Advertise on podcast: Centering Centers

What if we designed faculty development around the same learning principles we encourage faculty to use in their classrooms? In this episode of PodBites, host Adam Barger welcomes Tracy Kwock from Radford University, who shares five practical tips for making professional development more engaging and meaningful. From starting with real problems to giving participants opportunities to do the work themselves, Tracy encourages educational developers to practice what they preach and make faculty active participants in their own learning.This episode was edited and produced by Royzoner of the Studio forTeaching & Learning Innovation at William & Mary. Transcript

What happens when one of college football’s fiercest rivalries becomes an opportunity to think together? In this episode of Centering Centers, we talk with Dr. Katherine Chiou from the University of Alabama and Dr. Lindsay Doukopoulos from Auburn University about creating the AI Ethics Iron Bowl. They explain how the Ethics Bowl moves beyond a traditional pro-and-con debate, asking students to investigate complex cases, question their assumptions, and respond thoughtfully to perspectives that differ from their own. Along the way, we explore what this approach can teach us about intellectual humility, authentic learning, and creating space for better conversations about AI. Katie and Lindsay also share how the experience transformed their students and how educators can adapt the model on scales both large and small. Transcript

In this tenth bite-sized episode of PodBites, Adam Barger talks with DeElla Wiley from Auburn University about what science fiction can teach us about educational development. In just a few minutes, DeElla shares five lessons for approaching teaching and learning work with imagination, curiosity, and care, from starting with “what if?” to recognizing uneven futures, understanding that technology is never just technology, making small changes, and remembering that the human story is the point. This episode was edited and produced by Roy W. Petersen. Transcript

What happens when higher education moves faster than we have time to think? In this episode of Centering Centers, we talk with Adam Barger about curiosity, agency, digital fluency, and what it means to keep humans at the center of conversations about AI. Adam reflects on why higher education can sometimes approach AI from a “hunger mindset,” rushing toward new tools and possibilities before fully considering what we actually need from them. Throughout the conversation, we explore curiosity as a deeply human trait, the role of agency in teaching and learning, and why conversations about AI should include wisdom, character, relationships, and perspective-taking alongside technical skills. We also talk about educational development, communities of practice, and the value of creating spaces where faculty can wrestle with difficult questions together. Transcript

In this ninth bite-sized episode of PodBites, Adam Barger talks with Stephanie Whalen from Harper College about developing a culture of faculty engagement that actually takes hold across an institution. In this quick conversation, Stephanie shares five practical insights drawn from her experience building high levels of faculty participation in teaching and learning initiatives. From understanding campus culture and leveraging faculty as leaders, to creating conditions for collaboration, encouraging creativity and innovation, and sustaining relationships through moments of tension, this episode offers concrete strategies educational developers can use to build engagement that lasts. This episode was edited and produced by Roy W. Petersen. Transcript

In this episode of Centering Centers, we talk with Thomas Tobin about what it means to build a teaching and learning center from the ground up and what happens when that work is shaped by listening, context, and collaboration. Drawing on his recent experience working with a university in the Philippines, Tom shares how a center can grow from “a name on a door” into something that actively supports teaching across an institution. Throughout the conversation, we explore how teaching extends beyond the classroom into everyday interactions across campus, why starting with what people are already doing well matters, and how small, immediate changes can lead to meaningful shifts in practice. We also talk about universal design for learning at scale, the challenges of defining and evaluating teaching, and what it looks like to design for the realities students actually experience. Transcript

In this eighth bite-sized episode of PodBites, Adam Barger talks with Shauna Mayo from Brightpoint Community College about making course alignment feel manageable for faculty. In this quick conversation, Shauna shares five practical insights to help design courses that actually support student learning. From starting with outcomes instead of assignments and making assessments measurable, to mixing up assessment types, aligning practice with evaluation, and using feedback as a learning tool, this episode offers concrete strategies educational developers and faculty can use right away. This episode was edited and produced by Roy W. Petersen. Transcript

