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Share your thoughts about this episode as a text message. Welcome to the 100th episode of Intentional Teaching! I am very excited to reach this milestone, and I am deeply grateful to all my guests and all my listeners for making this possible. I learn so much from my guests, and I'm thrilled to know that folks out there appreciate the interviews and the show. In this 100th episode, I take a look back at some of the light bulb moments I've had interviewing guests over the last four years. What quotes and ideas and examples have really stuck with me and informed my work?  My hope is that you'll find these moments interesting and perhaps useful to your work in higher education, and that this clip show might interest you in digging into the podcast archives and listening to some older episodes. Episode Resources Episode 2: AI Writing with Robert Cummings Episode 5: Transparent Teaching with Mary-Ann Winkelmes Episode 7: The Hidden Curriculum with Anthony Jack and Missy Foy Episode 11: Generative AI in Computer Science with Brett Becker University College Dublin's statement on the passing of Brett Becker "Promptly: Using Prompt Problems to Teach Learners How to Effectively Utilize AI Code Generators" Episode 41: Take It or Leave It with Stacey Johnson, Emily Donahoe, and Lance Eaton Episode 51: Teaching Habits of Mind with Becky Marchiel Episode 58: Writing, Editing, and AI with Heidi Nobles Episode 68: Teaching with AI Agents with Matthew Clemson, Isabelle Hesse, and Danny Liu Episode 69: Take It or Leave It with Stacey Johnson, Liz Norell, and Viji Sathy Episode 71: Defending Higher Education with Kevin McClure Episode 77: Peer and AI Review of Student Writing with Marit MacArthur and Anna Mills Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. Deborah Barnett is assistant dean for education at the University of California, Berkeley, School of Public Health, where she has been talking with her faculty colleagues, recent alumni, and employers of her school’s graduates about the ways that AI is changing the work of public health professionals. On the podcast today, Deborah shares about the need for schools of public health to respond to AI, the new AI competencies needed by those who work in public health, and the ways that her “Three Pillars” document can inform and shape curriculum revision in the near future. Episode Resources Deborah Barnett's UC Berkeley page "The Three Pillars of an AI-Competent Public Health Professional" Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. How can humanities courses and majors help students develop the kinds of durable skills--communication, collaboration, adaptability, and more--that employers want? Today on the podcast, I talk to three University of Kentucky faculty about a program at UK called “Transdisciplinary Educational Approaches to Advance Kentucky,” or TEK for short. TEK helps faculty design courses that help students build those durable skills. One of those courses is called Humanities in Action, and one of the goals of the course is to help students see the ways that studying the humanities can build those durable skills—and help them get quality jobs, in or outside of the humanities. Today’s guests are: Chelsea Brislin, course lead for Humanities in Action and associate director of the Gaines Center for the Humanities at UK. Shawna Felkins is a senior faculty consultant at the Center for the Enhancement of Learning and Teaching (CETL) at UK and community coordinator for the TEK Faculty Fellows program. And Jennifer Osterhage is director of TEK and associate professor of biology.  Episode Resources Chelsea Brislin's faculty page Shawna Felkins on LinkedIn Jennifer Osterhage's faculty page Transdisciplinary Educational Approaches to Advance Kentucky (TEK) "Fold in the cheese!" Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. Today on the podcast I talk with Jessica Bernards, an experienced online math instructor. Jessica teaches math at Portland Community College and the University of Oregon. She’s also an author and a consultant helping other educators adapt to the world of AI. In our interview, she talks about all the moves she makes to make her students learning visible, to support her online learners when they struggle with learning math, and how her approach to teaching math online has changed because of AI.  Episode Resources ·       Jessica Bernard’s website ·       Jessica’s Study Skills Playlist ·       Jessica’s structured online discussion process ·       Jessica’s student-designed AI chatbot lab ·       Photomath     Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. The ebook version of my new book, The Norton Guide to AI-Aware Teaching, co-authored with Annette Vee and Marc Watkins, is out! To celebrate its release I’ve interviewed a few of the faculty whose AI-aware teaching we highlight in the book, and I’m excited to share another one of those conversations here on the podcast today. Jason Gulya is a professor of English and media communications at Berkeley College, where he teaches a variety of online and onsite courses in the humanities. I started following Jason on LinkedIn a few years ago, giving me a glimpse into all the many ways he has adapted his teaching to respond to the challenges and opportunities posed by generative AI. He’s a thought leader in this area, and I was very excited to get him on the line for an interview. In our conversation, he talks about the risks of transactional education and how he pushes back against that model of education through some pretty radical approaches to student agency in their learning.  