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
Rebecca Pope Ruark discusses her book, Agile Faculty, on episode 219 of the Teaching in Higher Ed podcast.
What if we create experiences rather than courses?
—Rebecca Pope-Ruark
How do we help our students learn rather than just play school?
—Rebecca Pope-Ruark
The goal of articulating tasks is to break them down into reasonable chunks.
—Rebecca Pope-Ruark
Alan Levine shares how he creates courses as stories on episode 218 of the Teaching in Higher Ed podcast.
Instead of thinking about the world through headline news stories, think about it through the experiences that people have living in these different communities.
—Alan Levine
You get better by just practicing. Not rote practicing, but stuff where you’re free to explore.
—Alan Levine
Jesse Stommel shares about how to ungrade on episode 217 of the Teaching in Higher Ed podcast.
The worst rubrics don’t create space for surprise or discovery.
—Jesse Stommel
Asking [students] to evaluate themselves ends up being a really important learning experience.
—Jesse Stommel
Something as complicated as learning can’t be reduced to … rows in a spreadsheet.
—Jesse Stommel
Just taking the grade off the table doesn’t do the harder work of demystifying that culture we’ve created in education.
—Jesse Stommel
Peter Felten discusses the research on engaging learners on episode 216 of the Teaching in Higher Ed podcast.
Shape what our students do and what they think in the most efficient ways possible.
—Peter Felten
Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn. (from How Learning Works by Ambrose et al., 2010, p. 1)
Five Things Students Need to Do:
Three Things Students Need to Think/Feel:
Bryan Dewsbury describes teaching as an act of social justice and equity on episode 215 of the Teaching in Higher Ed podcast.
Mistakes are normal, but how you respond to the challenges is what will make you a better intellectual.
—Bryan Dewsbury
It is not my job to give them information — it is my job to extract potential they already have.
—Bryan Dewsbury
Don’t assume you can take a list of suggestions and implement them and assume that inclusion will happen.
—Bryan Dewsbury