Laura Gibbs discusses how to create engaging online classes on episode 228 of the Teaching in Higher Ed podcast.

Good work takes time.

Meaningful writing can happen in any kind of class … but you have to design the class to make that happen.

Thomas Tobin talks about his book Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education on episode 227 of the Teaching in Higher Ed podcast.

Learning styles are not fixed characteristics.

It’s an iterative practice that allows students to cement things from short-term learning into long-term memory.

You don’t get a prize for knowing the answer … but you definitely get a prize for being able to apply it.

We’re lowering the barrier to access but we’re not lowering the rigor of the content itself.

Rajiv Jhangiani shares about critical open pedagogy on episode 226 of the Teaching in Higher Ed podcast.

We can actually modify our instructional resources to serve our pedological goals.

The magic of open pedagogy is when you open it to not just faculty members but also students.

Critical conversations are the ones happening at the margins.

It’s difficult when we leave it to the marginalized to always have to advocate for themselves.

Sometimes we’re going to take a few steps back, but most days we’re going to take a step forward.

If you’re willing to put in the work … then you’re going to have a successful book.

What can you do better than a textbook publisher other than the fact that you can be free?

What is it that I want my students to walk away from the class knowing that they’re not going to get from a publisher?

Jesse Stommel and Sean Michael Morris share about An Urgency of Teachers on episode 224 of the Teaching in Higher Ed podcast.

Having a kid, especially such a young child who’s seeing the world for the first time, makes me understand education in a completely different way.

When we’re teaching online, we’re not teaching to a screen — we’re teaching through a screen.

What is it about the world we live in where teachers and the work of teaching is so urgent, so vital, so necessary

We have to be willing to let [teaching] be a process and not a finished product.

Karen Cangialosi on episode 223 of the Teaching in Higher Ed podcast discusses open education in STEM.

I love when my students are surprised at what I’m asking them to do.

We have such an opportunity to use our classrooms as experimental places where we can really affect change.

Rigor comes from the students themselves.

Ian Wolf shares his reflections on listening to all the episodes of Teaching in Higher Ed on episode 222.

You have to make your expectations abundantly clear because nobody can meet an imaginary expectation.

Put learning as the focus as opposed to the teaching as a focus.

DeRay Mckesson shares about his new book, On the Other Side of Freedom: A Case for Hope, on episode 221 of the Teaching in Higher Ed podcast.

We should talk about the things that are true as simply as possible.

You can’t fight for people you don’t know.

Jeremy Podany explores career leadership and learning on episode 220 of the Teaching in Higher Ed podcast.

Circles of trust matter to students.

Rebecca Pope Ruark discusses her book, Agile Faculty, on episode 219 of the Teaching in Higher Ed podcast.

What if we create experiences rather than courses?

How do we help our students learn rather than just play school?

The goal of articulating tasks is to break them down into reasonable chunks.