Jennifer Imazeki talks about implicit bias in our teaching on episode 383 of the Teaching in Higher Ed podcast.
It is not about changing the bias or stopping the bias. It is about getting in between your internal reaction and your external reaction.
-Jennifer Imazeki
There is so much going on with our students that we can’t possibly know.
-Jennifer Imazeki
Dr. Jennifer Imazeki’s Home Page
SDSU Center for Inclusive Excellence
ACUE Implicit Bias video excerpt featuring Jennifer Imazeki
José Bowen shares about his new book, Teaching Change, on episode 382 of the Teaching in Higher Ed podcast.
College students are aware of the fact that they change.
-José Bowen
What are the important questions that our discipline answers?
-José Bowen
Diverse groups do better work and outperform groups of highly competent homogenous groups. They also take longer because they have more conflict because they question assumptions.
-José Bowen
It is a hard position to be the person in the group who questions assumptions.
-José Bowen
We think the opposite of conflict is harmony. The opposite of conflict is apathy.
-José Bowen
Barbi Honeycutt and Bonni Stachowiak talk about how to use podcasts in teaching on episode 381 of the Teaching in Higher Ed podcast.
Ask yourself, “how does this support my learning outcomes and help my students be successful in this course and beyond?”
-Barbi Honeycutt
Audio is a powerful medium.
-Barbi Honeycutt
Find podcasts that are already out there that integrate with your course learning outcomes, course goals, and course topics and leverage those.
-Barbi Honeycutt
Podcasts are hard work.
-Barbi Honeycutt
Marcus Croom shares about How to Discuss Race, Racism, and Politics in Education on episode 380 of the Teaching in Higher Ed podcast.
It is vital to know the difference between concluding a real talk and resolving a public issue. Those are not the same thing.
-Marcus Croom
Educators who take up this challenge will need to listen and learn and unlearn and relearn as human beings in addition to who they may be as professionals.
-Marcus Croom
You are going to listen and learn and process through the real talk along with the participants.
-Marcus Croom
This is not a checklist, but a protocol that sets up the possibilities and conditions for success.
-Marcus Croom
Shawna Rodabaugh and Ian Wolf talk about reducing fear in learning context on episode 379 of the Teaching in Higher Ed podcast.
You have absolutely no idea what people are capable of until you put them in a situation where they can flourish.
-Shawna Rodabaugh
The true measure of whether I can teach or not is if I can bring it down to the level where someone who has never seen it before will understand it.
-Shawna Rodabaugh
Kelly Fitzsimmons Burton talks about the common ground on episode 378 of the Teaching in Higher Ed podcast.
It was the big questions that gripped me.
-Kelly Fitzsimmons Burton
When you give them something interesting that they want to know about, they will do the reading.
-Kelly Fitzsimmons Burton
We need to recognize that the hard questions are usually philosophical at their root.
-Kelly Fitzsimmons Burton
We are all philosophers.
-Kelly Fitzsimmons Burton
Lauren Bellaera discusses critical thinking in theory and practice on episode 377 of the Teaching in Higher Ed podcast.
When you’re teaching students, you have limited time. So all of the time you’re making particular pedagogical choices about where to focus.
-Lauren Bellaera
When teaching, we tend to like to put things in a dichotomy.
-Lauren Bellaera
Critical thinking is a really important life skill.
-Lauren Bellaera
The bridging between research and practice is very important.
-Lauren Bellaera
I no longer trust myself to know how much my students are understanding.
-Dan Levy
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Betsy Barre talks about how (and why) to use a course workload estimator on episode 375 of the Teaching in Higher Ed podcast.
The difference between an expert reader and a student reader is that an expert reader will slow down when they don’t know a word.
-Betsy Barre
Students are reading, they just aren’t reading well.
-Betsy Barre
Is this activity really worth it given my outcomes of the course?
-Betsy Barre
We all need to be talking more about time.
-Betsy Barre
James Lang shares about the second edition of Small Teaching on episode 374 of the Teaching in Higher Ed podcast.
Small changes can absolutely lead to revolutionary changes.
-James Lang
Students have to be introduced and conditioned to accept different types of teaching approaches.