Episode Resources Jason Gulya on LinkedIn Jason Gulya on Substack Jason’s book, co-authored with Paul Matthews, Artificial Intelligence, Real Literacy Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. The ebook version of my new book, The Norton Guide to AI-Aware Teaching, co-authored with Annette Vee and Marc Watkins, is out! To celebrate its release I’ve interviewed a few of the faculty whose AI-aware teaching we highlight in the book, and I’m excited to share another one of those conversations here on the podcast today. Eric Loepp is a professor of political science at the University of Wisconsin at Whitewater and co-director of Whitewater’s Center for the Advancement of Teaching, Learning, Scholarship, and Technology. Eric is passionate about teaching political science—something that comes through loud and clear in our interview. He’s also had to figure out a variety of AI-aware teaching practices in the last few years in response to generative AI’s impacts on learning—and on our political discourse. In our conversation, Eric shares some very concrete and AI-aware assignments and learning activities that will, I think inspire you as you adapt to AI in your teaching.  Episode Resources Eric Loepp’s website Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. Susan Ray is associate professor of English at Delaware County Community College outside Philadelphia. Susan teaches a mix of on-site and online composition courses, and she’s been redesigning her teaching for a few years now in response to generative AI. We highlight some of her teaching practices in our new book, The Norton Guide to AI-Aware Teaching, including an AI-integrated syllabus activity.  In my conversation with Susan, we talk about that syllabus activity, as well as the AI transparency journals she asks her students to keep during her courses. We also talk about how her personal background prepared her to navigate the challenges and opportunities that AI has posed to her teaching, how she approaches assessing student learning in this age of AI—especially in her online asynchronous courses—and much more. Episode Resources Susan Ray’s Substack Susan Ray on LinkedIn “I Embraced AI in My Community College English Class—and My Students Loved It!”, Susan Ray, EdSurge, July 21, 2025, with details about Susan’s AI-integrated syllabus activity “Technological Privilege, AI, & the Fourth Literacy in the Classroom,” Susan Ray, Susan’s Substack, February 28, 2026 Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. It’s book release week! The ebook version of The Norton Guide to AI-Aware Teaching publishes on July 1st, the day after this episode drops. I am very excited to have this book, co-authored with Annette Vee and Marc Watkins, out in the world!  I wanted to put the spotlight on the new book, but I didn’t want to have to interview myself, so I asked my colleague and friend Stacey Johnson to interview me, Annette, and Marc about the book. Stacey and I worked together at the Vanderbilt Center for Teaching, and she’s now the director of learning and engagement for the Coalition of Urban and Metropolitan Universities. I'm happy to share that wide-ranging interview in this episode. Thanks, Stacey! You can order The Norton Guide to AI-Aware Teaching ebook through Norton, Amazon, Barnes & Noble, or wherever you get your ebooks. The ebook will be available for free to faculty who have adopted Norton textbooks--contact your local Norton representative to get access. If you would like to order multiple copies for a campus reading group or some other faculty development effort, Norton offers a significant discount. To take advantage of this offer, contact Peter Wentz at [email protected] with subject line “Norton Guide to AI-Aware Teaching.” Norton is hosting a launch party for the book on July 8th at 1:30pm Central. It's free to attend, and you can register here. Perusall is hosting an asynchronous book club for the new book from July 6th to August 2nd on their social annotation platform, and you can find out more about that here. Episode Resources Stacey Johnson's blog and LinkedIn page Annette Vee's blog and LinkedIn page Marc Watkin's blog and LinkedIn page Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. Study Hall is back! This is the format where I talk to three fantastic guests about three recent studies on generative AI in higher education.  