Teach Better

Podcast Episode 50: Active Learning with Peter LePage

- - posted in episode, podcast

Peter LePage from the Cornell Physics Department joins us on our extra special 50th episode to talk about active learning pedagogy. He shares his first teaching experiences, his introduction to physics education research, and why he believes students benefit from problem solving and discussion in class. We also talk about the Active Learning Inititive, a program Peter started at Cornell that was inspired by Carl Wieman’s Science Education Initiative. Both programs aim to change the culture of teaching in higher education by giving departments large grants to radically overhaul how they teach their undergraduate courses.

Podcast Episode 49: From Teaching to Administration with Anael Alston

- - posted in episode, podcast

We break new ground in this episode as we talk to Dr. Anael Alston, the superintendent of schools in Hamilton, NY. He has a master’s and doctorate in education from Columbia, and has worked his way up to his current position, starting as a substitute teacher in the New York state system. Anael shares his inspirational journey and the many things he’s learned along the way about teaching at all levels.

The 2017 Pearson Innovations in Teaching Summit

- - posted in teaching

I went into my first publisher-sponsored teaching conference a little skeptical. Pearson paid big money to fly almost 200 college instructors to San Antonio, and I wondered if I would be stuck in a big advertisement for two days. The experience turned out to be pretty great.

Podcast Episode 48: Teaching as Jazz with Steve Pond

- - posted in episode, podcast

In this episode we are joined by Steve Pond from the Cornell music department. Steve is an ethnomusicologist and among other things he studies jazz and the musics of the African diaspora. He plays drums with Cornell’s Brazilian music group Deixa Sambar, and he teaches wide range of courses from freshman writing seminars to graduate theory. His teaching style is highly improvisational. He prepares a rich set of topics and supporting materials for each class, but puts them together in a unique blend depending on his audience, mood, the questions that come up that particular day. During our conversation Steve shares many examples of how he mixes technical jargon, vernacular language, and profound ideas in ways that engage today’s students.

Podcast Episode 47: Experiential Learning and Organizational Psychology with David Berg

- - posted in episode, podcast

Our guest in this episode is organizational psychologist David Berg. He has taught in the Yale School of Management and is currently a Clinical Professor of Psychiatry in the Yale School of Medicine. David teaches students new ways to look at how organizations function through examples from their own lives. His classes look far more like organic conversations than traditional lectures, and students rave about how much they learn. We certainly learned a lot in our conversation.

Getting Creative in Intermediate Microeconomic Theory

- - posted in economics, groupwork, lecture

Intermediate Micro Theory is a required course for all economics majors. Grades are typically based exclusively on problem sets and exams. I just posted this rather unconventional assignment for my Intermediate Micro students. They will work on it throughout the semester. I have no idea how it will go, but it will be fun to find out!

Playable Show Notes

- - posted in podcast

Since the beginning, the Teach Better Podcast has included pretty good show notes along with our episodes. This has mostly been the work of my cohost Edward O’Neill, who also handles all our audio production. In these notes, we provide references and links to resources we mention in our conversations. We also break every episode into 5-10 minute chunks and give you a rough sense of the content of each. As of today that these chunks are individually playable from the website!

Playing Games on the First Day with MobLab

- - posted in economics, edtech, lecture

Introductory economics courses usually include a lot of handwaving. Students learn the basic concepts (e.g., supply and demand), but the math involved is pretty simplistic. That all changes in Intermediate Micro where students build and analyze serious mathematical models using calculus. I’m teaching this course right now, and I’m using MobLab to mix in some fun experiential learning.