Coffee Break Classroom:
Brewed for Higher Ed
Welcome to Coffee Break Classroom: Brewed for Higher Ed, where teaching meets good vibes! Join Ben and Amanda—two higher ed pros who love their work, their students, and, most importantly, a good laugh. This isn’t your typical academic deep dive (no dry lectures here!). Instead, we blend real classroom experiences, educational research, and practical pedagogy with plenty of humor and friendly banter.Whether you’re a seasoned professor, a new instructor, or just curious about what really happens behind the syllabus, we’ve got you covered. Expect relatable stories, teaching tips that actually work, and an inside look at the joys and struggles of higher ed—all wrapped up in a relaxed, fun conversation between two friends who don’t take themselves too seriously.So grab your coffee (or something stronger), settle in, and let’s talk teaching—without the grading.
Professional Development Experience
Ben & Amanda are experienced at implementing one-hour workshops to multi-day institutes (both in-person and virtually). From leading books groups to reflective practice groups (aka Critical Friends Groups) to Faculty Inquiry Groups to one-on-one faculty consultation, they are steeped in professional development like a fine herbal tea.Below are just some of the presentations they have designed and implemented:How do we reflect our values in our grading practices?
Just because they're having fun doesn't mean they aren't learning: Play in the College Classroom
Teaching at human speed: Less rush and more reach
Enhancing faculty growth: Faculty consultations
"I wish every teacher did this!" Applied equitable grading strategies in STEM disciplines
Small teaching tips from across the disciplines: Using 5-10 minute affective check-ins, Studying Bites, and TiLT strategies for engaging and motivating student learning
Putting grading practices to the test
Building community in STEM classrooms
Accountability and flexibility: Can we have it all?
Thinking about thinking: How researchers frame conceptual understanding and reasoning
What's going on here? Using classroom research to inform strength-based pedagogy
Letting go of the zero: Minimum grading strategies to reduce equity gaps
Rock stars in the classroom: Scientist Spotlights
Intentionally (re-) designing courses for human beings
You finish how you start: It's time to makeover your syllabus!
Ben & Amanda
Ben & Amanda are community college faculty members and educational researchers. They bring joy and passion to their STEM classrooms every day, and love to talk about it on their podcast, Coffee Break Classroom: Brewed for Higher Ed.Ben started their graduate studies in physics education research at the University of Maine in August 2014 and finished with a PhD in May 2018. Their research focused on the use and understanding of mathematics in physics. This work was carried forward to his post-doctoral research at CSU Fullerton and CalPoly Pomona where he designed and tested strength-based activities for teaching quantum mechanics. Throughout their graduate and post-doctoral research, they worked actively within both the physics education and mathematics education research communities.Ben has been teaching mechanical engineering and physics at the community college level since January 2021. In the time since, Ben has been incredibly active designing and implementing professional development for new and existing faculty members and leading book groups. Ben also co-chairs the faculty/staff LGBTQIA+ affinity group and is the faculty advisor for the Engineering Leadership Council and Pride Alliance groups. As of July 2025, Ben serves as the chair for the Engineering Science and Physics department. When Ben is not working (which does happen sometimes) he is often enjoying his time outdoors or curled up with his cat.
Connect with Ben on LinkedInAmanda has taught geology in- person and online for geology and non-science majors for over 20 years. She has loads of experience designing and implementing on-demand and sustained professional development for teaching faculty and professional staff. She has co-led introductory level field classes to the Yellowstone Geo ecosystem and Colorado Plateau and has advised Geology Clubs, sleeping on the Earth all across America. Amanda is currently researching the implementation of equitable grading practices in the college classroom and is a doctoral student at the University of South Carolina. She has degrees in geology from SUNY Geneseo and UNC Chapel Hill. Go Heels!Amanda has a big dog, a little cat, and two incredible college-aged daughters. She loves traveling, meeting people, and of course, coffee.
Connect with Amanda on LinkedIn
Contact Us
To speak to Ben & Amanda about the podcast, to schedule a meeting, or to inquire about our services, email us below!
You can also submit your own stories, successes, and struggles for us to talk about in our Office Hours series! We want to hear from you!
The Pod
Episode List
Click on the links below to see what Ben and Amanda are up to and find direct links to individual episodes with descriptions.Episode 1: The Hook - Get students excited about class
Episode 2: Our Origin Stories - What brings us here
Episode 3: Formative Assessment - What is it? What do we do?
Episode 4: It's in the syllabus
Episode 5: Office Hours I - The Struggle is Real
Episode 6: Today's struggles, Tomorrow's success
Episode 7: Grading Practices I
Episode 8: Grading Practices II
Episode 9: Institutional Belonging w/ Superstar Christina Lee
Episode 10: Teaching Human Speed: Less Rush, More Reach (Coming Soon)
Episode 11: Joy and Play in the Classroom (Coming Soon)
Episode 12: Office Hours II (Coming Soon)There is plenty more to come! ...Seriously though, we generated seven pages of ideas with two glasses of wine and a legal pad. Still, we only plan out a few episodes at a time, so if you have something you want to hear about or have your own dilemma you want to us discuss in our Office Hours series, contact us. We want to hear from you!
