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A Different Way to Think About AI and Assessment

with Danny Liu

| August 21, 2025 | XFacebookLinkedInEmail

Danny Liu shares a different way to think about AI and assessment on episode 584 of the Teaching in Higher Ed podcast.

Quotes from the episode

There is no way to really know if the rules that you're putting in place are going to be followed by students, and it doesn't mean that we need to detect them or surveil them more when they're doing their assignments.

Our students are presented with this massive array of things they could choose from. They may not know the right things to choose or the best things to choose. And our role as educators is to kind of guide them in trying to find the most healthy options from the menu to choose from.
-Danny Liu

People want to give their students clarity. They want to give their students a bit of guidance on how to approach AI, what is going to be helpful for them for learning and not helpful for learning.
-Danny Liu

There is no way to really know if the rules that you're putting in place are going to be followed by students, and it doesn't mean that we need to detect them or surveil them more when they're doing their assignments.
-Danny Liu

We need to accept the reality that students could be using AI in ways that we don't want them to be using AI if they're not in front of us.
-Danny Liu

Not everyone lies. Most of our students want to do the right thing. They want to learn, but they have the temptation of AI there that is saying, I can do this work for you. Just click, just chat with me.
-Danny Liu

Our role as teachers is not to be cops, it's to teach and therefore to be in a position where we can trust you and help you make the right choice.
-Danny Liu

Resources

  • Menus, not traffic lights: A different way to think about AI and assessments, by Danny Liu
  • Talk is cheap: why structural assessment changes are needed for a time of GenAI, by Thomas Corbin,Phillip Dawson, &Danny Liu
  • What to do about assessments if we can’t out-design or out-run AI? by Danny Liu and Adam Bridgeman
  • Course: Welcome to AI for Educators from the University of Sydney
  • Whitepaper: Generative AI in Higher Education: Current Practices and Ways Forward, by Danny Y.T. Liu, Simon Bates
  • Five myths about interactive oral assessments and how to get started, by Eszter Kalman, Benjamin Miller and Danny Liu
  • Interactive Oral Assessment in practice, by Leanne Stevenson, Benjamin Miller and Clara Sitbon
  • ‘Tell me what you learned’: oral assessments and assurance of learning in the age of generative AI, by Meraiah Foley, Ju Li Ng and Vanessa Loh
  • Interactive Oral Assessments: A New but Old Approach to Assessment Design from the University of South Australia
  • Interactive oral assessments from the University of Melbourne
  • Long live RSS Feeds
  • New AI RSS Feed
  • New AI RSS Page
  • Broken: How Our Social Systems are Failing Us and How We Can Fix Them by Paul LeBlanc

Write Like You Teach

with James Lang

| August 14, 2025 | XFacebookLinkedInEmail

James Lang shares about his latest book, Write Like You Teach, on episode 583 of the Teaching in Higher Ed podcast.

Quotes from the episode

Start right now. That's the most important thing.

Answers on their own are not interesting. They become interesting when we know the questions behind them.
-James Lang

When you take a reader on a journey, as the reader works through an essay or book that you've written, they spend a lot of time with you.
-James Lang

Be attentive to the person that you are on the page to the reader.
-James Lang

Start right now. That's the most important thing.
-James Lang

Resources

  • Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience by James M. Lang
  • Distracted: Why Students Can’t Focus and What You Can Do About It by James M. Lang
  • Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang
  • Cheating Lessons: Learning from Academic Dishonesty by James M. Lang
  • The Greek Way by Edith Hamilton
  • The Orchid Thief by Susan Orlean
  • How Can Educators Teach Critical Thinking? by Daniel T. Willingham (American Educator)
  • James M. Lang’s official website
  • Susan Orlean’s official website
  • Scrivener, a popular writing and revision tool for long-form projects
  • The Opposite of Cheating from the Teaching and Learning in Higher Education Series (University of Oklahoma Press)
  • University of Oklahoma Press – Teaching, Engaging, and Thriving in Higher Ed series
  • Christine Tulley
  • The Sirens' Call: How Attention Became the World's Most Endangered Resource, by Chris Hayes
  • Proust and the Squid: The Story and Science of the Reading Brain, by Maryanne Wolf

Counterstory Pedagogy

with Adriana Aldana

| August 7, 2025 | XFacebookLinkedInEmail

Adriana Aldana shares about Counterstory Pedagogy: Student Letters of Resilience, Healing, and Resistance on episode 582 of the Teaching in Higher Ed podcast.

