Teaching in Higher Ed

Trauma-Informed Teaching and Learning

with Mays Imad

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Mays Imad discusses trauma-informed teaching and learning on episode 335 of the Teaching in Higher Ed podcast.

Quotes from the episode

My goal is to engage students and help them feel empowered and liberated.

I am able to recognize when they are triggered and when they feel disengaged. I also am able to recognize it in myself. We can’t give what we don’t have.
-Mays Imad

I want to acknowledge that we can heal from trauma.
-Mays Imad

My goal is to engage students and help them feel empowered and liberated.
-Mays Imad

We are not just thinking machines; we are feeling machines capable of thinking.
-Mays Imad

Resources Mentioned

Trauma-informed teaching webinar

Leveraging the Neuroscience of Now, by Mays Imad

Learn, Teach… and Satirize with Video

with Andrew Ishak

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Andrew Ishak talks about Learn, Teach… and Satirize with Video on episode 334 of the Teaching in Higher Ed podcast.

Quotes from the episode

Know what key points you need to hit. Be aware of the time and be aware of your audience.

You’re aware of the audience; you’re aware of the students.
-Andrew Ishak

Know what key points you need to hit. Be aware of the time and be aware of your audience.
-Andrew Ishak

I have 3 or 4 main points I want to hit with some notes underneath each. If I don’t get to some of the notes on some of them, that’s fine. It’s all about hitting the key points.
-Andrew Ishak

Have a backup plan.
-Andrew Ishak

Resources

Fostering Curiosity in STEM and Beyond

with Heloise Stevance

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Heloise Stevance shares how to foster curiosity in STEM and (other disciplines) on episode 333 of the Teaching in Higher Ed podcast.

Quotes from the episode

You captivate them with the things that are fun… because learning is fun.

Some of the most fundamental questions you can ask are the hardest to answer and explain in a concise way.
-Héloïse Stevance

You captivate them with the things that are fun… because learning is fun.
-Héloïse Stevance

Good outreach doesn’t make you sound clever. It makes the audience feel smart.
-Héloïse Stevance

Failure is just part of the process. It is an ongoing part and never really goes away.
-Héloïse Stevance

Resources

Héloïse’s response to a young woman’s question about maths

5 Crazy Facts About Failed Stars (brown dwarfs)

Dr. Héloïse’s YouTube channel

Dr. Nova on TikTok

Kirsten Banks on TikTok

Science communication (#scicomm) on Wikipedia

Episode 215 with Bryan Dewsbury: Teaching as an Act of Social Justice and Equity

This I Believe from NPR

This I Believe Educator’s Guide

Distracted

with James Lang

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James Lang shares about his new book, Distracted, on episode 331 of the Teaching in Higher Ed podcast.

Quotes from the episode

Learning does not happen without attention

One of the main ideas of the book is to try to convince people that attention is something that we should value in education and not take for granted.
-James Lang

We are all experiencing lots of challenging issues right now in our lives.
-James Lang

One of the major things I argue in the book is thinking about the structure of the class.
-James Lang

Learning does not happen without attention.
-James Lang

Resources Mentioned

Instructions for living a life:

Pay attention.

Be astonished.

Tell about it.

Mary Oliver, Sometimes

Relationship-Rich Education

with Peter Felten & Leo Lambert

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Peter Felten and Leo Lambert talk about their new book Relationship-Rich Education on episode 331 of the Teaching in Higher Ed podcast.

Quotes from the episode

Of all the places on college campuses where relationships take hold, the classroom is still the most important place.

We don’t use relational language to talk about how to go to college. And we need to do that.
-Leo Lambert

Relationships are high stakes for students both in college and after college.
-Leo Lambert

Of all the places on college campuses where relationships take hold, the classroom is still the most important place.
-Leo Lambert

They’re not asking us to solve all their problems, they just want to be seen as humans.
-Peter Felten

Resources Mentioned