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Steve interviews Louis E. Newman, author of Thinking Critically in College: The Essential Handbook for Student Success.  What's the relationship between thinking and studentship?  How can we -- and why should we -- move students to think about disciplinarity?  Are colleges promoting the thinking of which Newman advises students?  And how can they benefit from his ideas regardless?

Is ChatGPT friend or foe?  Should the whole world, as Australia has done, relegate essay writing to inside classrooms?  Is "the academic essay dead"?  Or is ChatGPT, as some have contended, a tool for critical thinking that we should embrace as a new ally in teaching students?As Steve discusses, ChatGPT certainly is a revelation, but no one is really talking about why, and it might not be what you expect.

Continuing their discussion of the pedagogical, institutional, and societal implications of rubrics and rubricizing, Joe, Michelle, and Steve get into rubrics and questions of ...privilege and the expression of structuralized racismthe effort to dismantle public education through standardizationhow rubrics as a concept contribute to the undermining of teaching as a profession, and so much more.

Steve and the authors of Rubric Nation -- Michelle Tenam-Zemach and Joseph E. Flynn, Jr. -- get into it about all things rubrics and rubricization, as well as whatever it is that we are doing, good and bad, as an educational system regarding teaching, learning, democracy, assessment, studentship, dialogue, politics, critical thinking, teacher training, privilege, race, class, and our greater (and lesser?) humanity.  Spoiler alert: it's "a mess."  But that's what makes this discussion particularly deep and interesting.

Steve welcomes futurist Frances Valintine: Founder of MindLab--the Best Start-up in Asia Pacific as judged by Steve Wozniak and Sir Richard Branson in 2014.  Frances is a member of the New Zealand Hall of Fame for Women Entrepreneurs (2022), and named one of the top 50 EdTech Educators in the World by EdTech International (2016).  They discuss progressive teaching practices and the wide-scale implementation of change across New Zealand, and its implications for our conception of educational institutions worldwide.

Listen for an in-depth discussion of the rigamarole around academic rigor, including what might be a very surprising--though nonetheless perfectly sensible--root of its challenges.  Student vs. faculty conceptions of rigorG.I. infections"Summer School"

Part 2 on Jones's firing, including a cranky look at curious statements by NYU, and an uncomfortable look at time traveling through the academy.

Steve takes an in-depth look at NYU's expedited decision to fire distinguished Organic Chemistry professor, Dr. Maitland Jones, after receiving a petition from students complaining about his course.  What's really at the heart of NYU's actions?  What role did the petition play? What role should rigor play in education? And what in the world does the movie, Demolition Man, have to do with any of this?

Steve welcomes the University of Wyoming's own TK Stoudt and his students, Amy Bezzant, Maddy Davis, and James Roberts.  Hear about the triumph (and trials!) of peer assessment from an educator who's newer to implementing it, and from students who encountered it for the first time.  What really happens when we give Excalibur to Uryens?  Why should you have a campfire in your classroom?Should Maddie marry an NFL player?Learn the answers to all that and more!

Steve welcomes the University of Wyoming's own TK Stoudt and his students, Amy Bezzant, Maddy Davis, and James Roberts.  Hear about the triumph (and trials!) of peer assessment from an educator who's newer to implementing it, and from students who encountered it for the first time.  What really happens when we give Excalibur to Uryens?  Why should you have a campfire in your classroom?Should Maddie marry an NFL player?Learn the answers to all that and more!

Ken Bain, author  of  What the Best College Teachers Do and What the Best College Students Do, joins Headagogy to discuss his latest book, Super Courses: The Future of Teaching and Learning.  The discussion with Bain not only delves into examples of these courses and their relationship with problem based learning, but also into critical ideas for teaching and learning, such as why "expectation failure" is so absolutely critical.  Learn the steps you need to take to start your own "super course."

In this concluding episode on peer assessment, Steve conveys the research on peer assessment, learning outcomes, and soft skills.  There should be no doubts about its value, especially, in the words of Walter Lippman, "It takes wisdom to understand wisdom. The music means nothing if the audience is deaf."

Continuing his assessment into peer assessment as an important method of ungrading, Steve not only talks about how he implements it, but several other important issues, such as how peer assessment:De-emphasizes the focus on gradesRelieves students' stressFosters democratic ideals and an empowered populous, andIMPROVES learning outcomes.