Quotes from the episode

One of our ethical obligations as social workers is to engage in self care to avoid burnout.

One of our ethical obligations as social workers is to engage in self care to avoid burnout.
-Adriana Aldana

Their voice really comes through in the letter format in ways that I don't see in other forms of writing. I encourage them to loosen up a little bit with what they think I am expecting them to write about or how to write.
-Adriana Aldana

Resources

  • Counterstory Pedagogy: Student Letters of Resilience, Healing, and Resistance, by Adriana Aldana
  • Rest as Resistance, by Trisha Hersey
  • Rest as Resistance card deck
  • Episode 195: Considering Open Education with an Interdisciplinary Lens with Robin DeRosa
  • Radical Hope: Letters of Love and Dissent in Dangerous Times, by Caro de Robertis
  • Counterstory: The Rhetoric and Writing of Critical Race Theory, by Aja Y. Martinez
  • Managing Transitions: Making the Most of Change, by William Bridges
  • Elon University Center for Engaged Leanring Open Access Book Series

Joyful Justice

with Alexandra Kogl

| July 31, 2025 | XFacebookLinkedInEmail

Alexandra (Ana) Kogl shares about her chaper in Joy-Centered Pedagogy in Higher Education on episode 581 of the Teaching in Higher Ed podcast.

Quotes from the episode

Joy isn't something that we can coerce out of students.

I didn't expect to find joy in the classroom when I started teaching political science 20 years ago.
-Alexandra (Ana) Kogl

Joy isn't something that we can coerce out of students.
-Alexandra (Ana) Kogl

They seem to expect to feel dead inside in the classroom, which is heartbreaking.
-Alexandra (Ana) Kogl

The opposite of joy isn't suffering, it's numbness.
-Alexandra (Ana) Kogl

People survive injustice and they thrive.
-Alexandra (Ana) Kogl

Resources

  • Joy-Centered Pedagogy in Higher Education: Uplifting Teaching & Learning for All, edited by Eileen Camfield
  • Ross Gay
  • Masculinity as Homophobia: Fear, Shame and Silence in the Construction of Gender Identity, by Michael S. Kimmel
  • SIFT
  • Audre Lorde
  • Martin Luther King Jr.
  • Mike Caulfield
  • Karl Marx
  • Stanley Milgram
  • Hannah Arendt
  • Joy Cards
  • Eichmann in Jerusalem
  • All My Relations Podcast

The Joy of Embodied Learning

with Leslie Bayers

| July 24, 2025 | XFacebookLinkedInEmail

Leslie Bayers discusses her chapter in Joy-Centered Pedagogy: The Joy of Embodied Learning on episode 580 of the Teaching in Higher Ed podcast.

Quotes from the episode

We feel and think better when we move.

I certainly wasn't taught body literacy in school, and what I mean by that is how to read the internal signals that the body might be communicating.
-Leslie Bayers

We feel and think better when we move.
-Leslie Bayers

I try to get students moving or engaged with sensory textures as much as possible to spark learning.
-Leslie Bayers

How we feel absolutely shapes if and how we learn. And many of us feel this in our bodies.
-Leslie Bayers

Learning is incredibly hard work. It's one of the things that does drain the body of energy.
-Leslie Bayers

Resources

  • Joy-Centered Pedagogy in Higher Education: Uplifting Teaching & Learning for All, edited by Eileen Camfield
  • Katy Bowman
  • Episode 505: How Role Clarity and Boundaries Can Help Us Thrive with Karen Costa
  • Scope of Practice Template, developed by Karen Costa
  • An Educator’s Scope of Practice: How Do I Know What’s Mine?, Karen Costa’s Chapter in Trauma-Informed Pedagogies
  • Bend App
  • 15 Minute Gentle Morning Yoga
  • Catalina: A Novel, by Karla Cornejo Villavicencio
  • On Muscle: The Stuff That Moves Us and Why It Matters, by Bonnie Tsui

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