Episode 24 -“Black Tea” by JoHannah Valentin & Shay Milner

In this episode VandyVox is featuring audio from a podcast titled “Black Tea”, that is produced by two Vanderbilt undergraduate students, JoHannah Valentin and Shay Milner, in collaboration with Vanderbilt Student Communications. In their episode, “Women, Religion, and Enslavement”, the women interview Vanderbilt Professor Alexis Wells-Oghoghomeh from the Department of Religious Studies.

While this podcast was not produced in response to a direct classroom assignment, JoHannah and Shay frequently introduce and expand on knowledge they cultivated from Professor Wells-Oghoghomeh’s course teachings. Shay and JoHannah produced this podcast because they wanted to address the discrepancy that exists between the campus demographics and the content produced by Student Media.

The pair draws on knowledge from Dr. Wells-Oghoghomeh’s course teachings and her written articles to ask open-ended questions that create an informed dialogue between themselves and the Vanderbilt faculty member. Specifically, the women reference her article, “the Gendered Ethics of Female Enslavement: Searching for Southern Slave Women’s Religions in the African Atlantic”, which was published in The Journal of Southern Religion, Volume 18. The citation of and the link to a free, online-published version of this article can be found at the end of these show notes. The research and planning involved in the creation of this podcast is evident and is a beautiful representation of how learning can be extended through podcasting, and, in particular, the podcast-interview format.

When asked about their process for creating a podcast, the women said that the first thing they do is create a list of the different components they want to include, for example a self-care section or a quote of the day. Once this list is completed, they divide it into an introduction, main section, and a conclusion; this results in the core structure of the podcast. However, the women go above and beyond this and give their podcast personality and soul by choosing a communication style, integrating relevant music, and creating smooth segment transitions. JoHannah and Shay revealed that they center their sound around “an almost ‘gossip-like’ conversation” that gives the podcast its relatable feel. In addition to the conversation feel, enticing music and soundscapes, like the tea preparation sounds and the African American spirituals, were used create seamless transitions that support the overall messages of the content.

The research, planning, and creativity, of Black Tea truly makes it a masterful piece of student produced audio, and once again shows how interview-style podcasting is an underutilized learning tool. JoHannah and Shay use the software Audacity to edit their podcasts and upload them through the Anchor.fm platform. Links to these tools, and more episodes of Black Tea, can also be found below.

Alexis S. Wells, “The Gendered Ethics of Female Enslavement: Searching for Southern Slave Women’s Religions in the African Atlantic,” Journal of Southern Religion (18) (2016): jsreligion.org/vol18/wells [http://jsreligion.org/vol18/wells/]

Black Tea: https://anchor.fm/johannah-chanteria/episodes/Black-Tea-Politics-of-Black-Gender-eadlaq

Anchor.fm, the platform Shay and JoHannah use to distribute their podcast: https://anchor.fm/

Audacity, the free software JoHannah and Shay use to edit their podcast: http://www.audacityteam.org/

Episode 23 – “Novel Hand” by Alexa Bussman

Today, we’re featuring audio from a podcast called Novel Hand that was produced by Vanderbilt Alumna Alexa Bussman. Alexa studied Political Science, Economics, and Spanish while at Vanderbilt and interned at non-profits like International Justice Mission. Alexa is the founder and editor of Novel Hand, a project that aims to explore the best solutions to global humanitarian issues, and the podcast is an extension of this project.

She created Novel Hand to address a disconnect she noticed between her generation’s passion for social issues and innovative solutions that exist to solve these problems. We are featuring episode 2 of the Novel Hand podcast titled Ethical Fashion with Connie Tsai. Connie is an executive assistant at Nisolo, a Nashville company that desires to push the fashion industry in a more sustainable direction through intentionally designed, ethically made, fairly priced clothing.

While there was no formal rubric for creating this podcast, if you listen carefully you can discern that Alexa has created her own structure. She frames the podcast around these main points:

  • What does ethical fashion look like and how can we recognize it?
  • How did Connie get involved with ethical fashion?
  • And what do we need to know, moving forward, as consumers?

By providing this structure, Alexa creates a cohesive piece of audio while leaving room for Connie to passionately discuss topics from protecting producers with living wages to the intricacies of designing ethical footwear.

