Dave Stachowiak joins Bonni in remembering Ken Bain on episode 594 of the Teaching in Higher Ed podcast.

Ken Bain was such good company to me and to countless people from around the world.

While I didn’t ever have a chance to meet him or talk to him, I’m so glad for everything Ken did, all his writing, and how he’s inspired a new generation of leadership and faculty development in higher education to have a conversation that was really needed.

Carter Moulton shares about his Analog Inspiration (AI) card deck and human centered AI in the classroom on episode 593 of the Teaching in Higher Ed podcast.

I’m here to talk a little bit about the Analog Inspiration card deck, which really is a professional development resource under the guise of a game.

I wanted to create something that would bring faculty together and talk with each other and wrestle with these moral and ethical questions.

Those three questions underneath at the bottom of the card are really just trying to foster that critical thinking with students about what it is they’re making and what it is they’re doing and how they’re engaging with AI.

I hope we don’t abandon the decades of research that has shown the benefits of peer learning, of caring, belonging, and relationships in the classroom.

Barbara Oakley shares about her course, Speak Freely, Think Critically, and gives practical advice about teaching on episode 592 of the Teaching in Higher Ed podcast.

If you look at free speech from a historical and neuroscientific perspective, you can get a much better sense of people’s motivations and the continuing patterns that we see through history of people being really pro free speech until it affects them.

Really intelligent people find it very hard to be flexible, to change their mind.

Learning is hard. Your job as a professor, as a teacher, is to help make it understandable, to help make it easier.

Simon Cullen + Danny Oppenheimer help us rethink student attendance policies toward deeper engagement and learning on episode 591 of the Teaching in Higher Ed podcast.

There’s a lot of evidence that coming to class is one of the best things a student can do to facilitate their learning and performance in class.

You can make students attend, and most faculty do. They set attendance as mandatory. And then students attend and they learn because they attend. But they also hate you, and they hate the subject and they hate everything to do with the class.

If you give people choices, sometimes they make bad choices. Scaffolding choices can help people make choices that actually align with their preferences more effectively.

Students love being treated like adults. They love having choice. Everybody loves having choice. People don’t like other people telling them what to do.

In some sense students have a preference to attend class. And in some sense they have a preference to not attend class. Those preferences can coexist in some way.

Mike Caulfield shares about using AI as a co-reasoning partner and his Deep Background tool on episode 590 of the Teaching in Higher Ed podcast.

Critical thinking problems with students turn out to be critical doing problems.

AI doesn’t naturally think in terms of provenance, in terms of how it got this piece of information. It’s a little bit of a bolt on afterthought.

Searching for information is a journey. How can we get the benefits of AI but still preserve that feeling of a journey?

I’m working on this issue of follow ups with AI. It is magic to get students to think of these responses as not a single transaction. They’re coaching the AI through a process, not to get a specific answer that they want, but to look at the sorts of sources that matter for the question.

The Richness of Podcasting in Higher Education, with Dom Conroy and Warren Kidd.

There’s so many different ways to capture people’s imagination through an audio feed.

When we’re creating podcasts, we are putting ourselves on the line.

Education is a relational experience.

The act of teaching is reflective and reflexive.

Emily Pitts Donahoe shares what we can learn about grades from an “emerging failure” on episode 588 of the Teaching in Higher Ed podcast.

They introduced a framework that attempts to identify the common features of alternative grading for growth systems that are meant to prioritize student growth and student learning over just grades and performance.

Those four pillars are marks that indicate progress, reattempts without penalty, clearly defined standards, and helpful feedback.

One of the most important functions of grades or marks given on individual assignments is to communicate to students about how they’re progressing in a certain subject. Traditional grades don’t serve this communicative function very well.

M. C. Flux uncovers lessons for video creation from what he calls layered learning on episode 587 of the Teaching in Higher Ed podcast.

I’ve also started creating these little quiz questions in them, but they’re not hard. They’re just to keep their attention going.

Many students seem to enjoy this and actually learn well from it, so I keep doing it.

I think these students struggle so much with attention that bringing them back with a really simple question just helps.

The fact that students have shorter attention spans is still something we need to pay attention to. I don’t think it’s as bad as people say, but it is actually still a big piece of how I design instruction.

A lot of students are used to rewatching things that they enjoy.

Seth Offenbach shares about his article, Kindness and Community in an Online Asynchronous Classroom, on episode 586 of the Teaching in Higher Ed podcast.

I had to recognize the reality that my classroom was never going to be the number one priority for people during the pandemic.

When we teach, why not be kind?

My goal is to challenge my students intellectually. My goal is not to stress them out.

We all miss deadlines.

In order to truly be kind, you have to create a safe space for the students where they feel that they can come to you, talk to you and learn with you.

Bryan Dewsbury helps us explore what socially just teaching might look like across disciplines on episode 585 of the Teaching in Higher Ed podcast.

I am not interested in being in a war with AI. I’m not trying to be a faculty detective to see who’s using ChatGPT or not, I didn’t sign up for that work.

I’m not your enemy. I’m not against you. I’m rooting for you every single day. I really mean that.

The things I say on day one are not going to mean anything over the course of the semester if I don’t give them feedback in a reasonable time or if I’m rude when they answer a question wrong in class.

The way in which we can interact around this material doesn’t have to be one that’s dictatorial.

You don’t have to be able to save the world, but you’re obligated to try, right? And so the whole key behind that is in trying, you almost by definition achieve more.