Episode 1: The Hook
Episode Summary:
In their very first episode, The Hook, Amanda and Ben dive into the magic of grabbing students’ attention from the start. Whether it’s an unexpected fact, a wild question, or a real-world connection that makes students go, “Wait, what?”, this episode is all about creative ways to make learning stick.And let’s be real—this episode is also a way of hooking you, the listener, into sticking around for more! So, if you’re a fellow educator, a lifelong learner, or just someone who loves a good classroom story, grab your coffee, tea, or other adult beverage and join the conversation. Teaching is tough, but it’s also a whole lot of fun—especially when you have good company.Listen here:
Episode 2: Our Origin Stories
Episode Summary:
In the second episode of Coffee Break Classroom, hosts Ben & Amanda pull back the curtain and share the personal journeys that brought them into the world of community college teaching. From winding career paths to those “whaaaattt?!” moments in the classroom, they reflect on what drew them to higher education—and what keeps them coming back.They also spill the beans on why they launched the podcast, what listeners can expect in future episodes, and how they hope to create a space that’s equal parts insightful and playful.And it wouldn't be Ben & Amanda if there wasn't some chaos. Listen as Ben forgets the name of the pod and Amanda tops things off with yet another story involving mild maiming (yes, really). Grab your mug—this one’s warm, real, and a little bit wild.Listen here:
Episode 3: Formative Assessment
Episode Summary:In this caffeine-fueled episode, Ben and Amanda jump into the world of formative assessment—what it is, why it matters, and how it can level up your classroom without adding to your grading load. But this isn’t your average edu-chat. Things get competitive as they play a round of Formative Assessment Scattergories, going head-to-head to see who knows more assessment techniques under pressure. Along the way, they share practical ideas you can steal for your next class—and maybe even a few you've never considered.The generational divide also makes a surprise appearance when Ben references Saturday Night Live, while Amanda throws it back with N'Sync and the nightly news. And in an unexpected turn of events, it's Ben who delivers this episode’s awkward hand-related story. Grab your favorite mug—this episode is packed with teaching tips, laughs, and a bit of friendly chaosListen here:
Episode 4: It's in the Syllabus
Episode Summary:After discussing the need for a skip intro button and... did Amanda say she wanted to eat a baby? Uh, anyway, the syllabus is often the first thing that students see for a course. It sets the tone for both the class and how they see us as instructors. How do we make a syllabus that brings students in?Amanda and Ben unpack the syllabus. They first discuss how you communicate why the class matters, why the assignments/assessments matter, and why the policies matter. Communicating expectations goes a long way. Amanda and Ben discuss late policies and attendance policies and how they show up in the syllabus. They discuss ways to make the syllabus welcoming and how avoid a list of “DON’T DO THIS” to account for that one time a student did a thing that you didn’t like.Lastly, we take on ways to deal with the length of the syllabus. Apparently, Amanda remembers a time where syllabi were a single page and Ben thinks she is dreaming. How do you avoid a wall of text? Amanda and Ben talk sharing the syllabus in ways that students can walk away with the information that you want them to have.Syllabus tips you can take away today. Even Ben and Amanda each picked up something new from each other! Grab a cup of coffee or tea and enjoy!Listen here:
Episode 5: Office Hours I
Episode Summary:Ben and Amanda kick off Episode 5 with some fun news – They are top 119 in “how to” podcasts through Apple. This is a wild fact considering that when this was recorded, they have been only live for less than a week! As long as no welders or basket weavers start podcasts, they might even start climbing the ranking.Getting into the core of the episode, Ben and Amanda are doing something new! Every once and a while, they want to take some time to reflect on their experiences, share stories, and get perspectives.For the first Office Hour, Ben considers the age-old phrase: You can lead a student to water, but you can’t make them drink. He shares a story of a challenging student – one who was egregiously and regularly late, who would ask questions about what to do but not follow through on itemized feedback, and who would constantly struggle but never make progress. This episode looks at how Ben worked with the student to provide structure and support despite the continued and growing challenge. Ultimately, with some probing questions from Amanda, the dynamic duo work to reframe the situation and consider the bigger picture (e.g., what else could be going on for the student? What can we do within the boundaries of our jobs as educators?) Spoilers, the answers are a lot was probably going on and there wasn’t much more Ben could have done.You, yes you, can join in by sending your stories, successes, and struggles to [email protected]! Our hosts want this to be a space for everyone to come together. Tell us about your stories, successes, and struggles. Do you have an assignment that you are struggling with assessing? Do you have students who are doing things you don’t expect? Are you a student that is listening to this for some reason and want to tell us about your experiences. We want to here from you!Listen here:
Episode 6: Today's struggles, Tomorrow's success
Episode Summary:“I don’t care if I am bad at it,” Ben shouts from the rooftops. At this point in their lives Ben and Amanda have got used to being failures. They accept that being a failure is part of the process! They also know that the moment you make it through is just too good of an opportunity to pass up.In this episode we unpack the power of a growth mindset. What is it? How does it help instructors reframe their interactions with students? How does it help students succeed and persevere in the face of challenge? From the language you use to opportunities for reflection to the structure of your course, Ben and Amanda look at what things that you can do in your classroom to help foster a growth mindset for students.Listen here:
Episode 7: Grading Practices I
Episode Summary:Shortly after final exams and running a two-day institute on grading practices, Ben and Amanda scoop their brains back into their head buckets and talk traditional grading practices – who do they help and who do they harm? Practices include (1) grading participation, effort, and attendance, (2) late penalties, (3) extra credit, (4) graded homework, and (5) the zero for missing assignments. Grading practices are a mess and rife with judgements about student behavior. As faculty, we need to let down our walls and start talking to each other to reflect on what we do, start being intentional, and start being transparent with students.Did Amanda mention Grading Practice Speed Dating? Spoilers! Was that more or less surprising than when Ben talked about removing late penalties and ending up with 500+ late assignments at the end of the semester?This work is not new and there is a plethora of literature out there, both in terms of research and books on practice. This episode is brought to you by all of that. If you are looking for a place to start, consider one of the following:
Grading for Equity by Joe Feldman, 2019 (also the source of the catching 8 of 10 fish example)
Grading for Growth by David Clark and Robert Talbert, 2023
Ungrading: Why rating students undermines learning (and what to do instead) by Susan Blum, 2020And come back next week for ways to clean up the grade book with stories of what worked and what didn’t. Let’s turn “grading practice” into “grading figured it out.”
