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Teaching in Higher Ed
Author: Bonni Stachowiak
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Thank you for checking out the Teaching in Higher Ed podcast. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students.
515 Episodes
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Joe Hoyle shares lessons from more than 50 years of teaching and from his free book: Transformative Education, on episode 514 of the Teaching in Higher Ed podcast.
Quotes from the episode
If you want to become a better teacher, find someone who has an interest in teaching like you do.
-Joe Hoyle
Great teaching is terribly, terribly complicated.
-Joe Hoyle
Having a good teacher who is kind to you is very, very important.
-Joe Hoyle
Your success, or your lack of success, is a product of the stories you're telling yourself. So tell yourself different stories.
-Joe Hoyle
Resources
Transformative Education: How Can You Become a Better College Teacher, by Joe Hoyle (a free resource)
Victorian Literature for Accounting Majors, by Joe Hoyle and Elisabeth Gruner
50 years later, Joe Hoyle's passion for teaching burns bright, a profile from the University of Richmond
Teaching in Higher Ed Episode 164: Setting Students Up for Success from the Start with Joe Hoyle
HelloFresh
Louise Penny
A League of Their Own Clip: The Hard Makes It Great
Adaira Landry and Resa Lewiss share how to develop your MicroSkills - small actions for big impact on episode 513 of the Teaching in Higher Ed podcast.
Quotes from the episode
I love that no is a complete sentence.
-Resa Lewiss
Taking intentional deliberate breaks makes you even more effective and efficient at work.
-Resa Lewiss
In academics, we are told to always say yes.
-Resa Lewiss
Resources
MicroSkills: Small Actions Big Impact, by Adaira Landry MD MEd and Resa E Lewiss MD*
“Small is good, small is all. (The large is a reflection of the small.)” in Emergent Strategy, by adrienne maree brown*
The Ultimate Guide to Time Blocking by The Sweet SetUp
How to Make a Good Virtual Introduction, by Joseph Crandall on LinkedIn
Tolulope (Tolu) Noah describes how to create engaging microlecturees on episode 512 of the Teaching in Higher Ed podcast.
Quotes from the episode
Microlectures prompt students to do something with the information they're learning.
-Tolu Noah
I always find myself learning so much more about the power and potential of my devices through watching his videos than I would ever figure out just by tinkering around on the device on my own.
-Tolu Noah
Providing information in both audio and visual formats can just make it easier for students to process and retain information.
-Tolu Noah
Resources
Short and Sweet: The Educational Benefits of Microlectures
Jacob’s Quick Tips
iPad Quick Lessons
The Bible Project: Videos
Amaury Guichon’s YouTube Channel
Commoncraft
Microlectures 101: What, Why, & How?
Enhancing Flipped Learning with Microlectures
Microlectures Planning Template
Evidence-Based Principles for How to Design Effective Instructional Videos
Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
Small Teaching Online, by Flower Darby
If You Can’t See the Small
Tiny Microphone
Flic Starter Kit
99 Tips for Creating Simple and Sustainable Educational Videos
David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.
Quotes from the episode
Does this represent what I really care about?
-David Clark
Most of us are used to giving feedback in some way, but making it helpful is the tough part.
-David Clark
A reassessment always needs some reflective parts, some metacognition, because that's part of the feedback loop.
-David Clark
People aren't going to remember everything that they've learned in our classes for all time.
-David Clark
As soon as there's a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.
-David Clark
Resources
Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert
Episode 510: The Principles of Grading for Growth with Robert Talbert
Four pillars described in Grading for Growth, by David Clark and Robert Talbert
Clearly defined standards
Helpful feedback
Reassessment without penalty
Marks indicate progress
Test Yourself: Which Faces Were Made by AI
Grading for Growth Blog
Robert Talbert shares about the principles of grading for growth on episode 510 of the Teaching in Higher Ed podcast.
Quotes from the episode
In one shot, she can't get a B in the class. And I sat there and just watched her sense of self worth and her excitement in the class just decay away right before my eyes.
-Robert Talbert
When you look at grades as we often use them in a traditional setting, they are much of what we do is under the guise of object what we think is objectivity.
-Robert Talbert
The biggest thing that's broken about grades is that traditional grading is completely disconnected from the notion of a feedback loop.
-Robert Talbert
Give helpful feedback that doesn't humiliate the student, affirms their basic dignity as a human being, and highlights what went well. Helpful feedback also highlights what could use some work and invites students to collaborate with you to make it better.