In this first episode of a three part series, Steve delves into the hot topic of "ungrading" with a focus on the particular and unique value that involving students in assessment brings to the greater ungrading discussion.  Learn more about grades as the locus of power in academia, the unconscious forces behind grades, students' literal capacity (or lack thereof) to understand grades, the relationship between grades and social constructionism, and, most importantly, the movie, Excalibur.  

The continuation of the interview with Kieran O'Mahony.

This interview with Kieran delves into fascinating neuroscience about learning that can help transform what we do in our classrooms through understanding things like the Reticular Activating System, working memory, and neurotransmitters.  Kieran offers concrete things every educator can immediately adapt in order to improve their learning outcomes and their students' enjoyment of education.  At the same time, the interview delves into the remarkable ways our educational system, including practices still in place today, dis-formed itself around misunderstandings of scientific findings by the likes of B.F. Skinner, E.L. Thorndike, and Marion Diamond (to name a few).  

What is the relationship between STEM and creativity?  Or, at least, what's the perceived relationship?  And what happens when we invest millions of dollars and years of effort to improving STEM educational practices?  What happens cognitively when we do it well for just a few months?  All that and more, including a shoutout to Louisiana.

Steve interviews Dr. Cornelius N. Grove about his most recent book, A Mirror for Americans, which delves into the research as to why students in East Asia invariably outperform American students on international tests.  The discussion explores myths about education in East Asia, such as the misconception about drilling, and delves into educational and cultural differences that make students in East Asia so successful.  This podcast provides a wonderful mirror for American educators by establishing East Asian practices as a point of contrast and thus elucidating tacit assumptions we hold about education, assumptions we might otherwise overlook.

Steve tackles some of the controversy around Critical Race Theory (CRT), in part by examining its lineage back to critical theory and critical pedagogy.  In doing so, he delves into broader question of how power is wielded in the academy, and what the academy is as a power structure.  Curiously, also, Ferris Bueller.

What's "imposter syndrome" and how does it impact our students' relationship with us?  How does it impact our relationship with students?   Just how critical are our relationships with students with respect to their academic success and our achievement of desired learning outcomes?  What are simple things we can do as individual educators to build more meaningful relationships?  What are the larger cultural and institutional questions?Learn about all of that and more as Steve interviews Elon University's Peter Felton and Leo Lambert about their book, Relationship Rich Education: How Human Connections Drive Success in College.

Do you want to teach critical thinking but struggle to do so given how much content you need to cover?Do you feel departmental, institutional, or disciplinary pressures to cover certain material?What are the four major objections educators voice about teaching critical thinking relative to content?Why are critical thinking and content actually never at odds?What does the Brad Pitt movie, Moneyball, have to do with all of this?Find out all of this and more as Steve not only answers all of the above, but empowers you with the knowledge and responses you need to keep critical thinking at the forefront of education.

Jesse Stommel of the University of Denver, author of An Urgency of Teachers, and “ungrading” maven joins Steve for a thought provoking and, at times, joyously contentious discussion about inviting students to assign their own grades to themselves.  Ultimately, the conversation swerves into grading’s and education’s implications for society and politics.  But who could have seen that coming? 

Steve delves into A Thousand Brains: A New Theory of Intelligence, by Jeff Hawkins, which holds immediate implications for the teaching of critical thinking as understood through the literal functions of neurons!  But contrary to the title, teaching critical thinking doesn’t become easier through thousands of things; it actually becomes easier, and more successful, through very few.

Want to know what your colleagues mean when they talk about "critical thinking"? Want to know how to stimulate dialogue about it at your institution? Want to know why Steve is like Annie Wilkes?Two recent studies shed new light on how educators conceptualize critical thinking and, more importantly, which particular aspects of critical thinking they value most.  But while the studies in one sense empower educators to discourse about critical thinking at their institutions, they also expose some challenges to critical thinking education.  Ultimately, Steve uses the articles to offer specific, easily applied approaches to teaching critical thinking.TheCriticalThinkingInitiative.org/Podcasts

We're excited to welcome Zoe Weil from the Institute for Humane Education Zoe is the author of The World Becomes What We Teach and is a notable TedX contributor.  Zoe focuses her work on helping educators build "solutionaries" who tackle real world problems.  Join us as we discuss the overlays between her work and ours, and critical thinking in general.

