In this episode, Inviting Students In, Anne and Steve are joined by Catherine Nichols, an Advanced Lecturer in Cultural Anthropology and Museum Studies And the Director, May Weber Ethnographic Study Collection at Loyola University Chicago who shares her thoughts about teaching with and through objects.
Curated and managed by the Department of Anthropology at Loyola University Chicago, the collection consists of approximately 2500 pieces of ethnographic art collected in the mid to late twentieth century by Dr. May Weber, a Chicago-based psychiatrist.
Episode 14: A Terrain of TrustIn this episode, A Terrain of Trust, Anne and Steve are joined by Brandy Monk-Payton, Assistant Professor of Communication and Media Studies at Fordham University who shares her thoughts about representation, collaboration and effective instruction.
Season 2 Episode 13: Mistakes Are Proof Your Are Trying
In this episode, Mistakes Are Proof You Are Trying, Anne and Steve are joined by Andre Isaacs, Associate Professor of Chemistry at College of the Holy Cross, who shares his thoughts about how to build learning communities by meeting students where they are. This episode is brought to you in partnership withConversations on Jesuit Higher Education.
Holy Cross Chemistry Professor Blends Roles as Scientist and Influencer to Inspire Students
Andre Isaacs’s choreographed dance videos have attracted almost a quarter of a million followers on Tik Tok, but this associate professor of chemistry might be even more popular in the classroom.
Whether working on copper catalyzed reactions via click chemistry or practicing choreography for his videos, Isaacs’ mentorship of students builds community and inspires confidence that leads students to feel secure in taking scientific risks and sharing ideas with colleagues without hesitation that they might not be “right.” Continue reading
In this episode, Oops and Ouch, Anne and Steve are joined by Christie-Belle Garcia, Assistant Dean for Student Support and Success at Fordham University who shares her thoughts about resources, structures and practices that help students thrive.
In this episode, Ideologies of Teaching, Anne and Steve are joined by John Craven, Associate Professor of Science Education at Fordham University, who shares his thoughts about what we mean when we talk about teaching and how that meaning affects our instructional choices.
In this article, the authors reflect on whether the competitiveness of science fairs does anything to enhance the learning environment of schools. The authors narrate how a visit to a local school’s gymnasium to witness one of these gala events reminded them of why they so dislike science fairs. The authors mention that they applaud any sincere efforts to engage students in the processes of scientific inquiry. However, they also recognize that there are deep divisions between between teachers, educators, and scientists with regard to the value of science fair projects. From their perspective as science educators, they all too often see that the final projects at school science fairs don’t accurately reflect either the enterprise of science or the students’ interests. As science educators and parents, they suggest that schools and parents work to move the money invested in posters, instructional time, and after-hours staffing into funds that pay for student experiences outside the classroom, experiences designed to engage young citizens with real-life issues.
In this episode, The Classroom as a Tool, Anne and Steve are joined by Sam Haddad, Associate Professor of Philosophy at Fordham University, who shares his ideas about teaching and learning online and in person.
In this episode, A Humanistic Enterprise, Anne and Steve are joined by Jim McCartin, Associate Professor of Theology and Ignatian Faculty Fellow at Fordham University who shares his thoughts about what teaching is and could be as we look ahead to the challenges and changes of the next academic year.
The future of Jesuit higher education at Fordham depends upon faculty, drawn from diverse backgrounds, who are responsible for ensuring that Fordham’s mission and the Ignatian values underlying that mission animate faculty research, teaching, mentoring, and service.