Leon Furze shares about myths and metaphors in the age of generative AI on episode 572 of the Teaching in Higher Ed podcast.

In higher education there is a need to temper the resistance and refusal of the technology with the understanding that students are using it anyway.

We can take a a personal moral stance, but if we have a responsibility to teach students, then we have a responsibility to engage with the technology on some level. In order to do that, we need to be using it and and experimenting with it because otherwise, we’re relying on third party information, conjecture, and opinions rather than direct experience.

My use of the technology has really shifted over the last few years the more I think about it as a technology and not as a vehicle for language.

Let the English teachers who love English, teach English. Let the mathematics teachers who love math, teach math. Let the science teachers teach science. And where appropriate, bring these technologies in.

Jackie Shay Shares about overcoming imposter syndrome through joyful curiosity on episode 571 of the Teaching in Higher Ed podcast.

Sometimes I get in my head about imposter syndrome about being joyful.

Why can’t we recognize that these different types of intelligences have just as much value as intellectual intelligence?

It’s about supporting the learning by doing meaningful, challenging work that promotes growth, that allows us to find joy in the discomfort that comes from the vulnerability of pushing your mind to its boundaries and beyond.

Laura Gibbs shares how to get started with interactive storytelling in any discipline on episode 570 of the Teaching in Higher Ed podcast.

I think what happens with a lot of people’s efforts to tell stories is that they’re staring at a blank page or a blank screen, and they just feel lost in it because they don’t have a form that they’re filling up.

Everybody was thriving with these hundred word stories.

Meaninglessness in education won’t work. Education has to be meaningful, personally meaningful.

Mike Perkins and Jasper Roe share a practical framework for ethical AI integration in assessment on episode 569 of the Teaching in Higher Ed podcast.

We wanted to be flexible and have some opportunities for students and faculty to really have open conversations about how AI might be suitably used given the individual circumstances and the cultural context.

One of the things that is happening that we can’t deny is that the rate of hallucinations is going down. The capabilities are getting better and better.

Criticality and pessimism aren’t the same thing, especially when it comes to GenAI models.

Tricia Bertram Gallant and David Rettinger discuss The Opposite of Cheating: Teaching for Integrity in the Age of AI on episode 568 of the Teaching in Higher Ed podcast.

It is true that people cheat, and that’s the reason we have rules in the first place in our lives.

There are always going to be social, personal, and individual pressures on us that cause us to do things that either we didn’t realize were wrong, or that we perfectly well know that are wrong, but that in that moment seem like a reasonable trade off to our behavior.

Take care of yourself first, whatever that looks like. You’re never going to help somebody else if you’re not on firm ground yourself.

You can treat people with dignity and respect even as you’re calling out their mistake. You can challenge them while being respectful.

It is important for us to remember to give grace to ourselves.

Therese Huston shares about Sharp: 14 Simple Ways to Improve Your Life with Brain Science on episode 567 of the Teaching in Higher Ed podcast.

As an instructor, there are multiple streams that you’re having to pay attention to and you’re switching between each one.

The research shows that listening to music that moves you will increase dopamine in your ventral striatum, so you feel a sense of reward.

Visualizing the process actually increases productivity. The neuroscience shows that you see five times more brain areas activated when you picture the process than when you picture a glorious outcome.

If you do just a 5 minute meditation right before you need to recall something, you can get up to a 75% improvement in your recall.

Eileen Camfield shares about Joy-Centered Pedagogy in Higher Education on episode 566 of the Teaching in Higher Ed podcast.

I want to encourage folks to think about how vigor can go alongside rigor.

We really feel healed. We really feel like our suffering does not have to define us anymore.

Joy is a renewable resource because it does not get depleted.

Jamie Moore shares about embracing anger to find joyful agency on episode 565 of the Teaching in Higher Ed podcast.

I was told that that if I showed emotion I would be seen as vulnerable, and my students would be ready to pounce on that vulnerability.

Invisible agreements shadow our classroom interactions and curriculum, capping the potential for connection, feeling, and joy in community with each other.

My favorite thing is learning with my students and humanizing myself.

Are you a living realization of your values and beliefs?

John Warner shares about his latest book, More Than Words: How to Think About Writing in the Age of AI on episode 564 of the Teaching in Higher Ed podcast.

If we treat the output of large language models as writing, as opposed to syntax generation, which is how I characterize it, then we’re allowing the meaning of writing and the experience of writing to be degraded for humans.

Clearly, this is not feedback that is unique to human beings and unique to how we read.

There is no pivot for humanity. We’re going to be humans whether we like it or not, and we are going to live our life through a series of experiences which convey some manner of meaning to ourselves. We still have to live. We still have to have a day to day experience of the world. We still have to have access to our own minds. We still have to relate to other people. This is the stuff of being human.

Every human is a unique intelligence. Developing a unique intelligence is a work of teaching and learning. And honoring that is the highest calling of a teacher.

Dr. Sunita Sah discusses her book, Defy: The Power of Saying No in a World That Demands Yes on episode 563 of the Teaching in Higher Ed podcast.

Defiance is a practice, not a personality.

Defiance is a skill that’s available and necessary for all of us to use.

For many of us, the distance between who we think we are and what we actually do is enormous.

To defy is simply to act in accordance with your true values when there’s pressure to do otherwise.