Todd Zakrajsek shares about his new book Dynamic Lecturing on episode 159 of the Teaching in Higher Ed podcast.

You can’t just take bad examples of something and claim that the whole concept is bad.

If bad teaching were considered a crime, I think we’ve arrested the wrong suspect.

We always have to be mindful of how attentive the audience is at any given moment.

I can’t find any evidence that says lecturing is bad.

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Judy Chan shares how to teach using Wikipedia on episode 158 of the Teaching in Higher Ed podcast.

My students like teamwork now because I structure it in a way that is very supportive for everyone.

Students may not notice it’s a different tool, and it gives them a more seamless environment from one course to another.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Phil Newton talks about promoting academic integrity on episode 157 of the Teaching in Higher Ed podcast.

People have cheated forever.

Think about all the good principles of assessment, but do that through the lens of academic integrity.

If you make it easy for things to happen, then they’re more likely to happen.

We don’t design assessments to catch cheaters — we design assessments so that students can show that they’ve learned.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Kerry Moore joins me to answer a question about setting boundaries with students, along with a few other listener questions, on episode 156 of the Teaching in Higher Ed podcast.

What am I like in the classroom and does that feel authentic to who I am?

I would challenge the idea that having difficult conversations isn’t compatible with being a positive and supportive teaching presence.

What are the ways that I’m going to make sure I’m available for connection to students with different personality styles?

We can be friendly with our students … but if we call it a friendship, we’re setting up the students and ourselves for frustration and disappointment.

Question #1

Shawn asks about transitioning from being a practitioner to being more of a teacher.

Question #2

Lydia asks about setting boundaries with students.

Question #3

Steve asks about continuous course-improvement.

Question #4

Loic asks about getting things done without hierarchical power.

Question #5

David-John asks about quality management for online programs.

Jay Parkes and Dawn Zimmaro share about learning and assessing with multiple-choice questions in college classrooms on episode 155 of the Teaching in Higher Ed podcast.

Tests don’t hurt students—people with tests hurt students.

—Dawn Zimmaro

It’s not the multiple choice question that is problematic … it’s about how the assessment can be used.

The whole goal here is learning, not assessing.

Technology has really expanded our ability to do some assessments and diagnostics in ways we haven’t been able to do in the past.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Penny MacCormack (ACUE’s Chief Academic Officer) shares her teaching lessons from the road on episode #154 of the Teaching in Higher Ed Podcast.

Throw away the fixed mindset idea that you’re born smart or not.

Struggle in learning is natural.

Never forget the power of collegiality.

—Penny MacCormack

Teaching is a skillset, and it’s a collaboration between teachers and students.

—Penny MacCormack

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Brandy Dudas talks about pencasting and other ways to incorporate videos in your classes on episode 153 of the Teaching in Higher Ed podcast

I try not to over-edit.

I had to weigh my belief in open educational resources with being scared about what the public was going to say.

Give it a try and you’ll be surprised at the positive feedback you’ll get from your students.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Catherine Cronin discusses open education on episode 152 of the Teaching in Higher Ed podcast.

Twitter has been a big part of my learning and my teaching.

One of my key roles is helping learners develop their voice and their agency.

Openness is always continuously negotiated.

We need to be willing to be criticized ourselves.

Having a personal learning network and being able to learn from each other is essential.

Catherine’s Philosophy:

I practice openness by intentionally using and reusing OER, creating and sharing my work openly (learning, teaching and research), and teaching and modeling these open educational practices (OEP). But that’s just the what. The how requires much thought and care.

I believe open educational practices can help to increase access to education, contribute towards democratising education, and help to prepare learners —in all contexts— for engaged citizenship in increasingly open, networked, and participatory culture.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Kristen Eshleman explores meaningful measures of accountability on episode 151 of the Teaching in Higher Ed podcast.

Are there ways we could be accountable for the things we value most?

If we’re going to double down on outcomes-based assessment, are we going to end up designing learning for only the things that can be measured?

Accept the vulnerability that allows for openness in learning.

Teaching has to adjust and adapt.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

Give feedback. As always, I welcome suggestions for future topics or guests.

Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

Bonni Stachowiak shares community members’ recommendations on episode 150 of the Teaching in Higher Ed podcast.