Alexa’s podcast is just one aspect of how Novel Hand uses their values to move towards their goal, and this multi-level scaffolding can be applied to academia. Rather than entirely replacing an existing assignment or essay with a podcasting project, consider using a podcast in place of a traditional PowerPoint presentation with a podcasting assignment. This audio demonstrates that podcasting doesn’t have to be the main avenue towards reaching a goal but is clearly an effective and enticing tool to add to your toolbelt. To learn more about Alexa’s project Novel Hand, please see the link below.

Novel Hand: https://novelhand.com/

Episode 22-“Your VU: Beyond the Classroom” by Zoe Rankin

This episode features an independently produced piece of audio by Vanderbilt undergraduate Zoe Rankin. Zoe produces a podcast called Your VU: Beyond the Classroom, where she highlights the passions and experiences of Vanderbilt students outside the classroom and brings light to social justice issues through education and storytelling. In Your VU Episode 6: Vanderbilt Prison Project, Zoe interviews Jenny Pigge, a Vanderbilt undergraduate who is the President of the Vanderbilt Prison Project.

Because this is independently produced audio, Zoe told us she had to come up with her own goals, outline, and rubric. As you listen to this episode, take note of the three questions Zoe asks on each of her podcasts, “What is the issue?”, “What is your story or connection to the issue”, and “how can people get involved or take the next steps to learn more?”. Now Rolling, Your VU: Beyond the Classroom, Episode 6: Vanderbilt Prison Project by Zoe Rankin, featuring Jenny Pigge.

Zoe started podcasting when she was the student host on the Dean of the Commons podcast titled Commons Cast. Through Commons Cast, she got to interview the commons Faculty Heads of House and RAs, amongst others. This opportunity ignited a spark to learn more about Vanderbilt students outside the classroom and the desire to use podcasting as a medium to educate. Then, with the help of Vanderbilt Student Media, Zoe created Your VU: Beyond the Classroom.

This audio is a great example of the interview-style podcasting that has surfaced on previous episodes of VandyVox. Zoe told us at VandyVox that she outlines all of her podcast episodes in the three-question format because it’s important to learn about the issue before bringing in the individual student’s context. Finally, she likes to end with ideas for listeners to educate themselves or become involved with ideas from the guest star. Zoe chooses her topics and guest stars based on gaps in her own knowledge she wants to fill and does her own research prior to recording each episode.

She said that doing your due diligence and creating thoughtful questions prior to recording is vital to maintaining a cohesive structure throughout the episode. When asked about any insights, tips, or tricks she’s learned while podcasting, she stressed the importance of active listening, and while it’s crucial to have research-based questions prepared, being able to listen and respond can lead to conversations that you couldn’t anticipate. Balancing that prepared structure with active listening and the flexibility to go off-course, is what makes Zoe’s audio connected and flowing.

Zoe tackles some important social issues throughout her podcast, and I urge to you go listen to more of her audio. A link to Zoe’s podcast, Your VU: Beyond the Classroom, can be found below. Additionally, if you’d like to learn more about the Vanderbilt Prison Project, the link to the Vanderbilt Prison Project website is also below.

Vanderbilt Student Media:



Zoe Rankin’s podcast, Your VU: Beyond the Classroom:



Vanderbilt Prison Project:


Episode 21-“The Peril of the Sonoran Desert” by Rebecca Dubin

In “The Peril of the Sonoran Desert” undergraduate Rebecca Dubin talks us through the changes happening in the Sonoran Desert in Arizona. This audio was produced for the Anthropology first-year writing seminar on Culture and Climate Change, taught by Professor Sophie Bjork-James. Rebecca incorporates the interview-style podcasting we’ve seen featured in previous episodes this season. In this format, she artificially conducts interviews with experts on this topic using real-life interviews she found online. The responses of her interviewees are the actual answers of each respective expert; however, these responses are voice acted by some of Rebecca’s friends.

Rebecca’s use of soundscapes to accentuate the issues faced in the Sonoran Desert results in superior quality audio that grips and engages the audience. Growing up in Tucson, this issue is something Rebecca is passionate about and expressed that even if the Sonoran Desert does not draw interest or concern from our listeners, this sentiment can be applied to any natural ecosystem we hold dear. Throughout the audio, she draws wonderful connections and uses this interview format to personalize the issue and relay the words of experts in the field.

This interview-style of podcasting is something that’s been heard before in season 3 of VandyVox and could be a useful tool for audio assignments. If given the proper notice and time allotment, it could be beneficial and unique for students to interview experts in a chosen topic.

