Teaching in Higher Ed

José Bowen shares about Teaching with AI on episode 518 of the Teaching in Higher Ed podcast.

The technology changed the standard that we accept.

There’s a huge equity issue here, but there’s also an opportunity to raise standards.

There are different things that AI can do to help us with student learning.

AI has the capability to increase our ability to have relationships with students by taking away some of the other kinds of tedious things.

Integrity is a universal value.

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C. Edward Watson talks about thinking with and about AI on episode 517 of the Teaching in Higher Ed podcast.

Where will things be 2 and a half years? And how do you prepare students for that world that’s rapidly evolving?

You must use AI as a starting point in the real world.

Even the best tool on the market says that it gets it wrong one out of 20 times. You know, there’s a false positive. It’ll accuse a student of cheating who did not cheat with AI. And that’s the best in show tool.

There are so many ethical concerns within this space just around AI detection.

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Karen Robert + Aga Palalas share about their co-edited book, Presence in the Online World, a Contemplative Perspective and Practice for Educators, on episode 516 of the Teaching in Higher Ed podcast.

This practice really focuses on the beautiful part of us, which is compassion.

What is my intention? Why am I here right now?

Practices take practice.

Come back to yourself.

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Jody Greene discusses faculty’s role in student success on episode 515 of the Teaching in Higher Ed podcast.

The special power of literature comes from that capacity to have one foot in the factual or the real and one foot in the imagination or the fictional.

We know that there are so many other important elements to students’ success, their well-being, their thriving, their career pathways, their ability to pursue interests and curiosities, their engagement, their activism, and all of these multiple measures.

I think people care about what the institution has told them they need to care about.

I don’t think we should have expectations based on people’s gender in a classroom.

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Joe Hoyle shares lessons from more than 50 years of teaching and from his free book: Transformative Education, on episode 514 of the Teaching in Higher Ed podcast.

If you want to become a better teacher, find someone who has an interest in teaching like you do.

Great teaching is terribly, terribly complicated.

Having a good teacher who is kind to you is very, very important.

Your success, or your lack of success, is a product of the stories you’re telling yourself. So tell yourself different stories.

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Adaira Landry and Resa Lewiss share how to develop your MicroSkills – small actions for big impact on episode 513 of the Teaching in Higher Ed podcast.

I love that no is a complete sentence.

Taking intentional deliberate breaks makes you even more effective and efficient at work.

In academics, we are told to always say yes.

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Tolulope (Tolu) Noah describes how to create engaging microlecturees on episode 512 of the Teaching in Higher Ed podcast.

Microlectures prompt students to do something with the information they’re learning.

I always find myself learning so much more about the power and potential of my devices through watching his videos than I would ever figure out just by tinkering around on the device on my own.

Providing information in both audio and visual formats can just make it easier for students to process and retain information.

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David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.

Does this represent what I really care about?

Most of us are used to giving feedback in some way, but making it helpful is the tough part.

A reassessment always needs some reflective parts, some metacognition, because that’s part of the feedback loop.

People aren’t going to remember everything that they’ve learned in our classes for all time.

As soon as there’s a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.

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Robert Talbert shares about the principles of grading for growth on episode 510 of the Teaching in Higher Ed podcast.

In one shot, she can’t get a B in the class. And I sat there and just watched her sense of self worth and her excitement in the class just decay away right before my eyes.

When you look at grades as we often use them in a traditional setting, they are much of what we do is under the guise of object what we think is objectivity.

The biggest thing that’s broken about grades is that traditional grading is completely disconnected from the notion of a feedback loop.

Give helpful feedback that doesn’t humiliate the student, affirms their basic dignity as a human being, and highlights what went well. Helpful feedback also highlights what could use some work and invites students to collaborate with you to make it better.

Reattempts without penalty, that’s the closing of the feedback loop.

Points used for grades are a judgment call that results in a label.

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Kem Saichaie talks about how to teach in active learning spaces on episode 509 of the Teaching in Higher Ed podcast.

Flexibility requires familiarity.

Oftentimes, at least at the research intensive level, we have this false comparison between STEM and non STEM types of teaching in classrooms.

At the heart of many active learning classroom design spaces is the concept of flexibility.

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