Jeffery Galle discusses inquiry-based learning on episode 206 of the Teaching in Higher Ed podcast.

Students get excited when they’re confronted with problems which they have confidence to explore.

Being an actively engaged student is not easy.

Start small and work outward from there.

Jay Parkes and Dawn Zimmaro discuss their book The College Classroom Assessment Compendium: A Practical Guide to the College Instructor’s Daily Assessment Life on episode 205 of the Teaching in Higher Ed podcast.

We see the need both for that just-in-time answer but also for faculty to do more thinking systematically about why they do what they do.

Stop and say, “Why does this bother me?” and usually the answer to that is … something a little deeper than that particular student.

How does extra credit really support their mastery of learning objectives?

If we’re really focused on the academic welfare of the student then our assessment activity should primarily be focused on promoting learning.

Students are not going to learn if they’re not engaged, if they’re not curious.

Students will remain engaged … if we initially generate excitement.

We need to be authentically ourselves.

We need to be attentive to the fact that there lots of different ways to portray that passion to be the spark.

Jan H. Jensen shares about his flipped classroom on episode 203 of the Teaching in Higher Ed podcast.

I didn’t flip the whole classroom at once.

If you really have to generate your own teaching material … then videos are the fastest way of doing that.

If you’re starting a course from scratch … it’s not that much more work to flip it.

The boring stuff? That’s kind of a warning sign that the curriculum needs to be addressed.

Kevin Jones describes ways we can support our students who are veterans on episode 202 of the Teaching in Higher Ed podcast.

They feel like it’s very difficult for them to relate to the other students on campus.

Your education doesn’t end when you finish your degree.

Work with the community you’re in.

I think everybody in higher ed needs to be a bit of an entrepreneur right now.

Dave Stachowiak and I talk about frictionless systems on episode 201 of the Teaching in Higher Ed podcast.

I’ve realized the importance of ending the day well and that having a sense of accomplishment is really important.

Let’s automate all the things we can automate so we can spend more time doing the things we should never automate.

Once the weekly review is done … I’m just following the plan for the week.

Maha Bali, Robin DeRosa, and Mike Truong discuss changing our minds about teaching on episode 200 of the Teaching in Higher Ed podcast.

I have learned that I don’t need to defend technology.

What happens if you structurally start to build [courses] around the real-world issues that students are bringing in?

In certain times of my life I think better in a synchronous way, talking to someone immediately. And other times I just need to step back and write.

Sierra Smith shares a student’s perspective on episode 199 of the Teaching in Higher Ed podcast.

College is a lot more traditional than I expected.

—Sierra Smith

I love a class that allows for natural interactions with other students.

—Sierra Smith

What you put into an experience is what you get out of it.

—Sierra Smith

I feel like it’s very non-productive when a professor comes in and they lecture for 50 minutes from paragraphs off a powerpoint.

—Sierra Smith

Nic Holt shares about the intersections between play, games, and learning on episode 198 of the Teaching in Higher Ed podcast.

Always try to create those cross-silo engagements.

Before we can all learn together, we have to be nice and good to one another.

If you have a new piece of technology in your class … let everybody play with it.

To learn to take another person’s perspective is something that will transcend whatever content you’re trying to teach.

—Nic Holt

Viji Sathy and Kelly Hogan describe how inclusivity can help close the achievement gap on episode 197 of the Teaching in Higher Ed podcast.

How do I communicate that their work ethic was actually more important than innate ability?

When I first started teaching, I thought the classroom had to look a certain way.

The attention span of a class goes down the larger the class size.

Making a mistake is a big part of learning.

The more you do it, the more you start to see opportunities for improvement.