The Learning Curve presented by the Academic Commons

Power Skills with Dr. Thomas Schrand

In this episode, Thomas Schrand, PhD, shares how the Hallmarks Core and its Power Skills cultivate adaptable, intellectually curious graduates prepared for an evolving, AI-influenced world. He offers practical insights into learner-centered teaching, critical thinking, and reflective practice that help students build durable, human-centered competencies. Educators will gain strategies for strengthening meaningful learning across disciplines.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage [https://academiccommons.jefferson.edu/thelearningcurve/] to check out more episodes and learn more about the podcast!   Guest: Thomas Schrand, PhD * Role: Associate Dean for General Education & Professor of History * Expertise: Curriculum development, pedagogy, general education, and active learning. Quote from the Episode: “At the end of four years of this experience… you end up as someone who can think on their feet, someone who has confidence in what they're saying and their ability to grapple with challenging and nuanced questions.” - Thomas Schrand, PhD   Getting Started: * Ask students to apply course concepts to real‑world or professional scenarios, reinforcing both disciplinary relevance and transferable competencies. * Start each class with a device‑free expectation to promote presence, note‑taking by hand, and deeper engagement with peers and content. * Build in reflective moments—such as end‑of‑week or end‑of‑unit prompts asking students to identify key takeaways or what learning mattered most to them. * Contact us [https://academiccommons.jefferson.edu/schedule-consultation.cfm]to talk about learning design and incorporating these skills into your classroom. Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. * Learner Centered Teaching: An approach that focuses on how students learn—emphasizing engagement, active participation, and cognitive processes rather than instructor-led delivery. * Active Learning: Any instructional method that requires students to be metacognitive and engage in meaningful activities (e.g., discussion, problem solving) rather than passively listening to lectures. * Cognitive Psychology: A branch of psychology which explores the mental process related to perceiving, attending, thinking, language, learning, and memory. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. 1. The Science of Learning – Academic Commons Self-Paced Program [https://academiccommons.jefferson.edu/resources/Science%20of%20Learning/] 2. Designing Learning that Endures: The Science of Learning in Practice: Academic Commons Self-Paced Program [https://academiccommons.jefferson.edu/resources/designing-learning-that-endures-the-science-of-learning-in-practice/] 3. The Hallmarks Core Program – Thomas Jefferson University Page [https://www.jefferson.edu/academics/hallmarks.html] 4. Major, C. H., Harris, M. S., & Zakrajsek, T. (2021). Teaching for learning : 101 intentionally designed educational activities to put students on the path to success. (Second edition.). ROUTLEDGE. [https://jefferson.primo.exlibrisgroup.com/permalink/01TJU_INST/vpou2e/alma991001147059203866] 5. Zakrajsek, T., & Nilson, L. B. (2023). Teaching at its best: a research-based resource for college instructors (Fifth edition.). Jossey-Bass, a Wiley Brand. [https://jefferson.primo.exlibrisgroup.com/permalink/01TJU_INST/vpou2e/alma991001127959003866] 6. Academic Commons Upcoming Workshops and Events [https://academiccommons.jefferson.edu/upcoming-workshops.cfm]

