Speaking of Higher Ed: Conversations on Teaching and Learning

What is Hip-Hop pedagogy? How can the use of Hip-Hop culture in curriculum engage students and create relevant connections to course content?

Kelly R. Allen, PhD, is an Assistant Professor of Curriculum Studies in the College of Education and Human Development Department of Research, Counseling, and Curriculum at Augusta University and advocate for the implementation of Hip-Hop based education.

During Allen’s early years as a high school social studies teacher, she discovered the power of using Hip-Hop culture in her teaching. Seeing that it was “more than a hook”, but instead something to be infused in all aspects of her courses. Hip-hop culture has since been an integral part of her research and teaching. 

Dr. Allen discusses the 5 aspects of Hip-Hop culture, describing how and why they allow students to engage, feel empowered and find relevance in course content. She discusses the past and current perceptions of Hip-Hop pedagogy in academia and how she sees it moving forward in the higher education space. 

Dr. Allen concludes with tips and advice for practitioners on how to incorporate Hip-Hop pedagogy into their teaching. 

Should I discuss AI with my students? How can I benefit from using AI?  

In this episode of Speaking of Higher Ed, David Joyner, PhD, joins us to explore these questions and how AI is transforming education, for students and educators. ChatGPT generated significant discussion when it launched in November 2022. Now, with more than a year of growing in understanding about generative AI, we are discovering what changes are necessary in the classroom. 

Joyner provides valuable insights from his research and classroom experiences, addressing educators seeking basic knowledge about ChatGPT and those aiming to deepen their understanding of generative AI. Educators aren't the only ones adapting to technologies like ChatGPT; students are also adjusting. This technology holds the potential to facilitate faster learning and improvement in targeted areas. However, it may require adjustments to assessments to maintain the desired level of rigor in evaluating student mastery of the material. 

We also discuss Joyner’s new publication, A Teacher’s Guide to Conversational AI, and the professional certificate program he developed, available on the edX online learning platform. 

Are you a faculty member looking to collaborate with community organizations? By working together, universities and community organizations can create mutually beneficial relationships that enrich the educational experience, address community needs, and contribute to positive societal outcomes. 

Achieving the Carnegie Community Engagement Classification is one of the aspirational imperatives included in the Augusta University strategic plan. Pursuing this elective classification involves extensive work documenting how the university is partnering with the Augusta community. 

On this episode, Tina Baggott, Associate Vice President for Volunteer Services & Community Engagement at Augusta University, discusses the pursuit for this classification. She discusses its importance for higher education, available resources for faculty, and more.  

Every semester presents a mix of challenges and opportunities for both students and faculty. In this episode, Jenn Rose and JoAnn Edmond share five practical tips to help kickstart the semester on a strong note. 

We discuss the importance of crafting a learner-centered syllabus and getting a jumpstart on integrating tools within the Learning Management System (LMS). Our conversation also touches on strategies for giving timely and meaningful feedback, with a focus on utilizing LMS tools for scheduled course communications. 

Jenn and JoAnn highlight the usefulness of tools such as replace strings in personalizing messages for students, even when using a generic message for everyone. They also suggest considering the incorporation of rubrics in the LMS to clarify grading criteria and streamline the grading process. Rubrics can be used for assignments in online or face-to-face courses. 

Joining us in this episode are JoAnn Edmond, Director of Instructional Innovation, and Jenn Rose, a Faculty and Instructional Developer, both from the Center for Instructional Innovation at Augusta University. 

Seeking a short course on course design or an active learning toolkit? Explore MomentumU, a virtual professional development platform tailored for University System of Georgia (USG) faculty and staff. Directed by Peter Berryman, the Director of Digital Instruction at the Office of Teaching and Learning Excellence for USG, this platform hosts a growing array of short courses and other resources. 

Full-time USG faculty members have access to self-enroll in courses, while part-time faculty and staff can request access. The self-paced short courses on MomentumU are regularly updated with content utilizing evidence-based pedagogies aimed at increasing engagement and enhancing student success. Many courses offer badges and certificates upon completion, valuable additions to your promotion and tenure portfolio. Beyond short courses, MomentumU also provides teaching toolkits and other valuable resources. 

How might a blend of Montessori and traditional grade school education influence a college professor? Dan Kaminstein, MD, MSED, serves as the Assistant Dean for Ultrasound Education and Professor of Emergency Medicine at the Medical College of Georgia. Kaminstein's exposure to both Montessori and traditional education shapes his teaching approach, leading him to reflect on how students learn. Higher education presents challenges for both students and faculty. Kaminstein employs an active learning approach in teaching, believing that students and faculty mutually benefit, creating a dynamic environment. 

