About the Series
Welcome to Dead Ideas in Teaching and Learning, a podcast hosted by CTL Executive Director, Catherine Ross. Our mission is to encourage instructors, students, and leaders in higher education to reflect on what they believe about teaching and learning. In each episode, guests are invited to share their discoveries of “dead ideas”—ideas that are not true but that are often widely believed and embedded in the pedagogical choices we make.
Season three focuses on teaching and learning systems in the academy and how they need to be changed. Topics include beliefs about rigor, the value of undergraduate education in research universities, how to generate systemic change in institutions, issues of equity, and how faculty are evaluated.
Upcoming guests include: Laura Rendón, author of Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation; Kevin Gannon (Grand View University), author of Radical Hope: A Teaching Manifesto; Aaron Pallas and Anna Neumann (Teachers College), authors of Convergent Teaching; Joshua Kim (Dartmouth) and Edward Maloney (Georgetown), authors of Learning Innovation and the Future of Higher Education; and Denise Cruz (Columbia).
Past conversations have focused on dead ideas in topics such as grading, teaching with technology, student motivation, assessment, and neuromyths about learning, to name a few. Conversations also explore dead ideas exposed by the move to remote teaching due to the COVID-19 pandemic. We hope these radically honest conversations will inspire lightbulb moments for our listeners as they seek to understand their own teaching and learning. To listen to an audio trailer, click here.
The theme originates from the article “The Tyranny of Dead Ideas in Teaching and Learning” (The Sociological Quarterly, 2011) by Diane L. Pike, Professor of Sociology at Augsburg University. Pike writes, “Ideas are dead because they are no longer correct, if they ever were. They are tyranny because we cling to them despite the evidence…Clinging to dead ideas about teaching and learning limits our practice as professors. The resulting tyranny means we fail to educate our students as effectively as we might…The good news is that learned behaviors, sociologically informed reflection, and the application of the research in the scholarship of teaching and learning can liberate us and improve the experiences of teachers and learners alike.”
Where and When to Listen
Hosted by CTL Executive Director,
Season 3, Episode 2: Why Educating for Wholeness, Social Justice, and Liberation Is the Future of Higher Education: A Conversation with Laura I. Rendón
Today we speak with renowned teaching and learning theorist and thought leader Laura I. Rendón, a Professor Emerita at the University of Texas-San Antonio and author of the book Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation (2009).
As the pandemic nears its end, Dr. Rendón believes we are now in “nepantla”, or a liminal space of inquiry and possibility, regarding the future of higher education. As we return to campuses and classrooms, we need to deeply question what “normal” should be and make sure our pedagogical choices offer a “better” normal for all students, and especially for underserved populations. We need to ask ourselves what kind of an education students now need to help society and to solve our complex problems. We should be mindful of centering equity and inclusion in all of the learning experiences that students encounter.
Dr. Rendón discusses some of the entrenched beliefs that dictate the current culture of teaching and learning, and how they could be shifted to embrace a new vision of higher education.
October 7, 2021. 42:20 min.
- Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation (2009) by Laura I. Rendón
- The Four Agreements (1997) by don Miguel Ruiz
- Relationship-Rich Education: How Human Connections Drive Success in College (2020) by Peter Felten and Leo M. Lambert
- “Dead Ideas: Reflections for Post-Pandemic Learning” (June 2021, Inside Higher Education) by Catherine Ross, Amanda Irvin, and Soulaymane Kachani
Season 3, Episode 1: Why Dead Ideas? A Conversation with Host Catherine Ross and Ian Althouse
We begin this season by turning the conversation around: our guest today is Catherine Ross, Executive Director of the Columbia Center for Teaching and Learning, and host of Dead Ideas. Interviewed by Ian Althouse, Senior Assistant Director at the Columbia CTL, Catherine shares why she decided to start this podcast—including her own “aha” moment—and what motivates and inspires her to continue the work of unpacking implicit assumptions in teaching and learning in higher education. Catherine also gives listeners a sneak peek of this season’s upcoming guests.