Episode errata: Ben was hired three days before the start of the semester, not three weeks.Listen here:
Episode 8: Grading Practices II
Episode Summary:This week, we take you to the zoo and witness many exotic grading practices from majestic Retakee-takees to the elephant in the room: Minimum Grading. Chloe can handle the flooding basement; Amanda has an episode to record!Amanda and Ben come back to the drawing board of grading practices. In the previous episode we dissected several traditional grading practices and talked about the ways in which they help and harm students. This week, we bring some alternatives to the table, specifically focusing on four practices we have implemented in our classrooms: Retakes, Ungraded Homework, Flexible Deadlines, and Minimum Grading. Amanda and Ben share how they have implemented these practices in their classrooms, how things went, and how they improved on things from there.If you want to hear more about any of these practices, we will probably come back to them in the future with a deeper dive into both the literature and impact. Let us know which one you want us to look at first or share your own questions about these practices at [email protected].Listen here:
Episode 9: Institutional Belonging w/ Superstar Christina Lee
Episode Summary:This week, we take you to the zoo and witness many exotic grading practices from majestic Retakee-takees to the elephant in the room: Minimum Grading. Chloe can handle the flooding basement; Amanda has an episode to record!Amanda and Ben come back to the drawing board of grading practices. In the previous episode we dissected several traditional grading practices and talked about the ways in which they help and harm students. This week, we bring some alternatives to the table, specifically focusing on four practices we have implemented in our classrooms: Retakes, Ungraded Homework, Flexible Deadlines, and Minimum Grading. Amanda and Ben share how they have implemented these practices in their classrooms, how things went, and how they improved on things from there.If you want to hear more about any of these practices, we will probably come back to them in the future with a deeper dive into both the literature and impact. Let us know which one you want us to look at first or share your own questions about these practices at [email protected].Listen here:
Episode 10: Teaching human speed: Less rush, more reach
Episode Summary:
In a reprisal of Ben’s presentation from a summer teaching and learning conference, Ben and Amanda discuss making space in the classroom. Often as instructors, doing an involved, engaging, and meaningful activity means that you are taking up a significant amount of time for students to arrive at ideas on their own. Isn’t it easier for content coverage to just lecture for 50 minutes? – Yes. Is it better? – A strong probably. Big picture: If you feel stressed and rushed, your students are probably feeling it too.Ben and Amanda briefly discuss the principles of Backward Design that contributed to Ben’s planning process for re-design of his introductory physics course. He found more time for implementing retakes and digging into the often glazed over end-of-semester content. Not only is leaving space useful for the whole semester, but for each day of class. Ben and Amanda unpack what they do with their 50 minutes, including methods for students to take over a little of the responsibility for their learning.Here are the citations for the articles Amanda mentioned:
Brown, B. A., & Ryoo, K. (2008). Teaching science as a language: A “content-first” approach to science teaching. Journal of Research in Science Teaching, 45(5), 529–553.Roth, W. M. (2017). The thinking body in/of multimodal engineering literacy. Theory into Practice, 56(4), 255–262.Let’s get into it!Listen here:
Episode 11: Joy and Play in the Classroom
Episode Summary:
Starting class with a homemade board game or thinking about a healthy game of ring toss to liven things up? Doing something fun in the classroom can do a lot for students’ engagement with course content, whether or not the actual activity is related to the class. It is about reducing stress and building interpersonal connections so that students can come back to the class energized and refreshed.This week is a reprisal of Amanda’s presentation from our summer teaching and learning conference. She is doing her favorite thing in this one – not being a serious person. Amanda talks about how it felt to ask 30+ adults to play a trivia board game that she made up and the duo unpack what it is that games can bring to your next class.Let’s get into it!Listen here: