Alan Levine shares how he creates courses as stories on episode 218 of the Teaching in Higher Ed podcast.

Instead of thinking about the world through headline news stories, think about it through the experiences that people have living in these different communities.

You get better by just practicing. Not rote practicing, but stuff where you’re free to explore.

Jesse Stommel shares about how to ungrade on episode 217 of the Teaching in Higher Ed podcast.

The worst rubrics don’t create space for surprise or discovery.

Asking [students] to evaluate themselves ends up being a really important learning experience.

Something as complicated as learning can’t be reduced to … rows in a spreadsheet.

Just taking the grade off the table doesn’t do the harder work of demystifying that culture we’ve created in education.

Peter Felten discusses the research on engaging learners on episode 216 of the Teaching in Higher Ed podcast.

Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn. (from How Learning Works by Ambrose et al., 2010, p. 1)

Five Things Students Need to Do:

Three Things Students Need to Think/Feel:

Bryan Dewsbury describes teaching as an act of social justice and equity on episode 215 of the Teaching in Higher Ed podcast.

Mistakes are normal, but how you respond to the challenges is what will make you a better intellectual.

It is not my job to give them information — it is my job to extract potential they already have.

Don’t assume you can take a list of suggestions and implement them and assume that inclusion will happen.

Stephen Finley, Lori Martin, and Biko Mandela Gray share about their article: “Affirming Our Values”: African American Scholars, White Virtual Mobs, and the Complicity of White University Administrators on episode 214 of the Teaching in Higher Ed podcast.

You have to have integrity before you stand before these students.

Integrity and honesty on both sides is absolutely necessary.

A lot of institutions think diversity is having a woman, having a person of color, on faculty — but not structural change.

Harold Jarche discusses personal knowledge mastery on episode 213 of the Teaching in Higher Ed podcast.

You can’t turn data into information until you have the knowledge to understand the data.

We are the sum of our interactions, our experiences, with others.

Whatever you do, make it shareable.

Leadership in the network era is helping make your network smarter.

Bonni Stachowiak answers listener questions on episode 212 of the Teaching in Higher Ed podcast.

We actually can create motivation in the students we have.

Motivation is hard work.

Email debt forgiveness day

Question 1: Assessing reflective essays

Question 2: Delegation

Question 3: Quizlet Live

Question 4: Discussion board metrics

Question 5: Tuition centers for math classes

Question 6: Sexual assault on campus and its ramifications in a journalism class

Question 7: Unmotivated students

Question 8: Course evaluations

Question 9: The professor as administrator

Question 10: Group presentations in live online classes

The questions that we ask are often not really the questions that we’re asking.

People learn through emotions.

People learn when they’re surprised.

James Lang shares about teaching the Literature Survey course on episode 210 of the Teaching in Higher Ed podcast.

What do we expect, in terms of breadth of knowledge within a discipline, and how do you get students to learn that?

Deep learning is when students create connections between the course material and their own lives.

Where are the opportunities in my syllabus for students to make their voices heard?

Asao B. Inoue discusses antiracist writing assessment ecologies on episode 209 of the Teaching in Higher Ed podcast.

Racism is a set of structures that often are invisible to us because they seem so natural.

We all come from and work in hegemonic systems.

I don’t think that anyone is a bad person … what we have are bad systems.

The engine of learning is labor.