Susan Blum shares about ungrading on episode 350 of the Teaching in Higher Ed podcast.
Genuine education isn’t simply this points game.
-Susan Blum
If the learning is interesting, people will do it.
-Susan Blum
Think about your students as people who are learning things for purposes. If they are not learning for a grade, why else are they learning?
-Susan Blum
The goal is learning. Learning can be for the purpose of use or interest.
-Susan Blum
Maha Bali, Autumm Caines, and Mia Zamora share about community building activities on episode 349 of the Teaching in Higher Ed podcast.
It is not enough to tell students I want to listen to you. You have to build the trust so they will talk to you and be candid with you.
-Maha Bali
Community is more than just a gathering of people in a room. It is a sense of caring about one another and for something.
-Autumm Caines
It is something really powerful when we learn together in community.
-Autumm Caines
You can’t insist upon trust. It has to be something that emerges from moments.
-Mia Zamora
Michelle D. Miller discusses why memory is important for learning – even in the age of Google on episode 348 of the Teaching in Higher Ed podcast.
Ask students to link their learning to their own lives.
-Michelle D. Miller
Courtney Plotts is back on Teaching in Higher Ed to discuss online culture on episode 347 of the Teaching in Higher Ed podcast.
When we look at the culture of learning, whether in the online space or in the classroom space, a lot of students experience marginalization.
-Courtney Plotts
Research says that marginalization is a self-selected way to deal with acculturated stress.
-Courtney Plotts
When we look at what successful students do, they are not independent, they are interdependent.
-Courtney Plotts
We have to be honest that campus culture is not the online culture. It is an extension, but it is not the same thing.
-Courtney Plotts
Archana McEligot discusses filling the equity gap in STEM fields on episode 346 of the Teaching in Higher Ed podcast.
You really do need that interdisciplinary perspective when looking at data.
-Archana McEligot
We can’t work in silos, some of the greatest innovations and discoveries have happened through an interdisciplinary perspective.
-Archana McEligot
Many underrepresented students experience imposter syndrome.
-Archana McEligot
Seeing someone that looks like them is so important.
-Archana McEligot
Big Data Discovery and Diversity: Through Research, Education Advancement and Partnership (BD3-REAP)
Adanely Jimenez, Adrian Delgado, + Jenny Vargas shares about transforming a university on episode 345 of the Teaching in Higher Ed podcast.
It was a big 180 slap in the face thing for me being around a whole diverse group of people and students who were my age, but I really thought everyone my age thought the way I did.
-Jenny Vargas
I was grateful to have professors who took the time to ask me what was wrong, if I was ok, and how it was going. Being able to speak to my professors when I was going through something made it easier for me to be real.
-Adanely Jimenez
Sharon Hamill speaks about caring for the whole person on episode 344 of the Teaching in Higher Ed podcast.
It was an opportunity for these outstanding graduate students at Cal State San Marcos to be able to be on the frontlines actually educating.
-Sharon Hamill
Watching these public health students get in there and do their thing- I was just in awe.
-Sharon Hamill
I think you have to embrace the messiness and recognize that this is probably where the best learning is going to occur.
-Sharon Hamill
Meeting the Moment Through Inclusive Teaching, with Michael Benitez and Meredith Flynn.
Pedagogy is truly a craft. It is an art and requires us to be attentive to it.
-Michael Benitez
As educators, we want to make sure that we create really welcoming environments and that our learning environments promote equitable and successful outcomes for our students.
-Meredith Flynn
Amy Sprowles and Matt Johnson on episode 342 of the Teaching in Higher Ed podcast.
We became much more aware and knowledgeable about what place-based learning means to other people and other groups.
-Amy Sprowles
Place-based learning rests on the power of immersing students, faculty and staff in the place and recognizing the heritage, culture, landscape, geography, plants, animals and rocks and how those things interact with each other to illustrate to students how so many disciplines are interconnected.
-Matt Johnson
You cannot talk about the place without talking about the Indigenous people that have been there since time immemorial.
-Matt Johnson
Susan Roll and Jennifer Wilking share their experience teaching a multidisipilnary course together on episode 341 of the Teaching in Higher Ed podcast.
It was really fascinating to see how students across these three disciplines had different orientations from day one to this issue of homelessness.
-Jennifer Wilking
One of the real benefits to interdisciplinary teaching is the exposure to different perspectives.
-Jennifer Wilking
Students have such a deeper understanding when they’re actually doing the research rather than just hearing about research methods.
-Jennifer Wilking
Once they have an experience and actually talk to a person who is experiencing homelessness, all of those preconceptions start to drop away; and that’s the beauty of doing research too.
