Dead Ideas in Teaching and Learning

Columbia University Center for Teaching and Learning
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Dead Ideas in Teaching and Learning is a podcast from the Columbia University Center for Teaching and Learning. Our mission is to encourage instructors, students, and leaders in higher education to reflect on what they believe about teaching and learning.

  1. 26. März

    Bonus Episode: Reimagining Teaching and Learning in the Age of AI. A Conversation with Columbia University Students.

    In this special bonus episode, we step away from our typical one-on-one interview format to share excerpts from a student panel that our host Amanda Irvin moderated at the recent "Reimagining Teaching and Learning in the Age of AI" Forum. This event was a joint effort coordinated by the Columbia Center for Teaching and Learning, the Data Science Institute, Columbia Alliance, the School of Engineering, and Teachers College. Four Columbia students, representing a range of disciplines, backgrounds, and relationships with AI, reflect candidly on what it's actually like to be a learner in this moment. They share how AI functions in their academic lives, what they wish faculty understood about their use of it, and what they need from instructors as the landscape continues to shift. The conversation is less a debate about AI and more an exploration about the relational fabric of learning.  A full transcript with speaker attributions and bios, as well as a link to the video recording, are available in the show notes.

    29 Min.

  2. 12. März

    AI Is Not Inevitable. A Conversation with Madisson Whitman

    In this episode, we sit down with Dr. Madisson Whitman, Director of Undergraduate Studies and Assistant Director of Curriculum Development at Columbia University's Center for Science and Society, and Lecturer in the Department of Anthropology. Drawing on her work in Science and Technology Studies (STS), Whitman challenges one of the most pervasive assumptions of our moment: that AI in higher education is a foregone conclusion. In her recent letter to the editor in the Columbia Spectator, a student-run campus newspaper, Whitman offered a direct rebuttal to the sentiment that "AI is here to stay, so what does that mean for Columbia?" Instead, she invites us to resist the sense of "technological inevitability" that pervades so much of today's academic dialogue and to ask what we might be foreclosing when we don’t question AI’s presence in education. Together, we trace the through-lines between pandemic-era surveillance, "dysfunction creep," and the quiet ways AI is being folded into the learning management systems. We also consider what it looks like to teach with AI rather than through it. Dr. Whitman reminds us that progress is never as linear as it's sold. Educators must keep learning at the center of the conversation, even when urgency and marketing do their best to crowd it out. Other materials referenced in this episode:  "AI Is Here to Stay: What Does That Mean for Columbia?" — Columbia Spectator "Letter to the Editor: AI Is Not Inevitable" — Madisson Whitman "A Rant About Technology" — Ursula K. Le Guin

    32 Min.

  3. 26. Feb.

    What Learning Looks Like: A Conversation with Lucy Appert

    In this episode, we talk with Dr. Lucy Appert, Senior Director of Teaching Excellence & Innovation at NYU Arts & Science, and host of the new NYU Office of Teaching Excellence and Innovation’s podcast, What Learning Looks Like. As an academic with 25+ years of teaching experience and a deep commitment to student-centered practices, Lucy shared with us her insights on what learning truly means in an age of AI-driven "efficiency." Together, we discuss a key problem in higher education: while educators may accept the messy, developmental nature of learning, students are being marketed an idealized reality where AI-supplemented education is frictionless and instantaneous. The What Learning Looks Like podcast offers a counter-messaging to this misleading EdTech and AI marketing. Instead, true learning involves struggle, synthesis, and personal transformation. Lucy also challenges one of higher education's most persistent “Dead Ideas”: that we cannot change. From pandemic pivots to new faculty communities exploring AI in the classroom, it is clear that higher education is very capable of fluctuation and change.  Explore the What Learning Looks Like podcast: https://podcasts.apple.com/us/podcast/what-learning-looks-like/id1839490516  Other materials referenced in this episode:  Learning Objectives & Bloom’s Taxonomy

    29 Min.

  4. 12. Feb.

    Teaching Pluralism in Higher Education. A Discussion with Mike Whitenton.

    In this episode, we talk with Mike Whitenton, Director of Academic Initiatives at Interfaith America (IA). Mike works at the intersection of rhetoric, religious narrative, and cognitive science to help educators create classroom spaces where students can engage meaningfully across differences. Our conversation explores what pluralism means in practice and how it intersects with existing research and practice to foster inclusivity and belonging in the classroom. Mike introduces listeners to the three core principles of pluralism: Respect for diverse identities (even those that make us uncomfortable); Relate to those around us in a way that is genuine and mutually enriching; and Cooperate together in the service of the common good. Rather than avoiding disagreement, pluralism asks us to lean into it intentionally. In an educational environment, this means giving students structured opportunities to develop empathy, practice perspective-taking, and build bridges before they encounter real-world conflicts. By creating low-stakes opportunities for students to engage with divergent perspectives, we help them develop the skills they'll need long after they leave our classrooms. Learn more about Interfaith America: https://www.interfaithamerica.org/  Other materials referenced in this episode:  Eck, D. L. (n.d.). The Pluralism Project. Harvard University. https://pluralism.org/Ed Up Experience Podcast [Audio podcast]. https://www.edupexperience.com/Interfaith America. (n.d.). Pedagogies for pluralism. https://www.interfaithamerica.org/resources/pedagogies-for-pluralism/Interfaith America. (n.d.). Pluralism Texts Bibliography. https://www.interfaithamerica.org/resources/pluralism-texts-bibliography/ Interfaith America. (n.d.). Teaching & Learning Pluralism Cohort. https://www.interfaithamerica.org/grants/teaching-learning-pluralism-cohort/ Zangwill, I. (1909). The melting-pot: Drama in four acts. Macmillan.