The assignment criteria had students focus on a specific region and Professor Sophie Bjork-James encouraged them to look for multiple sources from their chosen area to encourage further learning. Professor Bjork-James said she chose to assign a podcast instead of a regular essay so that the students could experiment with both form and voice in a productive way. She indicated that, in particular, first-year students often stick to the five-paragraph essay format when tasked with a writing assignment. Shifting away from a general essay and into a new medium of expression encourages the student to think outside the box, experimenting with new ways of presenting information and discovering their own voice along the way.

Here it’s demonstrated that podcasting can be used as a means of creative break out from the steeped structure of a five-paragraph essay. Rebecca even said herself that at first, she was a little nervous to work on this project because it was unlike anything she’d ever done, but as she dove deeper she truly enjoyed the research and the creative nature of this project, finding her voice along the way.

The interview-style podcast is a type of assignment that could be used to elevate the quality of a research paper, where the interview itself can develop interpersonal connections and foster academic discussions, while the podcasting format can be tinkered with to be an authentic performance task. Below are some quick links that can help students set up their podcast and provides some specific considerations for preparing for a podcasting interview:

NPR: Starting Your Podcast: A Guide for Students (there is a specific section about conducting a podcast interview on this page too!)


Mark Schaefer’s 5 Steps to Conduct a Superior Podcast Interview


Episode 20 – “Musical Cryptography” by Audrey Scudder

In this episode of VandyVox, we feature a stellar piece of audio, produced by Audrey Scudder for the History of Cryptography in the department of mathematics, taught by Professor Derek Bruff. Professor Bruff is the creator of VandyVox and hosted seasons 1 and 2 of the podcast. Three years ago, he replaced a paper assignment in his first-year writing seminar with an audio assignment and has been refining the art of assigning podcasts ever since. Professor Bruff asked students to take a code or cipher from history and describe its origin, use, influence, and mechanics. Audrey fully delivered with a captivating piece the bridges the worlds of mathematics and music.

Audrey told us at VandyVox that she’s always had a passion for music theory, and in particular, how music intersects with math, science, and linguistics, and I think that passion shines through in this audio. While providing historical context and explaining cryptography nuances, Audrey used music itself to augment and support the content of the podcast.

Breaking down the intricacies of musical encryption, she provides numerous examples between enciphering vs deciphering, different enciphering techniques, and how sheet music can heighten security and complexity compared to just auditory musical encryption. While explaining the portion about Stegibiza, which discusses how tempo changes can be used as a signal, Audrey actually modulates the tempo of her background music as a fun Easter egg for the listeners.

Finally, Audrey’s research culminates in an epic example, Edward Elgar’s Dorabella movement. She’s entirely successful at blending the storytelling and technical components that were required for this project, drawing the audience into an age-old mystery.  This is such strong, high-quality student-audio because of Audrey’s research and passion for the subject matter Professor Bruff’s thoughtfulness and intentionality behind the assignment. For the past three years he’s been assigning a podcast, each year produces another iteration project goals, rubric, and expectations. Professor Bruff said he noticed that as he built more scaffolding into the assignment, the quality of the student podcasts became stronger.

Each year, he updates a blog he writes titled “Building a Better Podcast Assignment”, where he breaks down the expectations, timeline, and process of building a podcast assignment. A link to this blog and a detailed summary of his iterative process can be found below.

Building a Better Podcast Assignment: https://derekbruff.org/?p=3558

Fall 2017

  • Assignment Duration: Two weeks.
  • Students listen to a professional podcast in class and identify successful aspects and techniques.
  • Students collectively contribute to a draft rubric. (Works well for novel assignment types.)
  • Had the Center for Teaching’s educational technologist, Rhett McDaniel, visit the class to provide an audio collecting and editing crash course using Audacity.
  • Pointed students to a collection of resources built over years of research to select a relevant topic for their podcast and submit for approval.
  • Students are given time in class to plan podcast episodes and workshopping podcast outlines, then have another week to produce and edit the audio for the episodes.
  • Submit 10 – 15-minute episodes via Brightspace along with show notes and producer’s statements.
  • Graded podcasts and gave critical feedback
  • Posted podcasts to Soundcloud


Fall 2018

  • Assignment Duration: Three weeks.
  • The additional week gave students more time and added another in-class session to workshop episodes.
  • Students now submit a full script in addition to an outline per the suggestion of Gilbert Gonzales.
      • This increases the scaffolding of the assignment and allows for preemptive editing to fix major problems and address gaps in understanding.
  • There are three in-class sessions total: 1) to discuss sample podcasts, 2) to workshop student outlines, and 3) to workshop student scripts, with 3.5) half of a class devoted to the audio editing crash course.
  • On the instructor side, Professor Bruff recommends using the Podlove Podcast Publisher plugin for WordPress. It’s free, has many options, and useful analytics, and mitigates the issue of running out of storage space on a free SoundCloud account.


