A prevailing purpose of this podcast project has been to share effective teaching practices – but I started to wonder how we might define “teaching effectiveness” and what we can do to document our own teaching effectiveness. It turns out to be a rather complicated question! In this time-out I’ll share some more about the ambiguity here, as well as try to provide a reasonable, albeit broad, set of suggestions we can take to demonstrate how we approach teaching effectiveness when we communicate in our evaluation matierals.

Taylor and Charlebois: https://doi.org/10.3389/feduc.2024.1284726

Taylor and Thion: https://doi.org/10.3389/feduc.2023.1253622

KU Teaching Effectiveness Rubric: https://cte.ku.edu/sites/cte/files/documents/programs-initiatives/KU%20Benchmarks%20Framework%202020update.pdf

Does talking out loud help with learning?

Processing new information, and drawing connections across readings or concepts can be a challenging cognitive task, and yet our courses and assignments sometimes require this ability. In this time-out, I invited two colleagues to help me learn more about how a “think aloud” session or training might enhance students confidence, their ability to trust source information, and allow instructors to catch, in real time, how a student’s line of thought may be guiding them in the wrong direction.

Tarchi 2020: https://onlinelibrary.wiley.com/doi/full/10.1002/acp.3782

Barnett 1998: https://eric.ed.gov/?id=ED422288

Banning 2008: https://pubmed.ncbi.nlm.nih.gov/17383056/

Tanner 2012: https://pubmed.ncbi.nlm.nih.gov/22665584/

Can drawing out connections enhance learning?

Some students struggle with how to take notes in class, often because they don’t think in the linear logical way that traditional notes are organized. A creative alternative, that focuses on connections across a lecture or topics, seems to be really helpful for learning. In this time-out, along with a few guests, we’ll look at the evidence that supports mind-maps as an effective learning and note-taking approach to classroom success.

Kaup et al (2024): https://www.njppp.com/index.php?mno=215336

Jabade & Nadaf (2024): 10.4103/jehp.jehp_321_24

Edwards & Cooper (2010): 10.1111/j.1743-498X.2010.00395.x

How can we address students’ key questions and motivation from the first day of a course?

In this time-out, we will revisit a popular topic from this podcast project and continue to think about tactics that can enhance the first day of class, with some new evidence and activities that can help students settle in for a good start and positive experience.

Meaders et al (1): https://doi.org/10.3389/feduc.2021.639338

Meaders et al (2): https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-021-00306-y

Hale & Wetmiller (2022): https://publications.aaahq.org/iae/article-abstract/37/4/25/211/Syllabus-Day-Reinvented-Reimagining-the-First-Day?redirectedFrom=fulltext

McGinley & Jones (2014): https://journals.sagepub.com/doi/full/10.1177/0098628314530350

Teaching to a course with 75, 100, or even 200 students can be difficult for the instructor and the student’s learning. In this time-out, we’ll explore some tested strategies that led to improved learning and experiences in these large classes, that also seemed to have been efficient and economical uses of time for the instructor.

Allen et al 2022: https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1891404

Lillard & Taggart 2022: https://www.tandfonline.com/doi/full/10.1080/87567555.2022.2140097

Jeram 2024: https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2208818

In this time-out we are focusing on every undergraduate students worst nightmare…the class presentation (dun, dun, duuuuun!). These types of assignments don’t have to be scary or painful, and with some intention and modification, can be really valuable learning and professional development experiences.

van Ginkel et al 2015: https://www.sciencedirect.com/science/article/abs/pii/S1747938X15000056

Raja 2017:

https://files.eric.ed.gov/fulltext/EJ1161521.pdf

Calcich & Weilbaker 2015: https://www.tandfonline.com/doi/abs/10.1080/10528008.1992.11488349

Sleigh 2013:

https://journals.sagepub.com/doi/pdf/10.2304/plat.2013.12.3.246

Heideman & Laury 2022:https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1913395

What happens when instructors focus on the environment they create for students in their classroom?

In this time-out, I’ll focus the discussion on a classroom’s motivational climate, which is largely facilitated by how the instructor cultivates the environment to the degree that students feel some control, cared for, and the course experience is designed in such a way to address and enhance students sense of interest, success, and utility.

Jones et al (2022): https://journals.sagepub.com/doi/10.1177/23328584211073167

Jones et al (2024): https://www.sciencedirect.com/science/article/pii/S0191491X24000324?via%3Dihub

Jones & Carter (2019): https://link.springer.com/article/10.1007/s11218-019-09500-x

The MUSIC Model website: https://www.themusicmodel.com/

How do you deal with students and their phones in class?

Students are obviously using their devices in class, and sometimes even to assist and engage with learning and the instructors. I’m curious how we should approach discussing and streamlining device use in our classrooms, and creating an environment that accepts the reality of the ubiquity of these devices but also acknowledges optimal and fair use strategies. This time-out will center on student perceptions and a few practical suggestions for how to approach off-task device use in your classrooms.

Ruppel et al 2023: https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2233106

Stowell et al 2018: https://www.tandfonline.com/doi/full/10.1080/87567555.2018.1437533

Deng et al (2022): https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1973947

Petranek and Gallegos (2024): https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2183377

Andrade (2025): https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2245526

Karlins (2022): https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1985423