Mylien Duong discusses strategies for facilitating contentious conversations in your classroom on episode 532 of the Teaching in Higher Ed podcast.

We were never really trained to have these difficult conversations. We were not really trained as instructors to facilitate these conversations.

It is not realistic to not prepare our students to be civically engaged and be able to engage and work with people who are different from them who don’t share the same beliefs that they do.

My goal is to help students to fully understand students, to help them clarify their own thinking, and to ensure and to help them communicate that to the rest of the class.

Christopher Gilman and Adelmar Ramirez describe how to use IIIF in your teaching to bring the world’s image collections to students on episode 531 of the Teaching in Higher Ed podcast.

I think that our responsibility as professors in the 21st century is to engage students more.

Think with your hands. Every step that you make, every button that you click is an operation.

Dave Stachowiak and Bonni invite you to share your teaching stories and they tell of a few lessons from the road on episode 530 of the Teaching in Higher Ed podcast.

It’s interesting how much comes back to a caravan and a road trip, because that’s where it all started.

There’s a lot of people who want to help you. You need to teach them how.

The more folks we can take along on the trip and share stories, the better.

James Lang reads his piece, Working the Gardens of Our Classrooms, on episode 529 of the Teaching in Higher Ed podcast.

He quits worrying about whether Pangloss or Martin are correct, decides that he and his companions should turn their attention to the immediate work demanded by their current circumstances.

Writing is, number 1, a form of thinking, number 2, that produces learning, and 3, generates new ideas. That was true in 2000, and it’s true in 2024.

In the meantime, the gardens need tending. If you continue to believe in the value of the plants that have always flourished in your garden, keep growing them.

Jason Lodge discusses assessment reform for the age of artificial intelligence on episode 528 of the Teaching in Higher Ed podcast.

Where does the capability of AI end and where does the impact of the teacher start?

Our tendencies as teachers and the way that we wanted to teach was clashing with the way that the lesson plan had been structured by Chat GPT.

We don’t know where we’re headed, but at least we can have a sense of what the direction might be.

We have to get to the point where we stop looking for evidence that students are using these tools to cheat and shift our emphasis to looking for evidence that learning has occurred.

It’s less about the technology and more about the human, how we learn and how we understand ourselves.

Small things can add up to make a huge difference.

Alexis Peirce Caudell shares ways we cen go beyond dichtomous thinking: strategies to enhance teaching and learning on episode 527 of the Teaching in Higher Ed podcast.

It’s about being able to sort of think across or beyond those boxes that we normally operate on every day.

Ann Taylor shares ways to offer accessible and affordable learning through open educational resources (OERs) on episode 526 of the Teaching in Higher Ed podcast.

I have been surprised at how some of us don’t think about the cost of what we’re requiring our students to use.

It’s the instructor that’s making the difference, that’s making the content come alive.

If you’re boring face to face and monotone or you just kinda mumble and separate, you’re probably not gonna come across great recorded either.

Text first, not video first.

We start with the written word, and then we make sure that anywhere it’s gonna make a difference or it’s gonna engage the students, we incorporate multimedia pictures and graphics and interactive tools and video and so forth.

Amira Barger shares four common arguments against DEI and how to dismantle them on episode 525 of the Teaching in Higher Ed podcast.

Many people who are at the margins often know from lived experience that the playing field is not level, and that there are biases that leaders and individuals across any and every institution have to mitigate.

Many people tend to view the work of diversity, equity, and inclusion as this sort of a 0 sum game. That idea of we’re lifting someone else up means you have to push or bring someone else down. And that’s not at all what we’re trying to do this work.

It really is about leveling the playing field. It’s not about taking things away, but it’s about understanding.

What are you creating so that others can see themselves represented in the spaces they’re in with you?

I try to very intentionally surround myself with people who believe and think differently than I do so that I can understand where they are coming from.

Jon Ippolito on a more critical framework for AI use (amongst other topics) on episode 524 of the Teaching in Higher Ed podcast.

We need to either rethink what intelligence means, beyond the scope of simply being articulate and knowledgeable when it comes to to putting words together, or we need to think about what other values we want to promote and encourage and teach that go beyond intelligence.

It’s a problem because the average of 2 facts is not necessarily a fact.

Judith Dutill talks about communication literacy in the age of AI on episode 523 of the Teaching in Higher Ed podcast.

In the college classroom, we don’t often emphasize that type of communication as a skill that’s worth teaching, talking about, assessing, and we focus instead on more formal types of communication.

Communication is a very subjective thing, but I think there is a common definition that we could all agree on that effective communication is creating meaning and being understood.

As we develop in higher education, many of us believe in multiple literacies.

If your discipline involves speaking and listening, communication is at the center of it.