> In this episode, Rob and Jared introduce their series on online learning through the Community of Inquiry framework. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Online learning involves a structured learning environment; activities; and interactions between instructors, students, and content. Instructors can use the Community of Inquiry (COI) educational framework to help them develop effective online education. COI’s primary goal is to create a deep and meaningful learning experience.

In the COI framework, there are three presences:

  • Cognitive presence – the extent to which learners construct and validate understanding. Its aim is to build understanding and construct knowledge through social negotiation and critical thinking. 
  • Social presence – the ability to identify with the learning community. Social presence is involved with creating a climate of trust, open communication, group cohesion, and interpersonal relationships.
  • Teaching presence – the design, facilitation, and direction of cognitive and social presence. Teaching presence is the GPS on the road trip, guiding and correcting as needed. It involves the instructor being active and present in the online learning community.

Each of these presences work together to create a robust learning environment. When used effectively, COI can help students feel connected to content, fellow students, and instructor.

Resources 

COI Framework 

]]> Fri, 29 Sep 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1246 In this episode, Rob and Jared introduce their series on online learning through the Community of Inquiry framework. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Online learning involves a structured learning environment; activities; and interactions between instructors, students, and content. Instructors can use the Community of Inquiry (COI) educational framework to help them develop effective online education. COI’s primary goal is to create a deep and meaningful learning experience.

In the COI framework, there are three presences:

  • Cognitive presence – the extent to which learners construct and validate understanding. Its aim is to build understanding and construct knowledge through social negotiation and critical thinking. 
  • Social presence – the ability to identify with the learning community. Social presence is involved with creating a climate of trust, open communication, group cohesion, and interpersonal relationships.
  • Teaching presence – the design, facilitation, and direction of cognitive and social presence. Teaching presence is the GPS on the road trip, guiding and correcting as needed. It involves the instructor being active and present in the online learning community.

Each of these presences work together to create a robust learning environment. When used effectively, COI can help students feel connected to content, fellow students, and instructor.

Resources 

COI Framework 

]]> higher education, innovative, teaching, learning No A Conversation with Dr. Alicia McCartney 33 33 A Conversation with Dr. Alicia McCartney full a78f439b-37ba-4b26-b15e-a610eba35e08 https://share.transistor.fm/s/deb2cde0 In this episode, Rob and Jared talk with Dr. Alicia McCartney, Assistant Professor of English at Cedarville University. They discuss some of her teaching and learning strategies, technology integration and how she incorporates student questions into her teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Dr. McCartney sees teaching writing as especially important to develop critical thinking and teaching literature as an opportunity to ask big questions and find big answers through discussion and interpretation of text. She also learns from her students and looks for opportunities to incorporate their input into her teaching to clear up any confusion and to enrich her content. Dr. McCartney wants to create a safe space for her students to share questions by encouraging them to ask questions.

When it comes to technology integration, Dr. McCartney starts with the objectives and only integrates technology that fits with them. For example, she uses Google Slides for students to share questions about a text or notes from discussions. Dr. McCartney also likes using annotation tools such as Hypothes.is with a text, asking students to do research on a text and ask questions through annotations. Participating in this kind of activity helps her students to be prepared for class and helps to create a learning community.

Resources 

Hypothes.is 

Class Hack: Using Google Slides for Group Work

]]> In this episode, Rob and Jared talk with Dr. Alicia McCartney, Assistant Professor of English at Cedarville University. They discuss some of her teaching and learning strategies, technology integration and how she incorporates student questions into her teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Dr. McCartney sees teaching writing as especially important to develop critical thinking and teaching literature as an opportunity to ask big questions and find big answers through discussion and interpretation of text. She also learns from her students and looks for opportunities to incorporate their input into her teaching to clear up any confusion and to enrich her content. Dr. McCartney wants to create a safe space for her students to share questions by encouraging them to ask questions.

When it comes to technology integration, Dr. McCartney starts with the objectives and only integrates technology that fits with them. For example, she uses Google Slides for students to share questions about a text or notes from discussions. Dr. McCartney also likes using annotation tools such as Hypothes.is with a text, asking students to do research on a text and ask questions through annotations. Participating in this kind of activity helps her students to be prepared for class and helps to create a learning community.

Resources 

Hypothes.is 

Class Hack: Using Google Slides for Group Work

]]> Fri, 22 Sep 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1409 In this episode, Rob and Jared talk with Dr. Alicia McCartney, Assistant Professor of English at Cedarville University. They discuss some of her teaching and learning strategies, technology integration and how she incorporates student questions into her teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Dr. McCartney sees teaching writing as especially important to develop critical thinking and teaching literature as an opportunity to ask big questions and find big answers through discussion and interpretation of text. She also learns from her students and looks for opportunities to incorporate their input into her teaching to clear up any confusion and to enrich her content. Dr. McCartney wants to create a safe space for her students to share questions by encouraging them to ask questions.

When it comes to technology integration, Dr. McCartney starts with the objectives and only integrates technology that fits with them. For example, she uses Google Slides for students to share questions about a text or notes from discussions. Dr. McCartney also likes using annotation tools such as Hypothes.is with a text, asking students to do research on a text and ask questions through annotations. Participating in this kind of activity helps her students to be prepared for class and helps to create a learning community.

Resources 

Hypothes.is 

Class Hack: Using Google Slides for Group Work

]]> higher education, innovative, teaching, learning No Back to the Basics - Content Delivery 32 32 Back to the Basics - Content Delivery full 747c447f-e0d8-464a-bd97-5454ff1ee0f7 https://share.transistor.fm/s/5492fd69 In this episode, Rob and Jared discuss content delivery. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

At its core, content delivery is about communicating necessary information to learners. Content delivery started with people using their voices to share knowledge with others. Over time, various other methods have been developed, often with the help of technology.  Other approaches to content delivery include collaboration, self-paced learning, labs, and interactive video quizzing.

When deciding what content to deliver, instructors must ensure that their content aligns with the course objectives and assessments. This can be challenging because there is a temptation to give students everything they need to pass the test or course—even what might be irrelevant. However, instructors must find the middle ground where they equip students with the skills to understand the content, think critically, and ask questions. Instructors should also provide feedback and guide students along their learning paths.

]]> In this episode, Rob and Jared discuss content delivery. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

At its core, content delivery is about communicating necessary information to learners. Content delivery started with people using their voices to share knowledge with others. Over time, various other methods have been developed, often with the help of technology.  Other approaches to content delivery include collaboration, self-paced learning, labs, and interactive video quizzing.

When deciding what content to deliver, instructors must ensure that their content aligns with the course objectives and assessments. This can be challenging because there is a temptation to give students everything they need to pass the test or course—even what might be irrelevant. However, instructors must find the middle ground where they equip students with the skills to understand the content, think critically, and ask questions. Instructors should also provide feedback and guide students along their learning paths.

]]> Fri, 15 Sep 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1409 In this episode, Rob and Jared discuss content delivery. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

At its core, content delivery is about communicating necessary information to learners. Content delivery started with people using their voices to share knowledge with others. Over time, various other methods have been developed, often with the help of technology.  Other approaches to content delivery include collaboration, self-paced learning, labs, and interactive video quizzing.

When deciding what content to deliver, instructors must ensure that their content aligns with the course objectives and assessments. This can be challenging because there is a temptation to give students everything they need to pass the test or course—even what might be irrelevant. However, instructors must find the middle ground where they equip students with the skills to understand the content, think critically, and ask questions. Instructors should also provide feedback and guide students along their learning paths.

]]> higher education, innovative, teaching, learning No Back to the Basics - Communication 31 31 Back to the Basics - Communication full 61ed77a6-4ffb-4cab-8da2-a4af65e05882 https://share.transistor.fm/s/bd41c9be In this episode, Rob and Jared discuss the value of clear communication with Professor Jim Leightenheimer. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 

Basic communication involves a sender, a receiver, the content, and the medium by which the content travels. However, communication can travel in many different modalities, and various hindrances can arise and muddle the message.  Communication struggles are still present in education, so how can we model communication that seeks to benefit both sender and receiver?

One way is to set the tone early. The first week of class—even the first day—is an excellent opportunity to model expected communication and set expectations.  It is also a good time to get the students’ preferred method of communication. Not all students check their email.

Another way is to ensure assignment feedback is meaningful and constructive.  Sometimes that feedback means students face hard truths; however, students are more likely to see the benefit and grow from it when it’s communicated with humility.

Above all, humility is necessary. Communication with students can be frustrating, especially when that communication is fielding the same question you’ve already answered multiple times. But that just provides an opportunity to practice humility and gracious communication.

]]> In this episode, Rob and Jared discuss the value of clear communication with Professor Jim Leightenheimer. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 

Basic communication involves a sender, a receiver, the content, and the medium by which the content travels. However, communication can travel in many different modalities, and various hindrances can arise and muddle the message.  Communication struggles are still present in education, so how can we model communication that seeks to benefit both sender and receiver?

One way is to set the tone early. The first week of class—even the first day—is an excellent opportunity to model expected communication and set expectations.  It is also a good time to get the students’ preferred method of communication. Not all students check their email.

Another way is to ensure assignment feedback is meaningful and constructive.  Sometimes that feedback means students face hard truths; however, students are more likely to see the benefit and grow from it when it’s communicated with humility.

Above all, humility is necessary. Communication with students can be frustrating, especially when that communication is fielding the same question you’ve already answered multiple times. But that just provides an opportunity to practice humility and gracious communication.

]]> Fri, 08 Sep 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1325 In this episode, Rob and Jared discuss the value of clear communication with Professor Jim Leightenheimer. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 

Basic communication involves a sender, a receiver, the content, and the medium by which the content travels. However, communication can travel in many different modalities, and various hindrances can arise and muddle the message.  Communication struggles are still present in education, so how can we model communication that seeks to benefit both sender and receiver?

One way is to set the tone early. The first week of class—even the first day—is an excellent opportunity to model expected communication and set expectations.  It is also a good time to get the students’ preferred method of communication. Not all students check their email.

Another way is to ensure assignment feedback is meaningful and constructive.  Sometimes that feedback means students face hard truths; however, students are more likely to see the benefit and grow from it when it’s communicated with humility.

Above all, humility is necessary. Communication with students can be frustrating, especially when that communication is fielding the same question you’ve already answered multiple times. But that just provides an opportunity to practice humility and gracious communication.

]]> higher education, innovative, teaching, learning No Coffee Drop: Nossborton Coffee Drop: Nossborton bonus a4fc2b03-f8ac-44ac-8745-a3fcf8cbad51 https://share.transistor.fm/s/de4b0562 In this coffee drop, Rob and Jared read some listener reviews. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

]]> In this coffee drop, Rob and Jared read some listener reviews. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

]]> Tue, 05 Sep 2023 08:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 520 In this coffee drop, Rob and Jared read some listener reviews. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

]]> higher education, innovative, teaching, learning No Back to the Basics - Instructional Management 30 30 Back to the Basics - Instructional Management full b8f8d9a9-747a-4681-bbab-4ac39bb41465 https://share.transistor.fm/s/333f946c In this episode, Rob and Jared discuss instructional management and the importance of building mutual respect in your course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Instructional management involves all of the variables that make up a learning environment. A foundational principle is that instructors and students need to treat one another with respect. Instructors can demonstrate that respect by setting and maintaining clear expectations early. This can be done through setting the foundation (policies and procedures of your class) and adhering to that. The responsibility of the student is to honor those expectations.

Another important aspect of instructional management is student engagement. Learn about your students—a simple survey can reveal who they are as well as their strengths and weaknesses. Create an environment where your students are willing to share without fear of failure or embarrassment. You can do this by making personal connections and through encouraging feedback.

Finally, effective instructional management may require elements of your course to change based on modality. For example, some face-to-face course policies and procedures (such as late policies) may not work in an online or hybrid environment.

Resources 

Small Teaching 

Crucial Conversations 

Servant Teaching: Practices for Renewing Christian Higher Education 

]]> In this episode, Rob and Jared discuss instructional management and the importance of building mutual respect in your course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Instructional management involves all of the variables that make up a learning environment. A foundational principle is that instructors and students need to treat one another with respect. Instructors can demonstrate that respect by setting and maintaining clear expectations early. This can be done through setting the foundation (policies and procedures of your class) and adhering to that. The responsibility of the student is to honor those expectations.

Another important aspect of instructional management is student engagement. Learn about your students—a simple survey can reveal who they are as well as their strengths and weaknesses. Create an environment where your students are willing to share without fear of failure or embarrassment. You can do this by making personal connections and through encouraging feedback.

Finally, effective instructional management may require elements of your course to change based on modality. For example, some face-to-face course policies and procedures (such as late policies) may not work in an online or hybrid environment.

Resources 

Small Teaching 

Crucial Conversations 

Servant Teaching: Practices for Renewing Christian Higher Education 

]]> Fri, 01 Sep 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1277 In this episode, Rob and Jared discuss instructional management and the importance of building mutual respect in your course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Instructional management involves all of the variables that make up a learning environment. A foundational principle is that instructors and students need to treat one another with respect. Instructors can demonstrate that respect by setting and maintaining clear expectations early. This can be done through setting the foundation (policies and procedures of your class) and adhering to that. The responsibility of the student is to honor those expectations.

Another important aspect of instructional management is student engagement. Learn about your students—a simple survey can reveal who they are as well as their strengths and weaknesses. Create an environment where your students are willing to share without fear of failure or embarrassment. You can do this by making personal connections and through encouraging feedback.

Finally, effective instructional management may require elements of your course to change based on modality. For example, some face-to-face course policies and procedures (such as late policies) may not work in an online or hybrid environment.

Resources 

Small Teaching 

Crucial Conversations 

Servant Teaching: Practices for Renewing Christian Higher Education 

]]> higher education, innovative, teaching, learning No Back to the Basics - Assessments 29 29 Back to the Basics - Assessments full 22486448-b2ea-4054-9c09-363400ff91cb https://share.transistor.fm/s/f8cf5abb In this episode, Rob and Jared continue the series on the basics of education by discussing assessments, using their road trip analogy once more to explain the differences between formative and summative assessments. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

In this episode, Rob and Jared discuss how objectives relate to assessments, including four important terms.  

  • Summative assessment: bigger, high-stakes assessments that occur at the end of a unit or at a pivotal moment of the course, such as a midterm or final.  
  • Formative assessment: smaller, low-stakes assessments that happen along the path toward the summative assessment. 
  • Course objectives: The end-of-course targets that instructor and students aim to hit at the end of the course. Most of the time, students will show mastery of course objectives through summative assessments. 
  • Module objectives: The smaller objectives that serve as steppingstones toward mastering the course objectives. Module objectives are usually tied to formative assessments. They are never tied to summative assessments.  

All four terms work together to create a properly aligned course structure. A good assessment is directly tied to an objective. Consider using your objective verb in your assessment to emphasize the connection between the two.  

Formative assessments serve as opportunities for students to try, to practice, and to fail without causing too much damage to their grade. With proper and timely feedback from the instructor, formative assessments give the opportunity for students to be redirected.

Resources 

Summative and Formative Assessment - CTL Indiana University Bloomington 

Assessment 101: Formative and Summative - CCAC 

Assessment and Grading (Evaluation) - J. Lenore Wright, Baylor University
Be on the look out for Jared’s future blog post!

]]> In this episode, Rob and Jared continue the series on the basics of education by discussing assessments, using their road trip analogy once more to explain the differences between formative and summative assessments. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

In this episode, Rob and Jared discuss how objectives relate to assessments, including four important terms.  