Fall 2019

  • Assignment Duration: Three weeks.
  • Now students are also required to submit annotated bibliographies containing at least four credible sources, per the suggestion of Sophie Bjork-James.
  • Students create their show notes directly into WordPress so they don’t need reformatting.
      • However, Professor Bruff notes that they are already familiar with the layout of WordPress because they are consistently blogging throughout the course.
  • Students are now responsible for finding images to use for the podcast episodes with appropriate copyright considerations, i.e. public-domain images, Wikimedia Commons
  • Student scripts are run through Turnitin to assure that all work is original.
      • Ran into a problem of student mostly reading off a magazine article rather than creating original dialogue, using Turnitin should mitigate this.
  • Adjusted rubric criteria to include “enduring understandings” that asks students to include something enduring about the field of cryptography, tying their individual episode to the greater field.
  • Adjusted rubric criteria to include “working with sources” to emphasize the importance of copyright infringement and originality.

When it comes to grading, initially Professor Bruff had the students workshop a draft rubric to collectively set the student expectations as well as build a strong foundation for the type of work that goes into creating a podcast. Then, he created a rubric and updated it every year. The current rubric has three main criteria, “content”, “communication”, and “production”, each containing subcategories that can be placed in one of four assessment categories, “poor”, “acceptable”, “good”, and “excellent”. Here, each of the four assessment categories is valued from 1 to 4 points, respectively, and contain a brief description of the quality of work that would earn placement into that category. Below are links to Professor Bruff’s Fall 2019 rubric as well as the handout describing the assignment for students.

Fall 2019 History of Cryptography Podcast Assignment Rubric: https://derekbruff.org/blogs/fywscrypto/files/2019/10/Podcast-Rubric-1.pdf

Fall 2019 History of Cryptography Podcast Assignment Description: https://derekbruff.org/blogs/fywscrypto/files/2019/10/Podcast-Assignment-1.pdf

Episode 19 – “Pretty Funny” by Erica Simpson

Transport yourself back to the 1960s and rediscover what it means to be a “beautiful woman” by Hollywood’s standards and meet the woman who contested those ideals. In “Pretty Funny: How Barbra Streisand Challenged Hollywood Conventions”, undergraduate student Erica Simpson analyzes the beauty and gender roles prevalent in Hollywood in this time period through a modern lens for a class in Cinema and Media Studies taught by Professor Megan Minarich. Professor Minarich seems to have podcasting assignments down to a science.

The crux of the assignment was to present an argumentative narrative about a Hollywood musical film independent of those covered in class. In general, the students were graded on the episode content, their storytelling effectiveness, the strength of their argument, and a peer-review portion. The points breakdown for the podcast project and peer review are outlined below:

  • Podcast Project (250 possible points)
    • Podcast: 200 points
    •  Script: 25 points
    • Show Notes: 10 points
    • Producer’s Memo: 15 points
  • Podcast Peer Review (45 possible points)
    • Podcast Internal Peer Review Draft: 10 points
    • Podcast External Peer Review: 25 points
    • Podcast Overall Peer Review Summary and Revision Plan: 10 points

Professor Minarich also defines a list of pieces that must be incorporated into the podcast, including a 3-part thesis statement, addressing relevant aspects of the five categories of film art, and incorporating 4 – 6 reputable secondary sources. Her full rubric for the podcast project broke down the podcast into subcategories, with assigned maximum point values, that can be rated in four categories: poor, acceptable, good, and excellent. Within each subcategory, a verbal description of what embodied “poor”, “acceptable”, “good”, and “excellent” work was provided, and a score is assigned to each category.

This detailed process of breaking down exactly what she expects from the students and their podcasting performance task provides a structure that shapes the podcasts into robust academic tools. Beyond providing detailed rubrics, Professor Minarich planned field trips to Vanderbilt Student Media to meet Jim Hayes to discuss podcast best practices and recording. Additionally, she established proactive deadlines for mini objectives throughout the semester; an example is featured below.

