Teaching in Higher Ed

James Lang shares about teaching the Literature Survey course on episode 210 of the Teaching in Higher Ed podcast.

[divwrap class=”one-half first”]

What do we expect, in terms of breadth of knowledge within a discipline, and how do you get students to learn that?

Deep learning is when students create connections between the course material and their own lives.

Where are the opportunities in my syllabus for students to make their voices heard?

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Asao B. Inoue discusses antiracist writing assessment ecologies on episode 209 of the Teaching in Higher Ed podcast.

[divwrap class=”one-half first”]

Racism is a set of structures that often are invisible to us because they seem so natural.

We all come from and work in hegemonic systems.

I don’t think that anyone is a bad person … what we have are bad systems.

The engine of learning is labor.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

Dave Stachowiak invites Bonni Stachowiak to share the 208 backstory on episode 208 of the Teaching in Higher Ed podcast.

Wendy Purcell shares about rethinking higher education on episode 207 of the Teaching in Higher Ed podcast.

[divwrap class=”one-half first”]

I think you’re seeing that universities now are needing to be much more connected to the society we serve.

You really will be learning throughout your life.

The very best education should transform you.

You are supporting transformation of people, and through people, transformation of society at large.

Education is the kindling of a flame, not the filling of a vessel.

To an unprecedented extent, universities must partner with government, business, and civil society to take on the grand challenges of sustainable development that lie ahead.

If you want to build a ship, don’t herd people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

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.

[/divwrap]

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.

[divwrap class=”one-half first”]

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.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

[divwrap class=”one-half first”]

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.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

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

[divwrap class=”one-half first”]

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.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

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

[divwrap class=”one-half first”]

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.

[/divwrap][divwrap class=”one-half”]

[/divwrap]

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

[divwrap class=”one-half first”]

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.

[/divwrap][divwrap class=”one-half”]

[/divwrap]