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

Quotes from the episode


When students tell me what they think their beliefs are, what I'm hearing is what they wish they believe, not what they believe.
-Stephen Bloch-Schulman

I think what we're doing when we're talking about beliefs is often just naming how we wish we were.
-Stephen Bloch-Schulman


Resources

 	Verified: How to Think Straight, Get Duped Less, and Make Better Decisions about What to Believe Online, by Mike Caulfield and Sam Wineburg
 	You’re Doing it Wrong
 	Schitt’s Creek Boop
 	A critique of methods in the Scholarship of Teaching and Learning in Philosophy, by Stephen Bloch-Schulman
 	Teaching through experiences – Interview with Stephen Bloch-Schulman
 	Eric Schwitzgebel - Intellectualism about beliefs
 	Eric Schwitzgebel’s scholarship

Teaching Through Experiences

Thank you for checking out the Teaching in Higher Ed podcast. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students.

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Jody Greene discusses faculty’s role in student success on episode 515 of the Teaching in Higher Ed podcast.

Quotes from the episode


The special power of literature comes from that capacity to have one foot in the factual or the real and one foot in the imagination or the fictional.
-Jody Greene

We know that there are so many other important elements to students' success, their well-being, their thriving, their career pathways, their ability to pursue interests and curiosities, their engagement, their activism, and all of these multiple measures.
-Jody Greene

I think people care about what the institution has told them they need to care about.
-Jody Greene

I don't think we should have expectations based on people's gender in a classroom.
-Jody Greene


Resources

 	About Jody Greene
 	Teaching Environmental Justice: Practices to Engage Students and Build Community, edited by Sikina Jinnah, Jessie Dubreuil, Jody Greene, and Samara S. Foster
 	The dualistic mind, by Richard Rohr
 	Gina Garcia
 	Torgny Roxå - ‘shame briefcase’
 	Listen: Improving Student Success in the Classroom, Inside Higher Ed podcast with Jody Green
 	New Day (live) - Alicia Keys
 	Alicia Keys: NPR Music Tiny Desk Concert
 	Try a little kindness
 	Notice
 	ASK: What is the most generous reading I can have right here?
 	“If things were simple, word would have gotten around.” Jacques Derrida

Faculty’s Role in Student Success

Joe Hoyle shares lessons from more than 50 years of teaching and from his free book: Transformative Education, on episode 514 of the Teaching in Higher Ed podcast.

Quotes from the episode


If you want to become a better teacher, find someone who has an interest in teaching like you do.
-Joe Hoyle

Great teaching is terribly, terribly complicated.
-Joe Hoyle

Having a good teacher who is kind to you is very, very important.
-Joe Hoyle

Your success, or your lack of success, is a product of the stories you're telling yourself. So tell yourself different stories.
-Joe Hoyle


Resources

 	Transformative Education: How Can You Become a Better College Teacher, by Joe Hoyle (a free resource)
 	Victorian Literature for Accounting Majors, by Joe Hoyle and Elisabeth Gruner
 	50 years later, Joe Hoyle's passion for teaching burns bright, a profile from the University of Richmond
 	Teaching in Higher Ed Episode 164: Setting Students Up for Success from the Start with Joe Hoyle
 	HelloFresh
 	Louise Penny
 	A League of Their Own Clip: The Hard Makes It Great

Transformative Education: Lessons From More Than 50 Years of Teaching

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.

Quotes from the episode


I love that no is a complete sentence.
-Resa Lewiss

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

In academics, we are told to always say yes.
-Resa Lewiss


Resources

 	MicroSkills: Small Actions Big Impact, by Adaira Landry MD MEd and Resa E Lewiss MD*
 	“Small is good, small is all. (The large is a reflection of the small.)” in Emergent Strategy, by adrienne maree brown*
 	The Ultimate Guide to Time Blocking by The Sweet SetUp
 	How to Make a Good Virtual Introduction, by Joseph Crandall on LinkedIn

How to Develop MicroSkills –  Small Actions for Big Impact

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

Quotes from the episode


Microlectures prompt students to do something with the information they're learning.
-Tolu Noah

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.
-Tolu Noah

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


Resources

 	Short and Sweet: The Educational Benefits of Microlectures
 	Jacob’s Quick Tips 
 	iPad Quick Lessons
 	The Bible Project: Videos
 	Amaury Guichon’s YouTube Channel
 	Commoncraft
 	Microlectures 101: What, Why, & How?
 	Enhancing Flipped Learning with Microlectures
 	Microlectures Planning Template
 	Evidence-Based Principles for How to Design Effective Instructional Videos
 	Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
 	Small Teaching Online, by Flower Darby
 	If You Can’t See the Small
 	Tiny Microphone
 	Flic Starter Kit
 	99 Tips for Creating Simple and Sustainable Educational Videos

How to Create Engaging Microlectures

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

Quotes from the episode


Does this represent what I really care about?
-David Clark

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

A reassessment always needs some reflective parts, some metacognition, because that's part of the feedback loop.
-David Clark

People aren't going to remember everything that they've learned in our classes for all time.
-David Clark

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.
-David Clark


Resources

 	Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert
 	Episode 510: The Principles of Grading for Growth with Robert Talbert
 	Four pillars described in Grading for Growth, by David Clark and Robert Talbert

 	Clearly defined standards
 	Helpful feedback
 	Reassessment without penalty
 	Marks indicate progress


 	Test Yourself: Which Faces Were Made by AI
 	Grading for Growth Blog

Teaching Through Experiences

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