Teaching in Higher Ed

Karen Costa shares about climate action pedagogy on episode 488 of the Teaching in Higher Ed podcast.

Start where you are.

Some folks are starting to use these renewable resources like solar and wind to power servers.

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Ijeoma Nwaogu shares about her book on Overcoming Imposter Anxiety on episode 487 of the Teaching in Higher Ed podcast.

We start to question ourselves, and that feeling is really uncomfortable.

One word that I use in the book is called imposterize.

It’s so valuable to be around diverse folks, folks who are different from you, but it’s so important to also be in with like-minded folks, folks who look like you, folks who have similar beliefs because that can be reinforcing of who you are and to let you know that you are enough.

Presence is far more important than someone’s performance.

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Jenae Cohn speaks about design for learning on episode 486 of the Teaching in Higher Ed podcast.

At the core of any class we’re teaching, we have to think about how a student or a user is going to navigate through that experience.

I encourage a balance of getting some feedback from your students after the class is over and using the analytics within it to come to some conclusions about what you could revise or do differently the next time you offer the course.

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Pia Lauritzen shares how to use questions in new ways on episode 485 of the Teaching in Higher Ed podcast.

We know that questions are extremely powerful.

We actually use questions to distribute responsibility.

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Sarah Silverman shares an introduction to neurodiversity on episode 484 of the Teaching in Higher Ed podcast

Autism is increasingly understood as a spectrum condition and experience.

It is important to reflect on your own educational journey.

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Jesse Stommel shares about Undoing the Grade on episode 483 of the Teaching in Higher Ed podcast.

For us to be talking about something like unlearning or ungrading, there’s an irony in that because we are the people who need to do that work the most and the people for whom that work is probably the hardest.

The only wrong way to do something is to do it unintentionally, to do it in a way that isn’t carefully thinking through what we’re doing.

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Isis Artze-Vega and Oscar Miranda Tapia discuss Connections Are Everything on episode 482 of the Teaching in Higher Ed podcast.

If it’s not working for you and you can’t maintain a certain level of wellness, then it’s not working. No matter what you’re seeing happen in your students, it is not working because it cannot happen at the cost of your wellness.

It’s about being present.

The relationship that you have with someone does not have to be this long sustained, always impactful kind of relationship. That one short conversation with a student may be the words or the sentence that they need to hear that day.

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Derek Bruff shares about assignment makeovers in the AI age on episode 481 of the Teaching in Higher Ed podcast

The technologies at play in higher education changed dramatically in a very short amount of time, and that required us to kind of rethink what we were doing as teachers.

For my course, I felt like it is fine to teach them to write using the AI tools as long as I can help them learn to use the tools well.

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Ryan Johnson shares about teaching philosophy outside on episode 480 of the Teaching in Higher Ed podcast

What are the dominant sounds on campus? What are the kind of patterns at which people move? What are the movement of the trees versus the light versus the animals versus people?

The relationship between the teacher and a student is not intelligence to intelligence, but instead will to will.

A good distraction is one that can help us come back together, that can allow our attention or our stamina to have a release to return.

I cultivate brave spaces, not safe spaces.

I started to notice all these things about campus that one does not as they move through, rather than sits in and resonates with, especially the sounds.

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Pooja Agarwal shares about lessons in life and retrieval practice on episode 479 of the Teaching in Higher Ed podcast.

100 years of research demonstrates that the magic of learning happens at the third stage, the retrieval stage.

I normalize forgetting, that’s part of learning.

Be practical and realistic when it comes to incorporating the science of learning.

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