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.

Jesús Campos shares his story as an undocumented undergrad/grad student and ways to support others in their educational pursuits on episode 562 of the Teaching in Higher Ed podcast.

There is some guilt students have because they feel like they’re not really pulling their weight, or they’re sort of a burden because they’re not producing an income.

Look at scholarships that are open to nonresidents. They’re out there.

It’s very important not to put yourself and your own experiences in your student’s shoes. Every student is unique and going through something entirely different.

Individuals from different countries go through different processes. It is not a one size fits all.

Students are each special and unique, and it is important we get to know them as such.

Stephanie Cawthon shares about her book, Disability Is Human – The Vital Power of Accessibility in Everyday Life, on episode 561 of the Teaching in Higher Ed podcast.

We all have disability at one time or another, maybe just not right now.

I think that there is still a sense of surprise when a request is made for some kind of modification.

This idea that accommodations and accessibility is coming at some cost to the abled is a false pretense.

If you receive a whole bunch of feedback and you can’t do anything about it, that just makes you feel bad.

I was really trying to help us understand our assumptions about disability and accessibility.

Simon Cullen and Nicholas DiBella discuss how to equip students to dialog across differences using an AI Guide they’ve created on episode 560 of the Teaching in Higher Ed podcast.

Most of my students have not heard cogent arguments on the other side of whatever their own position is because they’ve been so siloed.

In every one of these classes the point is to try and confront students with the strongest arguments I can find, ideally for the thing they don’t believe.

The first thing they hear from me is if you wish to avoid the risk of being offended, then you should probably not be taking this class.

In philosophy, we always embrace disagreement.

We have designed the guide to be as neutral as possible.

Lauren Barbeau + Claudia Cornejo Happel discuss how to cultivate critical teaching behaviors on episode 559 of the Teaching in Higher Ed podcast.

Being a good teacher or a good researcher is not something you’re born with. It’s something you learn. It’s something you can get better at.

Teaching doesn’t fall into nice, neat color coded boxes. We need something that represents the complexity and the messiness and the way that behaviors overlap and might fall into more than one category.

If we can’t reflect on our teaching, we can’t identify our strengths to start leveraging them, to start working on them.

If you’re looking for an entry point into critical teaching behaviors, start by reflecting on your teaching and take a look at the materials we’ve provided to help you do that.

Be kind to yourself because some semesters are harder than others.

It all comes back to caring about students, being transparent about what we’re doing in the classroom, explaining our purpose, and involving them in the conversation that is the learning together in the classroom.

While there’s no one thing that is more difficult than another, it really helps us to find a behavior that resonates with us and that we can use as a lens to think about our teaching more holistically.

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?