Teaching in Higher Ed

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.

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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?

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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

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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.

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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.

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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.

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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.

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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

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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:

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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.

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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.

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