Adaira Landry and Resa Lewiss share how to develop your MicroSkills – small actions for big impact on episode 513 of the Teaching in Higher Ed podcast.

I love that no is a complete sentence.

Taking intentional deliberate breaks makes you even more effective and efficient at work.

In academics, we are told to always say yes.

Tolulope (Tolu) Noah describes how to create engaging microlecturees on episode 512 of the Teaching in Higher Ed podcast.

Microlectures prompt students to do something with the information they’re learning.

I always find myself learning so much more about the power and potential of my devices through watching his videos than I would ever figure out just by tinkering around on the device on my own.

Providing information in both audio and visual formats can just make it easier for students to process and retain information.

David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.

Does this represent what I really care about?

Most of us are used to giving feedback in some way, but making it helpful is the tough part.

A reassessment always needs some reflective parts, some metacognition, because that’s part of the feedback loop.

People aren’t going to remember everything that they’ve learned in our classes for all time.

As soon as there’s a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.

Robert Talbert shares about the principles of grading for growth on episode 510 of the Teaching in Higher Ed podcast.

In one shot, she can’t get a B in the class. And I sat there and just watched her sense of self worth and her excitement in the class just decay away right before my eyes.

When you look at grades as we often use them in a traditional setting, they are much of what we do is under the guise of object what we think is objectivity.

The biggest thing that’s broken about grades is that traditional grading is completely disconnected from the notion of a feedback loop.

Give helpful feedback that doesn’t humiliate the student, affirms their basic dignity as a human being, and highlights what went well. Helpful feedback also highlights what could use some work and invites students to collaborate with you to make it better.

Reattempts without penalty, that’s the closing of the feedback loop.

Points used for grades are a judgment call that results in a label.

Kem Saichaie talks about how to teach in active learning spaces on episode 509 of the Teaching in Higher Ed podcast.

Flexibility requires familiarity.

Oftentimes, at least at the research intensive level, we have this false comparison between STEM and non STEM types of teaching in classrooms.

At the heart of many active learning classroom design spaces is the concept of flexibility.

Scott Shigeoka shares about his book SEEK: How Curiosity Can Transform Your Life and Change the World on episode 508 of the Teaching in Higher Ed podcast.

It is a really beautiful experience to have multiple generations in the same house where we’re all just living and learning alongside one another.

Students can feel unsafe on their campuses because of the discourse or the lack of discourse.

Tamara (Tami) Shetron shares a vision of higher education for all (including those with intellectual and developmental disabilities on episode 507 of the Teaching in Higher Ed podcast.

My background is in a field called developmental education, which is some people used to call it remedial education, but the term evolved into developmental because remedial is the idea of fixing things, whereas developmental follows more the natural human cycle of growing and developing across the lifespan.

Everyone can learn.

What makes these programs different from a normal, typical college experience is they are designed to help students get employment.

Justin Shaffer shares how to use high structure course design to heighten student learning on episode 506 of the Teaching in Higher Ed podcast.

Some students might be doing just fine with the traditional, maybe unstructured class. But we know from evidence, lots of research now shows that this type of structure does help students.

The keyword through all 3 steps is alignment.

I don’t think the structure necessarily guarantees success because it’s the students ultimately have to put the work in to earn that grade, to earn that outcome.

Karen Costa shares how role clarity and boundaries can help us thrive on episode 505 of the Teaching in Higher Ed podcast.

I saw people being asked to, like, completely revamp their entire course and learn how to online, but nothing was removed from their plate.

So the first question I want folks to ask themselves is what are my qualifications in this role.

Just because you are qualified to do it does not mean that it is yours.

I didn’t know what boundaries were until I was about 35 years old, and it’s taken me about 7 years of really challenging interpersonal work to understand what boundaries are and to feel confident in setting boundaries for myself.

Catherine Cronin and Laura Czerniewicz share about Higher Education for Good on episode 504 of the Teaching in Higher Ed podcast.

People are in a state of despair.

Sometimes sets of values are at odds with the measuring systems in the university.

Little moments of glimmers of innovation, not in the business sense of the word, but in the imaginative sense of the word, are good enough.

We tried to model the values that we talk about in the process of creating the book.

We wanted to stretch open the boundaries of a book.

Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org. All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC), established in 2016 by Sara Rafael Garcia.”