Teaching in Higher Ed

Jason Lodge discusses assessment reform for the age of artificial intelligence on episode 528 of the Teaching in Higher Ed podcast.

Where does the capability of AI end and where does the impact of the teacher start?

Our tendencies as teachers and the way that we wanted to teach was clashing with the way that the lesson plan had been structured by Chat GPT.

We don’t know where we’re headed, but at least we can have a sense of what the direction might be.

We have to get to the point where we stop looking for evidence that students are using these tools to cheat and shift our emphasis to looking for evidence that learning has occurred.

It’s less about the technology and more about the human, how we learn and how we understand ourselves.

Small things can add up to make a huge difference.

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Alexis Peirce Caudell shares ways we cen go beyond dichtomous thinking: strategies to enhance teaching and learning on episode 527 of the Teaching in Higher Ed podcast.

It’s about being able to sort of think across or beyond those boxes that we normally operate on every day.

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Ann Taylor shares ways to offer accessible and affordable learning through open educational resources (OERs) on episode 526 of the Teaching in Higher Ed podcast.

I have been surprised at how some of us don’t think about the cost of what we’re requiring our students to use.

It’s the instructor that’s making the difference, that’s making the content come alive.

If you’re boring face to face and monotone or you just kinda mumble and separate, you’re probably not gonna come across great recorded either.

Text first, not video first.

We start with the written word, and then we make sure that anywhere it’s gonna make a difference or it’s gonna engage the students, we incorporate multimedia pictures and graphics and interactive tools and video and so forth.

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Amira Barger shares four common arguments against DEI and how to dismantle them on episode 525 of the Teaching in Higher Ed podcast.

Many people who are at the margins often know from lived experience that the playing field is not level, and that there are biases that leaders and individuals across any and every institution have to mitigate.

Many people tend to view the work of diversity, equity, and inclusion as this sort of a 0 sum game. That idea of we’re lifting someone else up means you have to push or bring someone else down. And that’s not at all what we’re trying to do this work.

It really is about leveling the playing field. It’s not about taking things away, but it’s about understanding.

What are you creating so that others can see themselves represented in the spaces they’re in with you?

I try to very intentionally surround myself with people who believe and think differently than I do so that I can understand where they are coming from.

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Jon Ippolito on a more critical framework for AI use (amongst other topics) on episode 524 of the Teaching in Higher Ed podcast.

We need to either rethink what intelligence means, beyond the scope of simply being articulate and knowledgeable when it comes to to putting words together, or we need to think about what other values we want to promote and encourage and teach that go beyond intelligence.

It’s a problem because the average of 2 facts is not necessarily a fact.

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Judith Dutill talks about communication literacy in the age of AI on episode 523 of the Teaching in Higher Ed podcast.

In the college classroom, we don’t often emphasize that type of communication as a skill that’s worth teaching, talking about, assessing, and we focus instead on more formal types of communication.

Communication is a very subjective thing, but I think there is a common definition that we could all agree on that effective communication is creating meaning and being understood.

As we develop in higher education, many of us believe in multiple literacies.

If your discipline involves speaking and listening, communication is at the center of it.

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Clarissa Sorensen Unruh shares about intersectionality, power, and pedagogy on episode 522 of the Teaching in Higher Ed podcast.

It is hard for students to accurately think about what their learning process looked like.

Not only is the system rigged for a certain dominant group, but it is purposefully sabotaging some groups.

The unfortunate thing about intersectionality is that once you start seeing the power lenses, you can never go back to not seeing the power lenses.

Our goal is not to get burnt out.

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Leon Furze shares the myth of the AI first draft on episode 521 of the Teaching in Higher Ed podcast.

We need to provide opportunities for people to find things hard, to persevere, and to see if they come out the other side.

For me, brainstorming, idea generation, drafting, all of that is far more important than the finished product itself.

If we’re going to accuse students of cheating and then allow professors or or educators to use the technology for assessments, that’s hypocritical, and probably quite condescending.

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Dave Stachowiak interviews Bonni about Bird Brains on episode 520 of the Teaching in Higher Ed podcast.

Good curators are valued members of knowledge networks.

For those of us that teach in a higher education context, there are so many different classroom observation tools that are far more grounded in research.

Let’s celebrate it for the whole 10th year. We are going to be launching an opportunity where we can surface and share our stories and our experiences together.

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Danielle De La Mare shares how to foster self compassion as a professor on episode 519 of the Teaching in Higher Ed podcast.

And I worked way, way, way, way, way harder than I should have because I thought that if I didn’t work hard, people would see that I wasn’t worthy of being their teacher.

Let’s just take a second and really feel all the pain that you’ve been feeling. And put your hands over your heart.

Don’t say yes if it’s not something that really speaks to you, if it’s not really a deeper sort of desire of yours.

What is it like to be me? Do I even know right now?

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