  • Summative assessment: bigger, high-stakes assessments that occur at the end of a unit or at a pivotal moment of the course, such as a midterm or final.  
  • Formative assessment: smaller, low-stakes assessments that happen along the path toward the summative assessment. 
  • Course objectives: The end-of-course targets that instructor and students aim to hit at the end of the course. Most of the time, students will show mastery of course objectives through summative assessments. 
  • Module objectives: The smaller objectives that serve as steppingstones toward mastering the course objectives. Module objectives are usually tied to formative assessments. They are never tied to summative assessments.  

All four terms work together to create a properly aligned course structure. A good assessment is directly tied to an objective. Consider using your objective verb in your assessment to emphasize the connection between the two.  

Formative assessments serve as opportunities for students to try, to practice, and to fail without causing too much damage to their grade. With proper and timely feedback from the instructor, formative assessments give the opportunity for students to be redirected.

Resources 

Summative and Formative Assessment - CTL Indiana University Bloomington 

Assessment 101: Formative and Summative - CCAC 

Assessment and Grading (Evaluation) - J. Lenore Wright, Baylor University
Be on the look out for Jared’s future blog post!

]]> Fri, 25 Aug 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1403 In this episode, Rob and Jared continue the series on the basics of education by discussing assessments, using their road trip analogy once more to explain the differences between formative and summative assessments. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

In this episode, Rob and Jared discuss how objectives relate to assessments, including four important terms.  

  • Summative assessment: bigger, high-stakes assessments that occur at the end of a unit or at a pivotal moment of the course, such as a midterm or final.  
  • Formative assessment: smaller, low-stakes assessments that happen along the path toward the summative assessment. 
  • Course objectives: The end-of-course targets that instructor and students aim to hit at the end of the course. Most of the time, students will show mastery of course objectives through summative assessments. 
  • Module objectives: The smaller objectives that serve as steppingstones toward mastering the course objectives. Module objectives are usually tied to formative assessments. They are never tied to summative assessments.  

All four terms work together to create a properly aligned course structure. A good assessment is directly tied to an objective. Consider using your objective verb in your assessment to emphasize the connection between the two.  

Formative assessments serve as opportunities for students to try, to practice, and to fail without causing too much damage to their grade. With proper and timely feedback from the instructor, formative assessments give the opportunity for students to be redirected.

Resources 

Summative and Formative Assessment - CTL Indiana University Bloomington 

Assessment 101: Formative and Summative - CCAC 

Assessment and Grading (Evaluation) - J. Lenore Wright, Baylor University
Be on the look out for Jared’s future blog post!

]]> higher education, innovative, teaching, learning No Coffee Drop: Galileo and Gustav Holst Coffee Drop: Galileo and Gustav Holst bonus 821e6576-16d9-492e-8a9e-2dbed736e2ff https://share.transistor.fm/s/c1eaf9cd In this coffee drop, Rob and Jared answer an email on ChatGPT and intellectual property. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> In this coffee drop, Rob and Jared answer an email on ChatGPT and intellectual property. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> Tue, 22 Aug 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 632 In this coffee drop, Rob and Jared answer an email on ChatGPT and intellectual property. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

]]> higher education, innovative, teaching, learning No Coffee Drop: ChickenGPT Coffee Drop: ChickenGPT bonus 86afd510-5326-4213-8e38-bf158659740f https://share.transistor.fm/s/9c62365c In this coffee drop, Rob and Jared discuss the power of ChatGPT in all aspects...including chicken recipes. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

]]> In this coffee drop, Rob and Jared discuss the power of ChatGPT in all aspects...including chicken recipes. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

]]> Mon, 21 Aug 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 571 In this coffee drop, Rob and Jared discuss the power of ChatGPT in all aspects...including chicken recipes. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

]]> higher education, innovative, teaching, learning No Back to the Basics - Objectives 28 28 Back to the Basics - Objectives full 909c5fdf-ccb3-4e37-9bf4-5505bdfd83d3 https://share.transistor.fm/s/15c31cc0 In this episode, Rob and Jared start a new series titled “Back to the Basics.” They begin this series by talking about objectives, providing an acronym to help instructors identify areas for improvement.  Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Objectives are the targets for every course. Jared and Rob provide an easy-to-remember acronym (DRIVE) to help instructors create or refine their course objectives.  

 

Objectives must be:  

  • Defined. The objectives of a course should provide students with a clear destination.  
  • Results-oriented.  Objectives must be focused on the results, not the process that students go through to get there.  
  • Inspiring.  Objectives paint a picture for students of the goals for the course which gives them a clear vision of what the course aims to achieve.  
  • Valid.  Objectives  and course content must be aligned, and objectives must be assessable.  
  • Evidence-supported. At the end of the course, all objectives have been achieved.  

Designing courses with these steps helps instructors identify areas that need refinement and provide students with resources to ensure success in reaching their end goal.

Resources

Revised Bloom’s Taxonomy

How to Write Learning Objectives
EasyGenerator (Objective Generator) 

Start with the End in Mind (Building SMART Objectives)

]]> In this episode, Rob and Jared start a new series titled “Back to the Basics.” They begin this series by talking about objectives, providing an acronym to help instructors identify areas for improvement.  Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Objectives are the targets for every course. Jared and Rob provide an easy-to-remember acronym (DRIVE) to help instructors create or refine their course objectives.  

 

Objectives must be:  

  • Defined. The objectives of a course should provide students with a clear destination.  
  • Results-oriented.  Objectives must be focused on the results, not the process that students go through to get there.  
  • Inspiring.  Objectives paint a picture for students of the goals for the course which gives them a clear vision of what the course aims to achieve.  
  • Valid.  Objectives  and course content must be aligned, and objectives must be assessable.  
  • Evidence-supported. At the end of the course, all objectives have been achieved.  

Designing courses with these steps helps instructors identify areas that need refinement and provide students with resources to ensure success in reaching their end goal.

Resources

Revised Bloom’s Taxonomy

How to Write Learning Objectives
EasyGenerator (Objective Generator) 

Start with the End in Mind (Building SMART Objectives)

]]> Fri, 18 Aug 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1165 In this episode, Rob and Jared start a new series titled “Back to the Basics.” They begin this series by talking about objectives, providing an acronym to help instructors identify areas for improvement.  Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Objectives are the targets for every course. Jared and Rob provide an easy-to-remember acronym (DRIVE) to help instructors create or refine their course objectives.  

 

Objectives must be:  

  • Defined. The objectives of a course should provide students with a clear destination.  
  • Results-oriented.  Objectives must be focused on the results, not the process that students go through to get there.  
  • Inspiring.  Objectives paint a picture for students of the goals for the course which gives them a clear vision of what the course aims to achieve.  
  • Valid.  Objectives  and course content must be aligned, and objectives must be assessable.  
  • Evidence-supported. At the end of the course, all objectives have been achieved.  

Designing courses with these steps helps instructors identify areas that need refinement and provide students with resources to ensure success in reaching their end goal.

Resources

Revised Bloom’s Taxonomy

How to Write Learning Objectives
EasyGenerator (Objective Generator) 

Start with the End in Mind (Building SMART Objectives)

]]> higher education, innovative, teaching, learning No A Conversation with Professor Jeff Simon 27 27 A Conversation with Professor Jeff Simon full d4747071-5af8-4a2f-8a0b-8c3dba6cce42 https://share.transistor.fm/s/57960c12 In this episode, Rob and Jared talk with Professor Jeff Simon, Associate Professor and Assistant Chair of the Department of Communication at Cedarville University. Professor Simon, Rob, and Jared discuss student learning, creative assessments, and tech integration. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Professor Simon shares how he has adjusted his teaching practice over his 13 years in higher education to match the learning needs of his students. He creates more open-ended assignments focused on concepts and processes so students obtain a set of tools that will aid them to be creative problem solvers. In this process, he assesses students based on their proposed solution so he can provide feedback along the way. The ultimate desire for his assignments is that students will develop unique skill sets so they will be successful in their careers.

Student success is important to Professor Simon, so he includes a plethora of resources and tools. To aid learning, he provides exemplars to show the range of submissions from acceptable to excellent. Professor Simon also makes quick tip videos for students so they can have immediate help for completing assignments anytime, anywhere. In addition to those resources, he recently used  Simternship—created by Stukent—which allows students to simulate an internship experience during the course. Students responded well to the use of this tool, so he plans to keep including it. In his opinion, if a tech tool will make a student’s life easier, he is willing to give it a try.

Resources 

Stukent Simternships 

How to Use OBS for Screen Recording 

]]> In this episode, Rob and Jared talk with Professor Jeff Simon, Associate Professor and Assistant Chair of the Department of Communication at Cedarville University. Professor Simon, Rob, and Jared discuss student learning, creative assessments, and tech integration. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Professor Simon shares how he has adjusted his teaching practice over his 13 years in higher education to match the learning needs of his students. He creates more open-ended assignments focused on concepts and processes so students obtain a set of tools that will aid them to be creative problem solvers. In this process, he assesses students based on their proposed solution so he can provide feedback along the way. The ultimate desire for his assignments is that students will develop unique skill sets so they will be successful in their careers.

Student success is important to Professor Simon, so he includes a plethora of resources and tools. To aid learning, he provides exemplars to show the range of submissions from acceptable to excellent. Professor Simon also makes quick tip videos for students so they can have immediate help for completing assignments anytime, anywhere. In addition to those resources, he recently used  Simternship—created by Stukent—which allows students to simulate an internship experience during the course. Students responded well to the use of this tool, so he plans to keep including it. In his opinion, if a tech tool will make a student’s life easier, he is willing to give it a try.

Resources 

Stukent Simternships 

How to Use OBS for Screen Recording 

]]> Fri, 11 Aug 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1538 In this episode, Rob and Jared talk with Professor Jeff Simon, Associate Professor and Assistant Chair of the Department of Communication at Cedarville University. Professor Simon, Rob, and Jared discuss student learning, creative assessments, and tech integration. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Professor Simon shares how he has adjusted his teaching practice over his 13 years in higher education to match the learning needs of his students. He creates more open-ended assignments focused on concepts and processes so students obtain a set of tools that will aid them to be creative problem solvers. In this process, he assesses students based on their proposed solution so he can provide feedback along the way. The ultimate desire for his assignments is that students will develop unique skill sets so they will be successful in their careers.

Student success is important to Professor Simon, so he includes a plethora of resources and tools. To aid learning, he provides exemplars to show the range of submissions from acceptable to excellent. Professor Simon also makes quick tip videos for students so they can have immediate help for completing assignments anytime, anywhere. In addition to those resources, he recently used  Simternship—created by Stukent—which allows students to simulate an internship experience during the course. Students responded well to the use of this tool, so he plans to keep including it. In his opinion, if a tech tool will make a student’s life easier, he is willing to give it a try.

Resources 

Stukent Simternships 

How to Use OBS for Screen Recording 

]]> higher education, innovative, teaching, learning No Adopt, Adapt or A(d)bandon 26 26 Adopt, Adapt or A(d)bandon full c0945dd6-6c0a-46cd-9a37-dac15d6b90c1 https://share.transistor.fm/s/e76c8f77 In this episode, Rob and Jared discuss options for implementing ChatGPT into instruction. They share some questions educators can ask to help them make their own decision. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 


Rob and Jared propose three options for using ChatGPT in instruction: 

  1. Adopt - Wholesale usage of ChatGPT. There is no limit to its implementation in your instruction. ChatGPT has a part to play in grading, planning, instruction, and learning. 
  2. Adapt – Using ChatGPT for specific needs, such as tailoring to certain subjects or supplementing--rather than replacing--traditional teaching methods.  
  3. Abandon – Not using ChatGPT. This could be because of a fear of tech dependence, loss of personal interaction, or concerns about data privacy. All are valid reasons not to use ChatGPT. 

Jared and Rob agree that “Adapt” fits best for how they would use ChatGPT in instruction. For educators considering how they will use ChatGPT, Rob and Jared recommend considering teaching style, needs of students, resources available (accessibility), and their personal comfort level with technology.  

]]> In this episode, Rob and Jared discuss options for implementing ChatGPT into instruction. They share some questions educators can ask to help them make their own decision. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 


Rob and Jared propose three options for using ChatGPT in instruction: 

  1. Adopt - Wholesale usage of ChatGPT. There is no limit to its implementation in your instruction. ChatGPT has a part to play in grading, planning, instruction, and learning. 
  2. Adapt – Using ChatGPT for specific needs, such as tailoring to certain subjects or supplementing--rather than replacing--traditional teaching methods.  
  3. Abandon – Not using ChatGPT. This could be because of a fear of tech dependence, loss of personal interaction, or concerns about data privacy. All are valid reasons not to use ChatGPT. 

Jared and Rob agree that “Adapt” fits best for how they would use ChatGPT in instruction. For educators considering how they will use ChatGPT, Rob and Jared recommend considering teaching style, needs of students, resources available (accessibility), and their personal comfort level with technology.  

]]> Fri, 04 Aug 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1471 In this episode, Rob and Jared discuss options for implementing ChatGPT into instruction. They share some questions educators can ask to help them make their own decision. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 


Rob and Jared propose three options for using ChatGPT in instruction: 

  1. Adopt - Wholesale usage of ChatGPT. There is no limit to its implementation in your instruction. ChatGPT has a part to play in grading, planning, instruction, and learning. 
  2. Adapt – Using ChatGPT for specific needs, such as tailoring to certain subjects or supplementing--rather than replacing--traditional teaching methods.  
  3. Abandon – Not using ChatGPT. This could be because of a fear of tech dependence, loss of personal interaction, or concerns about data privacy. All are valid reasons not to use ChatGPT. 

Jared and Rob agree that “Adapt” fits best for how they would use ChatGPT in instruction. For educators considering how they will use ChatGPT, Rob and Jared recommend considering teaching style, needs of students, resources available (accessibility), and their personal comfort level with technology.  

]]> higher education, innovative, teaching, learning No Education in the Age of AI: Professor Roundtable, Part II 25 25 Education in the Age of AI: Professor Roundtable, Part II full e77bb500-5127-4c71-86c6-28e8cc692700 https://share.transistor.fm/s/32bee5a2 In this episode, Rob continues his conversation with Jared Pyles, Dr. Chris Miller, and Dr. Dan Sterkenburg about ChatGPT and OpenAI. The panelists discuss challenges with student usage of ChatGPT, resources the tool can provide, and potential policies that can be implemented into courses to set clear expectations for the students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

The panelists discuss some of the challenges associated with student usage of ChatGPT as well as appropriate uses. Every course has different learning objectives, so instructors should be careful to match ChatGPT usage with their objectives for the course.


They also discuss ChatGPT 4.0 and plugins. These powerful additions can lead to some creative applications in education. For example, with the help of plugins, Rob and Dr. Miller attempted to create a “Miller bot” by pulling information from YouTube closed captioning to simulate an interaction with a tutor. The potential applications of ChatGPT are numerous, but instructors should also think carefully about its potential pitfalls.

Each panelist shares some final advice for faculty members’ approach to ChatGPT. Dr. Sterkenburg suggests that instructors should get familiar with the tool so that they can adjust their courses as necessary. Dr. Miller believes it is an exciting time to be in education because it gives instructors greater opportunities to prepare students for the future of using AI. Jared sees using ChatGPT as an opportunity to teach responsibility and critical thinking.

