Will Hennessy shares about fostering neurodivergent learners’ growth on episode 499 of the Teaching in Higher Ed podcast.

Tourette syndrome is a neurological disorder characterized by involuntary, internal and external tics that occur repeatedly in the same way. OCD is a neurological disorder that causes problems with information processing.

I honestly thought that I just wasn’t as smart as my peers, that I just needed to try harder, or that one day, I guess, it would just kinda all click in my brain. Now, obviously, I know that’s not the case now, but that’s kind of where I was at.

I want to create inclusive learning environments for neurodivergent learners and introverts, students like me.

Structure is incredibly important for neurodivergent learners. Even though we’re implementing flexibility and choice, it doesn’t necessarily mean that it has to be a free for all where students can just do whatever they want, that could actually hinder learning.

Neurodivergent learners need structure. All learners need need structure.

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Stein Brunvand talks about equipping educators to navigate artificial intelligence (AI) on episode 498 of the Teaching in Higher Ed podcast.

When a novice teacher might observe a more experienced teacher, they’re not always going to notice the kinds of decisions that the teacher is making that aren’t verbalized.

It’s not so much about learning a specific tool, but being open to learning what’s available to you and using what you have available to you to try to improve the learning experience.

Let’s learn how can we be flexible and adaptable so that we can roll with whatever is available to us.

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Paul Galbally & Fevronia Christodoulidi discuss personalized learning pedagogies on episode 497 of the Teaching in Higher Ed podcast.

The closer we get to each other, the more we understand each other.

This course will make you uncomfortable. And if it doesn’t, we’re not doing our job.

We get to know our students, and they get to know us.

A brave space is when you can make a space safe by talking about things.

It is more about learning to think rather than having all the solutions.

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Jennifer Coon talks about how to know our audience in an AI world on episode 496 of the Teaching in Higher Ed podcast.

I’m always interested in talking with students about how they got to the point that they’re at today.

There is value in the blank slate.

Professors are the ones who are really training students to be the next economists, to be the next scientists, to be the next accountants, to be the next everything.

Service learning is a chance for students to get out of themselves and to experience what it feels like to do some good for someone else.

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For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 495 page on the Teaching in Higher Ed website.

Todd Zakrajsek shares about the ones who are too often left behind in higher education on episode 494 of the Teaching in Higher Ed podcast.

I don’t want to see a person left behind.

I just assumed that teaching looked a certain way, and then little by little, I started meeting different individuals who struggled for different reasons.

Teaching is the profession that makes all professions possible.

Nobody fails alone.

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Maha Bali exudes openness as a way of being on episode 493 of the Teaching in Higher Ed podcast.

I don’t really know everything I have to say, but I’m willing to share my unfinished thoughts with you and I am willing to be criticized for it.

If people don’t have the vocabulary to express how they feel, they’ll just say they are fine.

This is a space where everyone in the room has to be collectively inclusive, and that’s kind of part of what equity and inclusion in facilitation and in classrooms needs to be.

My mentoring is not out of responsibility as something that I have to, I do it with joy because I’m building relationships with people.

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Mike Caulfield shares about Verified, which he co-authored with Sam Wineburg, on episode 492 of the Teaching in Higher Ed podcast.

The real impact is that you have a number of people within a community that kind of keep other people in check.

The field of argumentation theory has provided illuminating insights.

I want you to have the tools to be taken seriously.

I want you to be able to argue ethically.

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Stephen Bloch-Schulman talks about teaching through experiences on episode 491 of the Teaching in Higher Ed podcast.

When students tell me what they think their beliefs are, what I’m hearing is what they wish they believe, not what they believe.

I think what we’re doing when we’re talking about beliefs is often just naming how we wish we were.

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Dave Stachowiak and Bonni Stachowiak talk about navigating insecurity in teaching on episode 490 of the Teaching in Higher Ed podcast.

20 years later and I still run into nervousness. The intensity and the kind of nervousness is different, and it often comes up in unsuspecting ways.

How can you open the first 10 seconds of a class to capture attention, tell a story, and engage participants?

I always have a something in my back pocket, either literally or figuratively.

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