Paul Hanstedt shares about Creating Wicked Students on episode 256 of the Teaching in Higher Ed podcast.

If we’re going to face wicked problems, we’d better have wicked competencies.

We have to communicate to students what we’re looking for.

Constraint can be valuable for creativity.

We need to find ways to allow students to take risks.

Bonni Stachowiak shares about her experience at the AHSIE Conference on episode 255 of the Teaching in Higher Ed podcast

If you’re going to come to my class, you need to come with purpose and passion.

Jared Cooney Horvath shares about his book Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick on episode 254 of the Teaching in Higher Ed podcast.

Don’t try to force your audience to choose between you or your notes.

You remember what you pay attention to.

Recall leads to deeper memories.

If you want to learn anything, you’ve got to be in that sweet spot of stress.

Jose Bowen talks about Spaces and Places (and Nudges) on episode 253 of the Teaching in Higher Ed podcast.

Ultimately what we’re trying to do is create self-regulated learners.

We know that students are digitally distracted all the time — this is not a classroom problem.

Your learning management system is all about nudges.

—Jose Bowen

Make your classroom so interesting … that students don’t want to check Facebook.

—Jose Bowen

Jose Bowen is an expert consultant for ACUE on the following course modules:

ACUE Community article: Using Feedback From Students to Improve Your Teaching

Jose Bowen on Teaching in Higher Ed:

Books:

Maha Bali and Autumm Caines share about ownership, equity, and agency in faculty development on episode 252 of the Teaching in Higher Ed podcast.

A lot of the faculty development I offer is very different from my own professional development.

What’s hospitable in one context isn’t hospitable in another.

Remi Kalir discusses annotating the marginal syllabus on episode 252 of the Teaching in Higher Ed podcast.

Annotation is a cultural practice. It’s a social practice. It’s collaborative.

I think it’s important that we promote social collaborative activity.

Bonni and Dave Stachowiak and guests celebrate a million downloads of Teaching in Higher Ed on episode 250 of the Teaching in Higher Ed podcast.

If I want my students to take risks and not be afraid to fail, then I need to take risks and not be afraid to fail.

—Kevin Gannon

We need people like us, and people not like us, and we need access to them lots of the time.

—Peter Newbury

Silvia Heubach discusses mindset, metacognition, and math on episode 246 of the Teaching in Higher Ed podcast

The more you can make stories and connections and reasons, the better it allows the student to learn.

Learning happens when students do work.

When you try a new methodology … you have to sell it to the students.

The teacher is a coach that can help you, but you need to do the practice.

Debbie Baff talks about surveying social and open learning on episode 248 of the Teaching in Higher Ed podcast.

All of the different things I’ve done have led me to this place now.

The value of an open digital badge is not the badge itself — it’s the learning behind it.

Eddie Watson talks about reclaiming the narrative on the value of higher education on episode 247 of the Teaching in Higher Ed podcast.

We have a unique opportunity to … reclaim the narrative on the value of higher education.

You learn things in the classroom — can you make those things work in a real-world setting?