Mays Imad discusses trauma-informed teaching and learning on episode 335 of the Teaching in Higher Ed podcast.

Quotes from the episode


I am able to recognize when they are triggered and when they feel disengaged. I also am able to recognize it in myself. We can’t give what we don’t have.
-Mays Imad

I want to acknowledge that we can heal from trauma.
-Mays Imad

My goal is to engage students and help them feel empowered and liberated.
-Mays Imad

We are not just thinking machines; we are feeling machines capable of thinking.
-Mays Imad


Resources Mentioned
Trauma-informed teaching webinar

Leveraging the Neuroscience of Now, by Mays Imad

Trauma-Informed Teaching and Learning

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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How To

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

Using Alternative Grading Practices to Foster Student Learning

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

Quotes from the episode


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.
-Robert Talbert

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.
-Robert Talbert

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

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.
-Robert Talbert

Reattempts without penalty, that's the closing of the feedback loop.
-Robert Talbert

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


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
 	Difficult Conversations: How to Discuss What Matters Most (Third Edition), Douglas Stone & Sheila Heen
 	Dignity: Its Essential Role in Resolving Conflict, by Donna Hicks
 	Leading with Dignity: How to Create a Culture That Brings Out the Best in People, by Donna Hicks
 	The Extended Mind: The Power of Thinking Outside the Brain, by Annie Murphy Paul
 	Robert Talbert’s Sabbatical in Industry with Steelcase
 	The 12-week plan for building courses, by Robert Talbert

Trauma-Informed Teaching and Learning

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