James Lang shares about the second edition of Small Teaching on episode 374 of the Teaching in Higher Ed podcast.

Small changes can absolutely lead to revolutionary changes.

Students have to be introduced and conditioned to accept different types of teaching approaches.

I love having my students try to teach things they have learned to another audience.

My most fundamental principal about teaching is vary what you’re doing.

Sarah Lipson and Laura Horne share about The Role of Faculty in Student Mental Health on episode 373 of the Teaching in Higher Ed podcast.

One of the most important determinants of student learning is motivation.

Alex Shevrin Venet talks about her book, Equity-Centered Trauma-Informed Education on episode 372 of the Teaching in Higher Ed podcast.

Something that might just be stressful for one person could be traumatic for another.

Trauma-informed education is not a checklist.

The way we understand trauma is always changing.

Episode 258 with Sara Goldrick-Rab: Paying the Price

Equity-Centered Trauma-Informed Education, by Alex Shevrin Venet*

Episode 335 with Mays Imad: Trauma-Informed Teaching and Learning

Simon Dalley shares about peer mentoring on episode 371 of the Teaching in Higher Ed podcast.

A peer mentor is a more qualified and experienced student that provides guidance and support to another student.

Mentors are influential in terms of being a remodel. They are the embodiment of a successful student.

Teaching is to learn twice.

Video of peer mentors talking about the programme

Motivational interviewing overview

The Hidden Curriculum

Video: Unwritten Rules for College Success

Kristen Neff – Self Compassion

Erin Whitteck and Douglas Fritz share efforts toward more equitable assessment on episode 370 of the Teaching in Higher Ed podcast.

First impressions with students are extremely important.

High stakes assessments create such a risk averse environment where there is no room to fail.

Dave and Bonni Stachowiak give advice to a new professor on episode 369 of the Teaching in Higher Ed podcast.

Students aren’t our adversaries.

Kelvin Bentley talks about defining our future on episode 368 of the Teaching in Higher Ed podcast.

The pandemic has forced us to re-examine how we teach, what we are teaching, and what we can be doing differently.

Our learners need us to be more mindful of our work.

We need to do a better job at re-examining our learning experiences.

We need to leverage better data to make more informed decisions that will help us improve our pedagogy.

@BlackTimeLord

Dr. Who

Actualizing the Online Community College, by Kelvin Bentley for EDUCAUSE

Kelvin joins Bryan Alexander on the Future Trends Forum

Paul LeBlanc of Southern New Hampshire University

Capella University’s FlexPath Learning Format

WGU (Western Governors University)

WGU Provost and Chief Academic Officer, Marni Baker Stein

Resa Lewiss & Adaira Landry share about fuel efficient mentoring on episode 367 of the Teaching in Higher Ed podcast.

There has to be a sense of trust and physiological safety in the mentor/mentee relationship.

Boundaries are the most important part of a relationship.

The whole point of this is to build a sustainable model so that you mentor more.

It is the responsibility of the mentor to recognize if it is not the right fit.

Jeremy Caplan on episode 366 of the Teaching in Higher Ed podcast.

Sometimes the tool isn’t the most important thing.

The really important thing is that we are engaging people.

Sometimes an investment in trying a new tool can open up some advantages.

Viji Sathy and Kelly Hogan share two equity-enhancing data tools on episode 365 of the Teaching in Higher Ed podcast.

When I saw the data, my jaw dropped. I was so disappointed. The data was showing me that there were big disparities based on race and ethnicity.

What can I do to level the playing field for students?

We wanted to give people the opportunity to hold a mirror up to their teaching in a way that was pretty inaccessible to a lot of instructors.

We all collect a lot of data in our teaching that we don’t always see as data.