Cohosts Jennifer Potter and Mary Crowley-Farrell interview Eleanor Welsh, Professor of English Chesapeake College. Eleanor recounts her journey from AI skeptic to advocate, showing how she now uses AI to enhance research writing and film studies. Her approach to source verification and critical evaluation offers accessible entry points for humanities faculty. 

Cohosts Mike Mills and Mary Crowley-Farrell talk with Derek Willis from the Philip Merrill College of Journalism at the University of Maryland about how he teaches students to use AI to evaluate data and question truth claims in the journalistic process. He offers a crucial civic and interdisciplinary perspective, grounded in journalistic ethics and process thinking.

Host Erin Hagar speaks with Dr. Hee Hwan Park, DDS, Clinical Assistant Professor and Ryan Kasraii, a 4th year Dental student at UMB School of Dentistry. Dr. Park and Ryan talk about their mentoring relationship and how it fostered connection and became a powerful motivator for learning.

Amanda Draheim, PhD, Goucher College explains how she is using custom bots and AI tools for case conceptualization and student reflection. Her approach blends creativity, ethics, and wellness, making AI feel humane and pedagogically sound.

Cohosts Mary Crowley-Farrell and Mike Mills speak with Bill Carter, Associate Professor, University of Baltimore Merrick School of Business, about how he is incorporating AI into his assignments to boost engagement and critical thinking skills.

In this week's episode, co-hosts Jennifer Potter and Mary Crowley-Farrell kick off the AI, Unscripted mini-series on MTN with a conversation with Ben Shaw from University of Maryland, College Park. Ben talks  about the supports he and his team have built to help students and faculty gain information literacy skills around Generative AI. Go to: UMCP AI and Information Literacy Module to access the instructional module Ben refers to in this episode.  

In this episode, Scott Riley is joined by the team that is behind a new special edition limited series of Moving the Needle, called AI Unscripted. This mini-series features Maryland faculty from across the state sharing their experiences of how they are utilizing AI in the classroom. The team talks about their motive for creating the series, guests that will be featured, ideas that will be explored, and what they are hoping listeners take away.

Host Scott Riley and Dr. Eric Belt discuss building community in a virtual environment, establishing instructor presence and building a framework to maintain rigor.

Hosts Erin Hagar and Scott Riley share some reflections from faculty participants in UMB's Edge program, which stands for Educator Development for Growth and Effectiveness. The hosts discuss the takeaways of the 17 faculty members from six schools at UMB after their year long faculty fellowship spent digging deep into their practice.

Host Scott Riley interviews Dr. Sahar Alameh, winner of the University of Kentucky's Great Teacher award for her work in supporting K–12 teachers and students in constructing and evaluating scientific explanations and helping them develop informed understandings of science and its nature. 

Host Scott Riley speaks with Dr. Cheri Hendrix, Assistant Dean for Physician Assistant Education at UMB about how she is using Virtual Reality to train the next generation of Physician Assistants.

Host Scott Riley chats with Sol Roberts-Lieb and Eric Belt about the new Ed Crafters Community Connection (EC3)—a virtual learning community created by the Faculty Center for Teaching and Learning (FCTL) to encourage faculty to learn, collaborate, and grow in the SoTL space.

Host Scott Riley speaks with Dr. Allison Duffy, PharmD, BCOP, about her "Mentor of the Year" award -  her thoughts on what defines mentoring, what it means to be a good mentor, and her suggestions for how to become a better mentor.

Host Scott Riley chats with Eric Belt, EdD, Sr. Academic Innovation Specialist and researcher at the FCTL. They take a deep dive into Richard Mayer's Cognitive Theory of Multimedia Learning and talk about what they've learned and how they plan to change their teaching as a result of their new learning.

Host, Erin Hagar, speaks with Kevin Engler and Tony Delane, members of the FCTL team about the new hyflex classroom recently completed at UMB. They explore the possibilities in teaching that the classroom, which is designed to virtually eliminate the difference in experience for remote and in-person students, presents.

In this episode, host Erin Hagar speaks with Dr. Adam Puche, UMB's 2024 Educator of the Year. Their conversation explores the values that guide his teaching, strategies he uses in the classroom and innovations that he has helped to implement in the Anatomy curriculum at the School of Medicine.

Scott Riley chats with his co-host, Erin Hagar, about the Summer Course Design Institute at UMB that she established and ran. Erin discusses the Institute's approach to helping faculty develop or significantly revise a course in a small cross-discipline cohort with one-on-one support.

Host Scott Riley speaks with Dr. Nicholas Morris, Associate Fellowship Director of the Neurocritical Care Fellowship at the University of Maryland School of Medicine about his work in using simulation to help teach and assess competency in emergency neurology. 

Have you wondered what a coaching session sounds like? Well, in this episode, you can listen in! Two professional development coaches perform a mock session that includes all the elements of coaching—agenda setting, powerful questions, and accountability-- while exploring the tricky topic of faculty teaching evaluations.  For more information on the UMB Coaching program visit: https://www.umaryland.edu/fctl/services/professional-development-coaching/

Host Erin Hagar diverges from her traditional format and walks listeners through a short workshop created to help instructors design parallel skills into their course.  Parallel skills being defined as skills, knowledge or attitudes that you hope to foster in your students that are connected and related to your course but not the topic itself.