Jaime Hannans shares about empathy and extended reality on episode 270 of the Teaching in Higher Ed podcast.
I saw I could make a bigger impact if I taught.
—Jaime Hannans
Knowing how to navigate your space is a hurdle when you’re going into a new semester.
—Jaime Hannans
The debriefing is the key area where you can reflect on your learning.
—Jaime Hannans
Extended Reality:
Jennifer Pusateri discusses Removing Learning Barriers with Universal Design for Learning (UDL) on episode 269 of the Teaching in Higher Ed podcast.
We are unintentionally putting barriers in place for certain students.
—Jennifer Pusateri
They were modifying how they taught in the classroom to accommodate the kinds of students they had.
—Jennifer Pusateri
When we have a classroom that’s built around one specific way of teaching we’re leaving people out.
—Jennifer Pusateri
Christine Renaudin shares about Sonoma State’s Second Year Research & Creative Experience on episode 268 of the Teaching in Higher Ed podcast.
Model attentive listening, active listening.
—Christine Renaudin
We can enhance each other’s efficiency and creativity by listening, learning, and supporting each other.
—Christine Renaudin
Don Saucier discusses trickle-down engagement on episode 267 of the Teaching in Higher Ed podcast.
Our emotions are absolutely contagious.
—Don Saucier
What we need to do is challenge our students.
—Don Saucier
I tell my students there is nothing more powerful than their voice.
—Don Saucier
Being an expert is not the same as being an excellent teacher.
—Don Saucier
Stephanie Bianco shares about experiential learning through healthy communities on episode 266 of the Teaching in Higher Ed podcast.
They’re seeing firsthand with these kids the high need they have.
—Stephanie Bianco
Not having an internship and just hiring someone would be a mistake.
—Stephanie Bianco
CSU, Chico's Center for Healthy Communities (CHC)(https://www.csuchico.edu/chc/%20%0A)
CHC's Primary program- CA Higher Ed CalFresh (aka SNAP) Outreach Contract (with 40+ subciontracting campuses)(https://www.csuchico.edu/calfresh/index.shtml)
CHC's Internship Program(https://www.csuchico.edu/chc/internship-resources/index1.shtml)
Peter Senge Ladder of Inference(https://www.mindtools.com/pages/article/newTMC91.htm)
Jianjun Wang describes his Relentless Serving and Learning on episode 265 of the Teaching in Higher Ed podcast.
It is important for us to engage our students and help them create life-changing opportunities and thus make the world a better place.
—Jianjun Wang
Online is still relatively new, but new doesn’t mean it’s bad.
—Jianjun Wang
It’s always important to make sure you don’t just work on things alone.
—Jianjun Wang
Melissa Salazar shares about serving our Hispanic students on episode 264 of the Teaching in Higher Ed podcast.
This is where equity work is being done.
—Melissa Salazar
When people get nervous about not being a good teacher, they push back on it as the students’ fault.
—Melissa Salazar
Whatever we say is a reflection of how we’re thinking and processing things.
—Melissa Salazar
Elizabeth Barkley shares recipes for effective teaching on episode 263 of the Teaching in Higher Ed podcast.
If you don’t know where you’re going, how will you know when you get there?
—Elizabeth Barkley
Teaching and learning is a complex process that involves the interaction of human beings.
—Elizabeth Barkley
We can never go into a classroom with a completely rigid script.
—Elizabeth Barkley
Elizabeth Barkley is an expert consultant for ACUE on the following course modules:
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