Intentional Feedback with Dr. Chris Pastore

This episode features Chris Pastore, PhD, and an in‑depth conversation on intentional feedback as a cornerstone of effective teaching and learning. Drawing from decades of experience in engineering education, faculty development, and transdisciplinary practice, Dr. Pastore discusses how feedback can evolve from a simple correction to a powerful tool for learner growth and metacognition. This episode offers educators concrete techniques for balancing critique with encouragement, modeling vulnerability, and creating spaces where students feel safe to grow.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage [https://academiccommons.jefferson.edu/thelearningcurve/] to check out more episodes and learn more about the podcast!   Guest: Chris Pastore, PhD * Role: Professor of Transdisciplinary Studies and Engineering; Assistant Provost, Faculty Development: Nexus Learning and Classroom Pedagogy Center for Faculty Development & Nexus Learning * Expertise: Pedagogy, sustainability, composites, & textiles   Quote from the Episode: "[...] what is the purpose of your feedback? Is it to correct the student, or is it to guide the student? It's easier to correct a student, but it's probably not as useful to the class experience." - Chris Pastore Getting Started: * Approach feedback as a tool to guide students' learning rather than simply identifying mistakes. * Use short video/audio feedback in Canvas for a faster and more personalized feedback process. * Ask students to reflect on resubmissions, identifying what they did to improve their work. * Develop a feedback turnaround plan that you can maintain throughout the semester. * Encourage a growth mindset in class and normalize that learning new material takes time and mistakes will be made. * Contact us [https://academiccommons.jefferson.edu/schedule-consultation.cfm]to talk about providing effective feedback to students.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Authentic Assessment: An assessment that requires a student to apply their learning to new situations, which requires them to determine what information or skills they have learned in the class most relevant to solving the problem. These assessments focus on complex real-world scenarios and the constraints they entail. Feedback: A response provided by faculty or mentor to students to guide their learning. It can take several forms, from written, to verbal, non-verbal, or digital. Learning Styles Myth: The idea that there are stable, consistent methods by which individuals take in, organize, process, and remember information (e.g. Visual, Auditory, Read/Write, and Kinesthetic), and by teaching those methods, students learn better. There is no empirical support for this claim. Metacognition: AKA “thinking about your thinking”. It refers to the knowledge a student has of themselves and how they learn to direct their learning. This process allows students to identify knowledge gaps, recognize when they are having difficulty learning new information, and incorporate new knowledge. Muddiest Point: A formative assessment technique that involves students pointing out what they were most confused about and explaining what was “muddy” in the lesson.   Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. 1. The Power of Rubrics: Helping Learners & Instructors – Academic Commons [https://academiccommons.jefferson.edu/resources/Power-of-Rubrics/] 2. Angelo, T. A. & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers. Jossey Bass: San Francisco, CA 3. Major, C. H., Harris, M. S., & Zakrajsek, T. (2021). Teaching for learning : 101 intentionally designed educational activities to put students on the path to success. (Second edition.). ROUTLEDGE. [https://jefferson.primo.exlibrisgroup.com/permalink/01TJU_INST/15ef00r/alma991001147059203866] 4. Canvas LMS – How to leave feedback comments [https://community.instructure.com/en/kb/articles/664292-how-do-i-leave-feedback-comments-for-student-submissions-in-speedgrader-with-performance-and-usability-upgrades] 5. Darby, F., & Lang, J. M. (2019). Small teaching online : applying learning science in online classes. Jossey-Bass, a Wiley Brand. [https://jefferson.primo.exlibrisgroup.com/permalink/01TJU_INST/15ef00r/alma991000925489603866] 6. Office of Curriculum, Assessment and Teaching Transformation - University at Buffalo. (2026). Feedback. University of Buffalo. https://www.buffalo.edu/catt/teach/develop/teach/feedback.html [https://www.buffalo.edu/catt/teach/develop/teach/feedback.html] 7. Academic Commons Upcoming Workshops and Events [https://academiccommons.jefferson.edu/upcoming-workshops.cfm]

