Season 2 Episode 21

In this episode, Tactile Learning, Anne and Steve are joined Louie Dean Valencia, Assistant Professor of Digital History and Coordinator of the Center for Public History at Texas State University, who shares his thoughts about encouraging students to learn through collaboration, curation and creation.

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Show Notes

Antiauthoritarian Youth Culture in Francoist Spain

How did kids, hippies and punks challenge a fascist dictatorship and imagine an impossible dream of an inclusive future? This book explores the role of youth in shaping a democratic Spain, focusing on their urban performances of dissent, their consumption of censored literature, political-literary magazines and comic books and their involvement in a newly developed underground scene.

Portrait of a Prolific Professor

Dr. Louie Dean Valencia-García is a prolific, recognizable scholar at Texas State University. An assistant professor in the Department of History, Dr. Valencia-García has made impressive strides as a leader in the field of digital humanities, and his publications and research endeavors have been met with enthusiasm and praise.

Far-Right Revisionism and the End of History

In Far-Right Revisionism and the End of History: Alt/Histories, historians, sociologists, neuroscientists, lawyers, cultural critics, and literary and media scholars come together to offer an interconnected and comparative collection for understanding how contemporary far-right, neo-fascist, Alt-Right, Identitarian and New Right movements have proposed revisions and counter-narratives to accepted understandings of history, fact and narrative. The innovative essays found here bring forward urgent questions to diverse public, academic, and politically minded audiences interested in how historical understandings of race, gender, class, nationalism, religion, law, technology and the sciences have been distorted by these far-right movements. If scholars of the last twenty years, like Francis Fukuyama, believed that neoliberalism marked an ‘end of history’, this volume shows how the far right is effectively threatening democracy and its institutions through the dissemination of alt-facts and histories.

Season 2 Episode 20

In this episode, Hard Facts, Anne and Steve are joined by Stephen Holler, Chair & Associate Professor of the Department of Physics & Engineering Physics at Fordham University who shares his experiences bringing physics education to bear on issues affecting the local community.

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Fordham and Bronx Schools Collaborating on Air Quality Project

Through a new initiative called Project FRESH Air, Fordham is working with local middle and high schoolers to combat climate change and generate new air quality data in their communities. 

“We want to set up a network of air quality sensors around the city and map out the air quality—particularly in the Bronx—and help students become scientifically literate activists in their communities,” said Stephen Holler, Ph.D., chair and associate professor of Fordham’s physics and engineering physics department, who is co-leading the project with Usha Sankar, Ph.D., an advanced lecturer in biological sciences. “Through our project, we can start a dialogue about climate change and say, ‘Let’s do something to fix it together.’”

A webinar will be held on April 13th at 6:00 PM to discuss Project FRESH Air with the community and the participant schools. For the Zoom link and log in information, please email

Season 2 Episode 19

In this episode, A Productive Struggle, Anne and Steve are joined by Alesia Moldavan Assistant Professor of Mathematics Education, Associate Chair, Division of Curriculum & Teaching, Program Director, MST Adolescence Mathematics in the Graduate School of Education at Fordham University who shares her thoughts about the changing nature of mathematics instruction.

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Evidence-Based Inquiries in Ethno-STEM Research: Investigations in Knowledge Systems Across Disciplines and Transcultural Settings

The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students’ acquisition of scientific knowledge.

Navigating (and Disrupting) the Digital Divide: Urban Teachers’ Perspectives on Secondary Mathematics Instruction During COVID-19

This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019–2020 academic year. We use case study methodology with phenomenological interviews to gather insights into the teachers’ efforts to modify their mathematics instruction and curriculum while navigating observed digital inequities and new digital tools for mathematics teaching. We also report on the teachers’ targeted attempts to bridge home and school while problematizing the threatened humanistic aspect of remote teaching and learning. These frontline experiences recognize technology-associated systemic inequities in marginalized, urban communities and the need to strategize ways to implement equity-oriented technology integration that benefits all learners, especially urban youth. By critically examining digital education in the urban context, crucial conversations can transpire that critique (and disrupt) the digital divide in mathematics education and open doors for other stakeholders to broadly discuss the logistics and implications of digital education to enhance new ways of teaching and learning.

