Travis Thurston shares how to engage learners with digital powers on episode 295 of the Teaching in Higher Ed podcast.

The virtual classroom doesn’t necessarily signal to students how the interaction is going to take place.

It is really important for our learners to know why we are having them engage in something.

Martin Weller on episode 294 of the Teaching in Higher Ed podcast.

Groups who are marginalized in society are even more marginalized and persecuted online.

Christina Moore discusses inclusive practices through digital accessibility on episode 293 of the Teaching in Higher Ed podcast.

We need to make sure that our classrooms are places that students can come as they are and be appreciated for the experiences and strengths that they bring.

Our web environments can be wonderful places of accessibility.

From Weeding Out to Belonging with Ana Araya-Anchetta, Mar-Elise Hill, and Flower Darby on episode 292 of the Teaching in Higher Ed podcast.

I pivoted that semester from focusing so much on me giving a lecture to what the students need.

A challenge builds you up.

In order to be impactful in helping faculty, we must cultivate trust.

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This was a great opportunity to focus people’s ideas on and get them thinking in a different way on the diversity of learners.

We remember more when we think of something in terms of its meaning or its relevance to ourselves.

Bonni Stachowiak shares about her new book – The Productive Online and Offline Professor on episode 290 of the Teaching in Higher Ed podcast.

In terms of productivity, we really have to make these systems work for us.

If you can proactively create the space and systems before it hits the breaking point, it opens up the doors to do so much more and enjoy the journey so much more.

One of the ways I think I avoid burnout and still am passionate and joyful about the work that I am privileged to get to do is because I have that margin.

Angela Jenks on episode 289 of the Teaching in Higher Ed podcast.

The farther you get in a field, the more differently you read.

Looking for open education resources is always good, no matter what field you are in.

I think the most important thing is thinking about the syllabus from a student’s perspective.

Angela Jenks, UCI anthropology, earns an Academic Senate award for teaching in a field she almost didn’t pursue

What information to include in syllabus?

When will your class meet?

Remember the holidays

How much reading should you assign?

How much do the books/course materials cost?

How many works are written by women, people of color, or other marginalized authors?

Is your syllabus accessible?

Conduct a more detailed self-assessment of inclusion in your syllabus and course design with this survey

Include a statement on access and inclusion

Include a basic needs statement

Give a quiz on your syllabus, or make it interactive

Bryan Alexander shares about his book Academia Next on episode 288 of the Teaching in Higher Ed podcast.

“I’m happy to be as open as possible because that makes my work better.”

Harriet Schwartz shares about her book Connected Teaching on episode 287 of the Teaching in Higher Ed podcast.

People are at their best when they can engage in healthy growth-fostering relationships.

We have to maintain the standards of our profession and the standards of our discipline but at the same time understand that not everybody’s experience is the same as ours.

Interactions and relationships are really sites and sources for learning.

Jessamyn Neuhas shares about Geeky Pedagogy on episode 286 of the Teaching in Higher Ed podcast.

Just because you know a lot about something doesn’t mean you know how to teach it.

There are a lot of things that student evaluations can’t tell us and a lot of ways that they can be flawed.

We have to learn how to be effective teachers.

Teaching and learning is a social interaction. We tend to be underprepared for the social interaction part of our job.