Notes from the Field: Dead Ideas from Columbia CTL Educational Developers

In this episode of 4 mini-interviews, we ask Columbia Center for Teaching and Learning (CTL) staff John Foo, Jamie Kim, Rebecca Petitti, and Corey Ptak what’s been on their minds as they go about their work as educational developers. What dead ideas in teaching and learning are they encountering in their day-to-day work with instructors, in their reading and research? What are the underlying systemic issues perpetuating these dead ideas? And how are these developers addressing these challenges? Listen in to hear their responses. Resources* Columbia Science of Learning Research Initiative (SOLER) (https://soler.columbia.edu/)* Columbia Office of the Provost’s Teaching and Learning Grants (https://vptli.columbia.edu/request-for-proposals/)* "The Tyranny of Content: ‘Content Coverage’ as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It (https://www.lifescied.org/doi/10.1187/cbe.19-04-0079)" (Petersen et al., 2020) in CBE—Life Sciences Education* “Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature (https://onlinelibrary.wiley.com/doi/10.1002/tea.20439)” Henderson, Beach, & Finkelstein, 2011) in Journal of Research in Science Teaching * “Four Categories of Change Strategies for Undergraduate STEM (https://ascnhighered.org/ASCN/change_theories/collection/four_quadrants.html)” (Henderson, Beach, & Finkelstein, 2011) in Accelerating Systemic Change in STEM Higher Education * “Chemistry and Racism: A Special Topics Course for Students Taking General Chemistry at Barnard College in Fall 2020” (Babb & Austin, 2022) in Journal of Chemical Education * CTL Teaching Transformations Reflection from Rachel Narehood Austin