  • Important Dates (Sample)
  • R 10/3: Visit to Vanderbilt Student Media with Jim Hayes (meet in Sarratt 363 at 1:10p)
  • T 10/8: Discussion of podcast episodes (see Brightspace)
  • R 10/17: Internal Peer Review of Script – Full Draft Due (2 hard copies in class; copy emailed to Prof. Minarich by 1:10p)
  • Su 10/20: External Peer Review of Script Due via Email (to your author and to Prof. Minarich)
  • T 10/22: Podcast Overall Peer Review Summary and Revision Plan due (hard copy in class)
  • Su 11/3: Podcast, Script, Show Notes, and Producer’s Memo due to Brightspace by 11:59p

            Since podcasting is a foreign assignment to many students, directly laying out this level of structure in the syllabus is pertinent to helping students understand the expectations of the assignment and provide the framework to be successful. Further, the peer review process allows students to glean insight into what other students are preparing, and providing feedback on other’s work will help make their own work stronger.

            Professor Minarich had the students email her a copy of the podcast script draft and bring two hard copies to class. One copy is given to a student they designate as an “external peer review partner” who reviews the student’s script individually outside of class. Then, students partner up with a different student, designated as an “internal peer review partner”, who then work together in class to review the scripts and discuss improvements. This provides students with two peer reviews conducted in two different formats.

Erica Simpson said that her podcast would not have been possible without the guidance and resources provided by Professor Minarich. Approaching the assignment through the lens of podcasting allowed Erica to take a more personal and fluid approach to discover the content she wanted to discuss, and she provided VandyVox some helpful tips.

When starting the assignment, Erica began with rough-cut audio, where she turned on the mic and allowed herself to talk through the memorable points of the movie. From there, she was able to reflect on what stuck out to her and used these to build the base of her assignment. However, the podcasting format of the assignment didn’t come without its hurdles. She relays that she initially struggled with finding royalty-free transition audio until eventually discovering a Creative Commons partnered website called FreeSound. Below is an excerpt from Professor Minarich’s syllabus regarding copyright laws:

An Important Note about Copyright and Fair Use: Films and their music/scores are copyrighted material. That said, if you feel it is necessary, you may use a very small sample of sound from the film in your project, since this is for educational purposes (as is my understanding from Frank Lester, Vanderbilt film librarian). Be sure to see me if you plan to do this. Do be aware, though, that since this is copyrighted material, you will not be able to share your podcast outside of the context of our class if you use any sound from the film itself. Thus, given the opportunities that exist for otherwise further sharing your work, I would strongly advise that you avoid using sound from the film itself or any music related to the film that is under copyright.

Student-produced podcast episodes that are of sufficient quality for public listening may be added to a class podcast on musical film history hosted on Soundcloud. A small number of very high quality podcasts containing no copyrighted material will be submitted to VandyVox for consideration. Additionally, you are also encouraged to submit your work to the Undergraduate Writing Symposium for possible inclusion. I am currently working with Prof. Bradley, Director of the Writing Studio, to determine whether podcasts containing copyrighted material are eligible for submission to the UWS. Those that do not contain copyrighted material are certainly eligible for submission.

Additionally, keep in mind that the Writing Studio supports multimodal writing assignments, too! You can certainly bring in your podcast to discuss it with a consultant at the Writing Studio.”

Erica also notes that trying to edit her audio clips in GarageBand was not so simple as a first time GarageBand user. Luckily, podcasts can be created with a variety of audio processing tools. Links to audio processing tutorials and royalty-free sound clips can be found below. More detailed questions about creating a podcast and dealing with copyrights and royalties can be directed to the wonderful Vanderbilt librarians and staff at Vanderbilt Student Media.

This article walks you through the steps to create and edit a podcast in GarageBand with an accompanying tutorial video: https://www.buzzsprout.com/blog/garageband-podcast-tutorial

If you are more comfortable using iMovie, here is a video tutorial on making a podcast in iMovie by YouTuber “TechTeacherNate”: https://www.youtube.com/watch?v=FVLPMIqX-JY

An option that’s available for both Mac and PC users is a free software called Audacity that contains the full suite of recording and editing options, similar to GarageBand. Youtuber Pat Flynn has a complete tutorial on using Audacity to create a podcast: https://www.youtube.com/watch?v=xl-WDjWrTtk

Episode 18 – “Historical Feminism” by Tanya Tejani

In this week’s episode, VandyVox veteran Tanya Tejani unpacks the complexity of personal agency within 15th century female concubines under Islam, focusing on the Kano Empire in West Africa. The audio for Historical Feminism was developed for the course History of Sub-Saharan Africa taught by Professor Tasha Rijke-Epstein. Tanya uses an interview format to discuss this niche topic with Dr. Solano, a fictional scholar who embodies the semester-long research Tanya conducted. Her unique approach to this assignment gives a taste for the wide range of opportunities that podcasting can provide.

