David Webster and Nicola Rivers resist resilience and share other unpopular opinions on episode 173 of the Teaching in Higher Ed podcast.
A very human approach to learning sees students as individuals.
—David Webster
I’m increasingly concerned with how anxious our students are.
—Nicola Rivers
This well-intentioned discourse is not as benign as it seems.
—Nicola Rivers
Try to think more broadly about how we define success and how we define failure.
—Nicola Rivers
John Warner shares about values, interdisciplinary knowledge, and pedagogy on episode 172 of the Teaching in Higher Ed podcast.
I realized I could make choices consistent with what I think is important.
—John Warner
What we think is best is highly dependent on our values.
—John Warner
Attention by itself is not a function of learning.
—John Warner
The classroom belongs to the student as much as the instructor.
—John Warner
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Anton Tolman shares about his book Why Students Resist Learning: A Practical Model for Understanding and Helping Students edited by Anton O. Tolman and Janine Kremling on episode 171 of the Teaching in Higher Ed podcast.
Everybody who has taught has run into student resistance in one form or another.
—Anton Tolman
We need to start seeing student resistance as a signal.
—Anton Tolman
When they’re resisting, they’re telling me something.
—Anton Tolman
A common error … is to believe that a lot of student resistance is because of the students themselves.
—Anton Tolman
Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.
Give feedback. As always, I welcome suggestions for future topics or guests.
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Cathy O'Neil shares about her book, Weapons of Math Destruction, on episode 170 of the Teaching in Higher Ed podcast.
This has very little to do with technical knowledge and everything to do with power.
—Cathy O'Neil
They think that because something is mathematical … it’s inherently more fair than a human process.
—Cathy O'Neil
There’s absolutely no reason to think that algorithms are inherently fair.
—Cathy O'Neil
It doesn’t make sense for all colleges to be measured by the same yardstick.
—Cathy O'Neil
There are ethical choices in every single algorithm we build.
—Cathy O'Neil
Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.
Give feedback. As always, I welcome suggestions for future topics or guests.
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Cathy Davidson shares about her book, A New Education: How to Revolutionize the University to Prepare Students for a World in Flux on episode 169 of the Teaching in Higher Ed podcast.
We’ve divided things up into very strange and restrictive categories in a world where those categories are completely merged and mixed and changing every minute.
—Cathy N. Davidson
Every generation has some new technology which we’re convinced is going to destroy us.
—Cathy N. Davidson
I believe in being skeptical about technology and therefore learning how to use it well.
—Cathy N. Davidson
Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.
Give feedback. As always, I welcome suggestions for future topics or guests.
Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.