Textbooks are the flip phones of higher ed: clunky, outdated, and yet somehow the model persists. The reality is, students aren’t buying them. And increasingly, faculty are asking: why am I still assigning something that isn’t delivering value?

In this episode, Donna Battista and Bradley Cohen join us to explore a provocative new vision for course content, one that’s not just digital, but dynamic. Drawing on dozens of faculty and student interviews, they share insights into what’s broken, what’s possible, and why it’s time to move beyond static, one-size-fits-all materials. Because if the textbook is already on life support… what comes next?

Guest Bio

Donna Battista has spent more than 20 years leading content and product development in higher education. As the Managing Director of Learning Solutions at Top Hat, she is responsible for the strategy and development of our growing catalog of high-quality, interactive digital learning experiences, custom content delivery and content services.

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AI isn’t knocking politely—it’s already moved into the classroom, and higher ed is still figuring out who gets the guest room. Marc Watkins, Director of the AI Institute for Teachers and Assistant Director of Academic Innovation at the University of Mississippi, has become one of higher ed’s leading voices on the ethical and practical implications of generative AI. In this episode, he unpacks the divide between those eager to embrace AI and those determined to resist it, and we can learn from both sides.

From the pitfalls of institutional hype to the importance of “AI-aware” classrooms, Marc makes the case for a middle path grounded in ethics, curiosity, and connection. Together, we explore what meaningful teaching looks like when students can outsource thinking, and why the future of learning depends on keeping humans, not algorithms, at the center.

Guest Bio

Marc Watkins is Director of the AI Institute for Teachers and Assistant Director of Academic Innovation at the University of Mississippi, where he also lectures in Writing and Rhetoric. His work with generative AI in education predates ChatGPT, and he champions a stance of curious skepticism toward the technology. Featured in The Washington Post, and The Chronicle of Higher Education, Marc trains faculty nationwide in AI literacy and writes about the intersection of AI, teaching, and ethics on his Substack, Rhetorica.

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Every student brings invisible baggage to college—stories about what they’re good at, what they’re not, and who they’re expected to be. But what if those stories are wrong—or just incomplete?

In this episode, we talk with college educator Jeffrey Klausman, author of Composing a College Career, about how internal narratives shape student success—and what faculty can do to help students shift from self-doubt to self-authorship. From family expectations to cultural assumptions, we explore the hidden forces that shape the student experience—and how we can support learners in writing a story they actually want to carry with them.

Guest Bio

Jeffrey Klausman has taught English at Whatcom Community College since 1996, where he also served as Writing Program Administrator and WAC Coordinator. His work focuses on building inclusive, equity-centered writing programs that support the diverse needs of two-year college students. A widely published scholar, Jeffrey is the author of Composing a College Career, a strengths-based textbook designed to help first-year students navigate higher education with confidence and purpose. His research and teaching are rooted in social justice, accessibility, and humanizing the student experience.

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