]]> In this episode, Rob continues his conversation with Jared Pyles, Dr. Chris Miller, and Dr. Dan Sterkenburg about ChatGPT and OpenAI. The panelists discuss challenges with student usage of ChatGPT, resources the tool can provide, and potential policies that can be implemented into courses to set clear expectations for the students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

The panelists discuss some of the challenges associated with student usage of ChatGPT as well as appropriate uses. Every course has different learning objectives, so instructors should be careful to match ChatGPT usage with their objectives for the course.


They also discuss ChatGPT 4.0 and plugins. These powerful additions can lead to some creative applications in education. For example, with the help of plugins, Rob and Dr. Miller attempted to create a “Miller bot” by pulling information from YouTube closed captioning to simulate an interaction with a tutor. The potential applications of ChatGPT are numerous, but instructors should also think carefully about its potential pitfalls.

Each panelist shares some final advice for faculty members’ approach to ChatGPT. Dr. Sterkenburg suggests that instructors should get familiar with the tool so that they can adjust their courses as necessary. Dr. Miller believes it is an exciting time to be in education because it gives instructors greater opportunities to prepare students for the future of using AI. Jared sees using ChatGPT as an opportunity to teach responsibility and critical thinking.

]]> Fri, 28 Jul 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1204 In this episode, Rob continues his conversation with Jared Pyles, Dr. Chris Miller, and Dr. Dan Sterkenburg about ChatGPT and OpenAI. The panelists discuss challenges with student usage of ChatGPT, resources the tool can provide, and potential policies that can be implemented into courses to set clear expectations for the students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

The panelists discuss some of the challenges associated with student usage of ChatGPT as well as appropriate uses. Every course has different learning objectives, so instructors should be careful to match ChatGPT usage with their objectives for the course.


They also discuss ChatGPT 4.0 and plugins. These powerful additions can lead to some creative applications in education. For example, with the help of plugins, Rob and Dr. Miller attempted to create a “Miller bot” by pulling information from YouTube closed captioning to simulate an interaction with a tutor. The potential applications of ChatGPT are numerous, but instructors should also think carefully about its potential pitfalls.

Each panelist shares some final advice for faculty members’ approach to ChatGPT. Dr. Sterkenburg suggests that instructors should get familiar with the tool so that they can adjust their courses as necessary. Dr. Miller believes it is an exciting time to be in education because it gives instructors greater opportunities to prepare students for the future of using AI. Jared sees using ChatGPT as an opportunity to teach responsibility and critical thinking.

]]> higher education, innovative, teaching, learning No Education in the Age of AI: Professor Roundtable, Part I 24 24 Education in the Age of AI: Professor Roundtable, Part I full 2e1e0b77-b09a-4941-9d4f-c0db1cff4910 https://share.transistor.fm/s/c3d88c0c In this episode, Rob talks with Jared Pyles, Dr. Chris Miller, and Dr. Dan Sterkenburg about ChatGPT and OpenAI. The panelists discuss their own experience with ChatGPT, their understanding of its capabilities, and advice for instructors for interacting with the tool in the future. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Each of the panelists has had varying experiences—both positive and negative—with ChatGPT over the past several months. Some encountered students using ChatGPT to complete their homework, while others had more personal negative experiences with the tool. Regardless of these, Jared Pyles, Dr. Miller, and Dr. Sterkenburg all can see situations where ChatGPT can be used in the classroom well.


Jared has asked his students to use ChatGPT in the research and writing process, and students have reported that they would be more likely to use it to brainstorm rather than create a final product. Similarly, Dr. Sterkenburg has his students use ChatGPT as a research tool, but he then asks them to interact with the results and submit their evaluation. On the other hand, Dr. Miller has not used ChatGPT because he tends to teach lower-level courses where students are not yet equipped to evaluate its results well.

Based on their experiences, each panelist does recommend instructors interact with ChatGPT to become familiar with it. They also recommend including a policy on ChatGPT in your syllabus as well as discussing the tool early in the semester to set expectations for how it should (or should not) be used.  

]]> In this episode, Rob talks with Jared Pyles, Dr. Chris Miller, and Dr. Dan Sterkenburg about ChatGPT and OpenAI. The panelists discuss their own experience with ChatGPT, their understanding of its capabilities, and advice for instructors for interacting with the tool in the future. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Each of the panelists has had varying experiences—both positive and negative—with ChatGPT over the past several months. Some encountered students using ChatGPT to complete their homework, while others had more personal negative experiences with the tool. Regardless of these, Jared Pyles, Dr. Miller, and Dr. Sterkenburg all can see situations where ChatGPT can be used in the classroom well.


Jared has asked his students to use ChatGPT in the research and writing process, and students have reported that they would be more likely to use it to brainstorm rather than create a final product. Similarly, Dr. Sterkenburg has his students use ChatGPT as a research tool, but he then asks them to interact with the results and submit their evaluation. On the other hand, Dr. Miller has not used ChatGPT because he tends to teach lower-level courses where students are not yet equipped to evaluate its results well.

Based on their experiences, each panelist does recommend instructors interact with ChatGPT to become familiar with it. They also recommend including a policy on ChatGPT in your syllabus as well as discussing the tool early in the semester to set expectations for how it should (or should not) be used.  

]]> Fri, 21 Jul 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1678 In this episode, Rob talks with Jared Pyles, Dr. Chris Miller, and Dr. Dan Sterkenburg about ChatGPT and OpenAI. The panelists discuss their own experience with ChatGPT, their understanding of its capabilities, and advice for instructors for interacting with the tool in the future. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Each of the panelists has had varying experiences—both positive and negative—with ChatGPT over the past several months. Some encountered students using ChatGPT to complete their homework, while others had more personal negative experiences with the tool. Regardless of these, Jared Pyles, Dr. Miller, and Dr. Sterkenburg all can see situations where ChatGPT can be used in the classroom well.


Jared has asked his students to use ChatGPT in the research and writing process, and students have reported that they would be more likely to use it to brainstorm rather than create a final product. Similarly, Dr. Sterkenburg has his students use ChatGPT as a research tool, but he then asks them to interact with the results and submit their evaluation. On the other hand, Dr. Miller has not used ChatGPT because he tends to teach lower-level courses where students are not yet equipped to evaluate its results well.

Based on their experiences, each panelist does recommend instructors interact with ChatGPT to become familiar with it. They also recommend including a policy on ChatGPT in your syllabus as well as discussing the tool early in the semester to set expectations for how it should (or should not) be used.  

]]> higher education, innovative, teaching, learning No Coffee Drop: Coffee after 2 pm Is Not a Good Idea Coffee Drop: Coffee after 2 pm Is Not a Good Idea bonus af7711b1-22fe-4e05-a6d0-862b44fbf629 https://share.transistor.fm/s/ffb86b1b Transform Your Teaching is introducing Coffee Drops—spur-of-the-moment episodes when Jared and Rob feel the need to record. These shorter episodes could be random, scholarly, weird, off-topic, on-topic—who knows? All we know is that they'll be over coffee and perfect to listen to during your own coffee/tea break. In this inaugural coffee drop, Rob and Jared discuss an article from Dr. Vladimir Bratic on higher education and ChatGPT. Contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Resources
Teaching and Thinking with Technology

]]> Transform Your Teaching is introducing Coffee Drops—spur-of-the-moment episodes when Jared and Rob feel the need to record. These shorter episodes could be random, scholarly, weird, off-topic, on-topic—who knows? All we know is that they'll be over coffee and perfect to listen to during your own coffee/tea break. In this inaugural coffee drop, Rob and Jared discuss an article from Dr. Vladimir Bratic on higher education and ChatGPT. Contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Resources
Teaching and Thinking with Technology

]]> Tue, 18 Jul 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 622 Transform Your Teaching is introducing Coffee Drops—spur-of-the-moment episodes when Jared and Rob feel the need to record. These shorter episodes could be random, scholarly, weird, off-topic, on-topic—who knows? All we know is that they'll be over coffee and perfect to listen to during your own coffee/tea break. In this inaugural coffee drop, Rob and Jared discuss an article from Dr. Vladimir Bratic on higher education and ChatGPT. Contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Resources
Teaching and Thinking with Technology

]]> higher education, innovative, teaching, learning No AI Meets AI: Artificial Intelligence and Academic Integrity 23 23 AI Meets AI: Artificial Intelligence and Academic Integrity full 47ff5eae-069a-4f6e-adfa-189ffbcf698d https://share.transistor.fm/s/04d76e86 In this episode, Rob and Jared discuss the intersection of artificial intelligence and academic integrity. They confront the issues that educators (and students) will encounter as AI grows and evolves. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

While ChatGPT/AI does have many benefits for educators and students, it’s important not to dive head first into it. There are several issues that can surface (or have already surfaced) when incorporating it into teaching practices.

First, AI carries the risk of eroding trust between student and educator. Because ChatGPT exists and because plagiarism-catching tools are struggling to keep up, educators may feel a sense of doubt about students’ work.

Second, AI could potentially erode the learning process for students. ChatGPT can easily become a crutch for students. The inquiry and discovery that is so important in the learning process could easily be replaced with a quick conversation with ChatGPT.

This episode asks a lot more questions than it provides answers simply because the ChatGPT picture still hasn’t been fully painted. However, educators can prepare by developing policy and setting clear guidelines for the use of AI in their courses.

Rob and Jared would love to hear from you! Tell us about your experiences with ChatGPT or how you’re preparing your courses with ChatGPT in mind. Drop us an email at ctlpodcast@cedarville.edu.

]]> In this episode, Rob and Jared discuss the intersection of artificial intelligence and academic integrity. They confront the issues that educators (and students) will encounter as AI grows and evolves. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

While ChatGPT/AI does have many benefits for educators and students, it’s important not to dive head first into it. There are several issues that can surface (or have already surfaced) when incorporating it into teaching practices.

First, AI carries the risk of eroding trust between student and educator. Because ChatGPT exists and because plagiarism-catching tools are struggling to keep up, educators may feel a sense of doubt about students’ work.

Second, AI could potentially erode the learning process for students. ChatGPT can easily become a crutch for students. The inquiry and discovery that is so important in the learning process could easily be replaced with a quick conversation with ChatGPT.

This episode asks a lot more questions than it provides answers simply because the ChatGPT picture still hasn’t been fully painted. However, educators can prepare by developing policy and setting clear guidelines for the use of AI in their courses.

Rob and Jared would love to hear from you! Tell us about your experiences with ChatGPT or how you’re preparing your courses with ChatGPT in mind. Drop us an email at ctlpodcast@cedarville.edu.

]]> Fri, 14 Jul 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1594 In this episode, Rob and Jared discuss the intersection of artificial intelligence and academic integrity. They confront the issues that educators (and students) will encounter as AI grows and evolves. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

While ChatGPT/AI does have many benefits for educators and students, it’s important not to dive head first into it. There are several issues that can surface (or have already surfaced) when incorporating it into teaching practices.

First, AI carries the risk of eroding trust between student and educator. Because ChatGPT exists and because plagiarism-catching tools are struggling to keep up, educators may feel a sense of doubt about students’ work.

Second, AI could potentially erode the learning process for students. ChatGPT can easily become a crutch for students. The inquiry and discovery that is so important in the learning process could easily be replaced with a quick conversation with ChatGPT.

This episode asks a lot more questions than it provides answers simply because the ChatGPT picture still hasn’t been fully painted. However, educators can prepare by developing policy and setting clear guidelines for the use of AI in their courses.

Rob and Jared would love to hear from you! Tell us about your experiences with ChatGPT or how you’re preparing your courses with ChatGPT in mind. Drop us an email at ctlpodcast@cedarville.edu.

]]> higher education, innovative, teaching, learning No A Conversation with Professor Eric Mishne 22 22 A Conversation with Professor Eric Mishne full e29a27ea-8d8b-423b-b9c2-bc95d4ad1171 https://share.transistor.fm/s/f9752e9a In this episode, Rob and Jared take a break from the series on ChatGPT and OpenAI to talk with Eric Mishne, Assistant Professor of Communication and Director of Forensics at Cedarville University. Prof Mishne, Rob, and Jared discuss making content more accessible to students and using different methods for instruction. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Professor Mishne embraces a flexed learning model in his classroom. Prior to class, his students will read an article, listen to a podcast, or watch a video which “primes the pump” for student engagement in class. Students bring this new knowledge that they obtain outside of the classroom so that class time can be used for applying and interacting with the content. For example, the students might view different kinds of speeches outside of class and then when they arrive at class, they will take a survey that gets them to analyze the speeches that they viewed.

]]> In this episode, Rob and Jared take a break from the series on ChatGPT and OpenAI to talk with Eric Mishne, Assistant Professor of Communication and Director of Forensics at Cedarville University. Prof Mishne, Rob, and Jared discuss making content more accessible to students and using different methods for instruction. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Professor Mishne embraces a flexed learning model in his classroom. Prior to class, his students will read an article, listen to a podcast, or watch a video which “primes the pump” for student engagement in class. Students bring this new knowledge that they obtain outside of the classroom so that class time can be used for applying and interacting with the content. For example, the students might view different kinds of speeches outside of class and then when they arrive at class, they will take a survey that gets them to analyze the speeches that they viewed.

]]> Fri, 07 Jul 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1755 In this episode, Rob and Jared take a break from the series on ChatGPT and OpenAI to talk with Eric Mishne, Assistant Professor of Communication and Director of Forensics at Cedarville University. Prof Mishne, Rob, and Jared discuss making content more accessible to students and using different methods for instruction. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Professor Mishne embraces a flexed learning model in his classroom. Prior to class, his students will read an article, listen to a podcast, or watch a video which “primes the pump” for student engagement in class. Students bring this new knowledge that they obtain outside of the classroom so that class time can be used for applying and interacting with the content. For example, the students might view different kinds of speeches outside of class and then when they arrive at class, they will take a survey that gets them to analyze the speeches that they viewed.

]]> higher education, innovative, teaching, learning No AI and the Digital Divide 21 21 AI and the Digital Divide full fd27b155-3bfc-489f-bb38-7ea17d1062b0 https://share.transistor.fm/s/16849cfc In this episode, Rob and Jared discuss the accessibility of ChatGPT. They talk about the challenges that people may face accessing the platform, the cost associated with new tech, and the advantages that certain users will have based on their access to ChatGPT. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

ChatGPT can present concerns in terms of access because people’s varying circumstances will either help them or prevent them from utilizing it. Some students may have issues accessing the internet based on their location; therefore, they may not have the same access to ChatGPT as their peers. Larger corporations, however, larger corporations and technology companies can access new features such as Microsoft’s CoPilot because of the cost and computing power required. Though ChatGPT can be accessed from a browser as well as an app, certain devices may not be as compatible with the app.

The largest access gap concerns the versions of ChatGPT since there is a clear difference between ChatGPT 3.5 and ChatGPT 4.0. ChatGPT 3.5 is the free version, accessible to anyone who navigates to the site, while ChatGPT 4.0 is a paid subscription version. ChatGPT 4.0 has also released a beta that allows ChatGPT to search the web for up-to-date information. Ultimately, people who have access to more advanced versions will have greater opportunities to use it in their field.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

]]> In this episode, Rob and Jared discuss the accessibility of ChatGPT. They talk about the challenges that people may face accessing the platform, the cost associated with new tech, and the advantages that certain users will have based on their access to ChatGPT. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

ChatGPT can present concerns in terms of access because people’s varying circumstances will either help them or prevent them from utilizing it. Some students may have issues accessing the internet based on their location; therefore, they may not have the same access to ChatGPT as their peers. Larger corporations, however, larger corporations and technology companies can access new features such as Microsoft’s CoPilot because of the cost and computing power required. Though ChatGPT can be accessed from a browser as well as an app, certain devices may not be as compatible with the app.