Guests for this edition of Study Hall are: Flower Darby, incoming director of the Center for Teaching and Learning at Estrella Mountain Community College; Josh Eyler, senior director of the Center for Excellence in Teaching and Learning and assistant professor of teacher education at the University of Mississippi; and Regan Gurung,  professor of psychology at Oregon State University. Episode Resources STUDY #1 Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. (2025). AI tutoring outperforms in-class active learning: An RCT introducing a novel research-based design in an authentic educational setting. Nature Scientific Reports, 15, 17458. https://doi.org/10.1038/s41598-025-97652-6 STUDY #2 Lodge, J. M., and Loble, L., (2026). Artificial intelligence, cognitive offloading and implications for education, University of Technology Sydney, https://www.uts.edu.au/news/2026/03/experts-warn-unstructured-ai-use-in-schools-risks-cognitive-atrophy/contentassets/ai-cognitive-offloading-and-implications-for-education.pdf  STUDY #3 Wadinambiarachchi, S., Kelly, R., Pareek, S., Zhou, Q., & Velloso, E. (2024.) The effects of generative AI on design fixation and divergent thinking. In Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems (CHI '24). Association for Computing Machinery, New York, NY, USA, Article 380, 1–18. https://doi.org/10.1145/3613904.3642919  Flower Darby's website: https://flowerdarby.com/Josh Eyler's website: https://josheyler.wordpress.com/Regan Gurung's website: https://regangurung.com/Study Hall 2025 with Lance Eaton, Michelle D. Miller, and David NelsonSupport the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. On the podcast today, I talk with author and consultant Leon Furze about the ideas found in some of his recent writing on AI and learning. We talk about resistance as a framework for combatting cognitive offloading, the mental models that educators and students have of working with AI (and how they can lead us astray), and classroom activities that can help students build the kinds of expertise they need to use AI effectively. Episode Resources Leon Furze’s website Leon Furze on LinkedIn “Resistance as a Framework for Combating Cognitive Offload,” Leon Furze, March 22, 2026 “IYKYK: How Do We Know What AI Can Really Do?”, Leon Furze, March 18, 2026 “Resistance Training Toolkit: Expertise,” Leon Furze, April 22, 2026 “On the Sensibility of Cognitive Outsourcing,” Derek’s take on that MIT study, July 7, 2025 Lodge, J. M., and Loble, L. (2026). Artificial intelligence, cognitive offloading, and implications for education. University of Technology Sydney Corbin, T., Tai, J., and Flenady, G. (2025). “Understanding the place and value of GenAI feedback: A recognition-based framework.” Assessment & Evaluation in Higher Education 50, 718-731 “It’s time to move past the notion of AI as an answer machine,” Derek’s elaboration on Leon’s comment about mental models of AI, May 15, 2026 Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. Today on the podcast, I’m excited to welcome Jessa Roisen, professor of philosophy at St. Ambrose University. Jessa teaches those intro to philosophy courses with really challenging primary sources—Plato and Kant and Descartes and the like. She’s seen her students struggle with those readings, and it’s changed her approach to teaching these courses. She provides a lot of support and scaffolding for her students, both before and during class. This episode of Intentional Teaching was produced in partnership with Top Hat, and joining the conversation is Donna Battista, managing director for learning solutions at Top Hat. Donna partners with educators across higher ed, helping them use the Top Hat platform to address the teaching challenges they face. In today’s episode, Donna and Jessa share their perspectives on the challenge of teaching students to read hard things, and they offer both philosophical and practical responses to that challenge. Episode Resources ·       Jessa Roisen’s faculty page ·       Donna Battista’s LinkedIn page ·       Top Hat Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. The total number of students enrolled in US higher education institutions grew steadily in the 80s, 90s, and early 2000s. However that total peaked in 2011 at around 18 million students. It’s been declining ever since. You can imagine some of what that means—fewer students means less tuition, which means fewer faculty and staff and the closure of colleges and universities. US higher ed has been on the downhill across multiple measures for about 15 years now. That decline is the focus of Bryan Alexander’s new book Peak Higher Ed. If a whole book on the crash of higher ed sounds grim, well, there’s some hope in the subtitle of Bryan’s book: How to Survive the Looming Academic Crisis. See, Bryan Alexander is a futurist—his work helps us imagine what might come next for higher ed and what steps we can take to navigate those challenges. I’m excited to have Bryan, who is also a senior scholar at Georgetown university, on the podcast today. We talk about the methods that futurists use in their work, the shape of higher ed’s current decline, the possible futures of generative AI and how higher ed might respond, and lots more.   