-Jennifer Wilking
Student Teams Work to Alleviate Housing Insecurity
Episode 234 with Maria Andersen: A new lens to support learning outcomes
Mariah Kornbluh
Heather Castillo and MiRi Park share about humanized online dance classes (and dance as protest) on episode 340 of the Teaching in Higher Ed podcast.
When I went to college I was being modeled into this modern dancer, I didn’t necessarily know what that meant, but I still wanted to be the best.
-MiRi Park
I think of them as people who do dance, as opposed to merely dancers. They are human beings that have histories of arrival and each person is unique, so there is never going to be just one story.
-MiRi Park
There was never a doubt in either of our minds that this could be done.
-Heather Castillo
Why keep the information to myself when I can share it with others?
-MiRi Park
Dave Stachowiak and Bonni share about our personal knowledge management practices on episode 339 of the Teaching in Higher Ed podcast.
“Good curators are valued members of knowledge networks.”
-Dave Stachowiak quotes Harold Jarche
Douglas Haynes shares about inclusive excellence on episode 338 of the Teaching in Higher Ed podcast.
More universities and colleges across the country have articulated a real commitment to diversity in value statements, in offices and programs, and in initiatives and events. That’s a good start.
-Douglas Haynes
It is open to members of the campus community to learn together.
-Douglas Haynes
We’re going to confront anti-blackness as an institutional imperative.
-Douglas Haynes
Deandra Little Authentic Assignments on episode 337 of the Teaching in Higher Ed podcast
Category/tags: Assessment and grading.
A really good assignment, which is also a really good assessment, also teaches you something.
-Deandra Little
Thinking about the purpose also helps you talk about meaning.
-Deandra Little
Matthew Paolucci Callahan discusses equity in STEM on episode 336 of the Teaching in Higher Ed podcast.
I think that for anybody who wants to learn, if they work hard enough, and if the instructor is clear enough, they can rise to their highest level.
-Matthew Paolucci Callahan
Students in STEM receive bias from other students.
-Matthew Paolucci Callahan
We meet students at the undergraduate level to teach about gender bias and sexual harassment early in their career.
-Matthew Paolucci Callahan
Mays Imad discusses trauma-informed teaching and learning on episode 335 of the Teaching in Higher Ed podcast.
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
Andrew Ishak talks about Learn, Teach… and Satirize with Video on episode 334 of the Teaching in Higher Ed podcast.
You’re aware of the audience; you’re aware of the students.
-Andrew Ishak
Know what key points you need to hit. Be aware of the time and be aware of your audience.
-Andrew Ishak
I have 3 or 4 main points I want to hit with some notes underneath each. If I don’t get to some of the notes on some of them, that’s fine. It’s all about hitting the key points.
-Andrew Ishak
Have a backup plan.
-Andrew Ishak
Heloise Stevance shares how to foster curiosity in STEM and (other disciplines) on episode 333 of the Teaching in Higher Ed podcast.
Some of the most fundamental questions you can ask are the hardest to answer and explain in a concise way.
-Héloïse Stevance
You captivate them with the things that are fun… because learning is fun.
-Héloïse Stevance
Good outreach doesn’t make you sound clever. It makes the audience feel smart.
-Héloïse Stevance
Failure is just part of the process. It is an ongoing part and never really goes away.
-Héloïse Stevance
Héloïse’s response to a young woman’s question about maths
5 Crazy Facts About Failed Stars (brown dwarfs)
Science communication (#scicomm) on Wikipedia
Episode 215 with Bryan Dewsbury: Teaching as an Act of Social Justice and Equity
James Lang shares about his new book, Distracted, on episode 331 of the Teaching in Higher Ed podcast.
One of the main ideas of the book is to try to convince people that attention is something that we should value in education and not take for granted.
-James Lang
We are all experiencing lots of challenging issues right now in our lives.
-James Lang
One of the major things I argue in the book is thinking about the structure of the class.
-James Lang
Learning does not happen without attention.
-James Lang
Instructions for living a life:
Pay attention.
Be astonished.
Tell about it.
Mary Oliver, Sometimes
Peter Felten and Leo Lambert talk about their new book Relationship-Rich Education on episode 331 of the Teaching in Higher Ed podcast.
We don’t use relational language to talk about how to go to college. And we need to do that.
-Leo Lambert
Relationships are high stakes for students both in college and after college.
-Leo Lambert
Of all the places on college campuses where relationships take hold, the classroom is still the most important place.
-Leo Lambert
They’re not asking us to solve all their problems, they just want to be seen as humans.
-Peter Felten