Teaching in Higher Ed

Dave Stachowiak and Bonni share lessons from the Teaching in Higher Ed Story Caravan on episode 538 of the Teaching in Higher Ed podcast.

I had some small goals for the Teaching in Higher Ed Story Caravan, and they were all surpassed.

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Dan Levy and Angela Pérez share about Teaching Effectively with ChatGPT on episode 538 of the Teaching in Higher Ed podcast.

It’s very easy to be overwhelmed right now with AI.

AI has infinite patience.

ChatGPT is amazing for generating 10 topic ideas to get inspired.

If you know how to prompt Chat GPT, you know how to create a customized bot.

You can think of the teacher being the designer of the feedback rather than the giver of the feedback.

I can ask the bot questions that I would be embarrassed to ask my instructor.

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John Warner explores stressing pedagogical principles over AI promises on episode 536 of the Teaching in Higher Ed podcast.

Once they’ve done the writing or as even as they’re doing the writing, they’re reflecting on their own metacognitive understanding of their own practices.

While you are in the act of writing, you are processing your own idea.

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Andrew Cross and Alyshahn Kara-Virani share about creating interactive experiences and shaping the future of teaching on episode 535 of the Teaching in Higher Ed podcast.

A lot of play science comes down to being a safe space to learn from each other, to see how people respond to what you put out there in the world without it being this critical life or death situation.

People disproportionately remember experiences based on both the peaks and the valleys, and then also the ending experience.

Encourage students to freely explore the content on their own. Sometimes that’s content, sometimes it’s a physical space. Turn them loose to go off and find something that they find interesting, a little bit of free choice learning.

Status quo is our enemy too often.

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Josh Eyler helps us cultivate hope and action beyond grades on episode 534 of the Teaching in Higher Ed podcast.

Teachers, instructors, educators at all levels can really work with students to find elements of what we are teaching that those students find individually interesting.

We can help them learn how to ask questions that are meaningful to them, how to really dig in and find ways that the content becomes meaningful to who they are as people.

We’re in another period of significant grading reform right now, fueled, I believe, by mass communication and social media. People are now able to connect in ways that in previous eras of grading reform, they were not able to.

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Josh Eyler shares even more problems with grades on episode 533 of the Teaching in Higher Ed podcast.

Being a dad who is an educator takes things from the academic and intellectual and brings them immediately to the surface, to the real world and to the real consequences for students and families.

The conflict between what we think and what we value and what we want for our kids and what the world and our school systems say are important can sometimes be almost irreconcilable.

We need to create environments that will cultivate intrinsic motivation.

In situations where grades are given, students tend to be more fearful of making mistakes. They produce more behaviors of trying to get the grade rather than learning.

Grades are not objective accurate measurements of learning according to this research.

If grades don’t measure what they’re supposed to measure, why are we using them, and why are we putting so much pressure on them?

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Mylien Duong discusses strategies for facilitating contentious conversations in your classroom on episode 532 of the Teaching in Higher Ed podcast.

We were never really trained to have these difficult conversations. We were not really trained as instructors to facilitate these conversations.

It is not realistic to not prepare our students to be civically engaged and be able to engage and work with people who are different from them who don’t share the same beliefs that they do.

My goal is to help students to fully understand students, to help them clarify their own thinking, and to ensure and to help them communicate that to the rest of the class.

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Christopher Gilman and Adelmar Ramirez describe how to use IIIF in your teaching to bring the world’s image collections to students on episode 531 of the Teaching in Higher Ed podcast.

I think that our responsibility as professors in the 21st century is to engage students more.

Think with your hands. Every step that you make, every button that you click is an operation.

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Dave Stachowiak and Bonni invite you to share your teaching stories and they tell of a few lessons from the road on episode 530 of the Teaching in Higher Ed podcast.

It’s interesting how much comes back to a caravan and a road trip, because that’s where it all started.

There’s a lot of people who want to help you. You need to teach them how.

The more folks we can take along on the trip and share stories, the better.

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James Lang reads his piece, Working the Gardens of Our Classrooms, on episode 529 of the Teaching in Higher Ed podcast.

He quits worrying about whether Pangloss or Martin are correct, decides that he and his companions should turn their attention to the immediate work demanded by their current circumstances.

Writing is, number 1, a form of thinking, number 2, that produces learning, and 3, generates new ideas. That was true in 2000, and it’s true in 2024.

In the meantime, the gardens need tending. If you continue to believe in the value of the plants that have always flourished in your garden, keep growing them.

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