Michelle Pacansky-Brock shares how to become an authentic online teacher on episode 239 of the Teaching in Higher Ed podcast
People, by nature, don’t like to recognize our faults.
—Michelle Pacansky-Brock
There’s such a rich array of data that the students can share with us if we let them in.
—Michelle Pacansky-Brock
It’s all about connection in the classroom.
—Michelle Pacansky-Brock
Zhaoshuo Jiang shares ways to connect with students inside and outside the classroom on episode 238 of the Teaching in Higher Ed podcast.
Why not use the technology that’s available to students?
—Zhaoshuo Jiang
The main goal is to not only help the student inside the classroom, but also outside the classroom.
—Zhaoshuo Jiang
Education could be a luxury to a lot of students — that’s why I look into more affordable options.
—Zhaoshuo Jiang
Rashida Crutchfield discusses meeting the needs of our students on episode 237 of the Teaching in Higher Ed podcast.
The gap between what financial aid covers and the actual cost of higher education is getting wider.
—Rashida Crutchfield
Instability over a long period of time creates trauma.
—Rashida Crutchfield
Hakan Ozcelik shares about his arts-based studio pedagogy on episode 236 of the Teaching in Higher Ed podcast.
Once people start being perfectionists, they are less likely to take feedback from others.
—Hakan Ozcelik
Imagination is so important for human beings.
—Hakan Ozcelik
If you make a difference in someone’s life they don’t forget it.
—Hakan Ozcelik
Annemarie Perez and Douglas Dowland share about how to be a generous professor in precarious times on episode 235 of the Teaching in Higher Ed podcast.
We need to be able to listen to the vulnerability of others in order to be generous to them.
—Douglas Dowland
A key element of generosity is being able to be in a listening space.
—Annemarie Perez
Maria Andersen discusses a new lens to support learning outcomes on episode 234 of the Teaching in Higher Ed podcast.
How much of the information … needs to be memorized versus knowing it exists?
—Maria Andersen
[Memorization] is eating away at the time that would give you the chance to spend more time on context.
—Maria Andersen
Too often we’ve fallen into the habit of basing our curriculum on some resource.
—Maria Andersen
John Warner shares about his new book, Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities, on episode 233 of the Teaching in Higher Ed podcast.
Declaring students defective is kind of a dead end.
—John Warner
We know what to do — we’re just not doing it.
—John Warner
If you don’t target somebody, you’re not targeting anybody.
—John Warner
Kimberly L. Mitchell discusses her book, Experience Inquiry, on episode 232 of the Teaching in Higher Ed podcast.
Inquiry is getting the students to do a lot of the question asking.
—Kimberly L. Mitchell
Making mistakes is an integral part of curiosity.
—Kimberly L. Mitchell
How do we create authentic curiosity in these places called schools?
—Kimberly L. Mitchell
Josh Eyler shares about his book How Humans Learn: The Science and Stories behind Effective College Teaching on episode 231 of the Teaching in Higher Ed podcast.
Part of the purpose of college is to help students develop the skills to ask really great questions.
—Josh Eyler
People are conditioned to fear failure.
—Josh Eyler
How do we build in opportunities for mistakes and errors?
—Josh Eyler
Part of the work of college is to help our students figure out what they find meaningful in their lives and pursue that.
—Josh Eyler
Peter Kaufman discusses teaching with compassion on episode 230 of the Teaching in Higher Ed podcast.
Social interaction is the foundation of our society.
—Peter Kaufman
If we can’t interact well, then we can’t have a strong society.
—Peter Kaufman
I think we’ve lost a good understanding of what it means to treat each other like humans.
—Peter Kaufman
Michael Ralph shares about building a culture of learning on episode 229 of the Teaching in Higher Ed podcast.
Earn mastery on some of the things, or cover a lot and have mastery on many fewer things.
—Michael Ralph
Mastery feels good at a biological level.
—Michael Ralph
Active learning is more a description of the cognitive activities that are going on with my students.
—Michael Ralph
Laura Gibbs discusses how to create engaging online classes on episode 228 of the Teaching in Higher Ed podcast.
Good work takes time.
—Laura Gibbs
Meaningful writing can happen in any kind of class … but you have to design the class to make that happen.
—Laura Gibbs
Thomas Tobin talks about his book Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education on episode 227 of the Teaching in Higher Ed podcast.
Learning styles are not fixed characteristics.
—Thomas Tobin
It’s an iterative practice that allows students to cement things from short-term learning into long-term memory.
—Thomas Tobin
You don’t get a prize for knowing the answer … but you definitely get a prize for being able to apply it.
—Thomas Tobin
We’re lowering the barrier to access but we’re not lowering the rigor of the content itself.
—Thomas Tobin
Rajiv Jhangiani shares about critical open pedagogy on episode 226 of the Teaching in Higher Ed podcast.
We can actually modify our instructional resources to serve our pedological goals.
—Rajiv Jhangiani
The magic of open pedagogy is when you open it to not just faculty members but also students.
—Rajiv Jhangiani
Critical conversations are the ones happening at the margins.
—Rajiv Jhangiani
It’s difficult when we leave it to the marginalized to always have to advocate for themselves.
—Rajiv Jhangiani
Sometimes we’re going to take a few steps back, but most days we’re going to take a step forward.
—Matt Rhoads
If you’re willing to put in the work … then you’re going to have a successful book.
—Matt Rhoads
What can you do better than a textbook publisher other than the fact that you can be free?
—Kelly Robinette
What is it that I want my students to walk away from the class knowing that they’re not going to get from a publisher?
—Kelly Robinette
Jesse Stommel and Sean Michael Morris share about An Urgency of Teachers on episode 224 of the Teaching in Higher Ed podcast.
Having a kid, especially such a young child who’s seeing the world for the first time, makes me understand education in a completely different way.
—Jesse Stommel
When we’re teaching online, we’re not teaching to a screen — we’re teaching through a screen.
—Sean Michael Morris
What is it about the world we live in where teachers and the work of teaching is so urgent, so vital, so necessary
—Jesse Stommel
We have to be willing to let [teaching] be a process and not a finished product.
—Sean Michael Morris
Karen Cangialosi on episode 223 of the Teaching in Higher Ed podcast discusses open education in STEM.
I love when my students are surprised at what I’m asking them to do.
—Karen Cangialosi
We have such an opportunity to use our classrooms as experimental places where we can really affect change.
—Karen Cangialosi
Rigor comes from the students themselves.
—Karen Cangialosi
Ian Wolf shares his reflections on listening to all the episodes of Teaching in Higher Ed on episode 222.
You have to make your expectations abundantly clear because nobody can meet an imaginary expectation.
—Ian Wolf
Put learning as the focus as opposed to the teaching as a focus.
—Ian Wolf
DeRay Mckesson shares about his new book, On the Other Side of Freedom: A Case for Hope, on episode 221 of the Teaching in Higher Ed podcast.
We should talk about the things that are true as simply as possible.
—DeRay Mckesson
You can’t fight for people you don’t know.
—DeRay Mckesson
Jeremy Podany explores career leadership and learning on episode 220 of the Teaching in Higher Ed podcast.
Circles of trust matter to students.
—Jeremy Podany