In this special episode of Centering Centers, guest host Danielle Gabriel talks with Emily Drabinski about how academic libraries shape the way we find and understand information. From subject headings to search systems, they unpack the hidden structures behind information literacy and what they mean for teaching, learning, and civic engagement. If you’ve ever wondered why some ideas are easier to find than others, this conversation offers a new way to think about research, inquiry, and the role of educational development today. Transcript

In this seventh bite-sized episode of PodBites, Adam Barger talks with Mike Reese from Johns Hopkins University about using a network approach to scale digital innovation in teaching and learning centers. In this quick conversation, Mike shares five practical insights drawn from sociological research and his leadership experience in educational development. From filling structural holes and leveraging the strength of weak ties, to investing in social capital, aligning institutional priorities with local work, and choosing strategic approaches to change, this episode offers concrete ways centers can expand their reach and influence across campus. This episode was edited and produced by Roy W. Petersen. Transcript

What if imagination is one of our most practical tools for the future? In this episode of Centering Centers, we talk with Bryan Alexander about what it means to think ahead when the world and higher education keep changing. Bryan shares how he came to futures work, what futurists actually do, and why learning to notice patterns, ask better questions, and explore multiple possible directions can help us respond more thoughtfully to change. Our conversation moves across the many forces shaping higher education today and the challenge of thinking beyond immediate pressures. Along the way, we talk about teaching, curiosity, science fiction, and world-building, and how creative thinking helps us see change more clearly. Transcript

In this sixth bite-sized episode of PodBites, Adam Barger talks with Diana Theisinger from William & Mary about integrating principles of online course design into in-person teaching. Diana shares five practical insights drawn from her work with faculty developing online courses, and how those same design principles can strengthen face-to-face instruction. From thinking about courses holistically and increasing transparency, to inviting peer feedback and making better use of class time, this episode offers concrete, adaptable strategies educational developers can use across modalities. This episode was edited and produced by Roy W. Petersen. Transcript

What brings joy and energy to online teaching, especially in asynchronous courses? In this episode of Centering Centers, we talk with Flower Darby about her new book, The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes. She explores what often gets lost in online learning and why community, connection, and emotion matter just as much online as they do in person. She shares stories from her teaching and research, practical ways to center people in digital spaces, and why asynchronous online education is both challenging and valuable. We also explore her own experience as a PhD student, offering an honest look at motivation and learning from the student side of asynchronous education. Transcript

In this fifth bite-sized episode of PodBites, Adam Barger talks with Lindsey Hamilton from Bates College about dealing with “programming lemons” in faculty development. In just a few minutes, Lindsey shares five practical and playful strategies for assessing when programs are no longer serving their purpose, making thoughtful decisions about where to invest energy, and selecting programming that truly fits the needs and direction of a center. From plotting programs by impact and effort to collaborating with colleagues and taking a simple “plus one” approach to improvement, this episode offers concrete guidance for turning challenges into opportunities. This episode was edited and produced by Roy W. Petersen. Transcript

In this fourth bite-sized episode of PodBites, Adam Barger talks with Heather Keith from Radford University about navigating controversial topics in classrooms and beyond. In just a few minutes, Heather offers five grounded and practical insights, beginning with determining whether a topic is truly relevant and moving through the pre-work of building community, modeling humility, and preparing students for productive engagement. She also shares strategies for structuring difficult discussions so they stay productive and highlights the importance of closing with intentional reflection to help students process concerns and recognize moments of growth. This episode was edited and produced by Roy W. Petersen. Transcript

What if we treated every name as a story worth learning? In this episode of Centering Centers, we talk with Constanza Bartholomae from Bryant University about the humanity at the center of teaching and learning. Constanza shares how identity and names shape our sense of belonging, and how the quiet work of being seen and seeing others influences the relationships that hold academic life together. Throughout the conversation, she reflects on the emotional weight people carry, the moments that help them feel recognized, and the simple act of saying someone’s name with care as a meaningful part of creating community in higher ed. Transcript