A recent article in The New York Times argued that critical thinking is a dangerous "rabbit hole" and isn't the right tool for fighting "fake news."  Dave and Steve discuss the article's alternative, and, of course, advocate for stronger critical thinking in media literacy.  

Did you know that at any given point during an online lecture, 40% of students' minds are wandering?  Join Dave and Steve to learn about "persistence" vs. "transience" in memory, and how to improve your learning outcomes.

Dave and Steve return with a podcast on combating fake news and why we should all be jealous of Finland.  Also, the new Critical Thinking Initiative Online learning experience, and Steve's new book, America's Critical Thinking Crisis: The Failure and Promise of Education.

Join us for an exciting announcement and an interview with John Eyler, Ph.D., author of How Humans Learn: The Science and Stories Behind Effective College Teaching.   Wishing everyone wellness, safety, and satisfying teaching (or a much needed break!) in this time of COVID.

Given the sudden mass migration to online learning because of COVID19, The Critical Thinking Initiative offers this brief, "emergency" podcast about simple measures every instructor, K-Ph.D.--can take to ensure that the online learning experience is a positive one for the students.  Please feel encouraged to share this one with everyone you know who has suddenly had to transition their teaching online.

Steve and Dave delve into recent research on critical thinking growth throughout college. Learn the extent to which it is happening and why. Warning: this episode may contain some ranting.

Steve and Dave tackle the complex issue of how to respond to student work effectively. Spoiler alert: It's somewhere between a pat on the back and psychiatric analysis.

Mindfulness education is gaining popularity in academia, but does helping students get their Zen on also help them to think critically? Take some deep breaths, find your center, and start listening!

Steve & Dave respond to an article and, more broadly, to the "ungrading" movement, which assert that grades interfere with deeper learning.  Listen in to find out why grades do, don't, and shouldn't hinder learning, and how we can use them constructively.  Also, a little known fact about Zeus.

Several faculty members from the University of Wyoming share their perspectives on critical thinking after a three-day workshop with Dave and Steve. This is a rare opportunity to listen to other educators' perspectives on incorporating critical thinking into their teaching practice.

Dave and Steve engage the questions and critiques around whether or not the term "critical" is the best one for the kind of thinking we want students to do. Do its connotations outweigh its intention? Is there a term that's better?

Steve and Dave welcome Jackson Nickerson, Ph.D., who is the Frahm Family Professor of Organization and Strategy at the Olin School of Business, and who founded the Leading Thinking program through Brookings Executive Education. This is a powerful conversation that culminates in the many risks for our students if we fail to forge forward with thinking-driven learning.

Steve and Dave look at the recent article from The Chronicle of Higher Education about James Madison University's X-lab, and they examine rising contemporary calls for opportunities for students to innovate and problem solve.  Are X-Labs the future of learning?  Should your school have one?  In related news, Steve drops a bomb about lucite.

Dave and Steve welcome Michael S. Roth, author of Beyond the University: Why Liberal Education Matters.  Michael offers wonderful perspectives on the relationship between critical thinking, the liberal arts, and interdisciplinary.  He also raises critical perspectives about the importance of pushing students to step outside their own viewpoints about the world.

What's the relationship between certain video games and critical thinking skills?  According to some recent assertions, select video games promote critical thinking by creating rich worlds in which players must make difficult choices.  To what extent do those choices foster critical thinking?  And to what success are video games being employed in classrooms?  Also, why are Steve and Dave making obscure references to M.A.S.H.?  Find out the answers to all those questions on this episode!

Vipin Thekk of ChangemakerCommunities.org joins Dave and Steve to discuss the work he does in helping reshape schools and communities so that they prepare students for an unknown future. The discussion includes ways that critical thinking, empathy, and discourse will be vital to our students, as well as how to create change where needed.

Steve and Dave explore the relationship between grades and learning, including a brief look at the history of grades. Even though grading often fails to develop learning, they discuss how grading can actually play an important if not critical role in the cultivation of strong and authentic learning outcomes.

Special guest Anton Tolman, the lead editor of the book, Why Students Resist Learning: A Practical Model for Understanding and Helping Students, joins Steve and Dave in a discussion of how to convert the "signal" of student resistance into a force for educational growth.  Tolman discusses why student resistance is natural, his research on its causes, and strategies for addressing it, including metacognition.  

