Stephanie Bianco shares about experiential learning through healthy communities on episode 266 of the Teaching in Higher Ed podcast.

They’re seeing firsthand with these kids the high need they have.

—Stephanie Bianco

Not having an internship and just hiring someone would be a mistake.

—Stephanie Bianco

CSU, Chico’s Center for Healthy Communities (CHC)(https://www.csuchico.edu/chc/%20%0A)

CHC’s Primary program- CA Higher Ed CalFresh (aka SNAP) Outreach Contract (with 40+ subciontracting campuses)(https://www.csuchico.edu/calfresh/index.shtml)

CHC’s Internship Program(https://www.csuchico.edu/chc/internship-resources/index1.shtml)

Peter Senge Ladder of Inference(https://www.mindtools.com/pages/article/newTMC91.htm)

Jianjun Wang describes his Relentless Serving and Learning on episode 265 of the Teaching in Higher Ed podcast.

It is important for us to engage our students and help them create life-changing opportunities and thus make the world a better place.

Online is still relatively new, but new doesn’t mean it’s bad.

It’s always important to make sure you don’t just work on things alone.

Melissa Salazar shares about serving our Hispanic students on episode 264 of the Teaching in Higher Ed podcast.

This is where equity work is being done.

When people get nervous about not being a good teacher, they push back on it as the students’ fault.

Whatever we say is a reflection of how we’re thinking and processing things.

Elizabeth Barkley shares recipes for effective teaching on episode 263 of the Teaching in Higher Ed podcast.

If you don’t know where you’re going, how will you know when you get there?

Teaching and learning is a complex process that involves the interaction of human beings.

We can never go into a classroom with a completely rigid script.

Elizabeth Barkley is an expert consultant for ACUE on the following course modules:

Margaret (Peggy) Stevenson shares how she is Changing Lives, One Petition (and Class) at a Time on episode 262 of the Teaching in Higher Ed podcast.

It’s always been important to me that the students understand they are meeting an actual need.

We don’t just continue to do things, but we also build into the classroom time for reflection.

Dave Stachowiak and I share about productive travel on episode 261 of the Teaching in Higher Ed podcast.

Every time you have somebody on I just feel like there’s something that I’m using in my own work.

There’s the tendency for a lot of us in this community to take on too much.

Zoë Wood shares about a shipwreck, a Fakesbook, and a WISH on episode 260 of the Teaching in Higher Ed podcast.

Being able to engage with students who are all such unique individuals is a privilege.

I love having the opportunity to see what students create.

Diverse teams actually produce better work.

Practicing to work in a team isn’t always comfortable for students but it’s something we all need to do so we can help tackle these big problems.

Natasha Jankowski shares about intentional and transparent assessment on episode 259 of the Teaching in Higher Ed podcast.

When I’m asking you to do something in my class, I can tell you why I’m asking you to do it.

This is much more assessment with and not to students.

Transparency for me is more than just posting it somewhere.

How can you both share that love and excitement but also instill it in your students?

Sara Goldrick-Rab shares about Paying the Price on episode 258 of the Teaching in Higher Ed podcast.

Once I knew, this was a problem I couldn’t unsee.

We’re supposed to be doing education for democracy.

I’ve had to ask myself, “Is this what I’m uniquely adding value to?”

I want to see growth in each of the students over the term — what else do I care about?

—Sara Goldrick-Rab

Ramesh Laungani talks about engaging students using FlipGrid on episode 257 of the Teaching in Higher Ed podcast.

How do we support and amplify those more quiet voices?

The typed discussion board doesn’t allow for discussion … there’s no back and forth per se.