Bonni Stachowiak discusses homelessness and housing insecurity in higher education with Rashida Crutchfield and Jennifer Maguire on episode 281 of the Teaching in Higher Ed podcast.

Some of our students just don’t want to be seen as being “in need”.

It is that mobility and constant insecurity that is a trauma experience.

It is that fear and stress response that has short and long term impacts on our physiology that manifests in many different ways.

Making the time to do something that is different has given me so much more energy, creativity, and ability to be present to my students.

Todd Zakrajsek and Bonni Stachowiak discuss how to sustain our joy of teaching on episode 280 of the Teaching in Higher Ed podcast.

Don’t look for people who are like you, look for the people who are like the people you would like to be.

Schedule time and figure out ways to take care of yourself.

If you understand the importance and value of what you’re doing, it has more value for you.

Teach the students you have.

Brian LaDuca shares about applied creativity for transformation on episode 279 of the Teaching in Higher Ed podcast.

How do you take the concept of novel new knowledge and those aha moments and give them purpose?

We have to find a way to find these micro campuses on the campus to create pivots.

It’s the ambiguity that is the lock and key to the content and the resulting action is the tension.

The right and wrong answer isn’t nearly as important as your ability to filter down ideas, work together in ideas, and move ideas back into the system again.

Applied creativity inevitably has to be applied to something.

Meet the student where they are, in what they do, and how they think.

Nicola Ulibarri explores Design Thinking in Teaching, Research, and Beyond on episode 274.

-Nicola Ulibarri

Innovation is a learnable process.

-Nicola Ulibarri

Derek Bruff discusses his book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching.

We’re learning from and with each other- and that is what I liked to call a learning community.

I love using technology to help students bring their unique perspectives and experiences to the conversation.

There is a different level of student engagement that happens when students know they are writing or creating for the public.

Our pedagogy needs to inform how we use our technology.

We learn better when we encounter new things through multiple modalities.

Edward Leach shares about Reaching All Learners Through Innovation and Teaching Excellence on episode 276 of the Teaching in Higher Ed podcast.

There isn’t a lot of focus on what it means to teach at a community college, which is totally different than being at a four-year institution.

The most critical aspect of the teaching and learning process are the faculty members in the classroom.

NISOD – National Institute for Staff and Organizational Development

About NISOD

NISOD and ACUE Collaboration

Melanie Sage, Nancy Smyth, and Laurel Iverson Hitchcock share how they wrote a book with people they met on Twitter on episode 275 of the Teaching in Higher Ed podcast.

Twitter had sort of a democratizing impact across our ranks.

What does it mean to be connected as humans across technology?

Technology is just a tool — we’re trying to do relationships like we would in any other space.

Sarah Cavanagh shares about her new book, HIVEMIND, on episode 274 of the Teaching in Higher Ed podcast.

We can enter a state of mind in which we join our social partners almost in a collective sort of consciousness.

Our ideas about the world are collectively sourced almost as much as they are individual.

We’re dividing into different camps and I think that’s dangerous.

Bonni Stachowiak shares about engaging learners in large classes on episode 273 of the Teaching in Higher Ed podcast

The act of predicting can enhance our learning.

Viji Sathy and Kelly Hogan share about inclusified evaluation of our teaching on episode 271 of the Teaching in Higher Ed podcast.

We want structure built into the way we teach, not just in the course design and facilitation.

When we don’t have structure in place, certain people are disadvantaged.

We think students should have a voice … but how that information is used is really important to think about.

How do we actually know that they’re learning what we intend for them to learn?