Technology and Tacos: Spotlight on the Pedagogy of Podcasting

Technology & Tacos - A Lunchtime Workshop Series

Our Pedagogy and Pizza lunchtime workshop series is back, and it has a new name!

During the Fall term, we’ll meet on three occasions — Tuesday, September 21; Tuesday, October 5; Tuesday, November 9 — in the Harte Center Teaching Hub (Leyburn 119) to explore and learn about the why and how of podcasting.

  • Technology and Tacos #1: Incorporating Podcasting into Your Teaching Practice
    Educational podcasting has become increasingly popular among educators worldwide. Podcasting can be implemented in a variety of ways: from short, single-concept lectures or audio feedback to students to syntheses of course material through to student-generated content.In this session, hear directly from three W&L faculty members, Mikki Brock, Caleb Dance, and Michael Hill, about why they’ve incorporated podcasting into their classrooms and how it’s worked for them.
  • Technology and Thai #2: Teaching Students Interviewing Skills
    The interview is a staple of both podcasting and journalism, but many students are unfamiliar with how to effectively plan, conduct, and edit interviews.In this session, Mark Coddington, Associate Professor of Journalism and Mass Communications, will go over the basics of what students need to know about interviewing, then have workshop participants pair up to briefly interview each another and debrief afterwards. 

  • Technology and Turkey #3: The Nuts and Bolts of Podcasting
    Get a step-by-step breakdown of the entire process, including technology that’s available for check out, recommended recording/editing software, a quick tour of spaces in the Harte Center that are ideal for student work/collaboration, and how Academic Technologies can support podcasting project assignments, to ensure that students have the skills and background knowledge to create a podcast. 

All faculty and staff are encouraged to sign up and attend! Sign up at

Participants who attend all three sessions will receive a free AOKEO USB Condenser Podcast Microphone ($39.99 retail value).

Questions? Contact Julie Knudson at

Watch the final Pedagogy and (perhaps you have) Pizza workshop of 2020!

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Many, many, many thanks to the wonderful W&L students Julia H., Troy L, Natasha G., Nicky D., and Emma W. who were willing to share their experiences and opinions. We are all deeply grateful for your willingness to tell us honestly how your classes have gone. 

To all W&L students, please know that faculty and staff SEE you and we HEAR you. We CARE about you as people, not just students, and we are HERE for you. We WILL get through this together. ❤️ 

Still time to register for Tuesday’s Pedagogy and (perhaps you have) Pizza!

Pedagogy and perhaps you have) Pizza

Join Dr. Chanelle Wilson, Assistant Professor of Education and Director of Africana Studies, at Bryn Mawr College, as she facilitates a journey toward deconstructing colonization and racism in the classroom via Zoom next Tuesday, October 13 at 12:30 PM EST.

The session series will provide background information about the intersections of colonization and race, specifically in the context of classrooms and social interactions, at small liberal arts institutions. We will further our exploration with the opportunity to engage in subsequent interactive small group sessions to deepen engagement, skill exploration, and strategy building. The follow-up sessions will focus on locating ourselves in oppressive structures with the analysis of current syllabi and classroom practices and working collaboratively to implement principles and practices of decolonization and anti-racism to disrupt and dismantle institutionalized systems.

Participants will leave this series with products ready to implement, immediately, or at minimum, in Spring 2020.

There is work to be done, and you are invited into the movement.

Sign up at

What?!? You missed it? Nooooooo!

Ugh, if you missed out on the first Pedagogy and (perhaps you have) Pizza lunch time session of the Fall 2020 term, we’re so sorry: it was a terrific (virtual) gathering.

In fact, Paul Hanstedt even went so far to tweet:

And we can’t disagree!

If you want to hear about activities that W&L professors have done to engage students, virtually and in-person, then you’ll want to watch this: 

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After you smack yourself for missing this workshop, be sure to sign up for upcoming Pedagogy and (perhaps you have) Pizza sessions at

Have ideas for future Pedagogy and (perhaps you have) Pizza sessions? Email Julie Knudson at


Resources from Stephen Lind’s “Designing and Assessing Presentation Assignments”

Our second Pedagogy and (not) Pizza session, “Designing and Assessing Presentation Assignments” was led by Stephen Lind, Assistant Professor of Business Administration and author of “A Charlie Brown Religion: Exploring the Spiritual Life and Work of Charles M. Schulz“.

a person trying to communicate to another person but the message is jumbled upWe want our students to have effective communication skills, but, truthfully, designing and assessing these activities in class can be incredibly challenging. So, we want to again offer our heartfelt thanks to Stephen for sharing essential questions and criteria to consider when designing unique speaking assignments, a turn-key model that faculty can build on, and an assessment tool to give student feedback.

Lastly, in case you missed it, here’s a link to all of the super helpful workshop materials (must sign in with W&L credentials) in Box.

Is there a topic or issue you’d like CARPE and Academic Technologies to address in Pedagogy and (not) Pizza? Let us know

We Missed You!

But we still managed to have a great time at our second Pedagogy and Pizza luncheon. Today’s topic was about the use of technology in the classroom.

For years, professors, administrators, and policy makers alike have weighed the benefits of technology in education against its risks and consequences. And the debate is more pressing than ever, as curricula increasingly incorporate technology and professors try new methods of teaching and assessment. On one hand, using technology in the classroom allows you to experiment in pedagogy, democratize the classroom, and better engage students. On the other hand, some argue that phones, tablets, and laptops in the classroom are unhelpful, distracting, and could even potentially foster cheating.

Michael Laughy, Classics, gave an overview of the approaches that he takes in his classes. In Beginning Greek, almost all the readings and resources he assigns are in a digital form, so the use of technology is required. But that’s not the case with Intermediate and Advanced Greek – online resources and apps are not to be used when translating text.

In Mackenzie Brooks’s Digital Culture and Information (DCI) class, students work together to design an agreement for classroom norms, rules, and consequences, part of which includes the acceptable use of devices during class time. Mackenzie believes that students HAVE to learn how to manage distractions. Some day, in the not too distant future, they’ll be expected to perform sustained, focused work and effectively handling distractions and interruptions will be key.

Paul Youngman, German, was the last to offer his thoughts. His take is that teaching literature and teaching a language are two different birds, which call for, and exclude, different tools.

Thanks to all for coming out!

You Missed It!

Pizza and Pedagogy #1, Using Case Studies to Teach, was a success! Here are the PowerPoints and handouts from today’s session:

Fall 2018 Pedagogy and Pizza #1: Using Case Studies to Teach

Looking forward to the first Pedagogy and Pizza session of the year on Thursday, September 27 at 12:15 pm in the IQ Center (in the Science Center)!

Here’s a fantastic article — Assembling a Case Study Tool Kit— with ten tools that both new and experienced case teachers may find helpful. The tools described in this article may not suit every instructor, or every case study, but they constitute a tool kit from which instructors can pick and choose. For every case study, the author, Dr. Annie Prud’homme-Généreux, selects appropriate tools to fit the case goals and format.

Additionally, you also may find the National Center for Case Study Teaching in Science’s website useful. Their mission is “to promote the nationwide application of active learning techniques to the teaching of science, with a particular emphasis on case studies and problem-based learning” although they have resources for non-scientists as well!

It’s not too late to sign up for tomorrow’s session! Go to!