Keystone Concepts in Teaching: A Higher Education Podcast from the Stearns Center for Teaching and Learning
Keystone Concepts in Teaching is a higher education podcast from the Stearns Center for Teaching and Learning at George Mason University focused on discussing and sharing impactful teaching strategies that support all students and faculty.
You can find other Seasons and more episodes by navigating back to the podcast landing page.
Start listening below!
Season 1: Fall 2024
Episode 9: Hear From Your Host! Syllabi Supporting Learners and Instructors
Join our guest host, Kelly Chandler, as she talks with Dr. Rachel Yoho about how we can make our syllabi more inclusive of all learners and us as the instructor in the first of our “Hear From Your Host” series.
Click here to listen to the episode alongside the transcript.
Resources: Eberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for student-centered learning. The Journal of General Education, 50(1), 56–74., Bers, T., Davis, D., & Taylor, W. (1996). Syllabus analysis: What are we teaching and telling our students?. Assessment Update, 8(6), 1-14., References on first impressions, demonstrating values, and use as a learning tool: https://teachingcommons.stanford.edu/explore-teaching-guides/inclusive-teaching-guide/planning-inclusive-course/building-inclusive https://ctl.columbia.edu/resources-and-technology/resources/designing-inclusive-syllabus/ References on course policies: https://learninginnovation.duke.edu/resources/art-and-science-of-teaching/creating-an-inclusive-and-equitable-course/ George Mason University, Religious Holiday Calendar: https://ulife.gmu.edu/religious-holiday-calendar/ References on Tone and Language Use: https://ctl.columbia.edu/resources-and-technology/resources/designing-inclusive-syllabus/ https://teachingcommons.stanford.edu/explore-teaching-guides/inclusive-teaching-guide/planning-inclusive-course/building-inclusive Sathy, V., & Hogan, K. A. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. West Virginia University Press. References on Readings and Resources in Syllabi: Sathy, V., & Hogan, K. A. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. https://poorvucenter.yale.edu/DiversityStatements Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69-79. https://journals.sagepub.com/doi/full/10.1177/0098628320959979 References on Activities and Assignments: Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69-79. https://journals.sagepub.com/doi/full/10.1177/0098628320959979 https://poorvucenter.yale.edu/DiversityStatements Sathy, V., & Hogan, K. A. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. Check out Episode 7 of Keystone Concepts in Teaching for more information on teaching multilingual learners: https://stearnscenter.gmu.edu/season-1-fall-2024-keystone-concepts-in-teaching/ References on Course Design: https://thewriteclimate.substack.com/p/more-inclusive-spaces-create-better [disclaimer: this is from the host’s, Dr. Rachel Yoho, personal blog] https://lincs.ed.gov/sites/default/files/2_TEAL_UDL.pdf https://cndls.georgetown.edu/universal-design-for-learning/ https://www.teaching.unsw.edu.au/universal-design-learning-udl References on Identity and Positionality: https://www.sciencedirect.com/topics/psychology/social-identity-theory https://www.sciencedirect.com/science/article/abs/pii/B9780123864918000098 citing foundational work by Tajfel, 1978; Tajfel & Turner, 1979, https://lsa.umich.edu/social-solutions/news-events/news/insights-and-solutions/infographics/intersectionality–positionality–and-privelege.html
Episode 8: Writing About Challenging Topics
Drs. Richard Craig, LaNitra Berger, and Courtney Massie join your host, Dr. Rachel Yoho, to discuss how we productively have conversations, facilitate student writing, and grade when centered around potentially challenging topics.
Click here to listen to the episode alongside the transcript.
Resources: Office of Faculty Affairs and Development: https://provost.gmu.edu/about/administrative-units/faculty-affairs-and-development (Contact this office for faculty affinity group information), Provost Website Resources for Faculty: https://provost.gmu.edu/faculty, George Mason University Faculty Resources: https://faculty.gmu.edu/, Stearns Center for Teaching and Learning: https://stearnscenter.gmu.edu/
Episode 7: Strategies for Teaching Multilingual Students
Shelby Broberg and Dr. Idée Edalatishams join your host, Dr. Rachel Yoho, for a conversation on how we can support multilingual learners, including assignment design, assessment, and more! We explore actionable strategies for education that support all students, both multilingual and not, across disciplines.
Click here to listen to the episode alongside the transript.
Resources: George Mason University Writing Center: https://writingcenter.gmu.edu, A few example links about Dr. Bobbi Olson’s work (who was mentioned by Dr. Idée Edalatishams in the episode): Olson, B. (2013). Rethinking our work with multilingual writers: The ethics and responsibility of language teaching in the writing center. https://repositories.lib.utexas.edu/items/8a663ff7-4f66-40be-8002-65e333778f72, https://www.grandview.edu/about/directory/profile?id=0011vln, Example links on translingualism (mentioned by Dr. Idée Edalatishams in the episode): Horner, B., Lu, M. Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321. https://www.jstor.org/stable/25790477, Horner, B., & Tetreault, E. (Eds.). (2017). Crossing divides: Exploring translingual writing pedagogies and programs. University Press of Colorado., https://louisville.edu/faculty/bmhorn01, Canagarajah, A. S. (Ed.). (2013). Literacy as translingual practice: Between communities and classrooms. Routledge., Canagarajah, S. (2016). Translingual writing and teacher development in composition. College English, 78(3), 265-273.
