Karen Costa discusses how to support ADHD learners on episode 384 of the Teaching in Higher Ed podcast.

UDL is not a magic cure for all of our ills.

Individual accommodations can provide more personalized, specific, structured, and robust support.

We need to hear the voices of ADHD learners.

Jennifer Imazeki talks about implicit bias in our teaching on episode 383 of the Teaching in Higher Ed podcast.

It is not about changing the bias or stopping the bias. It is about getting in between your internal reaction and your external reaction.

There is so much going on with our students that we can’t possibly know.

Dr. Jennifer Imazeki’s Home Page

Econ for Teachers Blog

SDSU Center for Inclusive Excellence

ACUE Implicit Bias video excerpt featuring Jennifer Imazeki

Daniel Kahneman

Peanut Butter, Jelly and Racism (NYT Interactive)

Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines – Science Magazine

José Bowen shares about his new book, Teaching Change, on episode 382 of the Teaching in Higher Ed podcast.

College students are aware of the fact that they change.

What are the important questions that our discipline answers?

Diverse groups do better work and outperform groups of highly competent homogenous groups. They also take longer because they have more conflict because they question assumptions.

It is a hard position to be the person in the group who questions assumptions.

We think the opposite of conflict is harmony. The opposite of conflict is apathy.

Barbi Honeycutt and Bonni Stachowiak talk about how to use podcasts in teaching on episode 381 of the Teaching in Higher Ed podcast.

Ask yourself, “how does this support my learning outcomes and help my students be successful in this course and beyond?”

Audio is a powerful medium.

Find podcasts that are already out there that integrate with your course learning outcomes, course goals, and course topics and leverage those.

Podcasts are hard work.

Marcus Croom shares about How to Discuss Race, Racism, and Politics in Education on episode 380 of the Teaching in Higher Ed podcast.

It is vital to know the difference between concluding a real talk and resolving a public issue. Those are not the same thing.

Educators who take up this challenge will need to listen and learn and unlearn and relearn as human beings in addition to who they may be as professionals.

You are going to listen and learn and process through the real talk along with the participants.

This is not a checklist, but a protocol that sets up the possibilities and conditions for success.

Evaluate Your Puppies

Shawna Rodabaugh and Ian Wolf talk about reducing fear in learning context on episode 379 of the Teaching in Higher Ed podcast.

You have absolutely no idea what people are capable of until you put them in a situation where they can flourish.

The true measure of whether I can teach or not is if I can bring it down to the level where someone who has never seen it before will understand it.

Kelly Fitzsimmons Burton talks about the common ground on episode 378 of the Teaching in Higher Ed podcast.

It was the big questions that gripped me.

When you give them something interesting that they want to know about, they will do the reading.

We need to recognize that the hard questions are usually philosophical at their root.

We are all philosophers.

Lauren Bellaera discusses critical thinking in theory and practice on episode 377 of the Teaching in Higher Ed podcast.

When you’re teaching students, you have limited time. So all of the time you’re making particular pedagogical choices about where to focus.

When teaching, we tend to like to put things in a dichotomy.

Critical thinking is a really important life skill.

The bridging between research and practice is very important.

Dan Levy returns to talk about improving our teaching on episode 376 of the Teaching in Higher Ed podcast.

I no longer trust myself to know how much my students are understanding.

Betsy Barre talks about how (and why) to use a course workload estimator on episode 375 of the Teaching in Higher Ed podcast.

The difference between an expert reader and a student reader is that an expert reader will slow down when they don’t know a word.

Students are reading, they just aren’t reading well.

Is this activity really worth it given my outcomes of the course?

We all need to be talking more about time.