Teaching in Higher Ed

Scott Shigeoka shares about his book SEEK: How Curiosity Can Transform Your Life and Change the World on episode 508 of the Teaching in Higher Ed podcast.

It is a really beautiful experience to have multiple generations in the same house where we’re all just living and learning alongside one another.

Students can feel unsafe on their campuses because of the discourse or the lack of discourse.

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Tamara (Tami) Shetron shares a vision of higher education for all (including those with intellectual and developmental disabilities on episode 507 of the Teaching in Higher Ed podcast.

My background is in a field called developmental education, which is some people used to call it remedial education, but the term evolved into developmental because remedial is the idea of fixing things, whereas developmental follows more the natural human cycle of growing and developing across the lifespan.

Everyone can learn.

What makes these programs different from a normal, typical college experience is they are designed to help students get employment.

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Justin Shaffer shares how to use high structure course design to heighten student learning on episode 506 of the Teaching in Higher Ed podcast.

Some students might be doing just fine with the traditional, maybe unstructured class. But we know from evidence, lots of research now shows that this type of structure does help students.

The keyword through all 3 steps is alignment.

I don’t think the structure necessarily guarantees success because it’s the students ultimately have to put the work in to earn that grade, to earn that outcome.

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Karen Costa shares how role clarity and boundaries can help us thrive on episode 505 of the Teaching in Higher Ed podcast.

I saw people being asked to, like, completely revamp their entire course and learn how to online, but nothing was removed from their plate.

So the first question I want folks to ask themselves is what are my qualifications in this role.

Just because you are qualified to do it does not mean that it is yours.

I didn’t know what boundaries were until I was about 35 years old, and it’s taken me about 7 years of really challenging interpersonal work to understand what boundaries are and to feel confident in setting boundaries for myself.

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Catherine Cronin and Laura Czerniewicz share about Higher Education for Good on episode 504 of the Teaching in Higher Ed podcast.

People are in a state of despair.

Sometimes sets of values are at odds with the measuring systems in the university.

Little moments of glimmers of innovation, not in the business sense of the word, but in the imaginative sense of the word, are good enough.

We tried to model the values that we talk about in the process of creating the book.

We wanted to stretch open the boundaries of a book.

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Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org. All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC), established in 2016 by Sara Rafael Garcia.”

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Safary Wa-Mbaleka + Leni Casimiro share about their work in online higher education around the globe on episode 503 of the Teaching in Higher Ed podcast.

As we deal with our local contexts, we adjust according to the culture of the people and how they learn.

Eventually I went to study and get a degree in about online education, then it really became a part of who I am today as an educator.

The definition of online education is much more expanded, especially with a lot of the tools that are available today that facilitate collaboration.

I believe that artificial intelligence is going to challenge everything that we knew about online education because at this point you can do a lot of things that we have no control over.

When you open online courses, you are opening it to serve the whole world. So we need to bring in this global perspective of online education.

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Dave Cormier shares about his new book, Learning in a Time of Abundance, on episode 502 of the Teaching in Higher Ed podcast.

I want you to include the word hate in front of learning styles and see what happens.

It’s not about it being right or wrong. It’s about understanding where people are from.

I value the headspace of a child whenever they’re learning. And I value that more than whether or not they get something right.

To have common sense is to know the available decisions.

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Autumm Caines + Maya Barak help us with expanding our collective understanding of generative artificial intelligence (AI) on episode 501 of the Teaching in Higher Ed podcast.

It’s good to be skeptical.

And I feel like a lot of times students sign up for all these accounts without reading the terms of service, without reading the privacy policy, without thinking about the data that we’re giving over, and without thinking about how that data could be used by a company.

In a world of AI, it is becoming more important to be able to be more critical about the information that’s coming to us and to have better tools available to sort out the truth from the fiction or fictionalized.

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Dave Stachowiak and Bonni reflect on generous lessons from you on episode 500 of the Teaching in Higher Ed podcast.

I am filled with gratitude today for all of the ways in which people have shared how this community has helped you to laugh boldly, cry openly, show up, think deeply, think again, be humble, connect generously, and amplify voices.

Let’s do 500 more!

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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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