- CEE Home
- About CEE
- Events for TAs, TMs and ITAs
- Inclusion in the Classroom Week
- Remote Teaching Forum 2021
- Instructional Skills Workshop
- CEE Anti-Racist Pedagogies Program: HRJ
- Certificate Program in University Teaching and Learning
- Symposium on Teaching and Learning
- Special Events
- Rethinking Course Design
- TA Day
- Decolonization and Indigenization
- Teaching Matters Seminar Series
- Tea and Teachings
- SFU's TA Hub is proving to be a valuable resource for teaching assistants
- CEE instructor needs survey
- Linguistically Responsive Classrooms Instructors Series (LRCIS) returns for a second year
- Blended learning: spotlight on SFU’s newest course designation
- A one-stop teaching resource for TAs now launched: introducing the TA Hub
- Healing from Racism Journey's first year comes to a close
- Inviting TAs to share their teaching strategies
- 32nd National Day of Remembrance and Action on Violence Against Women
- Teaching and learning with chat tools
- Learning from remote instruction
- Lecture recording and AV support for in-person instruction
- 813,000 Zoom meetings: How IT Services handled the move to remote instruction
- National Day of Remembrance and Action on Violence Against Women
- Reflections on Inclusion in the Classroom Week
- Welcome to your new Zoom classroom
- Kevin Lam: “Students appreciate every little thing we do that shows that we care”
- Sheri Fabian: “I embraced a flexible approach”
- Sarah Johnson: “The biggest change I made was to switch to asynchronous delivery”
- Nicky Didicher: “I’m finding my job less exhilarating”
- Mark Lechner: “You have to be OK with things going sideways”
- Nienke van Houten: “They really valued my clear and upfront approach”
- How can we support remote instruction at SFU?
- Crowdmark: A more efficient way to grade student assessments
- The unexpected benefits of a shorter syllabus
- Photo gallery: Talking shop at Teaching Matters
- Watch the video: Faculty members discuss SFU's new instructor-led online course model
- Bridges and booster rockets: CEE's new senior director talks about teaching support
- Meet the Centre for Educational Excellence leadership team
- A biology instructor rethought her students’ role—and her own
- Photo gallery: SFU’s 24th Annual Spring TA/TM Day
- Photo gallery: SFU's 9th Annual Winter Warm-up
- If you build it, will they come?
- “My students didn’t look like they were having fun”: Three additions to the TA/TM Stories podcast series
- An upgraded Canvas Gradebook is coming in January
- Share your thoughts on the furniture in SFU classrooms
- DEMOfest presenter slides
- Photo gallery: 5th Annual DEMOfest
- Teamwork needs to be taught
- TA/TM Stories: Three new podcasts explore the teaching experiences of grad students
- Can it be done? A math instructor attempts to indigenize her course
- Answers to your questions about SFU's new approach to online education
- Photo gallery: The CEE Open House
- Do you know your faculty teaching fellow?
- Instructor-led online courses: How one faculty member prepared for the new model
- Photo gallery: SFU's 34th Annual Fall TA/TM Day draws a crowd
- Connecting people and crossing artificial divides: An interview with Elizabeth Elle
- Don't say this to your class—a student shares his experience
- How one lecturer is using podcasts to make course concepts more real in her online course
- Photo gallery: Rain, burgers and smiles at the 2019 President's Employee BBQ
- Five questions and answers about the creation of CEE
- A redesign made this course more engaging for students—and the instructor
- CPUTL: A graduate student describes her experience
- CEE Staff Login
How one lecturer is using podcasts to make course concepts more real in her online course
By Jackie Amsden, Centre for Educational Excellence
Criminology lecturer Danielle Murdoch was introduced to podcasts by her teaching assistant. Now they are an integral part of her online course.
This time last year, criminology lecturer Danielle Murdoch had never even listened to a podcast. These days she wouldn’t run an online course without one.
In Spring 2019, Murdoch integrated episodes from a podcast series, Ear Hustle, into CRIM 241: Introduction to Corrections, an online course she offers through SFU’s Centre for Educational Excellence.
“My TA was really into podcasts and she told me about Ear Hustle. I had heard about podcasts, but never actually listened to any of them. I was interested in this one because she said [at the time] it was produced in a prison, by two prisoners and a prison volunteer, and that it described various realities of incarceration. I binge-listened to multiple seasons during my commute to work. I was hooked.”
Bringing course concepts to life in a way that printed words can’t
Murdoch explains that what drew her to integrate the medium into her course was its potential to make course concepts more real for students.
“The series brings to life what students are reading in the textbook about the experiences of prisoners and the dynamics and challenges inherent in corrections in a way that printed words can’t. What we are learning about is so far from the students’ reality, I think actually hearing the voices of the people affected by correctional services humanizes the realities of incarceration and enhances my students’ learning.”
Murdoch’s conviction that the podcasts offer a richer view than a textbook can provide is supported by a comment in the student evaluations she received at the end of the course: “The podcasts within the discussions offered a different perspective than regular criminology courses. It was more in-depth and added more to the course than just how correctional institutions work and [what] works inside them.”
Integrating podcasts—the secrets of success
The podcasts formed the basis of three discussion assignments. Links to the episodes were listed in the course’s Canvas discussion space alongside prisoner-created artwork by one of the podcast co-founders. Students were asked to listen to the podcast and respond to a series of related questions.
For other instructors interested in integrating this form of media into their courses, Murdoch emphasizes the importance of paying attention to podcast length, quality and accessibility.
“Length is important—if they are too long, even I get bored. For example, the Ear Hustle episodes I included are approximately 30 minutes long. Some podcasts can sound tinny, which can be very off-putting as a listener, so I was careful in selecting Ear Hustle because they are of professional quality. Most important of all to me is that the podcasts are accompanied by written transcripts for students, so that they are accessible to all learners—and free of charge.”
Podcasts can be accessed on mobile devices through apps such as Apple Podcasts, Google Play Music, and Spotify.
Do it yourself
So, what’s next for the (now) confessed podcast addict? Making her own.
“Listening to podcasts has inspired me to learn how to create my own audio recordings for future online offerings of CRIM 241. My plan is to interview criminal justice practitioners, like wardens, probation officers, and corrections officers with hopes that these podcasts bring to the online learning environment what guest speakers bring to my in-person courses.”