The largest access gap concerns the versions of ChatGPT since there is a clear difference between ChatGPT 3.5 and ChatGPT 4.0. ChatGPT 3.5 is the free version, accessible to anyone who navigates to the site, while ChatGPT 4.0 is a paid subscription version. ChatGPT 4.0 has also released a beta that allows ChatGPT to search the web for up-to-date information. Ultimately, people who have access to more advanced versions will have greater opportunities to use it in their field.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

]]> Fri, 30 Jun 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1582 In this episode, Rob and Jared discuss the accessibility of ChatGPT. They talk about the challenges that people may face accessing the platform, the cost associated with new tech, and the advantages that certain users will have based on their access to ChatGPT. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

ChatGPT can present concerns in terms of access because people’s varying circumstances will either help them or prevent them from utilizing it. Some students may have issues accessing the internet based on their location; therefore, they may not have the same access to ChatGPT as their peers. Larger corporations, however, larger corporations and technology companies can access new features such as Microsoft’s CoPilot because of the cost and computing power required. Though ChatGPT can be accessed from a browser as well as an app, certain devices may not be as compatible with the app.

The largest access gap concerns the versions of ChatGPT since there is a clear difference between ChatGPT 3.5 and ChatGPT 4.0. ChatGPT 3.5 is the free version, accessible to anyone who navigates to the site, while ChatGPT 4.0 is a paid subscription version. ChatGPT 4.0 has also released a beta that allows ChatGPT to search the web for up-to-date information. Ultimately, people who have access to more advanced versions will have greater opportunities to use it in their field.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

]]> higher education, innovative, teaching, learning No What is ChatGPT’s Philosophy of Education? 20 20 What is ChatGPT’s Philosophy of Education? full c1ab14e9-0cda-44d1-8481-6b5fe55c7681 https://share.transistor.fm/s/aa2cd903 In this episode, Rob and Jared have a live conversation with ChatGPT. They ask it for its philosophy of education and discuss its responses. Jared also shares his plans for using ChatGPT in his course over the summer. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.


Rob and Jared discovered that ChatGPT (version 3.5) presents a rather constructivist philosophy of education, focusing on being student-centered, developing critical thinking, and creating opportunities for collaboration and cooperation. When pressed for the origins of this philosophy, ChatGPT referenced several prominent theorists, including Piaget and Vygotsky. 

Overall, Jared and Rob were relatively impressed with the answers but felt that they were rather boilerplate and biased. It is important to remember that ChatGPT was programmed by individuals who come with their own biases, so there will always be some subjectivity, even though AI is perceived to be objective.

Jared plans on employing ChatGPT in his summer course, asking students to use ChatGPT as a tool during different stages of the writing process. He will give a report at the close of the series.

View the transcript of Rob’s questions and ChatGPT’s responses.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

]]> In this episode, Rob and Jared have a live conversation with ChatGPT. They ask it for its philosophy of education and discuss its responses. Jared also shares his plans for using ChatGPT in his course over the summer. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.


Rob and Jared discovered that ChatGPT (version 3.5) presents a rather constructivist philosophy of education, focusing on being student-centered, developing critical thinking, and creating opportunities for collaboration and cooperation. When pressed for the origins of this philosophy, ChatGPT referenced several prominent theorists, including Piaget and Vygotsky. 

Overall, Jared and Rob were relatively impressed with the answers but felt that they were rather boilerplate and biased. It is important to remember that ChatGPT was programmed by individuals who come with their own biases, so there will always be some subjectivity, even though AI is perceived to be objective.

Jared plans on employing ChatGPT in his summer course, asking students to use ChatGPT as a tool during different stages of the writing process. He will give a report at the close of the series.

View the transcript of Rob’s questions and ChatGPT’s responses.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

]]> Fri, 23 Jun 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1338 In this episode, Rob and Jared have a live conversation with ChatGPT. They ask it for its philosophy of education and discuss its responses. Jared also shares his plans for using ChatGPT in his course over the summer. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.


Rob and Jared discovered that ChatGPT (version 3.5) presents a rather constructivist philosophy of education, focusing on being student-centered, developing critical thinking, and creating opportunities for collaboration and cooperation. When pressed for the origins of this philosophy, ChatGPT referenced several prominent theorists, including Piaget and Vygotsky. 

Overall, Jared and Rob were relatively impressed with the answers but felt that they were rather boilerplate and biased. It is important to remember that ChatGPT was programmed by individuals who come with their own biases, so there will always be some subjectivity, even though AI is perceived to be objective.

Jared plans on employing ChatGPT in his summer course, asking students to use ChatGPT as a tool during different stages of the writing process. He will give a report at the close of the series.

View the transcript of Rob’s questions and ChatGPT’s responses.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

]]> higher education, innovative, teaching, learning No Education in the Age of AI: What is ChatGPT? 19 19 Education in the Age of AI: What is ChatGPT? full 261151de-cac4-46e4-91e3-c45f05836254 https://share.transistor.fm/s/799a0a00 In this episode, Rob and Jared explore the origins of AI and how they led to ChatGPT. They discuss how AI’s continued growth has led to innovative tools as well as potential challenges in education. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

This episode sets the stage for our summer series exploring ChatGPT. Our conversation begins with how the web has changed: Web 1.0, the internet's ”Stone Age,” featured static pages and one-sided conversations. Web 2.0, the ”Renaissance,” brought interactive pages; while Web 3.0 offered machine-readable, interoperable, and decentralized information.

AI's timeline began in 1950 with the Turing Test, measuring machine intelligence. In 1956, John McCarthy introduced the term "Artificial Intelligence" at the Dartmouth Conference. The "Golden Years" of AI (1957-1974) saw the first AI programs and labs. The first and second AI winters (1969, 1973-1980) were marked by decreased funding and interest due to criticism and failed machine translation, respectively. AI resurgence happened with the advent of expert systems (1980-1987), but another winter followed due to their market collapse (1987-1993). 

Important AI milestones include Deep Blue beating a world chess champion in 1997, IBM's Watson winning Jeopardy in 2011, chatbots passing the Turing Test in 2014, and the release of GPT-3 in 2020.

Educational AI has also made significant strides. An early example of ed-tech with AI capability is PLATO in 1963. That early technology has adapted to include automated essay grading. Tools like Gradescope and E-rater utilize algorithms to provide feedback on student essays, saving teachers’ time and giving students more immediate feedback. Personalized learning paths like OpenSimon use student data to provide real-time, personalized feedback based on student performance and behavior. Intelligent tutoring systems adapt to the learning needs of individual students based on their performance and behavior exemplified by Jill Watson, augmenting education through personalized, real-time feedback.

ChatGPT contributed to this description.

]]> In this episode, Rob and Jared explore the origins of AI and how they led to ChatGPT. They discuss how AI’s continued growth has led to innovative tools as well as potential challenges in education. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

This episode sets the stage for our summer series exploring ChatGPT. Our conversation begins with how the web has changed: Web 1.0, the internet's ”Stone Age,” featured static pages and one-sided conversations. Web 2.0, the ”Renaissance,” brought interactive pages; while Web 3.0 offered machine-readable, interoperable, and decentralized information.

AI's timeline began in 1950 with the Turing Test, measuring machine intelligence. In 1956, John McCarthy introduced the term "Artificial Intelligence" at the Dartmouth Conference. The "Golden Years" of AI (1957-1974) saw the first AI programs and labs. The first and second AI winters (1969, 1973-1980) were marked by decreased funding and interest due to criticism and failed machine translation, respectively. AI resurgence happened with the advent of expert systems (1980-1987), but another winter followed due to their market collapse (1987-1993). 

Important AI milestones include Deep Blue beating a world chess champion in 1997, IBM's Watson winning Jeopardy in 2011, chatbots passing the Turing Test in 2014, and the release of GPT-3 in 2020.

Educational AI has also made significant strides. An early example of ed-tech with AI capability is PLATO in 1963. That early technology has adapted to include automated essay grading. Tools like Gradescope and E-rater utilize algorithms to provide feedback on student essays, saving teachers’ time and giving students more immediate feedback. Personalized learning paths like OpenSimon use student data to provide real-time, personalized feedback based on student performance and behavior. Intelligent tutoring systems adapt to the learning needs of individual students based on their performance and behavior exemplified by Jill Watson, augmenting education through personalized, real-time feedback.

ChatGPT contributed to this description.

]]> Fri, 16 Jun 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1312 In this episode, Rob and Jared explore the origins of AI and how they led to ChatGPT. They discuss how AI’s continued growth has led to innovative tools as well as potential challenges in education. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

This episode sets the stage for our summer series exploring ChatGPT. Our conversation begins with how the web has changed: Web 1.0, the internet's ”Stone Age,” featured static pages and one-sided conversations. Web 2.0, the ”Renaissance,” brought interactive pages; while Web 3.0 offered machine-readable, interoperable, and decentralized information.

AI's timeline began in 1950 with the Turing Test, measuring machine intelligence. In 1956, John McCarthy introduced the term "Artificial Intelligence" at the Dartmouth Conference. The "Golden Years" of AI (1957-1974) saw the first AI programs and labs. The first and second AI winters (1969, 1973-1980) were marked by decreased funding and interest due to criticism and failed machine translation, respectively. AI resurgence happened with the advent of expert systems (1980-1987), but another winter followed due to their market collapse (1987-1993). 

Important AI milestones include Deep Blue beating a world chess champion in 1997, IBM's Watson winning Jeopardy in 2011, chatbots passing the Turing Test in 2014, and the release of GPT-3 in 2020.

Educational AI has also made significant strides. An early example of ed-tech with AI capability is PLATO in 1963. That early technology has adapted to include automated essay grading. Tools like Gradescope and E-rater utilize algorithms to provide feedback on student essays, saving teachers’ time and giving students more immediate feedback. Personalized learning paths like OpenSimon use student data to provide real-time, personalized feedback based on student performance and behavior. Intelligent tutoring systems adapt to the learning needs of individual students based on their performance and behavior exemplified by Jill Watson, augmenting education through personalized, real-time feedback.

ChatGPT contributed to this description.

]]> higher education, innovative, teaching, learning No The What, the Why and the How of Technology Integration: Practical Tools 18 18 The What, the Why and the How of Technology Integration: Practical Tools full cc9538b5-e02a-45c6-bb58-ecb96c3c35e7 https://share.transistor.fm/s/36137489 In this episode, Rob and Jared wrap up the "What, Why, How” series by discussing some of their favorite educational technology tools. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Jared’s favorite tech tools: 

  1. Flip – asynchronous video discussion 
  2. Kami – annotation tool 
  3. Mentimeter – slide presenter with interaction 
  4. Canva – free graphic design tool 
  5. Adobe Podcast – cleans up audio regardless of ambience or mic quality 
  6. Pear Deck (Google Slides extension) - Great for introducing new content  
  7. Print Friendly & PDF (Google Chrome extension) - cleans up ads and distractions from websites 

Rob’s favorite tech tools: 

  1. Grammarly - AI writing assistant 
  2. Parallel Plus – online bible study tool 
  3. MindNode – mind mapping tool 
  4. Microsoft Teams – classroom file management and communication 
  5. Canvas Quizzes - great for formative assessment 
  6. ChatGPT-4 - great for research 

From Jared’s Boise friends: 

  1. Padlet - it has so many applications and makes crowd sourced activities easy  
  2. Edpuzzle - it provides accountability for watching videos  
  3. Hypothes.is - PDF annotation tool, but has a pay wall 
  4. Formative - It's a one-stop-shop for kids and allows for tons of customization on the teacher end. It's my go to for everything 
  5. GoReact - Video-based assessments. You can give time-stamped feedback at specific parts of the video (Presentations, etc) 
  6. Wakelet – useful for sharing resources
]]> In this episode, Rob and Jared wrap up the "What, Why, How” series by discussing some of their favorite educational technology tools. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Jared’s favorite tech tools: 

  1. Flip – asynchronous video discussion 
  2. Kami – annotation tool 
  3. Mentimeter – slide presenter with interaction 
  4. Canva – free graphic design tool 
  5. Adobe Podcast – cleans up audio regardless of ambience or mic quality 
  6. Pear Deck (Google Slides extension) - Great for introducing new content  
  7. Print Friendly & PDF (Google Chrome extension) - cleans up ads and distractions from websites 

Rob’s favorite tech tools: 

  1. Grammarly - AI writing assistant 
  2. Parallel Plus – online bible study tool 
  3. MindNode – mind mapping tool 
  4. Microsoft Teams – classroom file management and communication 
  5. Canvas Quizzes - great for formative assessment 
  6. ChatGPT-4 - great for research 

From Jared’s Boise friends: 

  1. Padlet - it has so many applications and makes crowd sourced activities easy  
  2. Edpuzzle - it provides accountability for watching videos  
  3. Hypothes.is - PDF annotation tool, but has a pay wall 
  4. Formative - It's a one-stop-shop for kids and allows for tons of customization on the teacher end. It's my go to for everything 
  5. GoReact - Video-based assessments. You can give time-stamped feedback at specific parts of the video (Presentations, etc) 
  6. Wakelet – useful for sharing resources
]]> Fri, 09 Jun 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1321 In this episode, Rob and Jared wrap up the "What, Why, How” series by discussing some of their favorite educational technology tools. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Jared’s favorite tech tools: 

  1. Flip – asynchronous video discussion 
  2. Kami – annotation tool 
  3. Mentimeter – slide presenter with interaction 
  4. Canva – free graphic design tool 
  5. Adobe Podcast – cleans up audio regardless of ambience or mic quality 
  6. Pear Deck (Google Slides extension) - Great for introducing new content  
  7. Print Friendly & PDF (Google Chrome extension) - cleans up ads and distractions from websites 

Rob’s favorite tech tools: 

  1. Grammarly - AI writing assistant 
  2. Parallel Plus – online bible study tool 
  3. MindNode – mind mapping tool 
  4. Microsoft Teams – classroom file management and communication 
  5. Canvas Quizzes - great for formative assessment 
  6. ChatGPT-4 - great for research 

From Jared’s Boise friends: 

  1. Padlet - it has so many applications and makes crowd sourced activities easy  
  2. Edpuzzle - it provides accountability for watching videos  
  3. Hypothes.is - PDF annotation tool, but has a pay wall 
  4. Formative - It's a one-stop-shop for kids and allows for tons of customization on the teacher end. It's my go to for everything 
  5. GoReact - Video-based assessments. You can give time-stamped feedback at specific parts of the video (Presentations, etc) 
  6. Wakelet – useful for sharing resources
]]> higher education, innovative, teaching, learning No The What, the Why and the How of Technology Integration: Mental Models 17 17 The What, the Why and the How of Technology Integration: Mental Models full 9d6484e3-a026-425d-ba08-009bfdadf3af https://share.transistor.fm/s/22061131 In this episode, Rob and Jared discuss using mental models so instructors can think through best practices for educational technology. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Building mental models can help educators approach using technology in their courses. One such mental model is “the planning cycle” which begins with identifying needs and determining whether they are real needs or felt needs. Once the real needs are identified, SMART goals can be created based on those real needs. After goals are established, it's important to create an evaluation to determine if you met those goals.

