Why You Should Make Inclusive Course Policies

How To Decide When to Use AI in Your Work

In this episode of The Prof Talk Pod, host Becky Achen reflects on an in-class ethical debate about students using AI to generate a podcast script and publish it as their own, which leads to a discussion of nuance and “gray areas” in AI use. She shares how her thinking has evolved since exploring ChatGPT in late 2022, shifting from simple “buckets” of acceptable use to a more intentional approach based on when her voice, effort, and authenticity matter. Becky explains where she chooses to write herself (e.g., student emails, nomination letters, newsletter drafts, podcast outlines) versus where AI can support efficiency (e.g., editing, YouTube descriptions, improving assignment design). She maintains hard lines against using AI for grading and for her research writing, and encourages listeners to reflect on their own boundaries and be transparent with students.

Why You Need a "Notes to Self" Document For Your Courses

In this solo episode of the Prof Talk Pod, I share a simple end-of-semester practice to help instructors improve courses the next time they teach them: keep a running “notes to self” document for each class. It can be easy to forget what didn’t work, especially when end-of-term grading fatigue sets in. Spending 10 minutes now to record what worked, what didn’t, and what needs changing and setting calendar reminders to review the file before planning can help improve courses the next time around. She also suggests adding course eval comments and using AI tools to organize feedback. These documents increase in value when multiple faculty teach the same course.

Are you burning out?

In this episode of the Prof Talk Pod, we talk about faculty burnout, using the World Health Organization definition and reflecting on how chronic workplace stress shows up in teaching. We discuss the emotional labor of being “on” in class, the added mental load of supporting students’ mental health (especially in freshmen and sophomore courses), and how student issues often bleed into academic life and after-hours time. Becky and Katie emphasize setting communication boundaries that fit individual work styles, including clear email-response expectations and modeling professional behavior for students. We share warning signs of burnout like wanting to cancel class, disengagement, and disrupted sleep.

Ways to Improve Course Evaluation Response Rates and Get Meaningful Feedback

In this episode of the Prof Talk Pod, we discuss how to increase student participation in end-of-semester course evaluations and how to make the feedback more useful. We cover how moving evaluations online lowered response rates and created challenges for improving courses and for promotion or reappointment decisions, and discuss research on bias and the limits of using numerical scores as a primary performance metric. We talk about the value of qualitative, learning-focused feedback, recommend explaining to students why evaluations matter and how past feedback has shaped course design, and suggest adding targeted questions when allowed. Have ideas, questions, or feedback? Email us at becky@theengagedprofessor.com

Why You Should Make Inclusive Course Policies

In this episode of the Prof Talk Pod, we discuss what it means to create an inclusive syllabus and why it matters for student belonging and retention. Katie frames inclusive syllabi as designing course policies so students have equal access without needing to ask for special permission or feel singled out, especially around accommodations. Then, we unpack practical examples such as technology policies that can unintentionally reveal disabilities, rethinking attendance and “excused absences,” and building flexibility into late-work deadlines to reduce unnecessary emails while maintaining boundaries. We emphasize using community-based, respectful language (e.g., “we” and “you”), avoiding punitive tone, and setting clear parameters so only loud students don’t get rewarded. If you are ready to build more inclusive policies, reach out to university teaching centers and ask students for feedback. https://ctl.columbia.edu/resources-and-technology/resources/designing-inclusive-syllabus/