Melanie Sage, Nancy Smyth, and Laurel Iverson Hitchcock share how they wrote a book with people they met on Twitter on episode 275 of the Teaching in Higher Ed podcast.
Twitter had sort of a democratizing impact across our ranks.
—Melanie Sage
What does it mean to be connected as humans across technology?
—Melanie Sage
Technology is just a tool — we’re trying to do relationships like we would in any other space.
—Melanie Sage
Sarah Cavanagh shares about her new book, HIVEMIND, on episode 274 of the Teaching in Higher Ed podcast.
We can enter a state of mind in which we join our social partners almost in a collective sort of consciousness.
—Sarah Cavanagh
Our ideas about the world are collectively sourced almost as much as they are individual.
—Sarah Cavanagh
We’re dividing into different camps and I think that’s dangerous.
—Sarah Cavanagh
Bonni Stachowiak shares about engaging learners in large classes on episode 273 of the Teaching in Higher Ed podcast
The act of predicting can enhance our learning.
—Bonni Stachowiak
Viji Sathy and Kelly Hogan share about inclusified evaluation of our teaching on episode 271 of the Teaching in Higher Ed podcast.
We want structure built into the way we teach, not just in the course design and facilitation.
—Viji Sathy
When we don’t have structure in place, certain people are disadvantaged.
—Viji Sathy
We think students should have a voice … but how that information is used is really important to think about.
—Viji Sathy
How do we actually know that they’re learning what we intend for them to learn?
—Viji Sathy
David Gooblar shares about his new book, The Missing Course*, on episode 279 of the Teaching in Higher Ed podcast.
The students are the material.
—David Gooblar
We don’t teach material, we teach human beings.
—David Gooblar
It’s less about a technique and more about your mindset.
—David Gooblar
How you think is ten times more important to me than what you think.
—David Gooblar
Jaime Hannans shares about empathy and extended reality on episode 270 of the Teaching in Higher Ed podcast.
I saw I could make a bigger impact if I taught.
—Jaime Hannans
Knowing how to navigate your space is a hurdle when you’re going into a new semester.
—Jaime Hannans
The debriefing is the key area where you can reflect on your learning.
—Jaime Hannans
Extended Reality:
Jennifer Pusateri discusses Removing Learning Barriers with Universal Design for Learning (UDL) on episode 269 of the Teaching in Higher Ed podcast.
We are unintentionally putting barriers in place for certain students.
—Jennifer Pusateri
They were modifying how they taught in the classroom to accommodate the kinds of students they had.
—Jennifer Pusateri
When we have a classroom that’s built around one specific way of teaching we’re leaving people out.
—Jennifer Pusateri
Christine Renaudin shares about Sonoma State’s Second Year Research & Creative Experience on episode 268 of the Teaching in Higher Ed podcast.
Model attentive listening, active listening.
—Christine Renaudin
We can enhance each other’s efficiency and creativity by listening, learning, and supporting each other.
—Christine Renaudin
Don Saucier discusses trickle-down engagement on episode 267 of the Teaching in Higher Ed podcast.
Our emotions are absolutely contagious.
—Don Saucier
What we need to do is challenge our students.
—Don Saucier
I tell my students there is nothing more powerful than their voice.
—Don Saucier
Being an expert is not the same as being an excellent teacher.
—Don Saucier
Stephanie Bianco shares about experiential learning through healthy communities on episode 266 of the Teaching in Higher Ed podcast.
They’re seeing firsthand with these kids the high need they have.
—Stephanie Bianco
Not having an internship and just hiring someone would be a mistake.
—Stephanie Bianco
CSU, Chico's Center for Healthy Communities (CHC)(https://www.csuchico.edu/chc/%20%0A)
CHC's Primary program- CA Higher Ed CalFresh (aka SNAP) Outreach Contract (with 40+ subciontracting campuses)(https://www.csuchico.edu/calfresh/index.shtml)
CHC's Internship Program(https://www.csuchico.edu/chc/internship-resources/index1.shtml)
Peter Senge Ladder of Inference(https://www.mindtools.com/pages/article/newTMC91.htm)
Jianjun Wang describes his Relentless Serving and Learning on episode 265 of the Teaching in Higher Ed podcast.