In education, the Backward Design approach illustrates these principles well. With this approach, an instructor starts by identifying their objective. To create appropriate objectives, an instructor must understand students’ current knowledge and ability levels. Objectives need to be measurable to be effective, and determining how students can prove they meet the objectives can be challenging. However, colleagues can be a help in this endeavor.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Resources 

Understanding by Design: Wiggins and McTighe 

Understanding by Design: Ryan Bowen 

]]> In this episode, Rob and Jared discuss using mental models so instructors can think through best practices for educational technology. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Building mental models can help educators approach using technology in their courses. One such mental model is “the planning cycle” which begins with identifying needs and determining whether they are real needs or felt needs. Once the real needs are identified, SMART goals can be created based on those real needs. After goals are established, it's important to create an evaluation to determine if you met those goals.

In education, the Backward Design approach illustrates these principles well. With this approach, an instructor starts by identifying their objective. To create appropriate objectives, an instructor must understand students’ current knowledge and ability levels. Objectives need to be measurable to be effective, and determining how students can prove they meet the objectives can be challenging. However, colleagues can be a help in this endeavor.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Resources 

Understanding by Design: Wiggins and McTighe 

Understanding by Design: Ryan Bowen 

]]> Fri, 02 Jun 2023 12:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1359 In this episode, Rob and Jared discuss using mental models so instructors can think through best practices for educational technology. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Building mental models can help educators approach using technology in their courses. One such mental model is “the planning cycle” which begins with identifying needs and determining whether they are real needs or felt needs. Once the real needs are identified, SMART goals can be created based on those real needs. After goals are established, it's important to create an evaluation to determine if you met those goals.

In education, the Backward Design approach illustrates these principles well. With this approach, an instructor starts by identifying their objective. To create appropriate objectives, an instructor must understand students’ current knowledge and ability levels. Objectives need to be measurable to be effective, and determining how students can prove they meet the objectives can be challenging. However, colleagues can be a help in this endeavor.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Resources 

Understanding by Design: Wiggins and McTighe 

Understanding by Design: Ryan Bowen 

]]> higher education, innovative, teaching, learning No The What, the Why and the How of Technology Integration with Dr. Chris Miller 16 16 The What, the Why and the How of Technology Integration with Dr. Chris Miller full b9d49c42-b4bc-4fd9-83aa-4d2f5b906e06 https://share.transistor.fm/s/cfc47a98 In this episode, Rob McDole and Jared Pyles welcome Dr. Chris Miller, Senior Professor of Biblical Studies at Cedarville University, onto the podcast. Dr. Miller has been integrating technology into his teaching for decades. He discusses the results he sees from his students because of integrating technology as well as the shifting landscape of student needs and learning habits. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 


From his years of teaching, Dr. Miller recognizes that his students’ needs change from year to year and from class to class and adapts his teaching based on his observations of his students. He recognizes that students are still reeling from the effects of the pandemic on their habits and learning practices.

Dr. Miller has always tried to be “on the bleeding edge” of using technology in his teaching. He believes that technology can allow for clear communication between student and instructor. Technology also keeps him organized and ensures he fully understands what he’s teaching. Dr. Miller also provides his slides and his screen recordings for students who cannot attend class due to things such as sickness or athletic events, seeing it as making his content accessible to students. He realizes that making his content available and accessible can provide an avenue for students to not attend class. However, that pushes him to put more effort into his teaching and make sure his love for the content is visible to incentivize students to still attend.   

]]> In this episode, Rob McDole and Jared Pyles welcome Dr. Chris Miller, Senior Professor of Biblical Studies at Cedarville University, onto the podcast. Dr. Miller has been integrating technology into his teaching for decades. He discusses the results he sees from his students because of integrating technology as well as the shifting landscape of student needs and learning habits. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 


From his years of teaching, Dr. Miller recognizes that his students’ needs change from year to year and from class to class and adapts his teaching based on his observations of his students. He recognizes that students are still reeling from the effects of the pandemic on their habits and learning practices.

Dr. Miller has always tried to be “on the bleeding edge” of using technology in his teaching. He believes that technology can allow for clear communication between student and instructor. Technology also keeps him organized and ensures he fully understands what he’s teaching. Dr. Miller also provides his slides and his screen recordings for students who cannot attend class due to things such as sickness or athletic events, seeing it as making his content accessible to students. He realizes that making his content available and accessible can provide an avenue for students to not attend class. However, that pushes him to put more effort into his teaching and make sure his love for the content is visible to incentivize students to still attend.   

]]> Fri, 26 May 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1164 In this episode, Rob McDole and Jared Pyles welcome Dr. Chris Miller, Senior Professor of Biblical Studies at Cedarville University, onto the podcast. Dr. Miller has been integrating technology into his teaching for decades. He discusses the results he sees from his students because of integrating technology as well as the shifting landscape of student needs and learning habits. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. 


From his years of teaching, Dr. Miller recognizes that his students’ needs change from year to year and from class to class and adapts his teaching based on his observations of his students. He recognizes that students are still reeling from the effects of the pandemic on their habits and learning practices.

Dr. Miller has always tried to be “on the bleeding edge” of using technology in his teaching. He believes that technology can allow for clear communication between student and instructor. Technology also keeps him organized and ensures he fully understands what he’s teaching. Dr. Miller also provides his slides and his screen recordings for students who cannot attend class due to things such as sickness or athletic events, seeing it as making his content accessible to students. He realizes that making his content available and accessible can provide an avenue for students to not attend class. However, that pushes him to put more effort into his teaching and make sure his love for the content is visible to incentivize students to still attend.   

]]> higher education, innovative, teaching, learning No The What, the Why and the How of Technology Integration: The How & Accessibility 15 15 The What, the Why and the How of Technology Integration: The How & Accessibility full da5459e2-c79b-4158-beb7-5ba20f313fdd https://share.transistor.fm/s/300d74dd In this episode Rob and Jared continue to talk about the “how” of tech integration, but they discuss it from the perspective of accessibility with Lauren Eissler--User Experience Designer and Editor for the Center for Teaching and Learning at Cedarville University. In their conversation, they define accessibility and discuss best practices for making more content accessible to students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Before digging into how to effectively make content accessible, it’s important to ask: “what is accessibility?” A basic definition of accessibility is to ensure that the course is accessible to all students, regardless of disability or challenge. 


It is also important to understand why instructors should make their content more accessible. We need to make sure our content is readable for tools like screen readers that help create opportunities for learning for all students. Accessibility also helps remove roadblocks so that students can access content. For example, video captions can help students focus and make it so that students can easily watch videos in noisy areas or without headphones.

Pay attention to how you style or structure your content. Here are some pointers: 

  • Use headers instead of increasing size and stylizing paragraph text 
  • Include transcriptions/closed captioning when possible. 
  • Avoid colored text 
  • Use alternative text for images – keep it simple and specific (ideally under 120 characters) 

There is an easy-to-use accessibility checker in Canvas. Use it to check your existing content or before you publish something new.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Resources 

Using the Accessibility Checker in Canvas 

W3C’s Web Accessibility Institute 

Universal Design for Learning 

Heading Accessibility in Word
WebAIM Contrast Checker

FOCUS BLOG: 

]]> In this episode Rob and Jared continue to talk about the “how” of tech integration, but they discuss it from the perspective of accessibility with Lauren Eissler--User Experience Designer and Editor for the Center for Teaching and Learning at Cedarville University. In their conversation, they define accessibility and discuss best practices for making more content accessible to students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Before digging into how to effectively make content accessible, it’s important to ask: “what is accessibility?” A basic definition of accessibility is to ensure that the course is accessible to all students, regardless of disability or challenge. 


It is also important to understand why instructors should make their content more accessible. We need to make sure our content is readable for tools like screen readers that help create opportunities for learning for all students. Accessibility also helps remove roadblocks so that students can access content. For example, video captions can help students focus and make it so that students can easily watch videos in noisy areas or without headphones.

Pay attention to how you style or structure your content. Here are some pointers: 

  • Use headers instead of increasing size and stylizing paragraph text 
  • Include transcriptions/closed captioning when possible. 
  • Avoid colored text 
  • Use alternative text for images – keep it simple and specific (ideally under 120 characters) 

There is an easy-to-use accessibility checker in Canvas. Use it to check your existing content or before you publish something new.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Resources 

Using the Accessibility Checker in Canvas 

W3C’s Web Accessibility Institute 

Universal Design for Learning 

Heading Accessibility in Word
WebAIM Contrast Checker

FOCUS BLOG: 

]]> Fri, 19 May 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1289 In this episode Rob and Jared continue to talk about the “how” of tech integration, but they discuss it from the perspective of accessibility with Lauren Eissler--User Experience Designer and Editor for the Center for Teaching and Learning at Cedarville University. In their conversation, they define accessibility and discuss best practices for making more content accessible to students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Before digging into how to effectively make content accessible, it’s important to ask: “what is accessibility?” A basic definition of accessibility is to ensure that the course is accessible to all students, regardless of disability or challenge. 


It is also important to understand why instructors should make their content more accessible. We need to make sure our content is readable for tools like screen readers that help create opportunities for learning for all students. Accessibility also helps remove roadblocks so that students can access content. For example, video captions can help students focus and make it so that students can easily watch videos in noisy areas or without headphones.

Pay attention to how you style or structure your content. Here are some pointers: 

  • Use headers instead of increasing size and stylizing paragraph text 
  • Include transcriptions/closed captioning when possible. 
  • Avoid colored text 
  • Use alternative text for images – keep it simple and specific (ideally under 120 characters) 

There is an easy-to-use accessibility checker in Canvas. Use it to check your existing content or before you publish something new.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.

Resources 

Using the Accessibility Checker in Canvas 

W3C’s Web Accessibility Institute 

Universal Design for Learning 

Heading Accessibility in Word
WebAIM Contrast Checker

FOCUS BLOG: 

]]> higher education, innovative, teaching, learning No The What, the Why and the How of Technology Integration: The How & SAMR 14 14 The What, the Why and the How of Technology Integration: The How & SAMR full af49c662-e52a-4779-9212-8a1a0f76f356 https://share.transistor.fm/s/ebfc13e2 In this episode, Rob and Jared discuss the “how” of technology integration and the practical framework SAMR. They talk about how instructors can utilize this framework to integrate technology with their courses. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

SAMR, an acronym for the four levels of technology integration, was created by Ruben Puentedura and is a practical framework for technology integration. 

  • Substitution: technology is a direct tool substitute with no functional change. 
  • Augmentation: technology acts as a direct tool substitute with functional improvement. 
  • Modification: technology allows for significant task redesign. 
  • Redefinition: technology allows for the creation of new tasks previously inconceivable. 

According to Puentedura, substitution is the lowest level of integration; redefinition is the highest. Substitution and augmentation are seen as methods of improving learning tasks. Modification and redefinition can lead to transformed learning tasks. 

Research has shown that educators integrate technology at the substitution and augmentation level, so how do we push ourselves into the complex levels? Here are some tips:  

  • Schedule time to try it out. Put it on your calendar and hold to it. Create an opportunity to try. 
  • Be willing to fail (yeah, I know that’s hard to read). Remember that failure isn’t failure; it’s feedback. 
  • Build a network of other educators. Maybe they failed already, and you can learn from them! 

Questions to ask (from 3plearning.org) 

  • What am I hoping to achieve by using this technology? 
  • How will it make a difference to my students’ learning? 
  • Why is it preferable to not using technology? 
  • How equipped are my students and I to use this technology? 
  • How much time do I have to invest in making it work? 

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

Resources 

SAMR: A Brief Introduction (slideshow) 

How to Apply the SAMR Model with Ruben Puentedura (video) 

How to Use Technology in the Classroom: Benefits and Effects  

Applying the SAMR model to aid your digital transformation 

]]> In this episode, Rob and Jared discuss the “how” of technology integration and the practical framework SAMR. They talk about how instructors can utilize this framework to integrate technology with their courses. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

SAMR, an acronym for the four levels of technology integration, was created by Ruben Puentedura and is a practical framework for technology integration. 

  • Substitution: technology is a direct tool substitute with no functional change. 
  • Augmentation: technology acts as a direct tool substitute with functional improvement. 
  • Modification: technology allows for significant task redesign. 
  • Redefinition: technology allows for the creation of new tasks previously inconceivable. 

According to Puentedura, substitution is the lowest level of integration; redefinition is the highest. Substitution and augmentation are seen as methods of improving learning tasks. Modification and redefinition can lead to transformed learning tasks. 

Research has shown that educators integrate technology at the substitution and augmentation level, so how do we push ourselves into the complex levels? Here are some tips:  

  • Schedule time to try it out. Put it on your calendar and hold to it. Create an opportunity to try. 
  • Be willing to fail (yeah, I know that’s hard to read). Remember that failure isn’t failure; it’s feedback. 
  • Build a network of other educators. Maybe they failed already, and you can learn from them! 

Questions to ask (from 3plearning.org) 

  • What am I hoping to achieve by using this technology? 
  • How will it make a difference to my students’ learning? 
  • Why is it preferable to not using technology? 
  • How equipped are my students and I to use this technology? 
  • How much time do I have to invest in making it work? 

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

Resources 

SAMR: A Brief Introduction (slideshow) 

How to Apply the SAMR Model with Ruben Puentedura (video) 

How to Use Technology in the Classroom: Benefits and Effects  

Applying the SAMR model to aid your digital transformation 

]]> Fri, 12 May 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1584 In this episode, Rob and Jared discuss the “how” of technology integration and the practical framework SAMR. They talk about how instructors can utilize this framework to integrate technology with their courses. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

SAMR, an acronym for the four levels of technology integration, was created by Ruben Puentedura and is a practical framework for technology integration. 

  • Substitution: technology is a direct tool substitute with no functional change. 
  • Augmentation: technology acts as a direct tool substitute with functional improvement. 
  • Modification: technology allows for significant task redesign. 
  • Redefinition: technology allows for the creation of new tasks previously inconceivable. 

According to Puentedura, substitution is the lowest level of integration; redefinition is the highest. Substitution and augmentation are seen as methods of improving learning tasks. Modification and redefinition can lead to transformed learning tasks. 

Research has shown that educators integrate technology at the substitution and augmentation level, so how do we push ourselves into the complex levels? Here are some tips:  

  • Schedule time to try it out. Put it on your calendar and hold to it. Create an opportunity to try. 
  • Be willing to fail (yeah, I know that’s hard to read). Remember that failure isn’t failure; it’s feedback. 
  • Build a network of other educators. Maybe they failed already, and you can learn from them! 

Questions to ask (from 3plearning.org) 

  • What am I hoping to achieve by using this technology? 
  • How will it make a difference to my students’ learning? 
  • Why is it preferable to not using technology? 
  • How equipped are my students and I to use this technology? 
  • How much time do I have to invest in making it work? 

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

Resources 

SAMR: A Brief Introduction (slideshow) 

How to Apply the SAMR Model with Ruben Puentedura (video) 

How to Use Technology in the Classroom: Benefits and Effects  

Applying the SAMR model to aid your digital transformation 

]]> higher education, innovative, teaching, learning No The What, the Why and the How of Technology Integration: The Why 13 13 The What, the Why and the How of Technology Integration: The Why full ee60dfac-f5ec-4177-8f91-b574ad464307 https://share.transistor.fm/s/e343e933 In this episode, Rob and Jared discuss the “why” of technology integration and how it relates to servant teaching. They talk about how effective technology integration can improve student engagement and help students understand content better. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Technology integration directly relates to servant teaching—it’s a great way for us to prepare our students for their future. We can demonstrate proper technology usage and practice through our instruction. Our goal should be to impart wisdom and to help students work through the proper use of technology and develop 21st Century skills. Using technology effectively serves students because it can meet their immediate needs. It can bridge learning gaps and help students understand content better. Technology can also improve student engagement by personalizing instruction and giving students a voice and choice. 