September 23, 2021. 29:17 min.
Season 2, Episode 7: One Year Later: Learning in a Pandemic with Two Columbia Undergraduate Students
In May 2020, two months after Columbia transitioned to fully remote learning due to the COVID-19 pandemic, we interviewed four Columbia undergrads about their experiences. Now almost a full year out, we wanted to check in again on the student experience and identify what dead ideas have surfaced in this extended period of disruption. In this episode, we speak with Sajan Bar, a junior in the School of Engineering and Applied Science and Michelle Yao, a junior in Columbia College, who both serve as undergraduate teaching and learning consultants as part of the CTL’s Students as Pedagogical Partners initiative. They discuss community building, study practices, and grading and assessment, and share what they hope will remain and what will be left behind as we move towards more face-to-face settings.
April 22, 2021. 36:59 min.
Season 2, Episode 6: Community in Teaching: A Conversation with Columbia Graduate Students Diana Newby, Thomas Preston, and Ami Yoon
In his 1993 article, “Teaching as Community Property: Putting an End to Pedagogical Solitude”, renowned educational psychologist Lee Shulman argued that if teaching were viewed as community property, rather than something that happens behind closed classroom doors, there would be more value placed on teaching and more rigor in the evaluation of teaching. In today’s episode, we unpack this argument and its underlying dead ideas with Columbia doctoral students Thomas Preston, Diana Newby, and Ami Yoon—all who have worked in multiple teaching capacities at Columbia University. They discuss how their experiences have led them to believe that collaboration has a range of benefits in teaching and learning.
April 8, 2021. 34:32 min.
Resource: “Teaching as Community Property: Putting an End to Pedagogical Solitude” (1993) by Lee Shulman
- Thomas Preston is a PhD candidate in the German department. He held a Teaching Observation Fellowship at the Columbia Center for Teaching & Learning (CTL) in 2019 and since 2020 he has worked there as a teaching consultant.
- Diana Newby is a PhD candidate in English & Comparative Literature. She has held multiple fellowships at the CTL, and in 2020 she received one of Columbia’s Presidential Awards for Outstanding Teaching by a Graduate Student. Along with Ami Yoon, she is a co-founder of the Columbia English Department’s Pedagogy Colloquium.
- Ami Yoon is a PhD candidate in the Department of English and Comparative Literature, and a current Lead Teaching Fellow at the CTL. She has taught courses in Columbia’s undergraduate college as well as in its School of Professional Studies.
- See full student bios here
Season 2, Episode 5: What Inclusive Instructors Do with Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell, and Mallory SoRelle
What are small steps instructors can take to teach inclusively? Where, when, and how should they be implemented? In today’s episode, we chat with the authors of the new book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching (2021). These experts share approaches to conducting inclusive courses that are student-centered, community-based, and transparent, and discuss why these approaches are important—as well as the dead ideas that they debunk.
March 25, 2021. 41:35 min.
- What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching (2021). Book is due for release April 15, 2021. Use the discount code: “INCL20” for 20% off + free shipping. Offer expires 12/31/22.
- Authors: Tracie Marcella Addy, Associate Dean of Teaching and Learning at Lafayette College (PA), Derek Dube, Associate Professor of Biology and Director of the Center for Student Research and Creative Activity at the University of St. Joseph (CT), Khadijah A. Mitchell, Peter C.S. D’Aubermont, M.D., ’73 Scholar of Health and Life Sciences and Assistant Professor of Biology at Lafayette College, Mallory SoRelle, Assistant Professor of Public Policy at the Sanford School of Public Policy at Duke University.
