Michelle Miller shares about her book, A Teacher’s Guide to Learning Student Names: Why You Should, Why It’s Hard, How You Can, on episode 558 of the Teaching in Higher Ed podcast.

I think a lot of us kinda simmer in this little mindset of, everybody else can do this and I can’t.

We’ve all heard the old saying it’s the sweetest sound that anybody ever hears their own name. It elevates the conversation differently to be able to use names.

The test isn’t on how well you can recognize the name. The test is on how well you can say the names. That’s what you need need to practice doing.

Kent Kauffman shares about his book, Navigating Choppy Waters: Key Legal Issues Faculty Need to Know, on episode 557 of the Teaching in Higher Ed podcast.

Leave the things that you have full discretion on out of a syllabus. Put those things that allow you to show to your students that you care about clarity into a syllabus.

What have courts that have authority in your jurisdiction or the supreme court said about the rights faculty have in public institutions with academic freedom?

Students in public institutions have academic freedom too.

Do my teaching materials belong to me, or do they belong to my employer?

Jasmine Roberts-Crews shares about socially just open education and Black feminist pedagogy on episode 556 of the Teaching in Higher Ed podcast.

I’m focusing on Black women in particular here because there is a history among some Black women with rejecting the term feminism because there is this idea that feminism is for white women.

What can we learn from the critical work of Black women through their lived experiences?

We’re kind of going away from or rejecting this idea that assignments are transactional.

Agency, autonomy, that’s at the center of it.

Christopher Ostro shares a big picture look at AI detection tools on episode 555 of the Teaching in Higher Ed podcast.

I think there are tons of students I interact with who are really just curious and trying to use these tools to dig deeper.

I want them getting practice on these things that are going to be part of their future careers and lives. I love that my classroom is a stage for that.

I think AI detection has a place, but its place is limited. I don’t think it should ever be the sole reason a student is getting honor coded.

I love to tell my students if all you’re doing with these tools is taking the output and submitting as your own work, you don’t have a job.

Todd Zakrajsek shares about Classroom Assessment Techniques on episode 554 of the Teaching in Higher Ed podcast.

There’s a lot of things that we don’t know that we don’t know until we try to do it.

If 90% get it wrong, you didn’t teach it well.

It is so important for the students to understand that you can discuss a point and nobody knows the answer at the end, but you have thought through it.

To what extent am I helping you to learn in this class? What could I do to further facilitate your learning? What are you doing to facilitate your own learning? And what could you do to further facilitate your own learning?

Liz Norell shares about her book, The Present Professor, on episode 553 of the Teaching in Higher Ed podcast.

What student behavior just triggers your frustration more than anything else?

Reflect: What kind of expectations do we have of other people? Are those expectations reasonable? Are their priorities the same as mine?

We are living in very interesting times.

I don’t think that we can cultivate empathy if we’re not feeling psychologically safe ourselves.

Cyndi Kernahan discusses her book Teaching About Race and Racism in the College Classroom on episode 552 of the Teaching in Higher Ed podcast.

Students begin to better understand institutionalized racism, which is my main goal for them.

When we focus on it as systemic, it allows students to stop focusing so much on themselves about, like, am I a good person or am I a bad person?

There’s a lot of psych research that shows that it’s easier for people to think about their own social privilege when they can also think about other parts of their identity that may not hold as much privilege.

Peter Felten + Kassidy Puckett share about relationship-rich education at scale on episode 551 of the Teaching in Higher Ed podcast.

We need to help students understand that relationships matter for their learning, their well-being, and success.

Curiosity is a practice.

Empathy in the classroom is not just about being kind; it’s about actively listening and understanding where our students are coming from.

Sharing personal stories in the classroom can break down barriers and foster a space where students feel seen and understood.

Kerry Mandulak talks about the importance of transparency in learning and teaching (TILT) on episode 550 of the Teaching in Higher Ed podcast.

We can teach in a way where different types of learners can be successful.

Perfect is the enemy of us all.

I am consistently trying to impress upon students how important reflection and revising is on their learning, because students often want to just move on.

A good hug makes a big difference. Personal connections really make a difference.

Rajiv Jhangiani shares reflections on designing for justice on episode 549 of the Teaching in Higher Ed podcast.

One of the actions that is in the plan for developing a framework for ethical educational technology is that new tools that are procured are not going to reinforce systemic biases.

If you’re really intentionally focusing on social justice explicitly, students can tell.