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
Bonni Stachowiak shares about her experience at the AHSIE Conference on episode 255 of the Teaching in Higher Ed podcast
If you’re going to come to my class, you need to come with purpose and passion.
—Leticia P. Lopez
Jared Cooney Horvath shares about his book Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick on episode 254 of the Teaching in Higher Ed podcast.
Don’t try to force your audience to choose between you or your notes.
—Jared Cooney Horvath
You remember what you pay attention to.
—Jared Cooney Horvath
Recall leads to deeper memories.
—Jared Cooney Horvath
If you want to learn anything, you’ve got to be in that sweet spot of stress.
—Jared Cooney Horvath
Jose Bowen talks about Spaces and Places (and Nudges) on episode 253 of the Teaching in Higher Ed podcast.
Ultimately what we’re trying to do is create self-regulated learners.
—Jose Bowen
We know that students are digitally distracted all the time — this is not a classroom problem.
—Jose Bowen
Your learning management system is all about nudges.
—Jose Bowen
Make your classroom so interesting … that students don’t want to check Facebook.
—Jose Bowen
Jose Bowen is an expert consultant for ACUE on the following course modules:
ACUE Community article: Using Feedback From Students to Improve Your Teaching
Jose Bowen on Teaching in Higher Ed:
Books:
Maha Bali and Autumm Caines share about ownership, equity, and agency in faculty development on episode 252 of the Teaching in Higher Ed podcast.
A lot of the faculty development I offer is very different from my own professional development.
—Maha Bali
What’s hospitable in one context isn’t hospitable in another.
—Autumm Caines
Remi Kalir discusses annotating the marginal syllabus on episode 252 of the Teaching in Higher Ed podcast.
Annotation is a cultural practice. It’s a social practice. It’s collaborative.
—Remi Kalir
I think it’s important that we promote social collaborative activity.
—Remi Kalir
Bonni and Dave Stachowiak and guests celebrate a million downloads of Teaching in Higher Ed on episode 250 of the Teaching in Higher Ed podcast.
If I want my students to take risks and not be afraid to fail, then I need to take risks and not be afraid to fail.
—Kevin Gannon
We need people like us, and people not like us, and we need access to them lots of the time.
—Peter Newbury
Silvia Heubach discusses mindset, metacognition, and math on episode 246 of the Teaching in Higher Ed podcast
The more you can make stories and connections and reasons, the better it allows the student to learn.
—Silvia Heubach
Learning happens when students do work.
—Silvia Heubach
When you try a new methodology … you have to sell it to the students.
—Silvia Heubach
The teacher is a coach that can help you, but you need to do the practice.
—Silvia Heubach
Debbie Baff talks about surveying social and open learning on episode 248 of the Teaching in Higher Ed podcast.
All of the different things I’ve done have led me to this place now.
—Debbie Baff
The value of an open digital badge is not the badge itself — it’s the learning behind it.
—Debbie Baff
Eddie Watson talks about reclaiming the narrative on the value of higher education on episode 247 of the Teaching in Higher Ed podcast.
We have a unique opportunity to … reclaim the narrative on the value of higher education.
—C. Edward Watson
You learn things in the classroom — can you make those things work in a real-world setting?
—C. Edward Watson
Erik Helgren and Karina Garbesi share about teaching STEM for social impact on episode 246 of the Teaching in Higher Ed podcast.
Everybody has this hidden desire to want to do something meaningful in the world.
—Karina Garbesi
People want to help you when you’re doing something for somebody else.
—Karina Garbesi
Follow your passions.
—Erik Helgren
Articles on the Social Impact Solar Program:
Dr. Terri Jett discusses the fullness of our humanity as a teacher and student on episode 245 of the Teaching in Higher Ed podcast.
I’m trying to understand what the students are seeking themselves.
—Terri Jett
What I was learning was so deeply personal.
—Terri Jett
Make a statement, even if it’s small.
—Terri Jett
Don’t just sit there and take it — do something about it.
—Terri Jett
Michael Britt describes how to create online mashups that ignite curiosity on episode 244 of the Teaching in Higher Ed podcast
What do I want my students to see first?
—Michael Britt
First I want to hear what the students think.
—Michael Britt
John Warner shares about his new book, The Writer’s Practice: Building Confidence in Your Nonfiction Writing on episode 243 of the Teaching in Higher Ed podcast.
Students came with so many preconceived notions of what an essay was.
—John Warner
The definition of a writer is simply somebody who writes.
—John Warner
There’s no reason not to trust students and their own experience of the world.
—John Warner