Teaching in Higher Ed

For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 637 page on the Teaching in Higher Ed website.

Dave and Bonni have got a short announcement for you regarding a new Teaching in Higher Ed website coming in the next day or two and wanted to give you a heads up on a couple of potential impacts.

For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 636 page on the Teaching in Higher Ed website.

For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 635 page on the Teaching in Higher Ed website.

For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 634 page on the Teaching in Higher Ed website.

Beth Cougler Blom on how teaching and facilitation skills are built in life’s ordinary moments — noticing, saying hello first, and staying curious.

When you love what you do, you see it everywhere.

I’m here in Canada, and I’m on the West Coast, and there’s so many people learning here all the time about how to be living and working in a diverse community.

If we hone our noticing skills, then we can notice what’s going on with ourselves when we’re teaching.

When I make a mistake, often, I’ll tell the group, because that’s how we all learn too.

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Bethany Morrison shares civic professionalism and how disciplinary identity shapes civic discourse on episode 632 of the Teaching in Higher Ed podcast.

Democracy needs to be born every generation. We can’t just assume it… Every generation, we have to kind of rebirth it, and it has to happen in our schools.

One of the principles that we often recommend is setting some community discussion guidelines, talking together as a classroom community about how we want things to go when those hot moments come up later.

Not saying anything has meaning too. So if you don’t say anything, you are making a decision, and students are going to read that to mean it was okay.

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Jeff Kim shares how faculty can use video in our teaching and make it sustainable on episode 631 of the Teaching in Higher Ed podcast.

You raise what you praise. So through these vlogs, you’ll see me not complaining, but actually praising a lot.

Sometimes people can feel a little bit wary about being on social media; they know that the way that I’m going to produce the video is going to be in such a way that’s uplifting.

A vision that I have for my channel is helping students to find out what they’re good at so that they can do good with it.

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Anna Mills shares Peer and AI Review and Reflection, plus a layered approach to writing feedback on episode 630 of the Teaching in Higher Ed podcast.

My sense of the value of feedback has not changed. It’s more important than ever, more meaningful than ever, when we do have that connection through words.

I think overall I’ve advocated for more sort of technical support for transparency about what is AI and what is not.

Students preferred both the peer and the AI feedback. They did not want one or the other.

AI companies should be designing so that their agents don’t go in and say, “I’m a student taking a quiz.”

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Luke Green uses the Santa Claus story to rethink what grades measure and the case for ungrading on episode 629 of the Teaching in Higher Ed podcast.

Each student at some point throughout their academic career is going to receive a grade, receive some sort of an assessment that is going to fundamentally alter how they feel about the classroom.

The narrative that we sell to our kids is that these gifts are earned. The metric is, those who are good children or better children, you receive more.

What are grades, and what purpose do we want them to serve?

Usually, it’s a proxy of understanding a student’s overall experience. And GPA is even worse, because you’re putting all of your course grades into a meat grinder and spitting out one number.

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