Advancing Academic Writing with Pam Walter

This episode features Pamela Walter, MFA, the Director of the Office for Professional Writing, Publishing, and Communication (OPWPC). Pam shares how the OPWPC supports researchers in writing, publishing, presenting, and navigating the complexities of scholarly communication. This episode also highlights common writing challenges, the importance of narrative flow in scientific communication, team-based approaches to increasing publication output, and the influence of generative AI in academic writing.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage [https://academiccommons.jefferson.edu/thelearningcurve/] to check out more episodes and learn more about the podcast!    Guest: Pamela Walter, MFA * Role: Medical Editor/Writer and Director of the Office for Professional Writing, Publishing, and Communication * Expertise: Professional writing skills, publishing practices, and presentation skills.   Quote from the Episode: * "If you can speak, you can write, and there are plenty of resources available to turn that unpolished writing into polished writing." Pam Walter, MFA   Getting Started: * Participate in writing retreats for focused, uninterrupted writing time, and use short writing sprints to overcome writer's block and make consistent progress. * Take advantage of in-house services like manuscript reviews, presentation feedback, and workshops to enhance the quality and impact of your research communication. * Use connective words and a logical flow to make your research writing more engaging and easier to follow, even for technical audiences. * Utilize tools like BioRender [https://library.jefferson.edu/tech/software/index.cfm?keywords=BioRender] to create graphical abstracts and visually summarize your research. * Contact us [https://academiccommons.jefferson.edu/writing.cfm] to improve your academic writing. Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. * Connective Words: A word or phrase whose function is to link linguistic units together. * Narrative Writing: In essence, story writing; it can be fiction or nonfiction. If it has a narrative structure and tells a story, it is narrative writing. * Generative AI: An AI system capable of generating text, images, or other media in response to prompts. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. 1. Professional Writing & Communication (OPWPC) [https://academiccommons.jefferson.edu/writing.cfm] 2. Jefferson Libraries Homepage [https://library.jefferson.edu/] 3. AI for Educators: From Basics to Best Practices [https://academiccommons.jefferson.edu/resources/ai_educators/#/] 4. Research Administration Center of Excellence (RACE) [https://research.jefferson.edu/resources/sponsored-research/race.html] 5. Hillier, A., Kelly, R. P., & Klinger, T. (2016). Narrative Style Influences Citation Frequency in Climate Change Science. PloS One, 11(12), e0167983. [https://jefferson.primo.exlibrisgroup.com/permalink/01TJU_INST/gbh139/cdi_proquest_miscellaneous_1859471264] 6. Academic Commons Upcoming Workshops and Events [https://academiccommons.jefferson.edu/upcoming-workshops.cfm]

Designing Learning Objectives with Dr. Nanette Tomicek

This episode features Nanette Tomicek, PhD, and a discussion on designing effective and inclusive learning objectives. Emphasizing the importance of planning, multiple pedagogical frameworks, and inclusive language in curriculum design. This episode highlights practical strategies for educators to develop well-crafted, measurable objectives.   Guest: Nanette Tomicek, PhD * Role: Course Director for Anatomy & Physiology, East Falls Campus, Associate Professor * Expertise: Pedagogy, active learning, laboratory, and excellence in anatomy and physiology education.   Quote from the Episode: "The learning outcome has to be measurable. That's very important. [...] you need to be thinking about what do you want your students to be able to do, at the end of the course.” - Nanette Tomicek, PhD Getting Started: * Collaborate with colleagues to help plan development of learning objectives and gain diverse perspectives. * Clearly define what you want students to get out of the course. * Stick to one verb per learning objective that leads to observable and measurable student actions. * Contact us [https://academiccommons.jefferson.edu/schedule-consultation.cfm]to talk about designing effective learning objectives.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. * Learning Objective: A statement describing what a learner should be able to know or do by the end of an instruction period, using measurable and observable actions. * Bloom’s Taxonomy: A framework which classifies different levels of human thinking and learning – i.e., thinking, learning, and understanding. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. 1. Learning Design – Academic Commons Page [https://academiccommons.jefferson.edu/learning-design.cfm] 2. Zakrajsek, T., & Nilson, L. B. (2023). Teaching at its best: a research-based resource for college instructors (Fifth edition.). Jossey-Bass, a Wiley Brand. [https://jefferson.primo.exlibrisgroup.com/permalink/01TJU_INST/vpou2e/alma991001127959003866] 3. Bloom’s Taxonomy - Center for Teaching Excellence - The University of Utah. (n.d.). Retrieved October 10, 2025, from https://cte.utah.edu/instructor-education/Blooms-Taxonomy.php [https://cte.utah.edu/instructor-education/Blooms-Taxonomy.php] 4. Writing Measurable Course Objectives - The Center for Teaching and Learning. (n.d.). Retrieved October 10, 2025, from https://teaching.charlotte.edu//teaching-guides/course-design/writing-measurable-course-objectives [https://teaching.charlotte.edu/teaching-guides/course-design/writing-measurable-course-objectives] 5. Academic Commons Upcoming Workshops and Events [https://academiccommons.jefferson.edu/upcoming-workshops.cfm]   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage [https://academiccommons.jefferson.edu/thelearningcurve/] to check out more episodes and learn more about the podcast!