-James Lang
I love having my students try to teach things they have learned to another audience.
-James Lang
My most fundamental principal about teaching is vary what you’re doing.
-James Lang
Sarah Lipson and Laura Horne share about The Role of Faculty in Student Mental Health on episode 373 of the Teaching in Higher Ed podcast.
One of the most important determinants of student learning is motivation.
-Sarah Lipson
Alex Shevrin Venet talks about her book, Equity-Centered Trauma-Informed Education on episode 372 of the Teaching in Higher Ed podcast.
Something that might just be stressful for one person could be traumatic for another.
-Alex Shevrin Venet
Trauma-informed education is not a checklist.
-Alex Shevrin Venet
The way we understand trauma is always changing.
-Alex Shevrin Venet
Episode 258 with Sara Goldrick-Rab: Paying the Price
Equity-Centered Trauma-Informed Education, by Alex Shevrin Venet*
Episode 335 with Mays Imad: Trauma-Informed Teaching and Learning
Simon Dalley shares about peer mentoring on episode 371 of the Teaching in Higher Ed podcast.
A peer mentor is a more qualified and experienced student that provides guidance and support to another student.
-Simon Dalley
Mentors are influential in terms of being a remodel. They are the embodiment of a successful student.
-Simon Dalley
Teaching is to learn twice.
-Simon Dalley
Video of peer mentors talking about the programme
Motivational interviewing overview
Erin Whitteck and Douglas Fritz share efforts toward more equitable assessment on episode 370 of the Teaching in Higher Ed podcast.
First impressions with students are extremely important.
-Erin Whitteck
High stakes assessments create such a risk averse environment where there is no room to fail.
-Douglas Fritz
Dave and Bonni Stachowiak give advice to a new professor on episode 369 of the Teaching in Higher Ed podcast.
Students aren’t our adversaries.
-Kevin Gannon
Kelvin Bentley talks about defining our future on episode 368 of the Teaching in Higher Ed podcast.
The pandemic has forced us to re-examine how we teach, what we are teaching, and what we can be doing differently.
-Kelvin Bentley
Our learners need us to be more mindful of our work.
-Kelvin Bentley
We need to do a better job at re-examining our learning experiences.
-Kelvin Bentley
We need to leverage better data to make more informed decisions that will help us improve our pedagogy.
-Kelvin Bentley
Actualizing the Online Community College, by Kelvin Bentley for EDUCAUSE
Kelvin joins Bryan Alexander on the Future Trends Forum
Paul LeBlanc of Southern New Hampshire University
Capella University’s FlexPath Learning Format
Resa Lewiss & Adaira Landry share about fuel efficient mentoring on episode 367 of the Teaching in Higher Ed podcast.
There has to be a sense of trust and physiological safety in the mentor/mentee relationship.
-Resa Lewiss
Boundaries are the most important part of a relationship.
-Adaira Landry
The whole point of this is to build a sustainable model so that you mentor more.
-Adaira Landry
It is the responsibility of the mentor to recognize if it is not the right fit.
-Resa Lewiss
Jeremy Caplan on episode 366 of the Teaching in Higher Ed podcast.
Sometimes the tool isn’t the most important thing.
-Jeremy Caplan
The really important thing is that we are engaging people.
-Jeremy Caplan
Sometimes an investment in trying a new tool can open up some advantages.
-Jeremy Caplan
Viji Sathy and Kelly Hogan share two equity-enhancing data tools on episode 365 of the Teaching in Higher Ed podcast.
When I saw the data, my jaw dropped. I was so disappointed. The data was showing me that there were big disparities based on race and ethnicity.
-Kelly Hogan
What can I do to level the playing field for students?
-Kelly Hogan
We wanted to give people the opportunity to hold a mirror up to their teaching in a way that was pretty inaccessible to a lot of instructors.
-Viji Sathy
We all collect a lot of data in our teaching that we don’t always see as data.
–Viji Sathy
Terry Greene shares about creating and extending open education on episode 364 of the Teaching in Higher Ed podcast.
Wait for insights to happen and then act on them when they come.
-Terry Greene
Joy is missing in education a lot and it doesn’t have to be.
-Terry Greene