Season 2 Episode 18

In this episode, The Fallow Fields, we are joined by Sarah Zimmerman, Professor of English at Fordham University who shares her thoughts about the lecture as an effective instructional strategy.

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Show Notes

Joseph Wright of Derby, The Philosopher Giving that Lecture on an Orrery, in which a Lamp is Put in Place of the Sun (c. 1766)

From YouTube: You don’t need to plan an exotic trip to find creative inspiration. Just look up, says Gavin Pretor-Pinney, founder of the Cloud Appreciation Society. As he shares charming photos of nature’s finest aerial architecture, Pretor-Pinney calls for us all to take a step off the digital treadmill, lie back and admire the beauty in the sky above.

Lecture Me. Really. by Molly Worthen, NYT

BEFORE the semester began earlier this fall, I went to check out the classroom where I would be teaching an introductory American history course. Like most classrooms at my university, this one featured lots of helpful
gadgets: a computer console linked to an audiovisual system, a projector screen that deploys at the touch of a button and USB ports galore. But one thing was missing. The piece of technology that I really needed is centuries old: a simple wooden lectern to hold my lecture notes. I managed to obtain one, but it took a week of emails and phone calls. Continue reading

Are College Lectures Unfair? By Annie Murphy Paul

DOES the college lecture discriminate? Is it biased against undergraduates who are not white, male and affluent? The notion may seem absurd on its face. The lecture is an old and well-established tradition in education. To most of us, it simply is the way college courses are taught. Even online courses are largely conventional lectures uploaded to the web. Continue reading

In Defense of the Lecture By Miya Tokumitsu

Few have savaged lecturers as brutally as the the Enlightenment-era printmaker William Hogarth. In Scholars at a Lecture, the presenter reads from his prepared text, his eyes down, indifferent to his audience. The budding academics are no more impressive; those in thrall to the lecturer’s nonsense have slack faces with lolling eyes and open mouths. The others don’t offer any critique but yawn, doze, or chat idly among themselves. Continue reading

Season 2 Episode 17

In this episode, STEM Communities , Anne and Steve are joined by Robert Beer, Associate Professor of Chemistry and the Fordham College at Rose Hill Associate Dean for STEM and Pre-Health Education at Fordham University who shares his thoughts about the challenges and opportunities for teaching and learning in this next phase of the pandemic.

Show Notes

Yale’s Happiness Professor Says Anxiety Is Destroying Her Students

‘DISRUPTED’ — How COVID Changed Education — a PBS NewsHour Student Reporting Labs Teen Special

Fordham University STEM Teaching

Season 2 Episode 16

In this episode, Compassion Is Never Inappropriate, Anne and Steve are joined by Lisa Cataldo, Associate Professor of Pastoral Counseling at the Graduate School of Religion and Religious Education at Fordham University, who shares her thoughts about trauma informed teaching.

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Mays Imad (June 2020)l Inside Higher Ed: Leveraging the Neuroscience of Now

Mays Imad is considered the leading instructor on trauma-informed teaching and learning. Her webinars on YouTube are clear, straightforward, and useful!

Resources for Faculty: Resilient Teaching (Guilford College). Includes links to multiple articles, online webinars, YouTube tutorials, etc.
Wake Forest Center for the Advancement of Teaching

Episode 15: A Special Episode

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.

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Show Notes

May Weber Ethnographic Collection

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. 

Smithsonian Institution Research Online Repository, which offers a variety of materials related to teaching with collections.

Course materials developed by Catherine Nichols for the May Weber Ethnographic Study Collection.

Exhibit development using the IPP.

Season 2 Episode 14

Episode 14: A Terrain of Trust

In 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.

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Show Notes

Racism Controversy Rocks ‘Bachelor’ Nation

NPR’s Michel Martin discusses the most recent Bachelor controversy with Brandy Monk-Payton, a scholar of media and Black cultural studies at Fordham University.

Episode 13: Special Episode

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 with Conversations on Jesuit Higher Education.

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Show Notes

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