Transformational Belonging with Dr. Kathryn Shaffer

This episode features Kathryn Shaffer EdD, RN, CNE, and a discussion on transformational belonging in nursing education. Emphasizing trauma-informed pedagogy, empathetic leadership, and design thinking, Dr. Shaffer shares strategies for creating inclusive learning environments where students feel seen, safe, and empowered. This episode highlights practical approaches for educators to cultivate creativity, psychological safety, and identity-shaping experiences in the classroom.   Guest: Kathryn Shaffer EdD, RN, CNE * Role: Associate Professor and Director of Innovation in the College of Nursing * Expertise: Trauma-informed pedagogy, inclusive learning environments, empathetic leadership, and design thinking   Quote from the Episode: “Transformational belonging isn't just about fitting in. It's really about creating spaces where people feel so deeply seen and safe and valued that they see themselves differently in that space and they step into their fullest potential.” Kathryn Shaffer EdD, RN, CNE Getting Started: * Create a safe space where students feel comfortable taking risks and making mistakes. * Practice empathetic leadership by recognizing student needs and modeling respect in the classroom. * Design activities that help students see themselves in the field. * Solicit and use student feedback as an opportunity to grow. * Contact us [https://academiccommons.jefferson.edu/schedule-consultation.cfm] to talk about assignment design and creating a welcoming environment.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. * Trauma-Informed Pedagogy: An approach to teaching that considers the broader impacts of trauma in students’ lives and explores the potential paths to resiliency. It seeks to cultivate a supportive learning environment for students which avoids re-traumatization for students. * Design Thinking: A problem-solving methodology to address challenges in a fun way. It applies collaboration, creativity, critical thinking, and communication to encourage innovative and iterative solutions.   Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. 1. Universal Design for Learning – Academic Commons Page [https://academiccommons.jefferson.edu/universal-design-for-learning.cfm] 2. Arbour, M., Walker, K., & Houston, J. (2024). Trauma‐Informed Pedagogy: Instructional Strategies to Support Student Success. Journal of Midwifery & Women’s Health, 69(1), 25–32. https://doi.org/10.1111/jmwh.13539 [https://jefferson.primo.exlibrisgroup.com/permalink/01TJU_INST/gbh139/cdi_crossref_primary_10_1111_jmwh_13539] 3. University of Denver – Trauma-Informed Pedagogy [https://operations.du.edu/inclusive-teaching/content/trauma-informed-pedagogy] 4. University of Michigan – Trauma-Informed Pedagogy – Equitable Teaching [https://sites.lsa.umich.edu/equitable-teaching/trauma-informed-pedagogy/] 5. University of Michigan - Insights on Trauma-Informed Pedagogy in Online Learning [https://onlineteaching.umich.edu/articles/teaching-through-trauma-insights-on-trauma-informed-pedagogy-in-online-learning-from-university-of-michigans-leading-educators/] 6. Academic Commons Upcoming Workshops and Events [https://academiccommons.jefferson.edu/upcoming-workshops.cfm]   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage [https://academiccommons.jefferson.edu/thelearningcurve/] to check out more episodes and learn more about the podcast!