Kaminstein shares insights on the growth mindset, encouraging students to perceive failure as a productive learning experience. This emphasis allows students to approach challenges as opportunities for growth and continuous improvement. 

The discussion extends to Kaminstein's challenge with grading systems. Do grades impede the development of a growth mindset? Do they genuinely reflect a student's progress? Kaminstein suggests that if our goal is to foster ongoing learning, grades may not be helpful. 

This episode explores practical strategies for fostering active learning, integrating a growth mindset, and reimagining assessment without traditional grades. Kaminstein provides valuable perspectives on enhancing student engagement, promoting productive failure, and aligning teaching methods with long-term learning goals. 

Are you exploring the possibility of incorporating low or no-cost educational materials into your course? Whether you're just curious about these resources or ready to integrate them into your teaching, this episode of Speaking of Higher Ed helps you get started.  

In this month's episode, we're joined by Jeff Gallant, the program director of Affordable Learning Georgia (ALG). ALG is on a mission to support student success and promote equitable access to education by advocating for the use of affordable and open educational resources. 

Jeff delves into the world of Open Educational Resources (OER) and provides guidance on how you can kickstart the process of identifying materials for your course. For faculty within the University System of Georgia, there are faculty, library, and design champions available on campus to assist you in this endeavor. Jeff also shares invaluable insights on how you can harness the advantages of OER, from enhancing your teaching materials to alleviating financial burdens for students. Discover how OER can be a game-changer for you and a catalyst for student achievement as we explore how these open resources level the academic playing field.  

Additionally, Jeff provides a breakdown of the potential cost savings for students in Georgia when courses adopt free textbooks. If you're an educator in search of open textbooks, Jeff offers practical tips to navigate this transformative landscape in education. 

How do we know good teaching when we see it? Whether you're a new faculty member, a seasoned educator, or an administrator, this episode offers a look at how we can better understand and promote effective teaching practices. Lauren Barbeau, PhD, Assistant Director for Learning and Technology Initiatives at Georgia Tech, joins us to discuss the Critical Teaching Behaviors framework (CTB). The CTB framework was developed by Barbeau and Claudia Cornejo Happel, PhD, to provide a comprehensive system for instructors and administrators to identify and document good teaching. 

The CTB categorizes effective teaching behaviors into six main areas. These categories are derived from a thorough analysis of research focused on teaching and learning. The areas include alignment, inclusion, engagement, assessment, technology integration, and reflection. Barbeau explains the inspiration behind creating this framework centered on behaviors and each of the six categories.  

Barbeau discusses how this comprehensive guide can help you plan a path to document your teaching and more. Barbeau says, “we're also showcasing these are the behaviors that lead to improved student outcomes. So, when you're doing these things, you can know that you're an effective instructor and someone reviewing you can know that you're effective as well.” 

On this episode we sit down with Neil MacKinnon, PhD, Augusta University provost and executive vice president for academic affairs. MacKinnon places a strong emphasis on building connections with faculty, staff, and students. He discusses the profound impact such relationships have on the college experience for students. 

On the topic of mentorship, he shares personal anecdotes of how mentorship played a pivotal role in shaping his own academic journey. MacKinnon believes a good mentor can help faculty take their career to a new level and aims to facilitate meaningful mentorship opportunities for faculty members at Augusta University. 

Fall semester brings the launch of Augusta University Online, which has exceeded enrollment projections. Additionally, there are new and unique degree programs, such as Biomedical Systems Engineering and a new undergraduate degree in neuroscience. MacKinnon discusses how these initiatives are part of Augusta University's ongoing efforts to attract students seeking new programs that meet workplace needs. 

Additional topics of discussion include the significance of balancing teaching duties alongside research and service commitments for faculty members. MacKinnon also offers insights into the initiatives aimed at tackling the challenge of student retention and enhancing graduation rates. 

Uncover the elements of high-impact practices and immerse yourself in the captivating world of 'Reacting to the Past' in this special episode of Speaking of Higher Ed...Summer Shorts. 

Looking to keep students engaged and motivated in higher education? Quentin Davis, PhD and Hannah Bennett, PhD from Augusta University share insights on high-impact practices that go beyond traditional teaching methods. Discover how interactive learning experiences can make a real-world impact on students and faculty alike.  

We also step into history with 'Reacting to the Past,' an innovative teaching method that uses immersive role-playing games to teach complex issues. Join Andrew Goss, PhD, and Ruth McClelland-Nugent, PhD, as they discuss the benefits, challenges, and implementation of 'Reacting to the Past' in higher education. Get ready to revolutionize your teaching approach and inspire lifelong learners! 

On this special episode of Speaking of Higher Ed...Summer Shorts we revisit innovative approaches to teaching and learning. Rhia Moreno, PhD shares how she employs multimodal pedagogy to cultivate a dynamic learning environment that caters to diverse learning styles. Discover the transformative power of creative reflection in both online and face-to-face courses. 

