Susan Roll and Jennifer Wilking share their experience teaching a multidisipilnary course together on episode 341 of the Teaching in Higher Ed podcast.

It was really fascinating to see how students across these three disciplines had different orientations from day one to this issue of homelessness.

One of the real benefits to interdisciplinary teaching is the exposure to different perspectives.

Students have such a deeper understanding when they’re actually doing the research rather than just hearing about research methods.

Once they have an experience and actually talk to a person who is experiencing homelessness, all of those preconceptions start to drop away; and that’s the beauty of doing research too.

Student Teams Work to Alleviate Housing Insecurity

Episode 234 with Maria Andersen: A new lens to support learning outcomes

Mariah Kornbluh

Mindmap

Heather Castillo and MiRi Park share about humanized online dance classes (and dance as protest) on episode 340 of the Teaching in Higher Ed podcast.

When I went to college I was being modeled into this modern dancer, I didn’t necessarily know what that meant, but I still wanted to be the best.

I think of them as people who do dance, as opposed to merely dancers. They are human beings that have histories of arrival and each person is unique, so there is never going to be just one story.

There was never a doubt in either of our minds that this could be done.

Why keep the information to myself when I can share it with others?

Dave Stachowiak and Bonni share about our personal knowledge management practices on episode 339 of the Teaching in Higher Ed podcast.

“Good curators are valued members of knowledge networks.”

Douglas Haynes shares about inclusive excellence on episode 338 of the Teaching in Higher Ed podcast.

More universities and colleges across the country have articulated a real commitment to diversity in value statements, in offices and programs, and in initiatives and events. That’s a good start.

It is open to members of the campus community to learn together.

We’re going to confront anti-blackness as an institutional imperative.

Deandra Little Authentic Assignments on episode 337 of the Teaching in Higher Ed podcast

A really good assignment, which is also a really good assessment, also teaches you something.

Thinking about the purpose also helps you talk about meaning.

Matthew Paolucci Callahan discusses equity in STEM on episode 336 of the Teaching in Higher Ed podcast.

I think that for anybody who wants to learn, if they work hard enough, and if the instructor is clear enough, they can rise to their highest level.

Students in STEM receive bias from other students.

We meet students at the undergraduate level to teach about gender bias and sexual harassment early in their career.

Mays Imad discusses trauma-informed teaching and learning on episode 335 of the Teaching in Higher Ed podcast.

I am able to recognize when they are triggered and when they feel disengaged. I also am able to recognize it in myself. We can’t give what we don’t have.

I want to acknowledge that we can heal from trauma.

My goal is to engage students and help them feel empowered and liberated.

We are not just thinking machines; we are feeling machines capable of thinking.

Trauma-informed teaching webinar

Leveraging the Neuroscience of Now, by Mays Imad

Andrew Ishak talks about Learn, Teach… and Satirize with Video on episode 334 of the Teaching in Higher Ed podcast.

You’re aware of the audience; you’re aware of the students.

Know what key points you need to hit. Be aware of the time and be aware of your audience.

I have 3 or 4 main points I want to hit with some notes underneath each. If I don’t get to some of the notes on some of them, that’s fine. It’s all about hitting the key points.

Have a backup plan.

Heloise Stevance shares how to foster curiosity in STEM and (other disciplines) on episode 333 of the Teaching in Higher Ed podcast.

Some of the most fundamental questions you can ask are the hardest to answer and explain in a concise way.

You captivate them with the things that are fun… because learning is fun.

Good outreach doesn’t make you sound clever. It makes the audience feel smart.

Failure is just part of the process. It is an ongoing part and never really goes away.

Héloïse’s response to a young woman’s question about maths

5 Crazy Facts About Failed Stars (brown dwarfs)

Dr. Héloïse’s YouTube channel

Dr. Nova on TikTok

Kirsten Banks on TikTok

Science communication (#scicomm) on Wikipedia

Episode 215 with Bryan Dewsbury: Teaching as an Act of Social Justice and Equity

This I Believe from NPR

This I Believe Educator’s Guide

James Lang shares about his new book, Distracted, on episode 331 of the Teaching in Higher Ed podcast.

One of the main ideas of the book is to try to convince people that attention is something that we should value in education and not take for granted.

We are all experiencing lots of challenging issues right now in our lives.

One of the major things I argue in the book is thinking about the structure of the class.

Learning does not happen without attention.

Instructions for living a life:

Pay attention.

Be astonished.

Tell about it.

Mary Oliver, Sometimes