University instructors say both student behavioral and mental health concerns have increased sharply in the last few semesters. This can be challenging for faculty and academic staff, who often find themselves as the primary point of contact for students who act out or are otherwise in need. Importantly, faculty don’t have to go it alone. In this episode, we explore how the Division of Student Affairs can help instructors in getting students the help they need—whether it’s in the form of care, counseling, or discipline. Dr. Donald Reed and Janice Blair showcase the different programs available and explain the important steps the Dean of Students Office takes to ensure each case is handled effectively and equitably. They discuss how faculty referrals work and what instructors should expect in terms of speed and outcomes. They and host Jim Gee also discuss approaches to deescalate disruptive behavior in teaching situations.

We've all heard the phrase "best practices" in regards to teaching... but how, exactly, do we define what "best" means? In this episode, Dr. Jen Friberg, the Center's director of scholarly teaching, joins Jim Gee to unpack that phrase and unearth its potential pitfalls. Instead, they explore concepts behind Evidence-Based Pedagogy, one dimension of the Framework for Inclusive Teaching Excellence. Jen highlights recent projects by faculty at Illlinois State which shed light on teaching, student learning, and the student experience. And they discuss how small applications of evidence can make significant changes in our teaching and students' learning without demanding a huge amount of our already precious time.

Mid-semester means midterm grade reporting-- a task that some instructors view with mixed emotions, at best. But timely feedback to students is critical for their learning. And the grade submission process can help academic support staff intercede when students show signs of struggling. Amy Roser of University College joins Jim to discuss how the reimagined "Early Alert" grades are designed to standardize the experience for instructors while optimizing feedback for students. They explore just why changes were made, what academic support staff do with the information, and how Illinois State is including more students in the process. Plus, they have advice for instructors who feel that they haven't given enough grades to warrant a report, yet.

Instructors officially adopted Canvas at Illinois State this fall. It replaces ReggieNet, which served students and teachers for more than a decade. As we wrap up the first semester of instruction with Canvas, Jim Gee sits down with Allison Hauser, Alyssa Herman, and Nichol Brown—three colleagues who helped to shepherd faculty members through the process. They discuss the major differences between the platforms, the hidden gems that make teaching easier, and advice for taking your Canvas course sites to the next level in the new year.

The pace of AI development and innovation shows no signs of slowing, and the only thing for sure is that the academy will never be the same. We follow up on our conversation from earlier this year with Dr. Jennifer Friberg and David Giovagnoli on the current state of generative AI in higher education. Joining them is Dr. Roy Magnuson, professor of music and a current Provost Fellow tackling this important issue. The three of them, along with host Jim Gee, discuss how these types of artificial intelligences have transformed in just a few months, how it all works on the most basic of levels, and how AI is impacting the way we teach and the way our students learn. They also explore opportunities for rethinking how we design and deliver our courses, and they end with some advice for instructors as they prepare their next semester’s worth of courses.

Dr. Jennifer Friberg joins Jim Gee to explore how instructors new to Illinois State University can get started developing their teaching and other skills, while still balancing all of their new obligations. They talk about the challenges of course design for someone new on the job, how new instructors can find their place (and their voice) in their department, and the many services for both new and early career faculty available through the Center for Integrated Professional Development.

As summer break winds down, we pause and take a glance behind to get a sense of the road ahead. Dr. Jennifer Friberg, the Center's director of scholarly teaching and the Cross Endowed Chair in the Scholarship of Teaching and Learning, joins Jim to talk about teaching in the coming academic year. They explore the idea that we may always be "pandemic adjacent," in terms of the COVID-19 years' impact on student learning and how it has informed how we conduct classes. We discuss how issues with student engagement, attendance, and emergent AI tools is causing us to rethink our teaching strategies.

New teaching tool or machine menace? ChatGPT and other A.I.-generated content services have been in the hot topic of discussion in academia in the start of 2023. Our director of scholarly teaching, Dr. Jennifer Friberg, and our coordinator for scholarly teaching, David Giovagnoli, weigh in. We explore strategies for instructors looking to spot A.I.-generated materials in students' work. We also unpack how it works, its strengths and (at least for now) weaknesses, and how teachers can get ahead of the game by making use of these services in their teaching, now.

Like any successful public university, Illinois State relies on a corps of graduate teaching assistants as a part of its overall mission of teaching and learning. In this episode, Jim is joined again by David Giovagnoli, the Center's Coordinator for Scholarly Teaching and Learning, to explore the many professional development opportunities available for both graduate students with teaching assignments and for those who aspire to teach in the academy. The also talk about the particular challenges that face both master's and doctoral-level GAs, and some strategies to help them connect with and support the undergraduates in their charge.

We often talk about respecting our diverse student population and creating a welcoming, inclusive learning environment. But sometimes, as instructors, our own fear of looking stupid or out-of-touch can cause us to stumble upon the path. In this episode, Jim is joined by David Giovagnoli, the Center's new Coordinator for Scholarly Teaching and Learning, to talk about two opportunities for faculty and staff to become versed in LGBTQ+ terminology and perspectives. In fact, they start with a frank discussion about how the very term "LBGTQ+" and its many variations can pose a challenge. They also talk about the best ways to invite students to share their pronouns without making them feel like they have to come out unwillingly. They then explore the new Safe Zone workshop developed by David, based in part on the national program but customized for university faculty and staff. And for those who wish a deeper dive into the topic, they preview the newly developed Queer Allyship learning community, which launches this fall.

We plunge into a new academic year, taking a deep dive through classroom climate and culture, one of the dimensions which makes up the Framework for Inclusive Teaching Excellence. A positive classroom culture isn't only about fostering respect in students for their peers' ideas-- it's about creating a balance of expectations and interactions which allows the instructor to apply their pedagogy in rewarding ways for both their students and themselves. Jen and Jim explore these ideas in the context of both long-term, thoughtful approaches to our development as teachers (e.g., "How do I develop a truly useful, impactful teaching philosophy?") and through a more pragmatic lens which acknowledges the tyranny of the calendar (e.g., "Holy crap! The semester starts on Monday!").