Dave and Steve tackle the controversial "Sokel Squared" hoax by academics who got fabricated articles published in academic journals. Join us for spirited commentary on what this hoax accomplishes, why it is dangerous, and how it possibly emerges from an erroneous conception of constructivism.

Steve and Dave offer some concrete, class-ready exercises for using writing to learn to improve learning outcomes and foster deeper critical engagement of subject matter.  They explain why WTL doesn't require extensive time or effort in order to produce better outcomes.  They also discuss the inherent power in writing, and in writing to learn, explain why it holds such power.

Steve and Dave welcome Dr. Marianne Fallon for a fascinating discussion about the power of a growth mindset for students' educational performance. Marianne speaks to research on growth vs. fixed mindsets, how even high-performing students can still suffer from a fixed mindset, common mistakes educators make in reinforcing fixed mindsets, and easy measures any educator can use in any class, such as short reflective assignments, to foster "growthy" students!

By popular demand, Steve and Dave respond to some of the backlog of listener questions.  One listener asks about whether or not critical thinking based on evidence undervalues creativity.  A second listener asks about how to maintain standards for critical thinking while also ensuring a cultural diverse classroom in which all perspectives are valued.  Can we be creative and critical at the same time?  Can we value diverse opinions yet hold students to logical standards of evidence?  Tune in to find out!

Some high stakes assessments of student writing are currently being done by computers. Steve and Dave tackle the question of whether or not cutting-edge artificial "intelligence" successfully evaluates papers for critical thinking, or anything else. Will your job as an educator soon be replaced by a computer? Tune in to find out.

Many educators are frustrated by student writing, frustrated by the time they devote to responding to student writing, and frustrated by the lack of revision, if not improvement, between drafts.  In this episode, Dave and Steve not only dispel myths about what constitutes an effective response to a student paper, they also offer a step-by-step process for responding in a way that produces meaningful growth.

What happens when someone creates a dialogue between west coast liberals and southern Trump supporters?  Find out in this episode!  Steve and Dave are joined by Spaceship Media founders and journalism activists, Eve Pearlman and Jeremy Hay.  Spaceship Media's "dialogue journalism" is fostering constructive discourse between people who hold conflicting viewpoints, and striving to restore the populace's faith in journalists.  This reinforces the pressing need for education to create thinking citizens.

Dave and Steve tackle one of the more over- and misused terms in education, Problem-Based Learning (PBL).  Learn the research behind PBL, what it is, for what it works well and for what it doesn't work well.  In news of the week: How Artificial Intelligence is going to force educational change, and how critical thinking might just offer hope for the world in terms of climate change.  Maybe.  (This episode contains minor technical difficulties that were out of our control.  Apologies in advance.)

Having blamed all the world's problems on the 5-paragraph essay in the previous episode, Steve and Dave offer three alternatives to the 5-paragraph form.  These are tested, easily implemented essay structures that emphasize critical thinking and foster stronger content acquisition.  News of the week explains why critical thinking can't be taught (but it can) and covers a letter to educators from subject matter itself!

Warning: This episode may provoke strong reactions from 5-paragraph-essay devotees.  Not for the faint of heart! Listen in as Steve and Dave unfairly blame all of the world's problems on the 5-paragraph essay format frequently used in secondary and higher education.  Also news of the week: Why even young children possess strong critical thinking skills, and how the Air Force explores "forecasting" as a critical thinking goal.

Critical thinking pioneer and guru Dan Willingham joins Dave and Steve in discussing the relationship between critical thinking, reading, and teaching.  They delve into the role that existing bodies of knowledge play in decoding thinking.  News of the week examines whether or not reading to evaluate produces stronger outcomes than reading to comprehend.  Also, to get "meta," Dave talks about the role attention plays in thinking, such as when listening to a podcast ... or not.

TCTI welcomes Peter Arthur, Ph.D.  Peter is a frequent keynote speaker and sought-after workshop facilitator on “Enhancing Metacognition, Growth Mindset and Grit for Student Success.” He speaks with Steve and Dave about the intersects between his work and critical thinking.  Plus, Steve has some depressing news of the week, and we learn why critical thinking isn't the same thing as being smart.