It is important for us to engage our students and help them create life-changing opportunities and thus make the world a better place.
—Jianjun Wang
Online is still relatively new, but new doesn’t mean it’s bad.
—Jianjun Wang
It’s always important to make sure you don’t just work on things alone.
—Jianjun Wang
Melissa Salazar shares about serving our Hispanic students on episode 264 of the Teaching in Higher Ed podcast.
This is where equity work is being done.
—Melissa Salazar
When people get nervous about not being a good teacher, they push back on it as the students’ fault.
—Melissa Salazar
Whatever we say is a reflection of how we’re thinking and processing things.
—Melissa Salazar
Elizabeth Barkley shares recipes for effective teaching on episode 263 of the Teaching in Higher Ed podcast.
If you don’t know where you’re going, how will you know when you get there?
—Elizabeth Barkley
Teaching and learning is a complex process that involves the interaction of human beings.
—Elizabeth Barkley
We can never go into a classroom with a completely rigid script.
—Elizabeth Barkley
Elizabeth Barkley is an expert consultant for ACUE on the following course modules:
Margaret (Peggy) Stevenson shares how she is Changing Lives, One Petition (and Class) at a Time on episode 262 of the Teaching in Higher Ed podcast.
It’s always been important to me that the students understand they are meeting an actual need.
—Margaret (Peggy) Stevenson
We don’t just continue to do things, but we also build into the classroom time for reflection.
—Margaret (Peggy) Stevenson
Dave Stachowiak and I share about productive travel on episode 261 of the Teaching in Higher Ed podcast.
Every time you have somebody on I just feel like there’s something that I’m using in my own work.
—Dave Stachowiak
There’s the tendency for a lot of us in this community to take on too much.
—Dave Stachowiak
Zoë Wood shares about a shipwreck, a Fakesbook, and a WISH on episode 260 of the Teaching in Higher Ed podcast.
Being able to engage with students who are all such unique individuals is a privilege.
—Zoë Wood
I love having the opportunity to see what students create.
—Zoë Wood
Diverse teams actually produce better work.
—Zoë Wood
Practicing to work in a team isn’t always comfortable for students but it’s something we all need to do so we can help tackle these big problems.
—Zoë Wood
Natasha Jankowski shares about intentional and transparent assessment on episode 259 of the Teaching in Higher Ed podcast.
When I’m asking you to do something in my class, I can tell you why I’m asking you to do it.
—Natasha Jankowski
This is much more assessment with and not to students.
—Natasha Jankowski
Transparency for me is more than just posting it somewhere.
—Natasha Jankowski
How can you both share that love and excitement but also instill it in your students?
—Natasha Jankowski
Sara Goldrick-Rab shares about Paying the Price on episode 258 of the Teaching in Higher Ed podcast.
Once I knew, this was a problem I couldn’t unsee.
—Sara Goldrick-Rab
We’re supposed to be doing education for democracy.
—Sara Goldrick-Rab
I’ve had to ask myself, “Is this what I’m uniquely adding value to?”
—Sara Goldrick-Rab
I want to see growth in each of the students over the term — what else do I care about?
—Sara Goldrick-Rab
Ramesh Laungani talks about engaging students using FlipGrid on episode 257 of the Teaching in Higher Ed podcast.
How do we support and amplify those more quiet voices?
—Ramesh Laungani
The typed discussion board doesn’t allow for discussion … there’s no back and forth per se.
—Ramesh Laungani
Paul Hanstedt shares about Creating Wicked Students on episode 256 of the Teaching in Higher Ed podcast.
If we’re going to face wicked problems, we’d better have wicked competencies.
—Paul Hanstedt
We have to communicate to students what we’re looking for.
—Paul Hanstedt
Constraint can be valuable for creativity.
—Paul Hanstedt
We need to find ways to allow students to take risks.
—Paul Hanstedt