Getting Students to Read Without the Threats

Coaching the Classroom: Lessons from a Super Bowl Champion

When Christian Fauria—a two-time Super Bowl champion turned broadcaster—stepped into the classroom at Bryant University, he quickly discovered that expertise doesn’t automatically translate into effective teaching. In this episode, he teams up with Bryant’s Interim Director of the Center for Teaching Excellence, Constanza Bartholomae, to explore the surprising parallels between elite coaching and great teaching. From building trust and culture to delivering meaningful feedback and fostering reflection, they unpack what it really takes to help students grow—and why the best instructors, like the best coaches, focus on raising the floor for everyone. Guest Bio Constanza Bartholomae is Interim Director of the Center for Teaching Excellence at Bryant University, where she partners with faculty to foster meaningful, reflective, and student-centered teaching. Christian Fauria is a two-time Super Bowl champion, former sports broadcaster, and Professional in Residence at Bryant University, teaching sports broadcasting and leadership. Follow us on Instagram: instagram.com/higherlistenings [https://www.instagram.com/higherlistenings] Higher Listenings is brought to you by Top Hat [https://tophat.com/] Subscribe, leave a comment or review, and help us share stories of the people shaping the future of higher education.

Getting Students to Read Without the Threats

Students aren’t reading the way we expect, and many faculty are feeling the strain. In this episode, James Lang, author of Small Teaching and Distracted, unpacks what’s really behind the decline in reading and what we can do about it.  From the impact of distraction and shifting reading habits to the often-overlooked need to teach students how to read in our disciplines, this conversation blends insight with practical strategies. You’ll hear how to scaffold reading, build meaningful accountability, and create conditions where students can engage more deeply with texts. If reading feels like an uphill battle in your course, this episode offers a more hopeful—and human—way forward. Guest Bio James M. Lang is Professor of Practice at the University of Notre Dame’s Kaneb Center for Teaching Excellence and Emeritus Professor of English at Assumption University. He is the author of seven books, including Small Teaching, Distracted, and Write Like You Teach. A longtime columnist for The Chronicle of Higher Education and a highly sought-after speaker, Lang focuses on practical, research-based strategies to improve teaching, learning, and student engagement. Follow us on Instagram: instagram.com/higherlistenings [https://www.instagram.com/higherlistenings] Higher Listenings is brought to you by Top Hat [https://tophat.com/] Subscribe, leave a comment or review, and help us share stories of the people shaping the future of higher education.

The Curiosity Deficit: Why It Matters—and What to Do About It

Children ask hundreds of questions a day—until school teaches them not to. In this episode, educational leader, higher ed consultant, and The Collaboration Chronicle author Tawnya Means explores the growing “curiosity deficit” and what we lose when learning becomes an exercise in compliance rather than discovery. Tawnya challenges us to rethink the purpose of higher education—not as the transfer of information, but as the cultivation of human potential. From reimagining assignments to using AI as a partner in thinking, this conversation offers a powerful vision for creating learning experiences that spark wonder, deepen engagement, and inspire lifelong learning. Guest Bio Tawnya Means is an educational leader and consultant helping universities navigate AI and digital transformation. With over 20 years of experience, her work focuses on developing human potential, reimagining learning, and using technology to create more engaging, meaningful educational experiences. Follow us on Instagram: instagram.com/higherlistenings [https://www.instagram.com/higherlistenings] Higher Listenings is brought to you by Top Hat [https://tophat.com/] Subscribe, leave a comment or review, and help us share stories of the people shaping the future of higher education.

The Power of Mattering: When Students Feel Seen, They Thrive

In an era Zach Mercurio calls an “epidemic of insignificance,” many students feel invisible. And when students feel unseen, motivation fades, trust erodes, and persistence becomes fragile. Drawing on his bestselling book The Power of Mattering, Mercurio shares three simple, research-backed practices—noticing, affirming, and helping students feel needed—that educators can use to cultivate significance in everyday moments. These small shifts don’t require sweeping reforms or more time, but they can transform classroom culture, performance, and resilience. Whether you’re an educator, administrator, or leader, this conversation offers practical, powerful ways to help people feel seen—and thrive. Guest Bio Zach Mercurio, Ph.D., is the bestselling author of The Power of Mattering (Harvard Business Review Press). His scholarship in positive organizational psychology and meaningful work informs his engagements with higher education institutions and organizations seeking to foster cultures of significance, motivation, and well-being. Follow us on Instagram: instagram.com/higherlistenings [https://www.instagram.com/higherlistenings] Higher Listenings is brought to you by Top Hat [https://tophat.com/] Subscribe, leave a comment or review, and help us share stories of the people shaping the future of higher education.

From Burnout to Flourishing: What Positive Psychology Reveals About Thriving in Today’s Classroom

Burnout. Disengagement. AI anxiety. In higher education right now, flourishing can feel like a distant dream. But what if joy isn’t a distraction from serious teaching but the foundation?  In this episode, we sit down with Flower Darby, author of The Joyful Online Teacher, to explore the science of human flourishing and why it matters more than ever. Drawing on positive psychology and Martin Seligman’s PERMA model, Flower makes the case that when instructors thrive, students do too. And the best part? This isn’t about lowering standards or adding fluff. It’s about designing learning experiences that energize, connect, and endure. So the question is: Are you flourishing in your classroom, or just surviving? Guest bio An internationally-renowned instructor, author, and speaker, Flower Darby inspires educators to bring an equity-minded lens to enhance their teaching practices. As Associate Director of the Teaching for Learning Center at the University of Missouri, she draws on 28+ years of teaching across diverse subjects and modalities. Darby’s work empowers faculty to create inclusive learning experiences, and her publications include The Norton Guide to Equity-Minded Teaching (2023), Small Teaching Online (2019) and, most recently, The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes.  Follow us on Instagram: instagram.com/higherlistenings [https://www.instagram.com/higherlistenings] Higher Listenings is brought to you by Top Hat [https://tophat.com/] Subscribe, leave a comment or review, and help us share stories of the people shaping the future of higher education.