Season 2, Episode 4: Online Teaching and Learning with Roxanne Russell
What are the benefits of online education? What misconceptions or “dead ideas” do both instructors and students harbor about teaching and learning online? And how can online activities (both synchronous and asynchronous) benefit student engagement, community-building, and inclusion in the classroom? In today’s episode, we speak with Roxanne Russell, Director of Online Education at Columbia University’s Mailman School of Public Health, about all things online, including what she has learned from her students and the “aha” moment that inspired her to start her career in online education.
March 11, 2021. 33:25 min.
Season 2, Episode 3: The Syllabus with William Germano and Kit Nicholls
What does the syllabus do? Who is it for? Why is it chronically unread? And how can it be written to foster an environment of trust and collaboration in the classroom? William Germano, Professor of English at Cooper Union, and Kit Nicholls, Director of the Center for Writing at Cooper Union, are authors of the book Syllabus: The Remarkable, Unremarkable Document That Changes Everything (2020). In this episode, they tackle these fundamental questions about the syllabus, and discuss how it serves as a starting point for addressing larger dead ideas about teaching, learning, and student engagement.
February 18, 2021. 41:46 min.
Season 2, Episode 2: Ungrading with Jesse Stommel
Jesse Stommel, co-founder of Hybrid Pedagogy: the journal of critical digital pedagogy and co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy, has not graded student work—in the traditional sense—in 20 years. Instead, he practices “ungrading”, a word which “…suggests that we need to do intentional, critical work to dismantle traditional and standardized approaches to assessment.” In this episode, Jesse unpacks why he supports ungrading (as well as the dead ideas that it challenges), and explains how it promotes student learning. He also shares steps that listeners can take towards ungrading in their own classrooms.
February 4, 2021. 33:28 min.
Season 2, Episode 1: Assessment For and As Learning with Jonathan Amiel and Aubrie Swan Sein
Beginning In 2007, Columbia University’s Vagelos College of Physicians & Surgeons (VP&S) began to radically rethink their curriculum and assessment strategies for first and second year medical students. In today’s episode, we speak with Jonathan (Yoni) Amiel, Interim Co-Vice Dean for Education and Senior Associate Dean for Curricular Affairs at VP&S, and Aubrie Swan Sein, Director of the Center for Education Research and Evaluation and Associate Professor of Educational Assessment at Columbia University Irving Medical Center. Jonathan and Aubrie discuss the changes they have implemented and the dead ideas they have encountered— especially around assessment—and how things have turned out thus far.
January 21, 2021. 36:24 min.
Dead Ideas: Season Two Trailer
Welcome back to Dead Ideas in Teaching and Learning. When we began this podcast, our mission was to encourage instructors, students, and leaders in higher education to reflect on what they believe about teaching and learning. Now, almost a year into the ongoing COVID-19 pandemic, it remains a difficult, uncertain moment for higher education. But in that uncertainty, we have a profound opportunity to confront the many dead ideas that have been exposed by the move out of our traditional classrooms and to challenge what teaching means and how it happens. This podcast is a space for reflection, transformation, and learning.
January 7, 2021. 2:10 min.
Bonus Episode with Jenny Davidson: How Much Reading Is Enough?
In this bonus episode, we continue our conversation with Jenny Davidson, Professor of English and Comparative Literature at Columbia, to tackle the question of how much reading is enough in a literature course. Professor Davidson shares examples of how she balances assignment load with student learning objectives in her literature courses, and how she has had to adjust that balance during the COVID-19 pandemic.
December 17, 2020. 24:24 min.
Season 1, Episode 5: Dead Ideas in Grading with Jenny Davidson
On March 20, 2020, days after Columbia University transitioned to fully remote teaching due to the COVID-19 pandemic, Jenny Davidson, Professor of English and Comparative Literature at Columbia, published an article in The Washington Post titled “Forget distance learning. Just give every student an automatic A.” In this episode, Professor Davidson further discusses why she chose to give all of her students an A in Spring 2020, and why, even outside of a pandemic setting, she has long been resistant to the conventional practices of grading.
December 10, 2020. 31:01 min.