Arthur Takahashi sheds light on the use of multimedia learning principles in course design. Drawing from Mayer’s research, he shares strategies to create immersive learning experiences using high embodiment and other key principles. From PowerPoint presentations to instructional videos, discover principles for crafting impactful and lasting learning moments. 

We also chat about AI text generators, like ChatGPT, and their implications in higher education. Candis Bond, PhD and James Garner, PhD from the Center for Writing Excellence at Augusta University, engage in a thought-provoking conversation about the ethics, possibilities, and limits of these AI tools. 

In this episode we explore an innovative teaching method that has been gaining popularity in recent years: 'Reacting to the Past', also known as ‘Reacting’. This pedagogy uses immersive role-playing games to teach complex historical and contemporary issues in a highly engaging and effective way. 

Our guests, Andrew Goss, PhD, and Ruth McClelland-Nugent, PhD, both experienced history educators, share their insights into the world of 'Reacting to the Past'. They discuss their experiences using this teaching method in their own courses, the benefits it provides, and the resources available to faculty interested in incorporating it into their curriculum. 

Are you looking to improve student engagement and motivation? Dr. Quentin Davis and Dr. Hannah Bennett from Augusta University discuss high-impact practices that go beyond test memorization and create lifelong learners. By incorporating elements such as appropriately high expectations and frequent feedback, these practices can help you keep your students engaged and motivated throughout their academic journey. Learn practical strategies and tips for incorporating high-impact practices into your teaching, including fully online courses. 

AI has created a conundrum for higher education. AI text generators, computer programs capable of efficiently producing quality written content, have raised questions about the possibilities, ethics and limits of the use of programs such as ChatGPT in higher education. While artificial intelligence (AI) has been a part of our lives for a while — hello Siri, chatbots, and real-time autocorrect and predictive texts — increasingly sophisticated AI text generators have educators worried about how students might use or misuse these programs to write papers.

In this episode, Dr. Candis Bond, director of the Center for Writing Excellence at Augusta University, and Dr. James Garner, associate director of the Center for Writing Excellence, chat about why we teach writing in college and how these text generators might be used in the classroom. They note that one of the main advantages of AI text generators is their ability to produce large amounts of content quickly and effectively to summarize information. Additionally, GPT-3 can be used to edit and structure text. However, there are limitations, including the fact that the model can generate biased or incorrect information and struggles to draw conclusions or insights the same way humans can. Additionally, the AI model may attribute authorship incorrectly, leading to perpetuating authorship gaps by gender or race. Dr. Bond and Dr. Garner note that while AI text generators can be helpful for generating ideas and pushing oneself as a critical thinker, they should not be used as a substitute for the valuable skills and habits of mind developed through the act of writing. Ultimately, the purpose of writing is not just to produce polished final products, but to teach people valuable skills that will be with them for life.

Wondering what AI text generators are capable of? You’ve just experienced it. The second paragraph of this episode description was largely written by ChatGPT.

How are the words and pictures you use in your course content helping to improve learning for your students? Arthur Takahashi, adjunct faculty member and instructional designer at Augusta University, discusses how he uses multimedia learning principles in his course design and delivery to do just that. Mayer and Moreno’s (1999) study of the cognitive principles of multimedia learning continues to inform the creation of learning materials. Before discussing how he uses Mayer’s principles, Arthur touches on the three goals of multimedia instructional design which each of the principles will help support. Arthur shares how he uses Mayer’s principle of high embodiment and others in order to provide students with an experience that helps improve learning and retention. From creating a PowerPoint to making instructional videos, these principles can help you craft an impactful and lasting learning experience for your students.

Dr. Rhia Moreno from the College of Education and Human Development discusses how she applies multimodal pedagogy to create a more varied learning environment that supports different learning styles and skillsets. Her approach includes incorporating AU approved tech such as Flip, Padlet and VoiceThread as well as encouraging creative reflection in face-to-face and online courses. In this episode of Speaking of Higher Ed, Dr. Moreno highlights what multimodal pedagogy looks like and shares strategies on how to incorporate inventive approaches across disciplines.

Dr. Moreno will lead a webinar about diversifying your online instruction on February 22. For more information on this webinar email: CII@augusta.edu.

Speaking of Higher Ed is a new podcast from Augusta University that exists to create a resource that will inspire and assist faculty in creating engaging and meaningful learning experiences. We hope to provide higher ed faculty with a platform for sharing research related to the scholarship of teaching and learning, spark new instructional ideas and promote interdisciplinary instructional methods. 

New episodes release on the third Wednesday of each month during spring and fall semesters.