Tea for Teaching John Kane and Rebecca Mushtare

Faculty writing groups can help motivate writing, provide peer feedback, and lead to higher quality writing products. In this episode, James Lang, Sarah Rose Cavanagh, and Mike Land join us to discuss their highly productive long-term writing group. 
Jim Lang is a Professor of Practice at the Kaneb Center for Teaching Excellence at the University of Notre Dame, the author of 6 superb books on teaching and learning and is the author of a regular column in the Chronicle of Higher Education. He was the founding editor of the West Virginia University Press series on teaching and learning, and is now a co-editor of a new series at Oklahoma University Press. Jim also was the founder and long-time Director of the teaching center at Assumption College.
Sarah Rose Cavanagh is a psychologist and the author of four books related to teaching and learning. She is the senior associate director for teaching and learning and associate professor of practice at Simmons University and is also a regular contributor to The Chronicle and many other publications. Jim and Sarah are regular keynote speakers and have both provided keynote addresses at SUNY-Oswego.
Mike Land’s early writing and editing experiences included 15 years of newspaper journalism, a masters and doctorate in Creative Writing at the University of Missouri-Columbia, and 23 years of teaching journalistic and creative nonfiction at Assumption, working for many years in the office next door to Jim Lang’s and a short walk from Sarah Cavanagh’s. He’s an Associate Professor of English and Director of the Community Service-Learning Program at Assumption University.
A transcript of this episode and show notes may be found at http://teaforteaching.com.

When papers and projects are due at the end of the term, students often procrastinate even when the projects are carefully scaffolded. In this episode, Michelle Kukoleca Hammes joins us to discuss how a series of infographic assignments, combined with peer and instructor feedback, provide an engaging and productive learning experience. Michelle is an associate professor of political science and a CETL Fellow for the Center for Excellence in Teaching and Learning at St. Cloud State University.
A transcript of this episode and show notes may be found at http://teaforteaching.com.

The transition to remote instruction during the COVID19 pandemic resulted in dramatic learning losses. In this episode, Peace Bransberger joins us to discuss a report that analyzes the extent and persistence of these learning losses. She is the Interim Director, Programs and Evidence, Policy Analysis and Research, and Programs and Services at WICHE, the Western Interstate Commission for Higher Education.
A transcript of this episode and show notes may be found at http://teaforteaching.com.

Graduate programs prepare students to communicate with other scholars in their discipline, but do not generally prepare them to communicate with public audiences. In this episode, Brenda Hoffman joins us to discuss a program designed to help scientists develop effective public communication skills. Brenda is Associate Dean for Academic Affairs and Graduate Program Director for the School of Communication and Journalism at Stony Brook University.
A transcript of this episode and show notes may be found at http://teaforteaching.com.

Some faculty begin teaching as a second career, after working in industry. In this episode, Kevin McCullen and Michael Walters join us to discuss how their prior careers in industry helped prepare them to design authentic learning experiences for their students.
Kevin is an Associate Professor of Computer Science at SUNY Plattsburgh. Prior to joining the computer science department at Plattsburgh, Kevin worked for several years at IBM. Michael is an Associate Professor and Chair of the Physics Department at SUNY Plattsburgh. Prior to joining the Physics faculty, Michael was the CEO of EISWorks Technologies and a metrology engineer for Corning Inc.
A transcript of this episode and show notes may be found at http://teaforteaching.com.

Diversifying various fields and disciplines requires intentional work to create and support a pipeline of practitioners. In this episode, Laura Spenceley joins us to discuss specific initiatives to increase inclusion in the PK-12 sector. Laura is the Dean of the School of Education here at SUNY Oswego. She is an Impact Academy Fellow through the national non-profit organization Deans for Impact which works to strengthen and diversify the educator workforce. 
A transcript of this episode and show notes may be found at http://teaforteaching.com.