Learn how to use the technology that fits best with your content so you can teach others. Technology integration comes with a caveat: make sure you’re using the right tools for the job. Don’t pick technology for technology integration’s sake. Consider using technology that complements your instruction and your content and helps meet your students’ needs. 


What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

Resources 

Why do we need technology integration? 

]]> In this episode, Rob and Jared discuss the “why” of technology integration and how it relates to servant teaching. They talk about how effective technology integration can improve student engagement and help students understand content better. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Technology integration directly relates to servant teaching—it’s a great way for us to prepare our students for their future. We can demonstrate proper technology usage and practice through our instruction. Our goal should be to impart wisdom and to help students work through the proper use of technology and develop 21st Century skills. Using technology effectively serves students because it can meet their immediate needs. It can bridge learning gaps and help students understand content better. Technology can also improve student engagement by personalizing instruction and giving students a voice and choice. 

Learn how to use the technology that fits best with your content so you can teach others. Technology integration comes with a caveat: make sure you’re using the right tools for the job. Don’t pick technology for technology integration’s sake. Consider using technology that complements your instruction and your content and helps meet your students’ needs. 


What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

Resources 

Why do we need technology integration? 

]]> Fri, 05 May 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1374 In this episode, Rob and Jared discuss the “why” of technology integration and how it relates to servant teaching. They talk about how effective technology integration can improve student engagement and help students understand content better. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better.

Technology integration directly relates to servant teaching—it’s a great way for us to prepare our students for their future. We can demonstrate proper technology usage and practice through our instruction. Our goal should be to impart wisdom and to help students work through the proper use of technology and develop 21st Century skills. Using technology effectively serves students because it can meet their immediate needs. It can bridge learning gaps and help students understand content better. Technology can also improve student engagement by personalizing instruction and giving students a voice and choice. 

Learn how to use the technology that fits best with your content so you can teach others. Technology integration comes with a caveat: make sure you’re using the right tools for the job. Don’t pick technology for technology integration’s sake. Consider using technology that complements your instruction and your content and helps meet your students’ needs. 


What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

Resources 

Why do we need technology integration? 

]]> higher education, innovative, teaching, learning No The What, the Why and the How of Technology Integration: The What 12 12 The What, the Why and the How of Technology Integration: The What full 66836be5-f8c6-41e6-9cdf-1a1159bd72f0 https://share.transistor.fm/s/5d2f3e2a In this episode, Rob and Jared discuss the “what” of technology integration. They delve into the definition of technology integration and best practices, using ChatGPT as their co-pilot. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Webster’s definition of technology is expansive. For the sake of our series, we will be limiting our discussion to the use of electronic hardware or software in educational settings that enhance the learning experience. It is important that we as instructors consider integrating technology that fits the needs of our students, our goals, and our instruction.  
 

Technology can be used before, during, and after instruction. Consider how it can help you plan and deliver your content as well as assess your students. Consider using technology for facilitating interaction or collaboration purposes. Because of advances in technology, students can engage with your content anytime and anywhere. 

We can enhance teaching and learning through appropriate technology integration. However, this does take time and consideration. We can also help students learn the ethics and responsibility of using technology. Every time we ask students to use technology, we are allowing them to practice technical, responsible, and safe usage of technology. This can help them as they engage in your course and throughout their lives.  

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve.

Resources 

What is successful technology integration? 

]]> In this episode, Rob and Jared discuss the “what” of technology integration. They delve into the definition of technology integration and best practices, using ChatGPT as their co-pilot. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Webster’s definition of technology is expansive. For the sake of our series, we will be limiting our discussion to the use of electronic hardware or software in educational settings that enhance the learning experience. It is important that we as instructors consider integrating technology that fits the needs of our students, our goals, and our instruction.  
 

Technology can be used before, during, and after instruction. Consider how it can help you plan and deliver your content as well as assess your students. Consider using technology for facilitating interaction or collaboration purposes. Because of advances in technology, students can engage with your content anytime and anywhere. 

We can enhance teaching and learning through appropriate technology integration. However, this does take time and consideration. We can also help students learn the ethics and responsibility of using technology. Every time we ask students to use technology, we are allowing them to practice technical, responsible, and safe usage of technology. This can help them as they engage in your course and throughout their lives.  

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve.

Resources 

What is successful technology integration? 

]]> Fri, 28 Apr 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1343 In this episode, Rob and Jared discuss the “what” of technology integration. They delve into the definition of technology integration and best practices, using ChatGPT as their co-pilot. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better. 

Webster’s definition of technology is expansive. For the sake of our series, we will be limiting our discussion to the use of electronic hardware or software in educational settings that enhance the learning experience. It is important that we as instructors consider integrating technology that fits the needs of our students, our goals, and our instruction.  
 

Technology can be used before, during, and after instruction. Consider how it can help you plan and deliver your content as well as assess your students. Consider using technology for facilitating interaction or collaboration purposes. Because of advances in technology, students can engage with your content anytime and anywhere. 

We can enhance teaching and learning through appropriate technology integration. However, this does take time and consideration. We can also help students learn the ethics and responsibility of using technology. Every time we ask students to use technology, we are allowing them to practice technical, responsible, and safe usage of technology. This can help them as they engage in your course and throughout their lives.  

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve.

Resources 

What is successful technology integration? 

]]> higher education, innovative, teaching, learning No The What, the Why and the How of Technology Integration: Introduction 11 11 The What, the Why and the How of Technology Integration: Introduction full 3f18d112-8f7c-4ff7-8080-d70eb4512cae https://share.transistor.fm/s/38262d02 In this episode, Rob and Jared introduce their next series on technology integration. They talk about using technology as a teaching method to enhance a student’s understanding of the content rather than just integrating it for its own sake. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 


We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.


Early on as a teacher, Jared started exploring how technology integration could be used in his classes. He discovered that embracing technology integration allows both students to engage the content in a new way and the teacher to use it as a tool for enhancing a student’s understanding of the content. It isn’t about “technology for technology’s sake” but rather using technology as a teaching method that will serve the student. This concept of “technology as a tool” can aid a teacher in making content more accessible and understandable. 

Jared and Rob used ChatGPT to generate a list of the benefits of integrating technology into teaching and learning. Technology integration can increase effectiveness of content delivery, provide personalized instruction, and give helpful student data. It can also enhance collaboration and aid in research. However, when integrating technology, we must also consider accessibility of content and whether students have access to the technology.  

Students can learn 21st century skills through technology integration. However, technology integration can become a crutch for students, relying on the technology instead of thinking critically. Regardless of how we decide to integrate technology, we must consider our students first and whether the technology we choose will serve them best in understanding our content. 

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

 

Resources 

Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes.  

Educational technology: How important is it in today’s education industry? 

]]> In this episode, Rob and Jared introduce their next series on technology integration. They talk about using technology as a teaching method to enhance a student’s understanding of the content rather than just integrating it for its own sake. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 


We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.


Early on as a teacher, Jared started exploring how technology integration could be used in his classes. He discovered that embracing technology integration allows both students to engage the content in a new way and the teacher to use it as a tool for enhancing a student’s understanding of the content. It isn’t about “technology for technology’s sake” but rather using technology as a teaching method that will serve the student. This concept of “technology as a tool” can aid a teacher in making content more accessible and understandable. 

Jared and Rob used ChatGPT to generate a list of the benefits of integrating technology into teaching and learning. Technology integration can increase effectiveness of content delivery, provide personalized instruction, and give helpful student data. It can also enhance collaboration and aid in research. However, when integrating technology, we must also consider accessibility of content and whether students have access to the technology.  

Students can learn 21st century skills through technology integration. However, technology integration can become a crutch for students, relying on the technology instead of thinking critically. Regardless of how we decide to integrate technology, we must consider our students first and whether the technology we choose will serve them best in understanding our content. 

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

 

Resources 

Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes.  

Educational technology: How important is it in today’s education industry? 

]]> Fri, 21 Apr 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1337 In this episode, Rob and Jared introduce their next series on technology integration. They talk about using technology as a teaching method to enhance a student’s understanding of the content rather than just integrating it for its own sake. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 


We would love to get your feedback!  Please fill out our survey to help improve our podcast and serve you better.


Early on as a teacher, Jared started exploring how technology integration could be used in his classes. He discovered that embracing technology integration allows both students to engage the content in a new way and the teacher to use it as a tool for enhancing a student’s understanding of the content. It isn’t about “technology for technology’s sake” but rather using technology as a teaching method that will serve the student. This concept of “technology as a tool” can aid a teacher in making content more accessible and understandable. 

Jared and Rob used ChatGPT to generate a list of the benefits of integrating technology into teaching and learning. Technology integration can increase effectiveness of content delivery, provide personalized instruction, and give helpful student data. It can also enhance collaboration and aid in research. However, when integrating technology, we must also consider accessibility of content and whether students have access to the technology.  

Students can learn 21st century skills through technology integration. However, technology integration can become a crutch for students, relying on the technology instead of thinking critically. Regardless of how we decide to integrate technology, we must consider our students first and whether the technology we choose will serve them best in understanding our content. 

What are your thoughts? Send us an email at ctlpodcast@cedarville.edu. We would love to hear from you! Please consider filling out our survey to help us improve. 

 

Resources 

Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes.  

Educational technology: How important is it in today’s education industry? 

]]> higher education, innovative, teaching, learning No A Conversation with Dr. Heather Kuruvilla 10 10 A Conversation with Dr. Heather Kuruvilla full 0f4e9450-7bd6-418f-938a-910c698bb6d0 https://share.transistor.fm/s/e0076ebd In this episode, Rob and Jared have a conversation with Dr. Heather Kuruvilla, senior professor of biology at Cedarville University. “Dr. K,” as she is known by her students, earned her Ph.D. in Biological Sciences from State University of New York at Buffalo. She has a passion for developing curiosity and motivation in her students and also takes strides to make her content more accessible and interactive for students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. K came to Cedarville to build the undergraduate research program because she sees teaching students as an opportunity for discipleship. Teaching research means that she is closely working with her students through every semester, and she encourages students to ask questions and find solutions. She stresses that she is on students’ side and wants to help them in whatever way she can.  

Dr. K recently introduced an online textbook as a way of helping lower costs for her students. This “Inclusive Access” pricing lowers the cost for students, but Dr. K also sees significant benefit beyond the cost. Because of the interactive features of the textbook, she has found that students are more engaged with the textbook and therefore more engaged with the content. She also implements Open Education Resources (OERs) to address content areas that the textbook is lacking in and help make content more accessible for both faculty and students.  

The love a faculty member has for their subject matter is contagious, and Dr. K encourages new faculty to pass that love on to their students and never give up on them.   

Resources 

- What is OER? 

- Inclusive Access Pricing Through OhioLink 

]]> In this episode, Rob and Jared have a conversation with Dr. Heather Kuruvilla, senior professor of biology at Cedarville University. “Dr. K,” as she is known by her students, earned her Ph.D. in Biological Sciences from State University of New York at Buffalo. She has a passion for developing curiosity and motivation in her students and also takes strides to make her content more accessible and interactive for students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. K came to Cedarville to build the undergraduate research program because she sees teaching students as an opportunity for discipleship. Teaching research means that she is closely working with her students through every semester, and she encourages students to ask questions and find solutions. She stresses that she is on students’ side and wants to help them in whatever way she can.  

Dr. K recently introduced an online textbook as a way of helping lower costs for her students. This “Inclusive Access” pricing lowers the cost for students, but Dr. K also sees significant benefit beyond the cost. Because of the interactive features of the textbook, she has found that students are more engaged with the textbook and therefore more engaged with the content. She also implements Open Education Resources (OERs) to address content areas that the textbook is lacking in and help make content more accessible for both faculty and students.  

The love a faculty member has for their subject matter is contagious, and Dr. K encourages new faculty to pass that love on to their students and never give up on them.   

Resources 

- What is OER? 

- Inclusive Access Pricing Through OhioLink 

]]> Fri, 14 Apr 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1585 In this episode, Rob and Jared have a conversation with Dr. Heather Kuruvilla, senior professor of biology at Cedarville University. “Dr. K,” as she is known by her students, earned her Ph.D. in Biological Sciences from State University of New York at Buffalo. She has a passion for developing curiosity and motivation in her students and also takes strides to make her content more accessible and interactive for students. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. K came to Cedarville to build the undergraduate research program because she sees teaching students as an opportunity for discipleship. Teaching research means that she is closely working with her students through every semester, and she encourages students to ask questions and find solutions. She stresses that she is on students’ side and wants to help them in whatever way she can.  

Dr. K recently introduced an online textbook as a way of helping lower costs for her students. This “Inclusive Access” pricing lowers the cost for students, but Dr. K also sees significant benefit beyond the cost. Because of the interactive features of the textbook, she has found that students are more engaged with the textbook and therefore more engaged with the content. She also implements Open Education Resources (OERs) to address content areas that the textbook is lacking in and help make content more accessible for both faculty and students.  

The love a faculty member has for their subject matter is contagious, and Dr. K encourages new faculty to pass that love on to their students and never give up on them.   

Resources 

- What is OER? 

- Inclusive Access Pricing Through OhioLink 

]]> higher education, innovative, teaching, learning No A Debrief of Servant Teaching 9 9 A Debrief of Servant Teaching full e1f0295a-b306-4b1d-ada0-57d19b7c238c https://share.transistor.fm/s/5f912aa7 In this episode, Rob and Jared wrap up the servant teaching series. They highlight crucial points from their various guests and present some of their own takeaways on applying servant teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

Servant teaching defines who we are as believers in Christ, but any instructor—regardless of belief—can use servant teaching principles in their instruction. To implement servant teaching, consider these takeaways from our series.  

  1. Be willing to reflect. Keep notes throughout the semester of topics that went well or didn’t go as planned. Make adjustments for the next time the course runs. Consider recording yourself or having someone observe you. Sometimes we are not aware of how we are teaching when we are in the midst of it. 
  2. Consider the whole student. Use a holistic approach versus just connecting with the student just through the content. How can you listen to your students to prepare them for the next steps after they finish your class? Pay attention to the interests of your students as well. Is there are specific topic that they are really keying in on? Consider spending more time on it. Do they have goals that you can help them reach? How can you help them achieve those goals?  
  3. Focus on one area of improvement. Don’t try everything at once! Servant teaching is a process, not an overnight change. 

Resources 

Amerstorfer, C. M., & Freiin von Munster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Front Psychol, 12, 713057. https://doi.org/10.3389/fpsyg.2021.713057 

Sybing, R. (2019). Making Connections: Student-Teacher Rapport in Higher Education Classrooms. Journal of the Scholarship of Teaching and Learning, 19(5). https://doi.org/10.14434/josotl.v19i5.26578  

Tormey, R. (2021). Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education, 82(5), 993-1011. https://doi.org/10.1007/s10734-021-00711-w 

FOCUS Blog: Introducing Servant Teaching   

FOCUS Blog: Servant Teaching: Listening and Learning  

FOCUS Blog: Four Practical Steps For Servant Teaching 

]]> In this episode, Rob and Jared wrap up the servant teaching series. They highlight crucial points from their various guests and present some of their own takeaways on applying servant teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

Servant teaching defines who we are as believers in Christ, but any instructor—regardless of belief—can use servant teaching principles in their instruction. To implement servant teaching, consider these takeaways from our series.  