While Dr. Solano is a fictional character contrived to embody the collection of research that Tanya compiled throughout the semester, the idea of interviewing professionals and scholars in fields relevant to a course topic is well-suited for podcasting assignments. This type of assignment could be used to elevate the quality of a research paper, where the interview itself can develop interpersonal connections and foster academic discussions while the podcasting format can be tinkered with to be an authentic performance task. Below are some quick links that can help students set up their podcast and provides some specific considerations for preparing for a podcasting interview:

NPR: Starting Your Podcast: A Guide for Students (there is a specific section about interview on this page too!)


Mark Schaefer’s 5 Steps to Conduct a Superior Podcast Interview


Tanya’s audio was produced for an open-ended creative project assigned by Professor Tasha Rijke-Epstein. The product of this project could manifest as a podcast, documentary film, comic strip, short historical fiction story, or research paper. For each creative medium, Professor Rijke-Epstein developed a draft rubric as a collaborative effort with the students in her initial class, then tweaked them for final use. The idea to have an open-ended project was born out of her work with the Center for Teaching’s Course Design Institute. Even though the 2020 Faculty Course Design Institute has been postponed until August, the staff at the Center for Teaching would be happy to assist with course design. Their contact information is listed below:

Location: 1114 19th Avenue South, 3rd Floor, Nashville, TN 37212

Phone: 615-322-7290

Email: cft@vanderbilt.edu

Hours: 8:00 a.m. to 4:30 p.m., Monday – Friday

However, the Center for Teaching is currently offering an Online Course Design Institute, which is a new two-week online experience intended to help participants prepare to teach on online course. The institute is open to Vanderbilt faculty, postdocs, and graduate students and will be offered four times May through June: May 18th – 29th, June 1st – 12th, June 15th – 26th, and June 29th – July 10th. Below is an excerpt of what to expect in the Online Course Design Institute.

“During the institute participants will:

  • Develop a course plan for their upcoming online course, one that integrates learning objectives with assessments, assignments, and activities;
  • Build one or more sample modules for their courses, practicing the skills they will use to build other modules;
  • Plan strategies for helping their online students thrive, including strategies for promoting meaningful interaction, social presence, and equitable learning; and
  • Learn about the affordances of online teaching tools, identify tools that align with their goals, and develop practical skills using those tools.

The Online Course Design Institute will consist of a mix of asynchronous and synchronous activities, with time built in for individual course planning and digital tool practice. The total time commitment is expected to be 4 hours each weekday during the institute. Participants will work through a series of Brightspace modules leading through a course design process. They will also meet several times each week via Zoom in small cohorts for peer feedback on course plans. Each cohort during the May offerings of the OCDI will be facilitated by a Center for Teaching senior staff member.”

To learn more information about the Online Course Design Institute and apply for one of the offerings, please visit the following website:


Episode 17 – “Flag on the Play” by Max Schneider

Student-athletes are a huge part of campus life at any university, but especially here at Vanderbilt. In this episode of VandyVox, undergraduate Max Schneider tackles the implications of the NCAA Fair Pay to Play Act in California by interviewing USC defensive tackle, Trevor Trout, through his sports podcast Flag on the Play. Max dives right in, allowing Trevor to immerse the audience in the day-to-day life of a college athlete and the double-standards that accompany that contract. Not afraid to address controversy head-on, Max creates a space that allows Trevor to speak freely about his experience with the NCAA that brings a sense of gravitas, frustration, and authenticity to the topic.