-Robert Talbert
Reattempts without penalty, that's the closing of the feedback loop.
-Robert Talbert
Points used for grades are a judgment call that results in a label.
-Robert Talbert
Resources
Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert
Difficult Conversations: How to Discuss What Matters Most (Third Edition), Douglas Stone & Sheila Heen
Dignity: Its Essential Role in Resolving Conflict, by Donna Hicks
Leading with Dignity: How to Create a Culture That Brings Out the Best in People, by Donna Hicks
The Extended Mind: The Power of Thinking Outside the Brain, by Annie Murphy Paul
Robert Talbert’s Sabbatical in Industry with Steelcase
The 12-week plan for building courses, by Robert Talbert
Kem Saichaie talks about how to teach in active learning spaces on episode 509 of the Teaching in Higher Ed podcast.
Quotes from the episode
Flexibility requires familiarity.
-Kem Saichaie
Oftentimes, at least at the research intensive level, we have this false comparison between STEM and non STEM types of teaching in classrooms.
-Kem Saichaie
At the heart of many active learning classroom design spaces is the concept of flexibility.
-Kem Saichaie
Resources
A Guide to Teaching in the Active Learning Classroom, by Baepler, Walker, Brooks, Saichaie, and Petersen
Students Put Teaching and Learning Complex to the Test, by Sudhiksha Shanbhag Kota
Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities, by Gin, Guerrero, Cooper, and Brownell
Various definitions to explore, when considering active learning spaces: pedagogical, physical, and psychological
Design Justice Network
Kem’s namedrop.io
Bonni’s name-coach
Sarah Silverman’s workshops
Scott Shigeoka shares about his book SEEK: How Curiosity Can Transform Your Life and Change the World on episode 508 of the Teaching in Higher Ed podcast.
Quotes from the episode
It is a really beautiful experience to have multiple generations in the same house where we're all just living and learning alongside one another.
-Scott Shigeoka
Students can feel unsafe on their campuses because of the discourse or the lack of discourse.
-Scott Shigeoka
Resources
SEEK: How Curiosity Can Transform Your Life and Change the World, by Scott Shigeoka
Curiosity quiz
I drove across the US to meet people I disagree with – and learned how to look beyond labels, by Scott Shigeoka in The Guardian
Today Show Clip: How Being Deeply Curious Can Strengthen Connections
UC Berkeley Greater Good Science Center
Death Doula Alta Arthur’s TED Talk: Why Thinking About Death Helps You Live a Better Life
How Curiosity Can Help Us Overcome Disconnection, by Scott Shigeoka for the UC Berkeley Greater Good Science Center
Tamara (Tami) Shetron shares a vision of higher education for all (including those with intellectual and developmental disabilities on episode 507 of the Teaching in Higher Ed podcast.
Quotes from the episode
My background is in a field called developmental education, which is some people used to call it remedial education, but the term evolved into developmental because remedial is the idea of fixing things, whereas developmental follows more the natural human cycle of growing and developing across the lifespan.
-Tamara (Tami) Shetron
Everyone can learn.
-Tamara (Tami) Shetron
What makes these programs different from a normal, typical college experience is they are designed to help students get employment.
-Tamara (Tami) Shetron
Resources
Texas State University’s Bobcat RISE Program
Convention on the Rights of Persons with Disabilities
2008 Higher Education Opportunity Act
National Core Indicators (NCI) from Think College
Justin Shaffer shares how to use high structure course design to heighten student learning on episode 506 of the Teaching in Higher Ed podcast.
Quotes from the episode
Some students might be doing just fine with the traditional, maybe unstructured class. But we know from evidence, lots of research now shows that this type of structure does help students.
-Justin Shaffer
The keyword through all 3 steps is alignment.
-Justin Shaffer
I don't think the structure necessarily guarantees success because it's the students ultimately have to put the work in to earn that grade, to earn that outcome.
-Justin Shaffer
Resources
The Spark of Learning: Energizing the College Classroom with the Science of Emotion, by Sarah Rose Cavanagh*
Recombinant Education
Podcases
Calvin and Hobbes
Kelly Hogan on Teaching in Higher Ed
A Time for Telling, by Schwartz and Bransford
Examples of Justin’s Reading Guides on his website
Bibliography on Case Study Teaching in Science, Technology, Engineering, and Mathematics
Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides, by Lieu, Wong, Asefirad, & Shaffer
Karen Costa shares how role clarity and boundaries can help us thrive on episode 505 of the Teaching in Higher Ed podcast.
