Megan and Shannon briefly discuss what Blooms Taxonomy is and consider how it can help us create activities in our classes that draw from all levels of the model. We also touch on some ideas for integrating AI and scaffolding - all in under 20 minutes.

Useful links if you'd like to look at images of Bloom's Taxonomy:

Pyramid visual: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Side by side visual: https://www.teachthought.com/learning/what-is-blooms-taxonomy/

Dr. Maha Younes joins our discussion about merging teaching and research as college faculty. She shares her insights about how reflecting on her students' experiences during an assignment led her to look at existing literature where she found space for her own research contributions. Lots of great reminders of how our teaching can inform our research and our research can inform our teaching.

Citations from articles noted in the episode

Younes, M. N., & Vanlaningham, J. L. (2017). In the hot seat: Teaching students through experiences with self-help groups. Journal of Baccalaureate Social Work, 22(1), 163–179. https://doi.org/10.18084/1084-7219.22.1.163

Younes, M. N., & Asay, S. M. (2003). The world as a classroom: The impact of international study experiences on college students. College Teaching, 51(4), 141-147. https://doi.org/10.1080/87567550309596429

Asay, S. M., Younes, M. N., & Moore, T. (2006). The cultural transformation model: Promoting cultural competence through international study experiences. In R. R. Hamon (ed.)., International family studies: Developing curricula and teaching tools (pp. 85-99). New York: Haworth Press, Inc.

Flash POD = Quick Info!

In this episode, Megan and Shannon give examples of strategies that get students talking during class about your content. They share examples for both face-to-face and online course formats. Specifically, we're talking bout Kagan Strategies used in education. We are not associated with their site, but you can find more examples at www.kaganonline.com

This is a fantastic discussion with Dr. Ted Rupnow about how his research has connected to and benefited his teaching and visa versa. This is a great strategy to help those who are looking to collect data and present or publish, but it also provides insight into how researching our classes can help our teaching even if we aren't interested in publications.

Selected publications from Dr. Rupnow:

Green, E., Rupnow, T. J., Bracewell, L. N. (2024). Creating a space for them through autoethnography. Journal of Mathematics Teacher Education, 1–22. https://doi.org/10.1007/s10857-024-09643-5

Barker, D., Winsor, M., Kirwan, J. V., & Rupnow, T. J. (2020). Searching for the key to knowledge integration: A lens to detect the promotion and use of integrated knowledge. In T. Lehmann (Ed.), International Perspectives on Knowledge Integration. Brill | Sense.

In this discussion, we hear about the importance of having a sense of community among faculty. This is the second part of our conversation with Drs. Roger Davis, Bill Wozniak, and Daryl Kelley. Dr. Mark Ellis (who instigated the episode) also joins to talk about how the actions of these three individuals have had a continued effect across the university.

Dr. Jim Jones, math lecturer, shares strategies that he has found useful for giving his students more opportunities to work through problems first-hand as opposed to just watching him lecture at the board. From using textbook resources to creating meaningful in-class worksheets, to even allowing for natural group work or solo work as students see fit. There's a helpful strategy in here for you to try in your next class.

Join us for a discussion about creating systems of support that help improve teaching and learning at your institution. Dr. Roger Davis (History), Dr. William [Bill] Wozniak, and Dr. Daryl Kelley (Sociology) share about their early experiences as professors at UNK who wanted to improve their teaching practices.

Davis, R., Kelley, D., & Wozniak, W. (Spring, 1996). A case study of university teaching. Platte Valley Review, 24(2). Pp. 53- 69.

Davis, R., & Kelley, D. (2004). Academic culture and the classroom. In Peck, E. (Ed.), UNK/CTE: Compendium of Teaching Resources and Ideas. (pp. 9 –27). University of Nebraska at Kearney.

Flash PODs are designed to be quick and easy to get you useful information in a flash! This episode looks at effective words to use when writing your course or lesson outcomes that will also help you design assessments that really align with the purpose of your class.