PsychSessions: Conversations about Teaching N' Stuff

In this episode Garth interviews Theodore Burnes from the University of Southern California Rossier in Los Angeles, CA. Theo is a California-licensed clinical psychologist and licensed professional clinical counselor who teaches in a master's program, maintains a small Los Angeles private practice, and has worked with LGBTQ-spectrum youth since 2004. They discuss evolving language around sexual orientation and gender, why fixed categories can feel outdated or non-inclusive for many young people, and the current challenges youth face finding supportive spaces. He emphasizes educators' responsibility to create safe classrooms for introspection and difficult conversations, suggesting instructors start small by integrating sexuality and gender content across topics like development. He describes writing his textbook Human Sexuality: A Well-Being Approach, a seven-year project intended to be more culturally inclusive, and highlights instructor guides, teaching notes, and Sage Vantage videos and activities. Theo shares a portfolio-based assignment involving experiential learning and reflects on how clinical skills inform facilitative teaching, along with his involvement in APA divisions, including Division 44.
[Note. Portions of the show notes were generated by Descript AI.]

Retirement doesn't mean slowing down. In this Re-Release episode, we talk with retired University of Arizona faculty member Beatrice Krause about dispelling retirement myths, staying active in academia, and pursuing an eclectic mix of passions - from harp and tango to poetry.
A thoughtful conversation about reinvention, curiosity, and life after academia. 🎧
[Note: Portions of the show notes were generated by Descript AI.]

In this episode Garth interviewed Kendra Thomas from Hope College in Holland, MI. Kendra discusses her applied developmental and educational psychology research in under-resourced public schools in Brazil and with the iThemba Projects nonprofit in South Africa. She explains the challenges of collecting valid cross-cultural data, emphasizing short, context-appropriate measures built with practitioners and designed to provide immediate value (e.g., school safety, home-visit frequency, HIV misconceptions). She discusses defining and measuring "hope" across contexts, including building measures simultaneously in English, Zulu, and Portuguese, and notes how imported measures can fail (e.g., social responsibility reading as compliance). Kendra also describes becoming Kathleen Berger's textbook co-author via chapter reviews, managing time with leave and reduced load, and teaching a "developmental imagination" through five maxims. She shares her Brazil-to-U.S. educational path and teaching-focused career trajectory.
[Note. Portions of the show notes were generated by Descript AI.]

🎧 AskPsychSessions Re-Release!
When, if ever, should students complete work that doesn't receive feedback? Jane Halonen from the University of West Florida tackles this listener question in a lively conversation about assignments, feedback, and learning.
Plus, there's a bonus discussion on grading presentations through peer review and faculty input.
Tune in for practical insights and a thought-provoking conversation! 📚🎙️
[Note: Portions of the show notes were generated by Descript AI.]

In this Part 2 episode Eric interviews Chris Hakala from Springfield College in Springfield, MA. Chris discusses his evolving role as executive director of the Center for Excellence in Teaching, Learning and Scholarship, which provides faculty development (workshops, consultations, observations) and also manages online courses, instructional design, LMS/ed tech support, and growing online graduate programs. He discusses gaining tenure and retreat rights, pandemic-driven support for reluctant online instructors, and institutional pressures such as enrollment declines, faculty reductions, and "right-sizing," including pausing a PhD program amid capacity and political challenges. He describes teaching multiple psychology courses, heavy service and leadership work, and deep involvement in POD, STP, and NITOP. Much of the conversation centers on AI, cognitive offloading, and the need to redesign assessments to emphasize clear expectations and learning processes rather than polished products, while acknowledging faculty and student resistance and workload strain.
[Note. Portions of the show notes were generated by Descript AI.]