David White and Jose Bowen share about inspiration, failures and everything in between on episode 305 of the Teaching in Higher Ed podcast.

The current situation has really brought people together.

Whilst it is difficult times, it has also been exhilarating.

I’m really hopeful that we are forming working relationships that we can carry on with through this.

This is ultimately the time to rethink what we do.

A theme song, movie, or book

A tool

A Failure/Struggle

A Source of Inspiration

A Challenge

A Hope

Kevin Gannon shares about his book – Radical Hope: A Teaching Manifesto on episode 304 of the Teaching in Higher Ed podcast.

Hope is embodied in practice.

Because I have hope, I cannot abide by the status quo because I know what could be, not just what should be.

“I had to realize that treating all students equally was not the same thing as treating all students equitably.”

Free speech is often weaponized against marginalized groups.

Rissa Sorensen-Unruh and Sean Michael Morris discuss critical pedagogy in STEM on episode 303 of the Teaching in Higher Ed podcast.

Critical pedagogy sort of insists on a human connection in teaching and learning.

Active learning and critical pedagogy have a lot of overlap.

I’ve always felt that critical pedagogy itself is very flexible and has to be able to grow and change with the times, with technology, with audiences, and with our new awareness of social justice.

Learning is really their journey. We can go together and I can be part of that…. But in the journey, itself, I’m a bystander.

Tannis Morgan reflects on OpenEd and EdTech on episode 302 of the Teaching in Higher Ed podcast.

I think it’s important to approach things as fun.

What is your purpose to migrate towards open?

If you want open ed practices, you need open tools.

It is not the outcome, it is the doing part.

Andrew Stenhouse shares about positive work-life spillover on episode 301 of the Teaching in Higher Ed podcast.

We spend more of our waking hours at work than we do anyplace else.

There is always a fine line between engagement and burning ourselves out.

When we have control over our rhythm, that is where we tend to thrive.

If we are more engaged at work, we bring that positive energy, dedication, and sense of accomplishment back into our family life.

Bonni Stachowiak celebrates a curious milestone on episode 300 of the Teaching in Higher Ed podcast.

When you burn to know what comes next, you are feeling curious.

Curiosity is an essential part of the way human beings learn and it always has been.

Everybody has this hidden desire to want to do something meaningful in the world.

Amanda Coolidge talks about open education and growing up open on episode 299 of the Teaching in Higher Ed podcast.

There is nothing ever static, it is always growing or building or changing.

Change builds resilience in people.

What we are trying to do is create a more equitable society.

David Peña-Guzmán discusses how to help rediscover the joy of reading on episode 298 of the Teaching in Higher Ed podcast.

It all began with a realization that it was not just my students, but also me who were struggling with reading.

I began to notice the extent to which my own reliance on technology was getting in the way of my reading.

My students’ lives are infinitely more complex than I could ever imagine.

Move Over, Laptop Ban.

The Reading Experiment

Christina Zambrano-Varghese and Marcus Flax shares about transformative learning experiences on episode 297 of the Teaching in Higher Ed podcast.

You can get burnt out but when you get into a classroom where it is more of a community feeling, it is a lot easier to participate, think, and do your best.

I was engaging with the information rather than just trying to study it.

I’ve come to see how critical the first day of class is.

I think about the main takeaway I want my students to get out of a class.

Matthew Cheney describes Cruelty-Free Syllabi on episode 296 of the Teaching in Higher Ed podcast.

A lot of my work, a lot of my career, and a lot of the moments that were most tense were moments where I had forgotten to trust students.

Respect students as human beings.

Students don’t enter a classroom immediately trusting a teacher.

We get used to a bureaucratic academic language that we oftentimes just inherit .