    25 Min.

  5. 29. Jan.

    From Shame to Strength: Supporting ADHD Students. A Discussion with Karen Costa

    Welcome to Season 11! In our opening episode, we sit down with Karen Costa, a faculty development facilitator specializing in online pedagogy, trauma awareness, and course/community design. Our conversation focused on her forthcoming book, An Educator's Guide to ADHD: Designing and Teaching for Student Success, to be published in January 2026.  In this conversation, Karen challenges educators to rethink how we frame ADHD in the classroom. In reframing ADHD as a normal variant of the human experience rather than a disorder to be corrected, we can avoid ableist language that undermines our pedagogical aims in the classroom. Karen also shared practical strategies for supporting ADHD students, including offering multiple assignment formats and providing clear task lists and deadlines. Both of these approaches strike a delicate balance between creative freedom and helpful constraints in course design. Throughout our discussion, Karen reminds us that reducing shame in the classroom and celebrating students' diverse strengths may be the most powerful tools we have as educators. Learn more about Karen Costa’s work in her forthcoming book: Costa, K. (2026). An Educator's Guide to ADHD: Designing and Teaching for Student Success. Johns Hopkins University Press. Other materials referenced in this episode include: Costa, K. (2020). 99 Tips for Creating Simple and Sustainable Educational Videos: A Guide for Online Teachers and Flipped Classes. Routledge.  Karen Costa’s website: https://www.100faculty.com/

    33 Min.

  6. 06.11.2025

    Are Students Knowledge Consumers or Co-Producers? A discussion on academic co-creation with Robert Gray

    In this episode, we sit down with Dr. Robert Gray, Associate Professor of University Pedagogy at the University of Bergen in Norway, to explore a fundamental question about the purpose of higher education: should learning be an act of consumption or production? Maybe the best learning experiences don't simply ask students to absorb information—they invite students to actively re-write and co-create knowledge with the teacher. Dr. Gray's research draws on Roland Barthes' concepts of "readerly" and "writerly" texts, arguing that valuable learning happens when students are encouraged to "re-write" their classroom materials and become active producers of meaning. We discuss how students bring diverse perspectives and contexts to shared texts and lectures, creating something new and innovative from the materials we provide. As educators, we are challenged to foster an active, collaborative campus culture where learning becomes genuinely additive and co-creative. Learn more about Dr. Gray’s research in his article: “Learning Is [Like] an Act of Writing: The Writerly Turn in Teaching and Learning in Higher Education” Other materials referenced in this episode include: Barthes, R. (1975). The pleasure of the text (R. Miller, Trans.). Hill and Wang. (Original work published 1973).

    25 Min.

  7. 23.10.2025

    “Constitutively Irresponsible”: Why Students Can't Be GenAI's Quality Control. A conversation with Gene Flenady and Robert Sparrow.

    This week, we have two guests on the podcast. We’re joined by Gene Flenady, Lecturer in Philosophy at Monash University, whose research concerns the structure and social conditions of human rational agency, including the implications of new technologies for meaningful work and tertiary pedagogy. Our second guest is Robert Sparrow, Professor of Philosophy at Monash University. His research interests include political philosophy and the ethics of science and technology with an eye towards real-world applications.  Flenady and Sparrow argue that GenAI systems are "constitutively irresponsible" because their algorithms are designed to predict what "sounds good" - not necessarily what is true or contextually appropriate. Our guests suggest that it's unfair to expect learners themselves to determine when AI is wrong or misleading. Doing so puts students in an impossible position and gets in the way of building meaningful relationships with their human teachers and the pursuit of lifelong learning.  Learn more about Drs. Flenady and Sparrow’s work in their article: “Cut the bullshit: why GenAI systems are neither collaborators nor tutors” Other materials referenced in this episode include: Frankfurt, H. G. (2005). On bullshit. Princeton University Press.

    24 Min.

  8. 09.10.2025

    Redefining Academic Integrity in the Age of AI with Phill Dawson

    In this episode, we talk with Dr. Phill Dawson about how and why college students “cheat.” Phillip (Phill) Dawson is the Co-Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. His research focuses on cheating, AI teaching assessments, and academic feedback tools.  What counts as cheating? How does cheating shortchange students in their learning journeys and professional development? And perhaps most pressingly, how is AI changing our definition of “cheating” in higher education? Tune in to hear our thoughts on these and other questions in our conversation with Dr. Dawson.

    18 Min.
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Dead Ideas in Teaching and Learning is a podcast from the Columbia University Center for Teaching and Learning. Our mission is to encourage instructors, students, and leaders in higher education to reflect on what they believe about teaching and learning.

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    Columbia University Center for Teaching and Learning
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    2020 - 2026
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