Episode 6: What Do We Do About Artificial Intelligence Technologies in the Classroom?
Dr. Laina Lockett, the STEM Education Specialist in the Stearns Center for Teaching and Learning, joins us to talk about the “big thing” right now in education: artificial intelligence-based text generators. We explore actionable strategies for continuing impactful and engaging teaching in this new educational context.
Click here to listen to the episode alongside the transcript.
Resources: Your host, Dr. Rachel Yoho’s, publication on inclusive teaching now that we have AI text generators: Yoho, R. (2023). No, Let’s Not Go Back to Handwritten Activities: Inclusive Teaching Strategies in the Context of ChatGPT. In The National Teaching & Learning Forum (Vol. 32, No. 6, pp. 1-4). https://onlinelibrary.wiley.com/doi/pdf/10.1002/ntlf.30379, Stearns Center for Teaching and Learning at George Mason University recommendations for teaching considering AI text generators: https://stearnscenter.gmu.edu/knowledge-center/ai-text-generators/, Inside Higher Ed article mentioned in the episode: https://www.insidehighered.com/news/tech-innovation/artificial-intelligence/2024/07/23/new-report-finds-recent-grads-want-ai-be
Episode 5: What Core Courses Teach Us About Teaching
Dr. Laura Poms, Director of the Mason Core at George Mason University, joins us to explore what Core courses can teach us about teaching. We discuss content relevant to instructors who are – and are not – teaching in the undergraduate core curriculum program.
Click here to listen to the episode alongside the transcript.
Resources: Mason Core Website: https://masoncore.gmu.edu/, Mason Core Categories: https://masoncore.gmu.edu/mason-core-course-categories/, GMU Learning Services: https://learningservices.gmu.edu/, GMU Learning Services Video Series: https://learningservices.gmu.edu/academic-skills-videos/, Distinguishing novice and expert learning practices: Daley, B. J. (1999). Novice to expert: An exploration of how professionals learn. Adult education quarterly, 49(4), 133-147. https://journals.sagepub.com/doi/abs/10.1177/074171369904900401
Episode 4: Using Design Elements and Feedback in Your Course
Dr. Crystal Anderson returns to discuss the practical aspects of course design, transparency, and productively using feedback in our course. This relates to our overall intentionality about how we approach teaching to support all students’ learning. We also talk about how to approach teaching if you are handed a pre-made syllabus.
Click here to listen to the episode alongside the transcript.
For more information about student evaluations: El-Alayli, A., Hansen-Brown, A. A., & Ceynar, M. (2018). Dancing backwards in high heels: Female professors experience more work demands and special favor requests, particularly from academically entitled students. Sex roles, 79, 136-150. | Boring, A., & Ottoboni, K. (2016). Student evaluations of teaching (mostly) do not measure teaching effectiveness. ScienceOpen research. | Kreitzer, R. J., & Sweet-Cushman, J. (2021). Evaluating student evaluations of teaching: A review of measurement and equity bias in SETs and recommendations for ethical reform. Journal of Academic Ethics, 1-12.
Episode 3: Fundamentals of Teaching for All Students
We welcome Dr. Crystal Anderson for a conversation about what teaching looks like today, particularly coming off several years of pandemic teaching. We also explore how we engage students across different modalities, whether face-to-face, hybrid, online, or others.
Click here to listen to the episode alongside the transcript.
Resources: Stearns Center Teaching Online: https://stearnscenter.gmu.edu/knowledge-center/online-teaching/
Episode 2: Teaching for Everyone
Click here to listen to the episode alongside the transcript.
Dr. Shelley Reid returns for a follow-up conversation about how we create a classroom that supports all students – and the instructors – to create an environment of educational success through policies, procedures, assessment, and more.
Resources: Reality, equity, equality, and justice figure: https://www.bu.edu/diversity/resource-toolkit/inequity-equality-equity-and-justice/, Stearns Center resource – Designing for Flexibility: https://stearnscenter.gmu.edu/wp-content/uploads/21-Course-Design-Flexibility-ALL-Policies.pdf, Stearns Center Face-to-Face and/or Hybrid Teaching Resources (see Course Design & Organization Basics section for Life Happens Pass): https://stearnscenter.gmu.edu/knowledge-center/hybrid-teaching-resources/, Fast Learner/Slow Learner news article: https://www.cmu.edu/news/stories/archives/2023/march/the-myth-of-the-fast-learner, Fast/Learner Slow Learner original research article: https://www.pnas.org/doi/10.1073/pnas.2221311120, Example Exam Wrapper from the American Psychological Association: https://www.apa.org/ed/precollege/topss/teaching-resources/exam-wrapper.pdf
Episode 1: Building Strategies That Include All Learners
Join us as Dr. Shelley Reid discusses how good teaching is focused on learning, rather than just delivering content, in a way that supports and includes all students.
Click here to listen to the episode alongside the transcript.
Resources: Think-Pair-Share and other active learning strategies, Concentric circles of diversity
