Maha Bali exudes openness as a way of being on episode 493 of the Teaching in Higher Ed podcast.

I don’t really know everything I have to say, but I’m willing to share my unfinished thoughts with you and I am willing to be criticized for it.

If people don’t have the vocabulary to express how they feel, they’ll just say they are fine.

This is a space where everyone in the room has to be collectively inclusive, and that’s kind of part of what equity and inclusion in facilitation and in classrooms needs to be.

My mentoring is not out of responsibility as something that I have to, I do it with joy because I’m building relationships with people.

Mike Caulfield shares about Verified, which he co-authored with Sam Wineburg, on episode 492 of the Teaching in Higher Ed podcast.

The real impact is that you have a number of people within a community that kind of keep other people in check.

The field of argumentation theory has provided illuminating insights.

I want you to have the tools to be taken seriously.

I want you to be able to argue ethically.

Stephen Bloch-Schulman talks about teaching through experiences on episode 491 of the Teaching in Higher Ed podcast.

When students tell me what they think their beliefs are, what I’m hearing is what they wish they believe, not what they believe.

I think what we’re doing when we’re talking about beliefs is often just naming how we wish we were.

Dave Stachowiak and Bonni Stachowiak talk about navigating insecurity in teaching on episode 490 of the Teaching in Higher Ed podcast.

20 years later and I still run into nervousness. The intensity and the kind of nervousness is different, and it often comes up in unsuspecting ways.

How can you open the first 10 seconds of a class to capture attention, tell a story, and engage participants?

I always have a something in my back pocket, either literally or figuratively.

Lindsay Doukopoulos talks about teaching with artificial intelligence on episode 489 of the Teaching in Higher Ed podcast.

Learning is exceptionally difficult to really assess in a meaningful way at scale.

Students are almost exactly at the same place that faculty are in terms of their skepticism and anxiety about these tools.

Learning is change.

Karen Costa shares about climate action pedagogy on episode 488 of the Teaching in Higher Ed podcast.

Start where you are.

Some folks are starting to use these renewable resources like solar and wind to power servers.

Ijeoma Nwaogu shares about her book on Overcoming Imposter Anxiety on episode 487 of the Teaching in Higher Ed podcast.

We start to question ourselves, and that feeling is really uncomfortable.

One word that I use in the book is called imposterize.

It’s so valuable to be around diverse folks, folks who are different from you, but it’s so important to also be in with like-minded folks, folks who look like you, folks who have similar beliefs because that can be reinforcing of who you are and to let you know that you are enough.

Presence is far more important than someone’s performance.

Jenae Cohn speaks about design for learning on episode 486 of the Teaching in Higher Ed podcast.

At the core of any class we’re teaching, we have to think about how a student or a user is going to navigate through that experience.

I encourage a balance of getting some feedback from your students after the class is over and using the analytics within it to come to some conclusions about what you could revise or do differently the next time you offer the course.

Pia Lauritzen shares how to use questions in new ways on episode 485 of the Teaching in Higher Ed podcast.

We know that questions are extremely powerful.

We actually use questions to distribute responsibility.

Sarah Silverman shares an introduction to neurodiversity on episode 484 of the Teaching in Higher Ed podcast

Autism is increasingly understood as a spectrum condition and experience.

It is important to reflect on your own educational journey.