- “Forget distance learning. Just give every student an automatic A.” Jenny Davidson, Washington Post, March 20, 2020.
- “How Has Grading Changed Since Coronavirus Forced Classes Online? Often, It Depends on the Professor.” Emma Dill, The Chronicle of Higher Education, April 13, 2020.
Season 1, Episode 4: Columbia Undergraduates on Dead Ideas in Learning
In Spring 2020, Columbia students Mae Butler, Haya Ghandour, Jennifer Lee and Kalisa Ndamage served as undergraduate teaching and learning consultants as part of the CTL’s Students as Pedagogical Partners initiative. In this episode, these students share their experiences and perspectives on remote teaching and learning due to the COVID-19 pandemic. They discuss Columbia’s move to pass/fail grading in the Spring 2020 semester, how we can use technology more intentionally in classrooms, and what they would change if they could reinvent higher education.
November 25, 2020. 24:20 min.
Season 1, Episode 3: Dead Ideas in Science Teaching with Carl Wieman
Carl Wieman, Nobel laureate and Professor of Physics and Education at Stanford University, has dedicated much of his career to addressing the problems and challenges of how universities teach science. In this episode, Wieman imparts the “aha!” moment that motivated his transition from physics research to science education research. He also shares dead ideas that he encounters routinely in science teaching, including those that are magnified by the shift to remote teaching due to the COVID-19 pandemic.
November 12, 2020. 24:42 min.
- Improving How Universities Teach Science: Lessons from the Science Education Initiative (2017) by Carl Wieman
- How Learning Works: Seven Research-Based Principles for Smart Teaching (2010) by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, Richard E. Mayer
- The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them (2016) by Kristen P. Blair, Jessica M. Tsang, Daniel L. Schwartz
Season 1, Episode 2: Neuromyths in Teaching and Learning with Michelle Miller
Do we really only use 10% of our brains? Will using technology in my course improve my students’ learning and motivation? Are students nowadays “digital natives”? In this episode, we tackle these questions and others with Michelle Miller, Professor of Psychology at Northern Arizona University and author of Minds Online: Teaching Effectively with Technology. Miller talks about her research and experiences with misconceptions about the mind, brain, and learning, with a focus on neuromyths related to teaching with technology.
October 29, 2020. 24:58 min.
- Minds Online: Teaching Effectively with Technology (2014) by Michelle Miller
- “Neuromyths and Evidence-Based Practices in Higher Education” by Michelle Miller, et al.
- To keep up with Michelle’s latest work, visit www.michellemillerphd.com or follow her on Twitter @MDMillerPHD
Season 1, Episode 1: The Tyranny of Dead Ideas in Teaching and Learning with Diane Pike
In our first episode, Diane Pike, Professor of Sociology at Augsburg University, discusses her motivation to write the article “The Tyranny of Dead Ideas in Teaching and Learning”, which serves as the foundation of this podcast. Pike shares “light bulb” teaching moments from her career as well as how her thinking around “dead ideas” has evolved in the past 10 years since the article’s publication.
October 15, 2020. 24:20 min.
- “The Tyranny of Dead Ideas in Teaching and Learning” (The Sociological Quarterly, 2011) by Diane Pike
- Becoming a Critically Reflective Teacher (1995) by Stephen Brookfield
- Small Teaching: Everyday Lessons from the Science of Learning (2016) by James Lang
- Learning from Each Other: Refining the Practice of Teaching in Higher Education (2018) by Michele Lee Kozimor-King, Jeffrey Chin
Trailer: Introducing Dead Ideas in Teaching and Learning
Welcome to Dead Ideas in Teaching and Learning, a new podcast hosted by CTL executive director, Catherine Ross. Our mission is to encourage instructors, students, and leaders in higher education to reflect on what they believe about teaching and learning. In each episode, guests are invited to share their discoveries of “dead ideas”—ideas that are not true but that are often widely believed and embedded in the pedagogical choices we make.
October 14, 2020. 3:49 min.