Teaching in Higher Ed

Flower Darby shares about Small Teaching Online on episode 240 of the Teaching in Higher Ed podcast.

Compared to how long we’ve been teaching in person, online learning is in its infancy.

Oftentimes we see poor examples and we think that’s how it’s done.

We can enter into deep engagement with people online — we just need to bring some of those practices into the classroom.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Michelle Pacansky-Brock shares how to become an authentic online teacher on episode 239 of the Teaching in Higher Ed podcast

People, by nature, don’t like to recognize our faults.

There’s such a rich array of data that the students can share with us if we let them in.

It’s all about connection in the classroom.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Zhaoshuo Jiang shares ways to connect with students inside and outside the classroom on episode 238 of the Teaching in Higher Ed podcast.

Why not use the technology that’s available to students?

The main goal is to not only help the student inside the classroom, but also outside the classroom.

Education could be a luxury to a lot of students — that’s why I look into more affordable options.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Rashida Crutchfield discusses meeting the needs of our students on episode 237 of the Teaching in Higher Ed podcast.

The gap between what financial aid covers and the actual cost of higher education is getting wider.

Instability over a long period of time creates trauma.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Hakan Ozcelik shares about his arts-based studio pedagogy on episode 236 of the Teaching in Higher Ed podcast.

Once people start being perfectionists, they are less likely to take feedback from others.

Imagination is so important for human beings.

If you make a difference in someone’s life they don’t forget it.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Annemarie Perez and Douglas Dowland share about how to be a generous professor in precarious times on episode 235 of the Teaching in Higher Ed podcast.

We need to be able to listen to the vulnerability of others in order to be generous to them.

A key element of generosity is being able to be in a listening space.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Maria Andersen discusses a new lens to support learning outcomes on episode 234 of the Teaching in Higher Ed podcast.[divwrap class=”one-half first”]

How much of the information … needs to be memorized versus knowing it exists?

[Memorization] is eating away at the time that would give you the chance to spend more time on context.

Too often we’ve fallen into the habit of basing our curriculum on some resource.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

John Warner shares about his new book, Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities, on episode 233 of the Teaching in Higher Ed podcast.

Declaring students defective is kind of a dead end.

We know what to do — we’re just not doing it.

If you don’t target somebody, you’re not targeting anybody.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Kimberly L. Mitchell discusses her book, Experience Inquiry, on episode 232 of the Teaching in Higher Ed podcast.

Inquiry is getting the students to do a lot of the question asking.

Making mistakes is an integral part of curiosity.

How do we create authentic curiosity in these places called schools?

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Josh Eyler shares about his book How Humans Learn: The Science and Stories behind Effective College Teaching on episode 231 of the Teaching in Higher Ed podcast.

Part of the purpose of college is to help students develop the skills to ask really great questions.

People are conditioned to fear failure.

How do we build in opportunities for mistakes and errors?

Part of the work of college is to help our students figure out what they find meaningful in their lives and pursue that.

[/divwrap][divwrap class=”one-half”]

[/divwrap]