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.

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: