• Skip to primary navigation
  • Skip to main content
  • Skip to footer

Teaching in Higher Ed

  • Podcast
  • Blog
  • SPEAKING
  • Media
  • Recommendations
  • About
  • Contact

Stressing Pedagogical Principles Over AI Promises

with John Warner

| September 19, 2024 | XFacebookLinkedInEmail

John Warner explores stressing pedagogical principles over AI promises on episode 536 of the Teaching in Higher Ed podcast.

Quotes from the episode

While you are in the act of writing, you are processing your own idea.

Once they've done the writing or as even as they're doing the writing, they're reflecting on their own metacognitive understanding of their own practices.
-John Warner

While you are in the act of writing, you are processing your own idea.
-John Warner

Resources

  • Engaged Education, John Warner’s Newsletter
  • Structure + Freedom = Engagement: A Frankenstories case study, by John Warner
  • Just Say No to Historical Figure Chatbots: Against digital necromancy, by John Warner
  • The Science of…Writing? Teaching requires lots of experimenting, but that doesn't make it a “science” By John Warner
  • On Becoming: Bonni and Alexis’ MYFest24 Session
  • Frankenstories
  • Joy Comes Back
  • A reminder to myself to never take for granted how wonderful life can be.
  • Unashamed, by Harry Baker

Interactive Experiences: Shaping the Future of Teaching

with Alyshahn Kara-Virani & Andrew Cross

| September 12, 2024 | XFacebookLinkedInEmail

Andrew Cross and Alyshahn Kara-Virani share about creating interactive experiences and shaping the future of teaching on episode 535 of the Teaching in Higher Ed podcast.

Quotes from the episode

Status quo is our enemy too often.

A lot of play science comes down to being a safe space to learn from each other, to see how people respond to what you put out there in the world without it being this critical life or death situation.
-Andrew Cross

People disproportionately remember experiences based on both the peaks and the valleys, and then also the ending experience.
-Andrew Cross

Encourage students to freely explore the content on their own. Sometimes that's content, sometimes it's a physical space. Turn them loose to go off and find something that they find interesting, a little bit of free choice learning.
-Andrew Cross

Status quo is our enemy too often.
-Andrew Cross

Resources

  • Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul by Dr. Stuart Brown
  • The Play Conference by US Play Coalition
  • The Power of Moments: Why Certain Experiences Have Extraordinary Impact by Chip & Dan Heath
  • Peak–end rule
  • Episode 530 : Lessons from the Road: Share Your Teaching Stories with Dave Stachowiak
  • Episode 527 : Beyond Dichotomous Thinking: Strategies to Enhance Teaching and Learning with Alexis Peirce Caudell
  • The Museum Experience Revisited by John H Falk, Lynn D Dierking
  • Activity-Based Teaching in the Art Museum: Movement, Embodiment, Emotion by Getty Museum
  • The 5 “E”s

Cultivating Hope and Action Beyond Grades

with Josh Eyler

| September 5, 2024 | XFacebookLinkedInEmail

Josh Eyler helps us cultivate hope and action beyond grades on episode 534 of the Teaching in Higher Ed podcast.

Quotes from the episode

We can help them learn how to ask questions that are meaningful to them, how to really dig in and find ways that the content becomes meaningful to who they are as people.

Teachers, instructors, educators at all levels can really work with students to find elements of what we are teaching that those students find individually interesting.
-Josh Eyler

We can help them learn how to ask questions that are meaningful to them, how to really dig in and find ways that the content becomes meaningful to who they are as people.
-Josh Eyler

We're in another period of significant grading reform right now, fueled, I believe, by mass communication and social media. People are now able to connect in ways that in previous eras of grading reform, they were not able to.
-Josh Eyler

Resources

  • Failing Our Future: How Grades Harm Students, and What We Can Do about It, by Josh Eyler
  • How Humans Learn: The Science and Stories Behind Effective College Teaching, by Josh Eyler
  • Kariann Fuqua
  • Range: Why Generalists Triumph in a Specialized World, by David Epstein
  • Moonwalking with Einstein : The Art and Science of Remembering Everything, by Joshua Foer
  • Self determination theory
  • Reconceptualizing Participation Grading as Skill Building, by Alanna Gillis
  • University of Virginia: Michael Palmer
  • Bird by Bird: Some Instructions on Writing and Life, by Anne Lamott
  • Premortums
  • Radical Hope: A Teaching Manifesto, by Kevin Gannon
  • How to Podcast: How to help a Loved One with Dementia
  • Failing Our Future: How Grades Harm Students, and What We Can Do about It, by Josh Eyler
  • Punished for Dreaming: How School Reform Harms Black Children and How We Heal, Bettina L. Love
  • Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching, by Jarvis R. Givens
  • Indigenous Educational Practices
  • Matt Townsley

Even More Problems with Grades

with Josh Eyler

| August 29, 2024 | XFacebookLinkedInEmail

Josh Eyler shares even more problems with grades on episode 533 of the Teaching in Higher Ed podcast.

Quotes from the episode

If grades don't measure what they're supposed to measure, why are we using them, and why are we putting so much pressure on them?

Being a dad who is an educator takes things from the academic and intellectual and brings them immediately to the surface, to the real world and to the real consequences for students and families.
-Josh Eyler

The conflict between what we think and what we value and what we want for our kids and what the world and our school systems say are important can sometimes be almost irreconcilable.
-Josh Eyler

We need to create environments that will cultivate intrinsic motivation.
-Josh Eyler

In situations where grades are given, students tend to be more fearful of making mistakes. They produce more behaviors of trying to get the grade rather than learning.
-Josh Eyler

Grades are not objective accurate measurements of learning according to this research.
-Josh Eyler

If grades don't measure what they're supposed to measure, why are we using them, and why are we putting so much pressure on them?
-Josh Eyler

Resources

  • Failing Our Future: How Grades Harm Students, and What We Can Do about It, by Josh Eyler
  • How Humans Learn: The Science and Stories Behind Effective College Teaching, by Josh Eyler
  • Kariann Fuqua
  • Mind Over Monsters: Supporting Youth Mental Health with Compassionate Challenge, by Sara Rose Cavanaugh
  • Coaching for Leaders Episode 310: How to Reduce Drama With Kids, with Tina Payne Bryson
  • Difficult Conversations: How to Discuss What Matters Most (Revised), by Douglas Stone & Sheila Heen*
  • The Scarlet Letter, by Nathaniel Hawthorne*
  • Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes, by Alfie Kohn*
  • A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback, by Alison Koenka, et al.
  • A Century of Grading Research: Meaning and Value in the Most Common Educational Measure, by Susan M. Brookhart, Thomas R. Guskey, et al.
  • The Math Wars: Timed Tests, Math Anxiety, and the Battle Over How We Teach Our Kids, by Joshua Eyler for The Saturday Evening Post
  • Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (But Don't Have To) , by Jack Schneider & Ethan L. Hutt *
  • The Test , by Anya Kamenetz 
  • Lower Ed, by Tressie McMillan Cottom*

Facilitating Contentious Conversations in Your Classroom

with Mylien Duong

| August 22, 2024 | XFacebookLinkedInEmail

Mylien Duong discusses strategies for facilitating contentious conversations in your classroom on episode 532 of the Teaching in Higher Ed podcast.

Quotes from the episode

We were never really trained to have these difficult conversations. We were not really trained as instructors to facilitate these conversations.

We were never really trained to have these difficult conversations. We were not really trained as instructors to facilitate these conversations.
-Mylien Duong

It is not realistic to not prepare our students to be civically engaged and be able to engage and work with people who are different from them who don't share the same beliefs that they do.
-Mylien Duong

My goal is to help students to fully understand students, to help them clarify their own thinking, and to ensure and to help them communicate that to the rest of the class.
-Mylien Duong

Resources

  • Constructive Dialog Institute
  • Foundations in Facilitating Dialog Course
  • Maintaining Campus Community During the 2024 Election: A Guide for Leaders, Faculty, and Staff, by Mary Aviles & Mylien Duong, PhD
  • Successful classroom discussions begin long before anyone speaks for Times Higher Education, by Mylien Duong and Jacob Fay
  • Becoming a Critically Reflective Teacher, by Stephen D. Brookfield
  • Use Perplexity AI to Evaluate Health Information
  • Cyclic sighing

  • « Go to Previous Page
  • Page 1
  • Interim pages omitted …
  • Page 7
  • Page 8
  • Page 9
  • Page 10
  • Page 11
  • Interim pages omitted …
  • Page 116
  • Go to Next Page »

TOOLS

  • Blog
  • Podcast
  • Community
  • Weekly Update

RESOURCES

  • Recommendations
  • EdTech Essentials Guide
  • The Productive Online Professor
  • How to Listen to Podcasts

Subscribe to Podcast

Apple PodcastsSpotifyAndroidby EmailRSSMore Subscribe Options

ABOUT

  • Bonni Stachowiak
  • Speaking + Workshops
  • Podcast FAQs
  • Media Kit
  • Lilly Conferences Partnership

CONTACT

  • Get in Touch
  • Support the Podcast
  • Sponsorship
  • Privacy Policy

CONNECT

  • LinkedIn
  • Instagram
  • RSS

CC BY-NC-SA 4.0 Teaching in Higher Ed | Designed by Anchored Design