Episode Resources Peak Higher Ed by Bryan Alexander Bryan Alexander’s website The Future Trends Forum Bryan’s other books Bryan’s 2020 appearances on the Leading Lines podcast Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. A few years ago, it was pretty easy for math educators to ignore generative AI. The chatbots of 2022 and 2023 were notoriously bad at math. But that’s no longer true! Today’s frontier AI models are very good at math—to the point of proving mathematical conjectures that have been open for decades.  Today on the show, I have a roundtable of math faculty sharing what AI-aware mathematics teaching looks like here in 2026. Our roundtable guests are Lew Ludwig (Denison University), Chloe Lewis (University of Wisconsin-Eau Claire), Amy Langville, and Kathryn Pedings-Behling (both of the College of Charleston).  Episode Resources The Science of Learning Meets AI by Lew Ludwig and Todd Zakrajsek (2026) Chloe Lewis’ website, https://www.chloelewis.net/  Teaching Mathematics with Generative AI Google Group Episode 10. Deconstructing Calculus with Amy Langville and Kathryn Pedings-Behling (April 5, 2023) Deconstruct Calculus Project Episode 85. In-Class Writing with James Seitz (March 10, 2026) “Types of Students’ Justifications” by Larry Sowder and Guershon Harel in The Mathematics Teacher (1998) Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy by Cathy O’Neil (2017) “The Agents Are Waking Up” by Marc Humphries on Generative History (April 17, 2026) Episode 11. Generative AI in Computer Science with Brett Becker (April 18, 2023) “Computer-Based Maths: The Change” by Conrad Wolfram  Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. The Civic Engagement & Voting Rights Teacher Scholars program serves as an avenue for faculty to work together to create classroom teaching materials – by faculty, for faculty – to support a thriving American democracy. The Teacher Scholars are recruited and supported from across the nation to work in cross-institutional, cross-disciplinary, humanities and arts-based faculty learning communities. The Teacher Scholars design, create, and disseminate openly licensed pedagogical materials for use in college courses nationwide. Today's guests are the co-directors of the program, Bridget Trogden, dean of undergraduate education and academic student services and professor of education at American University, and James Burns, professor of history at Clemson University, as well as two program participants: Megan VanGorder, assistant professor of history at Illinois State University, and Nafisa Nipun Tanjeem, associate professor of interdisciplinary studies at Worcester State University. We have a lively conversation about the importance of teaching civic engagement in the year 2026, the strategies that these faculty use to engage students in these challenging topics, and the value of a faculty development experience structured like this one.  Episode Resources Civic Engagement & Voting Rights Teacher Scholars Program The program’s repository of open educational resources Megan VanGorder’s resources for “Key Issues in State and Federal Constitutional Government” Bridget Trogden’s faculty page James Burns’ faculty page Megan VanGorder’s website Nafisa Nipun Tanjeem’s website Bethany Morrison’s Teaching Hub collection “Teaching for Democratic Engagement and Civic Learning” Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message. In the last year, we’ve seen many stories of college and university faculty being accused by students of teaching something that the student didn’t think the instructor should be teaching. These incidents have a lot of instructors worried about teaching controversial topics—and just about any topic can be controversial these days. Previously on the podcast, we've explored pedagogical responses to the current political climate. Today, we look at our legal options. Our guest is Kent Kauffman, author of the 2024 book Navigating Choppy Waters: Key Legal Issues College Faculty Need to Know. Kent knows the caselaw on academic freedom, and he has a lot of insight to offer faculty who are who are making hard decisions about what to leave on or take off their syllabi. In our conversation, he argues that academic freedom is under attack and he provides practical suggestions for preventing and responding to these attacks. However, we start the conversation in a little lighter mode. I invited Kent to give me a pop quiz of sorts by describing a few scenarios faculty might encounter and challenging me to identify the legal issues involved. You’ll have the chance to test yourself as you listen—and to find out how I did on Kent’s quiz.  Episode Resources Navigating Choppy Waters: Key Legal Issues College Faculty Need to Know (Bloomsbury, 2024) Teaching in Higher Ed Episode 557 featuring Kent Kauffman  Support the show Podcast Links: Order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff. Intentional Teaching is sponsored by UPCEA, the online and professional education association. Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching Find me on LinkedIn and Bluesky. See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.