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