Nancy Chick, Peter Felten, and Katarina Mårtensson share about The SoTL Guide: (Re)Orienting the Scholarship of Teaching and Learning on episode 616 of the Teaching in Higher Ed podcast.

We see SOTL as simply inquiry into teaching and learning for the purposes of improving teaching and learning in context and then contributing to what we know about teaching and learning in support of the broader aims of higher education.

What I usually say when I speak to colleagues and academics who are sort of starting a SOTL journey is to start small, small steps, and whatever is a low threshold.

I can’t go through this book and say who wrote this sentence or this section or whose idea this part was, because it really is a product of the three of us.

Matthew Mahavongtrakul and Bonni Stachowiak have a conversation about being kind to our future selves on episode 615 of the Teaching in Higher Ed podcast.

Not everything that comes your way is an emergency. Not everything that comes your way has to demand your immediate attention.

Once you are comfortable with your system and you’re iterating, it actually starts to become second nature, not only to professional life, but to personal life as well.

An exercise that I did with my supervisor once was to actually go through each of these tasks and to see what I thought was high priority, was it actually high priority for the job that I was in?

Bonni Stachowiak shares how to keep your Personal Knowledge Mastery (PKM) real simple with RSS on episode 614 of the Teaching in Higher Ed podcast.

Rather than get that overwhelmed feeling of how hard it’s going to be to keep up, I don’t have to, and neither do you. Enter RSS, Real Simple Syndication.

It’s pretty spectacular how, if somebody knows about RSS, and they’ve subscribed to a blog or a website, how you can find people that you have a lot in common with, and get going with your curiosity.

It’s amazing what happens when, before we start trying to lecture or share information,  we ask people to predict something. Even if they end up predicting incorrectly, there still is that connection where we’ve piqued their curiosity.

Marc Watkins shares about cultivating skepticism and curiosity in an age of AI on Episode 613 of the Teaching in Higher Ed podcast.

I do think online education is going to be the focal point for this next year, and how it can survive with an agentic AI. My feeling is, we need to be offering students more embodied experiences and disembodied spaces.

Every technology has its affordances and the things that are negative about it too; your cell phone, the computer, the fact we’re talking about this right now on the systems that we are using, cloud computing, that all has a cost.

For an incoming freshman student in college to take 4 or 5 classes and have 4 or 5 very different AI policies, 4 or 5 very different understandings of what AI is, it is incredibly confusing.

Lynn Meade uncovers how to make learning visible with portfolios on episode 612 of the Teaching in Higher Ed podcast

An ePortfolio is basically a curated collection of student work. It includes reflection, and it’s usually across the college experience.

Anytime I teach portfolios, it’s really big that we talk about audience and purpose. Who is your audience and what is your purpose?

There’s something particularly lovely about seeing student or faculty members’ written comments about my work. Both the critiques and those comments that build me up, and how very powerful they are, and how much they mean to me.

It’s not about the tech. The most important thing is, am I writing? Am I able to think about myself? Am I able to reflect about myself?

Danny Mann shares about fostering peace, joy, and community in teaching and leading on episode 611 of the Teaching in Higher Ed podcast.

Great teaching, and I think great life, is this adaptive, responsive thing, pulling out the bugs or getting things back in balance.

Peace and joy are really interrelated, and I gravitated a lot towards these, as I spent time studying and practicing mindfulness practices.

If you discover your why, you could basically feel much more energized and joyful about what you do, if you align your life with that.

Giving students space to speak and share ups and downs. So the ironic leading by listening.

Mike Cross shares about his experiments (big and small) in teaching and learning on episode 610 of the Teaching in Higher Ed podcast.

The reason I did it is because I just wanted to better understand what my students were going through.

I love that, that idea of tiny experiments. I think that that is absolutely critical because we’re all so busy.

Anytime you can put yourself in someone else’s shoes, it makes you a better person, right? Whether that’s a better teacher, a better spouse, a better friend, a better citizen, anything.

Theresa Duong on episode 609 of the Teaching in Higher Ed podcast.

“All we’re really trying to do is create these conditions that can help our students flourish and thrive within our classrooms while maintaining the rigor of our work.”

“I felt like I could thrive in my PhD program because I had these people who kept pushing me to go and kept pushing me to take care of myself.”

“Pedagogy, the formal definition in my mind, is this art and science of teaching and learning.”

“To me, wellness is really about thriving and flourishing in the work that you’re doing.”

Sheila Tabanli shares ways to overcome the curse of expertise and other ways to be inclusive in our teaching on episode 608 of the Teaching in Higher Ed podcast

“I suggest, sign up to a course that you have no idea, and then we’ll talk later. In other words, feel what it means to be a novice.”

“An expert in a field doesn’t necessarily mean they will be able to effectively teach that content.”

“There are differences between how experts and novices look at this content.”

“We can still slow down. We can still show how an expert solves a math problem without sacrificing from the rigor or the content.”

Josh Brake shares metaphors and other ethical considerations regarding AI on Episode 607 of the Teaching in Higher Ed podcast.

“When you’re moving fast, it’s really easy to do things unreflectively and to make a poor decision without even realizing it.”

“The special thing about bicycles, at least in their non-electronic versions, is that they’re totally human-powered. So it’s all based on the energy that you put in, and it’s just transforming that energy, to make you more efficient and be able to move faster.”

“When you have something like an E bike, that augmentation can be used in a variety of different ways, so it can be used to actually extend your capacity.”

“It’s really this question about what’s the intention that you’re bringing to the technology when you come to the tool, what are the questions that you’re asking? And fundamentally, it’s a question of purpose and intention. Why are you using this?”