Max, who is also involved with Hustler Sports 30 and 615 Sports Drive on VandyRadio, used Flag on the Play for a course in Communication Studies taught by professor Claire Sisco King. The following is an excerpt from her syllabus for the course that outlines the expectations of the students’ multimedia projects:

“The study of communication emphasizes the inextricable link between theory and practice, form and content, medium and message, style and substance. That is, the study of communication tells us that what we communicate cannot be separated from how we communicate. The purpose of this Design as an Immersive Vanderbilt Experience (DIVE) course is to help students reflect on core concepts in communication studies while creating their own public-facing communicative artifacts using human-centered design thinking. In addition to reading key texts in communication theory, students will have an opportunity to immerse themselves in research related to your interests and to produce multimedia projects related to this research. From digital films to social-media presences to websites, interactive maps, 3D-printed objects, and more, student-designed projects will put into practice theories of communication and, in turn, reflect back on our collective understanding of communication. The semester will culminate with a public presentation of projects at a public symposium and a discussion of how the process of design and “making” shape the communicative dimensions of our world. Students will submit a multimedia project designed to address a question, need, or problem related to their immersive research. The aim of this project is to explain this research to a non-expert audience and to demonstrate the ability to use communication and media with intentionality and creativity.”

While this episode of VandyVox only featured Flag on the Play Episode 4 with Trevor Trout, the full set of Max’s Flag on the Play episodes as well as some audio from Hustler Sports 30 can be found on his Sound Cloud via the following link: https://soundcloud.com/max-schneider-473587844

Episode 16 – “Local Impacts” by Tanya Tejani

For some of us, climate change is something we worry about for our kids or grandkids, that global warming will make this planet a hard place to live 50 or 100 years from now. But for some people around world, climate change is having an impact on their lives right now. On this episode of VandyVox, we feature a short audio documentary by Vanderbilt undergraduate Tanya Tejani that takes the abstract threat of climate change and makes it relevant and personal. She uses Bangladesh as a case study, a country where two-thirds of the land has an elevation of 5m above sea level or less, a country where people are already being displaced from their homes due to rising oceans. Tanya uses the stories of climate refugees in Bangladesh to shed light on the impact climate change is having right now around the world.

Tanya produced this piece as a class assignment in a course on culture and climate change taught by Vanderbilt anthropology professor Sophie Bjork-James. We featured another piece of student audio created by one of Sophie’s students back on Episode 1 of VandyVox. In this episode, we feature the audio documentary “Local Impacts” by Tanya Tejani.

Back in March 2018, VandyVox host Derek Bruff interviewed Sophie Bjork-James about her audio assignments for the other podcast Derek hosts, Leading Lines. Listen to Sophie talk about her work with audio assignments in Episode 56 of Leading Lines.

Episode 15 – “Language Learning through Digital Games” by Meghan McGinley

How can games help someone learn a second language? Vanderbilt graduate student Meghan McGinley was interested in exploring that question this past spring. Meghan, who is pursuing a PhD in French with a certificate in Second Language Studies, was a student in a course on second language acquisition taught by my Center for Teaching colleague Stacey Margarita Johnson. Stacey regularly asks the students in her graduate courses to conduct interviews with language teachers or language learning experts. Meghan was planning to do her semester project on that question – How can games help someone learn a second language? – so for her interview, she reached out to University of Arizona linguistics professor Jonathan Reinhardt, who had recently published a scholarly book on games and language learning.

Meghan’s interview with Professor Reinhardt covers a lot of ground, from his path into game studies, to the problems when we think of work and play as two separate things, to the connection between Harry Potter and a 1961 book on games by a French sociologist. Stacey Johnson found the interview so interesting that she featured it on her podcast, We Teach Languages, and we’re excited to feature it here on VandyVox, too.

Stacey Johnson launched We Teach Languages, a podcast about language teaching featuring the diverse voices of language teachers, in 2017 as an offshoot of her courses. For a few years now, Stacey has been asking her students to conduct interviews with language educators. The interview assignment comes fairly early in the course, around the third week, so that Stacey can then use her students’ interviews throughout the course in conversation with the course readings. The interviews were so useful to her students that she was inspired to share the best of the interviews with the wider language teaching community. That led her to create We Teach Languages, which has now posted 115 episodes.

Stacey does a lot of the interviews for We Teach Languages, but she also accepts contributions from colleagues and regularly features the best of her students’ interviews. For instance, Meghan McGinley’s interview on language learning through games was featured in Episode 96. Stacey has written a really thoughtful blog post on her interview assignment, how it led to the creation of her podcast, and how her podcast continues to inform and enhance her teaching. If you’re interested in audio assignments in your teaching, or if you’re a language teacher, it’s recommended reading.