  1. Be willing to reflect. Keep notes throughout the semester of topics that went well or didn’t go as planned. Make adjustments for the next time the course runs. Consider recording yourself or having someone observe you. Sometimes we are not aware of how we are teaching when we are in the midst of it. 
  2. Consider the whole student. Use a holistic approach versus just connecting with the student just through the content. How can you listen to your students to prepare them for the next steps after they finish your class? Pay attention to the interests of your students as well. Is there are specific topic that they are really keying in on? Consider spending more time on it. Do they have goals that you can help them reach? How can you help them achieve those goals?  
  3. Focus on one area of improvement. Don’t try everything at once! Servant teaching is a process, not an overnight change. 

Resources 

Amerstorfer, C. M., & Freiin von Munster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Front Psychol, 12, 713057. https://doi.org/10.3389/fpsyg.2021.713057 

Sybing, R. (2019). Making Connections: Student-Teacher Rapport in Higher Education Classrooms. Journal of the Scholarship of Teaching and Learning, 19(5). https://doi.org/10.14434/josotl.v19i5.26578  

Tormey, R. (2021). Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education, 82(5), 993-1011. https://doi.org/10.1007/s10734-021-00711-w 

FOCUS Blog: Introducing Servant Teaching   

FOCUS Blog: Servant Teaching: Listening and Learning  

FOCUS Blog: Four Practical Steps For Servant Teaching 

]]> Fri, 07 Apr 2023 00:00:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 918 In this episode, Rob and Jared wrap up the servant teaching series. They highlight crucial points from their various guests and present some of their own takeaways on applying servant teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

Servant teaching defines who we are as believers in Christ, but any instructor—regardless of belief—can use servant teaching principles in their instruction. To implement servant teaching, consider these takeaways from our series.  

  1. Be willing to reflect. Keep notes throughout the semester of topics that went well or didn’t go as planned. Make adjustments for the next time the course runs. Consider recording yourself or having someone observe you. Sometimes we are not aware of how we are teaching when we are in the midst of it. 
  2. Consider the whole student. Use a holistic approach versus just connecting with the student just through the content. How can you listen to your students to prepare them for the next steps after they finish your class? Pay attention to the interests of your students as well. Is there are specific topic that they are really keying in on? Consider spending more time on it. Do they have goals that you can help them reach? How can you help them achieve those goals?  
  3. Focus on one area of improvement. Don’t try everything at once! Servant teaching is a process, not an overnight change. 

Resources 

Amerstorfer, C. M., & Freiin von Munster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Front Psychol, 12, 713057. https://doi.org/10.3389/fpsyg.2021.713057 

Sybing, R. (2019). Making Connections: Student-Teacher Rapport in Higher Education Classrooms. Journal of the Scholarship of Teaching and Learning, 19(5). https://doi.org/10.14434/josotl.v19i5.26578  

Tormey, R. (2021). Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education, 82(5), 993-1011. https://doi.org/10.1007/s10734-021-00711-w 

FOCUS Blog: Introducing Servant Teaching   

FOCUS Blog: Servant Teaching: Listening and Learning  

FOCUS Blog: Four Practical Steps For Servant Teaching 

]]> higher education, innovative, teaching, learning No Servant Teaching with Dr. Tom Mach 8 8 Servant Teaching with Dr. Tom Mach full 5f3cdcae-4e8e-4471-b8e4-7ba0e08473d1 https://share.transistor.fm/s/1d5859e7 In this episode, Rob and Jared chat with Dr. Thomas Mach, the Vice President for Academics and a professor of history at Cedarville University. Dr. Mach—who received his PhD from the University of Akron—talks about motivating students to understand the importance of the content of a course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Mach runs study sessions with his students which have a direct correlation to his philosophy of education. He wants to remove ambiguity and help students understand what is important as well as pique their interest in the content and communicate the importance of the class. The study sessions do this by helping students synthesize and reflect on content. There is an assumption that if we just impart information, students will take advantage of the opportunity. Servant teaching includes showing students why something is important as well as motivating them. 

In servant teaching, there is still an authority structure (teacher – student), but we can demonstrate that we care about students’ success. We need to be more than just content deliverers; we need to show care for their maturity, spiritual maturity, and academic success. To that end, Dr. Mach pays attention to his students’ feedback on course content. He will spend more time on a topic that students are more interested in and modify the course accordingly.

Resources 

]]> In this episode, Rob and Jared chat with Dr. Thomas Mach, the Vice President for Academics and a professor of history at Cedarville University. Dr. Mach—who received his PhD from the University of Akron—talks about motivating students to understand the importance of the content of a course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Mach runs study sessions with his students which have a direct correlation to his philosophy of education. He wants to remove ambiguity and help students understand what is important as well as pique their interest in the content and communicate the importance of the class. The study sessions do this by helping students synthesize and reflect on content. There is an assumption that if we just impart information, students will take advantage of the opportunity. Servant teaching includes showing students why something is important as well as motivating them. 

In servant teaching, there is still an authority structure (teacher – student), but we can demonstrate that we care about students’ success. We need to be more than just content deliverers; we need to show care for their maturity, spiritual maturity, and academic success. To that end, Dr. Mach pays attention to his students’ feedback on course content. He will spend more time on a topic that students are more interested in and modify the course accordingly.

Resources 

]]> Fri, 31 Mar 2023 00:01:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1451 In this episode, Rob and Jared chat with Dr. Thomas Mach, the Vice President for Academics and a professor of history at Cedarville University. Dr. Mach—who received his PhD from the University of Akron—talks about motivating students to understand the importance of the content of a course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Mach runs study sessions with his students which have a direct correlation to his philosophy of education. He wants to remove ambiguity and help students understand what is important as well as pique their interest in the content and communicate the importance of the class. The study sessions do this by helping students synthesize and reflect on content. There is an assumption that if we just impart information, students will take advantage of the opportunity. Servant teaching includes showing students why something is important as well as motivating them. 

In servant teaching, there is still an authority structure (teacher – student), but we can demonstrate that we care about students’ success. We need to be more than just content deliverers; we need to show care for their maturity, spiritual maturity, and academic success. To that end, Dr. Mach pays attention to his students’ feedback on course content. He will spend more time on a topic that students are more interested in and modify the course accordingly.

Resources 

]]> higher education, innovative, teaching, learning No Servant Teaching with Professor Jim Leightenheimer 7 7 Servant Teaching with Professor Jim Leightenheimer full 59ed06ee-2abb-4c24-bd6c-16e9ee0809ac https://share.transistor.fm/s/951c3243 In this episode, Rob and Jared chat with Professor Jim Leightenheimer, associate professor of Communication at Cedarville University. He has a M.A. in Telecommunications Management from Ohio University. Mr. Leightenheimer—“Mr. L”—talks about mentoring students and equipping them for life after their undergraduate degree. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

“If we work marble, it will perish; if we work upon brass, time will efface it; if we rear temples, they will crumble into dust; but if we work upon immortal minds and instill into them just principles, we are then engraving upon tablets which no time will efface, but will brighten and brighten to all eternity.” - Daniel Webster 

Mr. Leightenheimer believes that a key element of servant teaching is knowing your students well. He does this by building relationships with them to identify their desires and skills. He wants to create a passion for course content but also wants to be more than just a content deliverer. This kind of approach to teaching requires time and investment in your students. 

Mr. L challenges faculty to meet with students outside the classroom, be it through co-curricular activities (in his case: through student-run radio “Resound,” conferences, and team-building trips) or through advising sessions. These activities create opportunities for us to recognize a student’s unique gifts and seek out opportunities for students so that they can use their gifts effectively.  

He also realizes the importance of preparing students for life outside of college. Mr. L makes connections with his network of alumni to help meet students’ needs of finding future employers. He has built a substantial network of professionals and alums to provide opportunities for students to connect with mentors.

]]> In this episode, Rob and Jared chat with Professor Jim Leightenheimer, associate professor of Communication at Cedarville University. He has a M.A. in Telecommunications Management from Ohio University. Mr. Leightenheimer—“Mr. L”—talks about mentoring students and equipping them for life after their undergraduate degree. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

“If we work marble, it will perish; if we work upon brass, time will efface it; if we rear temples, they will crumble into dust; but if we work upon immortal minds and instill into them just principles, we are then engraving upon tablets which no time will efface, but will brighten and brighten to all eternity.” - Daniel Webster 

Mr. Leightenheimer believes that a key element of servant teaching is knowing your students well. He does this by building relationships with them to identify their desires and skills. He wants to create a passion for course content but also wants to be more than just a content deliverer. This kind of approach to teaching requires time and investment in your students. 

Mr. L challenges faculty to meet with students outside the classroom, be it through co-curricular activities (in his case: through student-run radio “Resound,” conferences, and team-building trips) or through advising sessions. These activities create opportunities for us to recognize a student’s unique gifts and seek out opportunities for students so that they can use their gifts effectively.  

He also realizes the importance of preparing students for life outside of college. Mr. L makes connections with his network of alumni to help meet students’ needs of finding future employers. He has built a substantial network of professionals and alums to provide opportunities for students to connect with mentors.

]]> Fri, 24 Mar 2023 00:01:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1316 In this episode, Rob and Jared chat with Professor Jim Leightenheimer, associate professor of Communication at Cedarville University. He has a M.A. in Telecommunications Management from Ohio University. Mr. Leightenheimer—“Mr. L”—talks about mentoring students and equipping them for life after their undergraduate degree. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

“If we work marble, it will perish; if we work upon brass, time will efface it; if we rear temples, they will crumble into dust; but if we work upon immortal minds and instill into them just principles, we are then engraving upon tablets which no time will efface, but will brighten and brighten to all eternity.” - Daniel Webster 

Mr. Leightenheimer believes that a key element of servant teaching is knowing your students well. He does this by building relationships with them to identify their desires and skills. He wants to create a passion for course content but also wants to be more than just a content deliverer. This kind of approach to teaching requires time and investment in your students. 

Mr. L challenges faculty to meet with students outside the classroom, be it through co-curricular activities (in his case: through student-run radio “Resound,” conferences, and team-building trips) or through advising sessions. These activities create opportunities for us to recognize a student’s unique gifts and seek out opportunities for students so that they can use their gifts effectively.  

He also realizes the importance of preparing students for life outside of college. Mr. L makes connections with his network of alumni to help meet students’ needs of finding future employers. He has built a substantial network of professionals and alums to provide opportunities for students to connect with mentors.

]]> higher education, innovative, teaching, learning No Servant Teaching with Dr. Tom Hutchison 6 6 Servant Teaching with Dr. Tom Hutchison full c8635f35-1940-40b8-a2b8-f86a61753bf2 https://share.transistor.fm/s/9b07167e In this episode, Rob and Jared chat with Dr. Tom Hutchison. Dr. Hutchison – who received his PhD in Education from Marquette University and currently teaches in the School of Biblical and Theological Studies at Cedarville University – talks about servant teaching and preparing students for their careers and lives. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Hutchison identified four variables in teaching: teacher, student, content, and context. Our understanding and reflection of each of those can help strengthen our teaching and make us better servant teachers. According to Dr. Hutchison, servant teaching is not necessarily a practice he employs, but a part of his nature and his mission because of his relationship with Jesus.

It is important to make sure our instruction is student-centered. Dr. Hutchison reminds us that we are not teaching content; we are teaching students. He even goes as far to plan his course with pictures of his students on his desk. What are students learning in your course besides the content? What real-world skills will they develop as part of your course?

It is also important to allow for space and flexibility in our courses. Dr. Hutchison will often move assignments or create a buffer for his assignments to account for the busyness of student life. Gathering student feedback is crucial. Knowing when to request feedback – and what kinds of feedback to ask for – can help you build your class to benefit students.  

]]> In this episode, Rob and Jared chat with Dr. Tom Hutchison. Dr. Hutchison – who received his PhD in Education from Marquette University and currently teaches in the School of Biblical and Theological Studies at Cedarville University – talks about servant teaching and preparing students for their careers and lives. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Hutchison identified four variables in teaching: teacher, student, content, and context. Our understanding and reflection of each of those can help strengthen our teaching and make us better servant teachers. According to Dr. Hutchison, servant teaching is not necessarily a practice he employs, but a part of his nature and his mission because of his relationship with Jesus.

It is important to make sure our instruction is student-centered. Dr. Hutchison reminds us that we are not teaching content; we are teaching students. He even goes as far to plan his course with pictures of his students on his desk. What are students learning in your course besides the content? What real-world skills will they develop as part of your course?

It is also important to allow for space and flexibility in our courses. Dr. Hutchison will often move assignments or create a buffer for his assignments to account for the busyness of student life. Gathering student feedback is crucial. Knowing when to request feedback – and what kinds of feedback to ask for – can help you build your class to benefit students.  

]]> Fri, 17 Mar 2023 00:01:00 -0400 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1259 In this episode, Rob and Jared chat with Dr. Tom Hutchison. Dr. Hutchison – who received his PhD in Education from Marquette University and currently teaches in the School of Biblical and Theological Studies at Cedarville University – talks about servant teaching and preparing students for their careers and lives. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Dr. Hutchison identified four variables in teaching: teacher, student, content, and context. Our understanding and reflection of each of those can help strengthen our teaching and make us better servant teachers. According to Dr. Hutchison, servant teaching is not necessarily a practice he employs, but a part of his nature and his mission because of his relationship with Jesus.

It is important to make sure our instruction is student-centered. Dr. Hutchison reminds us that we are not teaching content; we are teaching students. He even goes as far to plan his course with pictures of his students on his desk. What are students learning in your course besides the content? What real-world skills will they develop as part of your course?

It is also important to allow for space and flexibility in our courses. Dr. Hutchison will often move assignments or create a buffer for his assignments to account for the busyness of student life. Gathering student feedback is crucial. Knowing when to request feedback – and what kinds of feedback to ask for – can help you build your class to benefit students.  

]]> higher education, innovative, teaching, learning No Servant Teaching with Dr. Quentin Schultze, Part 3 5 5 Servant Teaching with Dr. Quentin Schultze, Part 3 full b635fb71-afe4-4a6a-81df-56363e6d1ab2 https://share.transistor.fm/s/5e8bdf4d In this episode, Rob and Jared conclude their interview with Dr. Quentin Schultze.  Dr. Schultze—who has written several books, including one on servant teaching—talks about recording yourself teaching. These recordings are useful for you to reflect on and adjust your own teaching as well as for students to review material. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

There is always room for improvement in our teaching. Being reflective about how we teach is an excellent way of finding areas for improving our instruction. Recording—video, audio, or both—our teaching can be an opportunity to reflect on our teaching and make adjustments. You’ll usually see the major flaws right away, but you also might encounter more subtle things that you never would have discovered otherwise.  

Will students stop coming to class if we make our recordings available? In Dr. Schultze’s case, attendance did not go down. In fact, attendance went up. Many students will take advantage of available recordings by going back over their notes while reviewing the material. Lecture recordings also make your content accessible to those with learning difficulties as well as those who are “on the go” and want to access your content whenever and wherever. 

