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

Season 2 Episode 9

Episode 9: Ideologies of Teaching

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.

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Rethinking Science Fairs

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.