Teaching in Higher Ed

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.”

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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.

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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.

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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.

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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.

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Trauma-informed teaching webinar

Leveraging the Neuroscience of Now, by Mays Imad

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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.

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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.

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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

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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.

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Instructions for living a life:

Pay attention.

Be astonished.

Tell about it.

Mary Oliver, Sometimes

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Peter Felten and Leo Lambert talk about their new book Relationship-Rich Education on episode 331 of the Teaching in Higher Ed podcast.

We don’t use relational language to talk about how to go to college. And we need to do that.

Relationships are high stakes for students both in college and after college.

Of all the places on college campuses where relationships take hold, the classroom is still the most important place.

They’re not asking us to solve all their problems, they just want to be seen as humans.

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Paul Eaton shares about transformative inclusion on episode 330 of the Teaching in Higher Ed podcast.

There are times where you can be more real with students.

It is hard to get people to think outside of just individual behaviors.

We spend way too much time focusing on the individual acts and not enough time focusing on the system. We have got to fix the system and that is much harder work.

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