 

Resources from today’s episode: 

Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com 

]]> In this episode, Rob and Jared conclude their interview with Dr. Quentin Schultze.  Dr. Schultze—who has written several books, including one on servant teaching—talks about recording yourself teaching. These recordings are useful for you to reflect on and adjust your own teaching as well as for students to review material. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

There is always room for improvement in our teaching. Being reflective about how we teach is an excellent way of finding areas for improving our instruction. Recording—video, audio, or both—our teaching can be an opportunity to reflect on our teaching and make adjustments. You’ll usually see the major flaws right away, but you also might encounter more subtle things that you never would have discovered otherwise.  

Will students stop coming to class if we make our recordings available? In Dr. Schultze’s case, attendance did not go down. In fact, attendance went up. Many students will take advantage of available recordings by going back over their notes while reviewing the material. Lecture recordings also make your content accessible to those with learning difficulties as well as those who are “on the go” and want to access your content whenever and wherever. 

 

Resources from today’s episode: 

Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com 

]]> Fri, 10 Mar 2023 00:01:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1069 In this episode, Rob and Jared conclude their interview with Dr. Quentin Schultze.  Dr. Schultze—who has written several books, including one on servant teaching—talks about recording yourself teaching. These recordings are useful for you to reflect on and adjust your own teaching as well as for students to review material. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. 

There is always room for improvement in our teaching. Being reflective about how we teach is an excellent way of finding areas for improving our instruction. Recording—video, audio, or both—our teaching can be an opportunity to reflect on our teaching and make adjustments. You’ll usually see the major flaws right away, but you also might encounter more subtle things that you never would have discovered otherwise.  

Will students stop coming to class if we make our recordings available? In Dr. Schultze’s case, attendance did not go down. In fact, attendance went up. Many students will take advantage of available recordings by going back over their notes while reviewing the material. Lecture recordings also make your content accessible to those with learning difficulties as well as those who are “on the go” and want to access your content whenever and wherever. 

 

Resources from today’s episode: 

Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com 

]]> higher education, innovative, teaching, learning No Servant Teaching with Dr. Quentin Schultze, Part 2 4 4 Servant Teaching with Dr. Quentin Schultze, Part 2 full 6886edfa-1f55-4675-a937-39d8c99096a2 https://share.transistor.fm/s/79c5bf55 In this episode, Rob and Jared continue their interview with Dr. Quentin Schultze.  Dr. Schultze--who has written several books, including one on servant teaching--talks about cheating and how to discourage cheating. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Many students will cheat without realizing that they are cheating. They could be citing sources incorrectly or asking a student about a test they just took. Other students will cheat intentionally, doing things like acquiring completed assignments. The truth is that we cannot completely monitor cheating, so how can we disincentivize it? 

Dr. Schultze spoke about the relationship between respect and cheating. He advocated for respecting students as a way to serve them, but he also noted that this often leads to students being more likely to respect teachers enough to reject cheating and instead to engage and learn. 

Cheating has a direct relationship with how we view our students. Therefore, employing servant teaching and the associated respect is vital. When students know that we respect them, they are likely to work hard in our classes.  

When you suspect that a student has cheated, ask them questions. We shouldn’t assume the worst of our students. The goal should not be to “catch” our students, but instead to care about their success. 

One of the more recent tools that students could use for cheating is ChatGPT/OpenAI. In order to disincentivize improper uses of ChatGPT, it could be helpful to use our own terminology adapted for the course – course-specific jargon or lingo that would not show up in a ChatGPT-generated response. Find ways of leveraging AI to your advantage, like having students generate a response using AI and critique the response given.  

Resources from today’s episode:  

Focus Blog - ChatGPT: The New Frontier  

Focus Blog - ChatGPT: Issues in Teaching and Learning 

Dr. Schultze's Book - Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com 

]]> In this episode, Rob and Jared continue their interview with Dr. Quentin Schultze.  Dr. Schultze--who has written several books, including one on servant teaching--talks about cheating and how to discourage cheating. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Many students will cheat without realizing that they are cheating. They could be citing sources incorrectly or asking a student about a test they just took. Other students will cheat intentionally, doing things like acquiring completed assignments. The truth is that we cannot completely monitor cheating, so how can we disincentivize it? 

Dr. Schultze spoke about the relationship between respect and cheating. He advocated for respecting students as a way to serve them, but he also noted that this often leads to students being more likely to respect teachers enough to reject cheating and instead to engage and learn. 

Cheating has a direct relationship with how we view our students. Therefore, employing servant teaching and the associated respect is vital. When students know that we respect them, they are likely to work hard in our classes.  

When you suspect that a student has cheated, ask them questions. We shouldn’t assume the worst of our students. The goal should not be to “catch” our students, but instead to care about their success. 

One of the more recent tools that students could use for cheating is ChatGPT/OpenAI. In order to disincentivize improper uses of ChatGPT, it could be helpful to use our own terminology adapted for the course – course-specific jargon or lingo that would not show up in a ChatGPT-generated response. Find ways of leveraging AI to your advantage, like having students generate a response using AI and critique the response given.  

Resources from today’s episode:  

Focus Blog - ChatGPT: The New Frontier  

Focus Blog - ChatGPT: Issues in Teaching and Learning 

Dr. Schultze's Book - Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com 

]]> Fri, 03 Mar 2023 00:01:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1174 In this episode, Rob and Jared continue their interview with Dr. Quentin Schultze.  Dr. Schultze--who has written several books, including one on servant teaching--talks about cheating and how to discourage cheating. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources.

Many students will cheat without realizing that they are cheating. They could be citing sources incorrectly or asking a student about a test they just took. Other students will cheat intentionally, doing things like acquiring completed assignments. The truth is that we cannot completely monitor cheating, so how can we disincentivize it? 

Dr. Schultze spoke about the relationship between respect and cheating. He advocated for respecting students as a way to serve them, but he also noted that this often leads to students being more likely to respect teachers enough to reject cheating and instead to engage and learn. 

Cheating has a direct relationship with how we view our students. Therefore, employing servant teaching and the associated respect is vital. When students know that we respect them, they are likely to work hard in our classes.  

When you suspect that a student has cheated, ask them questions. We shouldn’t assume the worst of our students. The goal should not be to “catch” our students, but instead to care about their success. 

One of the more recent tools that students could use for cheating is ChatGPT/OpenAI. In order to disincentivize improper uses of ChatGPT, it could be helpful to use our own terminology adapted for the course – course-specific jargon or lingo that would not show up in a ChatGPT-generated response. Find ways of leveraging AI to your advantage, like having students generate a response using AI and critique the response given.  

Resources from today’s episode:  

Focus Blog - ChatGPT: The New Frontier  

Focus Blog - ChatGPT: Issues in Teaching and Learning 

Dr. Schultze's Book - Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com 

]]> higher education, innovative, teaching, learning No Servant Teaching with Dr. Quentin Schultze, Part 1 3 3 Servant Teaching with Dr. Quentin Schultze, Part 1 full 2d800a9b-b091-4798-af02-3fc11f745650 https://share.transistor.fm/s/37ca5d1c In this episode, Rob and Jared welcome Dr. Quentin Schultze into their continuing conversation on servant teaching. Dr. Schultze--who has written several books, including one on servant teaching--talks about potential obstacles to being a servant teacher and provides practical solutions for overcoming those obstacles. Contact us at ctlpodcast@cedarville.edu with any questions. Visit our blog at cedarville.edu/focusblog for additional resources.

Students have a life outside of being a student. So, how can we see our students as a “whole person”? How can we empathize with our students? Knowing our students will make us more effective servant teachers.

Many professors in higher education did not receive a whole lot of training on how to teach. This should cause us to examine ourselves and say, “How well are we really doing?” 

There are obstacles to servant teaching. Our teaching is often not very student-focused. We often see teaching as short-term which leads to regurgitation rather than life-long learning. 

In order to overcome these obstacles, we should ask students about our teaching and seek feedback from the students. It can also be helpful to adapt our office hours to make ourselves more available to students. 

To the best of our ability, we need to take the essentials and make those essentials accessible to our students. 

Resources from today’s episode: 

Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com

]]> In this episode, Rob and Jared welcome Dr. Quentin Schultze into their continuing conversation on servant teaching. Dr. Schultze--who has written several books, including one on servant teaching--talks about potential obstacles to being a servant teacher and provides practical solutions for overcoming those obstacles. Contact us at ctlpodcast@cedarville.edu with any questions. Visit our blog at cedarville.edu/focusblog for additional resources.

Students have a life outside of being a student. So, how can we see our students as a “whole person”? How can we empathize with our students? Knowing our students will make us more effective servant teachers.

Many professors in higher education did not receive a whole lot of training on how to teach. This should cause us to examine ourselves and say, “How well are we really doing?” 

There are obstacles to servant teaching. Our teaching is often not very student-focused. We often see teaching as short-term which leads to regurgitation rather than life-long learning. 

In order to overcome these obstacles, we should ask students about our teaching and seek feedback from the students. It can also be helpful to adapt our office hours to make ourselves more available to students. 

To the best of our ability, we need to take the essentials and make those essentials accessible to our students. 

Resources from today’s episode: 

Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com

]]> Fri, 24 Feb 2023 00:01:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 1123 In this episode, Rob and Jared welcome Dr. Quentin Schultze into their continuing conversation on servant teaching. Dr. Schultze--who has written several books, including one on servant teaching--talks about potential obstacles to being a servant teacher and provides practical solutions for overcoming those obstacles. Contact us at ctlpodcast@cedarville.edu with any questions. Visit our blog at cedarville.edu/focusblog for additional resources.

Students have a life outside of being a student. So, how can we see our students as a “whole person”? How can we empathize with our students? Knowing our students will make us more effective servant teachers.

Many professors in higher education did not receive a whole lot of training on how to teach. This should cause us to examine ourselves and say, “How well are we really doing?” 

There are obstacles to servant teaching. Our teaching is often not very student-focused. We often see teaching as short-term which leads to regurgitation rather than life-long learning. 

In order to overcome these obstacles, we should ask students about our teaching and seek feedback from the students. It can also be helpful to adapt our office hours to make ourselves more available to students. 

To the best of our ability, we need to take the essentials and make those essentials accessible to our students. 

Resources from today’s episode: 

Servant Teaching: Practices for Renewing Christian Higher Education 

For more information on Dr. Schultze or his works, check out his website: quentinschultze.com

]]> higher education, innovative, teaching, learning No The Philosophy of Servant Teaching 2 2 The Philosophy of Servant Teaching full c8380529-ce62-43ea-b233-d1fcdfe82eca https://share.transistor.fm/s/1348e87b In this episode, Rob and Jared introduce the topic of "Servant Teaching". They discuss the philosophy behind servant teaching as well as provide the biblical basis for being a servant teacher. Contact us at ctlpodcast@cedarville.edu with any questions. Visit our blog at cedarville.edu/focusblog for additional resources. 

We define servant teaching as “empowering learners by removing barriers, building on their unique strengths, and providing opportunities to succeed.”
Everyone has a philosophy of education that is born from their personal philosophy. Consider questions like: What’s real? What’s right, and how do we know it’s right? What do we do with it? 

You have a philosophy of education, and whether you have thought about it extensively or not at all, we are here to help you! 

Ultimately, our goal is to make the implicit, explicit. We define implicit as “what we do because it’s the way we’ve always done it or seen it done.” Explicit: those things we do because we’ve thought about why we’re doing it. 

Practically speaking, we need to begin with three things: 

1. We need to seek wisdom (James 1; Proverbs 4:7) 

2. We need to ask ourselves, “why do I do what I do?” (The 5 Whys) 

3. We need to ask others 

This concept of “Servant Teaching” is really the underpinning of what we do at the Center for Teaching and Learning at Cedarville University. It is our “lens” by which we see things, especially our philosophy of education. 

Resources from today’s episode: 

The 5 Whys 

]]> In this episode, Rob and Jared introduce the topic of "Servant Teaching". They discuss the philosophy behind servant teaching as well as provide the biblical basis for being a servant teacher. Contact us at ctlpodcast@cedarville.edu with any questions. Visit our blog at cedarville.edu/focusblog for additional resources. 

We define servant teaching as “empowering learners by removing barriers, building on their unique strengths, and providing opportunities to succeed.”
Everyone has a philosophy of education that is born from their personal philosophy. Consider questions like: What’s real? What’s right, and how do we know it’s right? What do we do with it? 

You have a philosophy of education, and whether you have thought about it extensively or not at all, we are here to help you! 

Ultimately, our goal is to make the implicit, explicit. We define implicit as “what we do because it’s the way we’ve always done it or seen it done.” Explicit: those things we do because we’ve thought about why we’re doing it. 

Practically speaking, we need to begin with three things: 

1. We need to seek wisdom (James 1; Proverbs 4:7) 

2. We need to ask ourselves, “why do I do what I do?” (The 5 Whys) 

3. We need to ask others 

This concept of “Servant Teaching” is really the underpinning of what we do at the Center for Teaching and Learning at Cedarville University. It is our “lens” by which we see things, especially our philosophy of education. 

Resources from today’s episode: 

The 5 Whys 

]]> Fri, 17 Feb 2023 00:01:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 851 In this episode, Rob and Jared introduce the topic of "Servant Teaching". They discuss the philosophy behind servant teaching as well as provide the biblical basis for being a servant teacher. Contact us at ctlpodcast@cedarville.edu with any questions. Visit our blog at cedarville.edu/focusblog for additional resources. 

We define servant teaching as “empowering learners by removing barriers, building on their unique strengths, and providing opportunities to succeed.”
Everyone has a philosophy of education that is born from their personal philosophy. Consider questions like: What’s real? What’s right, and how do we know it’s right? What do we do with it? 

You have a philosophy of education, and whether you have thought about it extensively or not at all, we are here to help you! 

Ultimately, our goal is to make the implicit, explicit. We define implicit as “what we do because it’s the way we’ve always done it or seen it done.” Explicit: those things we do because we’ve thought about why we’re doing it. 

Practically speaking, we need to begin with three things: 

1. We need to seek wisdom (James 1; Proverbs 4:7) 

2. We need to ask ourselves, “why do I do what I do?” (The 5 Whys) 

3. We need to ask others 

This concept of “Servant Teaching” is really the underpinning of what we do at the Center for Teaching and Learning at Cedarville University. It is our “lens” by which we see things, especially our philosophy of education. 

Resources from today’s episode: 

The 5 Whys 

]]> higher education, innovative, servant teaching, teaching, learning No Introducing the Transform Your Teaching Podcast 1 1 Introducing the Transform Your Teaching Podcast full 91ff8fb3-14ea-42cd-a587-2519f271ac0b https://share.transistor.fm/s/cb1afa6c In this pilot episode, Dr. Rob McDole and Jared Pyles introduce the purpose of the Transform Your Teaching podcast. They discuss some of the themes that will be covered in future episodes, including the upcoming next series on Servant Teaching. Tune back in each week to be encouraged in your teaching as we discuss innovative practices.

]]> In this pilot episode, Dr. Rob McDole and Jared Pyles introduce the purpose of the Transform Your Teaching podcast. They discuss some of the themes that will be covered in future episodes, including the upcoming next series on Servant Teaching. Tune back in each week to be encouraged in your teaching as we discuss innovative practices.

]]> Fri, 10 Feb 2023 00:01:00 -0500 Center for Teaching & Learning at Cedarville University Center for Teaching & Learning at Cedarville University 899 In this pilot episode, Dr. Rob McDole and Jared Pyles introduce the purpose of the Transform Your Teaching podcast. They discuss some of the themes that will be covered in future episodes, including the upcoming next series on Servant Teaching. Tune back in each week to be encouraged in your teaching as we discuss innovative practices.

]]> higher education, innovative, teaching, learning No