Teaching in Higher Ed

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.

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

Rebecca Hogue talks about giving voice and face to the illness experience on this episode of the Teaching in Higher Ed podcast.

Some people are inherent share people and other people aren’t.

I’d rather you stumble with a good intention than not try at all.

When you’re going through cancer, humor is a release.

It’s humor in the moment that gets you through it.

Bronwyn Harris shares stories about students who were incredible, some of whom aren’t in our classrooms and some of whom are, on episode 148 of the Teaching in Higher Ed podcast.

These were all kids who had voices … but I wanted to amplify their voice.

Kids will live up or down to your expectations.

If we start thinking of all kids as our kids, things are going to be much better.

Stephen Brookfield discusses racial identity in the classroom on episode 147 of the Teaching in Higher Ed podcast.

For the first half of my life I was race blind.

I was colluding in a system and in practices that reinforced racism without consciously being aware of this.

Most white people grow up with these elements in their consciousness but are unaware that they’re there.

We’re here to challenge, rather than to reassure.

We know that we’ll have been successful when … some of our comfortable assumptions are being questioned.

James Lang interviews Ken Bain about motivation in the classroom on episode 146 of the Teaching in Higher Ed podcast.

It’s the question that the goal entails that becomes so driving for the students.

Students are most likely to take a deep approach to their learning when they’re trying to answer questions.

Teach less, better.

We are currently interested in certain questions because we were once interested in another question.

Bonni Stachowiak shares about when things will just have to do on episode 145 of the Teaching in Higher Ed podcast.

Bryan Alexander shares about digital literacy – then and now – on episode 144 of the Teaching in Higher Ed podcast.

Most of us were not trained in participatory media, and we haven’t really integrated that into our teaching.

A key part of digital literacy in the social age is that it is productive. We make stuff.

Technical skills are an unavoidable part of digital literacy.

The way we’ve constructed the mobile experience is often apart from the web.

Teresa Soro provides ideas on how we can keep evergreen as professors and educators on episode 143 of the Teaching in Higher Ed podcast.

No brain is very smart alone.

You go from being the expert to being the one facilitating the learning.

We need to let go of control — it’s their learning.

I can have great thoughts on my own, but they always get better with others.

I think it’s important to be able to allow a little bit more room for mistakes and creativity.

Dave Stachowiak and Bonni Stachowiak talk about rethinking assessment and other reflections on the Lilly Conference on episode 142 of the Teaching in Higher Ed podcast.

Curiosity is one of our most deeply rooted mechanisms by which we learn.

These experiences give people a different view of themselves.

We don’t give students opportunities to experience and reflect on how the curriculum is part of them and how they are affecting it.