Bryan Alexander shares about Peak Higher Ed on episode 604 of the Teaching in Higher Ed podcast

“It’s another form of thinking, it’s another form of organizing information and that we have to treat it seriously as such. The computer scientist actually recommends that we think about generative AI as children. These are AIs that have some degree of autonomy and they’re also not very wise in the world yet, and we have to train and rear them up.”

“So if AI is bubble, if it turns out to be a bubble and it pops, this might be bad news for the entire economy.”

“The problem of how do we actually figure out what people are doing with AI within post secondary education? That’s a really great challenge because if you polled people, they have all kinds of great incentives to not respond accurately.”

Matthew Mahavongtrakul shares about active learning that engages all learners on episode 603 of the Teaching in Higher Ed podcast.

You don’t need to change your entire course tomorrow. What is one simple thing that you can do that will push you on the path?

“The number one kind of piece of pushback that I get from faculty is I just simply cannot cover everything.”

“I think at the crux of it, it is the shift in mentality between us as being, as we say, the sage on the stage to being a facilitator in the classroom.”

C. Edward Watson shares about navigating AI’s rapid transformation in higher ed on episode 602 of the Teaching in Higher Ed podcast.

I never include AI in the beginning of my processes.

There’s a lot of incremental shifts, but the increments are quite large.

I would argue that maybe this is the first time in the history of higher education that we have learning outcomes that are at war with one another.

We’ve never built a curriculum for something that’s changing so quickly. We’re being asked to keep up with this rate of change in a meaningful way that actually serves our students well.

Christopher Ostro discusses the AI grief cycle on episode 601 of the Teaching in Higher Ed podcast.

The fact is there are things we’re grieving. Our job has profoundly changed in huge ways in a very short period of time.

Our traditional assessments suddenly are not working effectively like we used to think that they did.

I want my students to view me as a resource and as someone that they can trust.

When something makes me uncomfortable, I want to lean in and understand it better.

Dave Stachowiak joins Bonni to explore 6 pedagogical practices from 600 episodes on episode 600 of the Teaching in Higher Ed podcast.

When we stop aiming for perfection, we allow ourselves to then be fully present for others.

Practice 1: Start and end small.

David Gooblar shares how better teaching can make college more equitable on episode 599 of the Teaching in Higher Ed podcast.

Most of our scars are hidden. I think most of the time people don’t see the scars that we carry.

We get such a small window into our students lives.

The imaginary idea of the college student in America is of a privileged student. And that’s just not the case when we talk about American college students today.

We need to work to earn their trust, to convince our students that we’re working for them, that our job is to help them develop, learn, and grow.

Jeff Young shares clips from his Learning Curve Podcast regarding AI in higher education on episode 598 of the Teaching in Higher Ed podcast.

It is crazy to think of how much we’ve all learned about generative AI just in the last couple years.

I’ve been really interested in how students are thinking through AI and where their perspectives are. There is not one student view. You can find students that think all kinds of things.

Students are very aware of AI and they’re also very aware of how it’s changing the job market that they might enter.

One danger of these tools is that they give you such instant gratification. There’s a hit of dopamine.

Students are using AI tools, not just for academics. They’re experimenting with AI.

Bonni Stachowiak shares about her card game, Go Somewhere: A game of metaphors, AI, and what comes next on episode 597 of the Teaching in Higher Ed podcast.

A lot of you have been asking me about this game that I’ve played now and facilitated at over 10 universities and conferences called Go Somewhere.

What the game allows people to do is to be a little bit playful, laugh, and smile as we explore very serious things.

It can be helpful to have a map when we think about all of the different ways that artificial intelligence might impact our teaching.

The other issue that comes up a lot as we start talking about artificial intelligence is how often it bumps up against our sense of identity.

Continue to learn, reflect, and keep moving. Go somewhere.

Christy Albright + Clarissa Sorensen Unruh share about teaching, learning, and the lessons of grief on episode 596 of the Teaching in Higher Ed podcast.

Take two deep breaths.

None of the books that I researched on grief actually defined grief. It’s like they just assumed you knew what it was because it’s such a universal experience, but it’s not universally experienced by everybody in the same way.

Anticipatory grief is when you know something is coming and you’re already grieving that situation.

People assume that grief gets smaller, and actually we grow around it.

The big griefs in my life stay forever.

Roberta Hawkins + Leslie Kern share about their book, Higher Expectations: How to Survive Academia, Make it Better for Others, and Transform the University on episode 595 of the Teaching in Higher Ed podcast.

We advise lots of different ways of rethinking our relationship with work in the book.

You can’t solve institutional problems with individual sacrifices.

We are not cogs in an institutional machine.

One of the challenges, is the idea that our work is kind of a calling. It’s a passion project. The institution knows that we love our work and that we are passionate about our students and that we care about bringing great ideas to fruition in the world, so it will extract every little drop of that from you in terms of your time and energy.

Invisibilized labor is an equity issue as well as a workload issue.