Quotes from the episode
I saw people being asked to, like, completely revamp their entire course and learn how to online, but nothing was removed from their plate.
-Karen Costa
So the first question I want folks to ask themselves is what are my qualifications in this role.
-Karen Costa
Just because you are qualified to do it does not mean that it is yours.
-Karen Costa
I didn't know what boundaries were until I was about 35 years old, and it's taken me about 7 years of really challenging interpersonal work to understand what boundaries are and to feel confident in setting boundaries for myself.
-Karen Costa
Resources
Students Crossing Boundaries: Rudeness, disruptions, unrealistic demands. Where to draw the line? in The Chronicle of Higher Education, by Beth McMurtrie
Scope of Practice Template, developed by Karen Costa
Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education, edited by Phyllis Thompson, Janice Carello
An Educator’s Scope of Practice: How Do I Know What’s Mine?, Karen Costa’s Chapter in Trauma-Informed Pedagogies
99 Tips for Creating Simple and Sustainable Educational Videos: A Guide for Online Teachers and Flipped Classes, by Karen Costa
Let’s Talk About Menopause, by Karen Costa for Inside Higher Ed
The 12-week plan for building courses, by Robert Talbert
Catherine Cronin and Laura Czerniewicz share about Higher Education for Good on episode 504 of the Teaching in Higher Ed podcast.
Quotes from the episode
People are in a state of despair.
-Laura Czerniewicz
Sometimes sets of values are at odds with the measuring systems in the university.
-Laura Czerniewicz
Little moments of glimmers of innovation, not in the business sense of the word, but in the imaginative sense of the word, are good enough.
-Laura Czerniewicz
We tried to model the values that we talk about in the process of creating the book.
-Catherine Cronin
We wanted to stretch open the boundaries of a book.
-Catherine Cronin
Resources
Higher Education for Good
Hope for the Flowers
The Overstory
The Hidden Life of Trees
Slow ontology - see Francis Bell’s comments at the bottom of Bonni’s blog post about attending the book launch celebration
Octavia Butler
adrienne maree brown
Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org. All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC), established in 2016 by Sara Rafael Garcia.”
Safary Wa-Mbaleka + Leni Casimiro share about their work in online higher education around the globe on episode 503 of the Teaching in Higher Ed podcast.
Quotes from the episode
As we deal with our local contexts, we adjust according to the culture of the people and how they learn.
-Leni Casimiro
Eventually I went to study and get a degree in about online education, then it really became a part of who I am today as an educator.
-Safary Wa-Mbaleka
The definition of online education is much more expanded, especially with a lot of the tools that are available today that facilitate collaboration.
-Safary Wa-Mbaleka
I believe that artificial intelligence is going to challenge everything that we knew about online education because at this point you can do a lot of things that we have no control over.
-Safary Wa-Mbaleka
When you open online courses, you are opening it to serve the whole world. So we need to bring in this global perspective of online education.
-Safary Wa-Mbaleka
Resources
The Sage Handbook of Online Higher Education by Safary Wa-Mbaleka, Kelvin Thompson, and Leni Casimiro
Online Learning Consortium
Coopetition - A made-up word combining cooperation and competition
Asian Association of Open Universities
Larch Corrections Center & Canvas - Pursuing Knowledge While Incarcerated
Glocalization - A made-up word combining global and local efforts
Dave Cormier shares about his new book, Learning in a Time of Abundance, on episode 502 of the Teaching in Higher Ed podcast.
Quotes from the episode
I want you to include the word hate in front of learning styles and see what happens.
-Dave Cormier
It's not about it being right or wrong. It's about understanding where people are from.
-Dave Cormier
I value the headspace of a child whenever they're learning. And I value that more than whether or not they get something right.
-Dave Cormier
To have common sense is to know the available decisions.
-Dave Cormier
Resources
Learning in a Time of Abundance, by Dave Cormier
Getting Air Episode with Dave Cormier, hosted by Terry Greene
Mike Caulfield’s SIFT Framework: The Four Moves
Episode 492 with Mike Caulfield: Verified
Verified: How to Think Straight, Get Duped Less, and Make Better Decisions About What to Believe Online, by Mike Caulfield and Sam Wineburg
Getting Air Podcast Episode with Dave Cormier
Autumm Caines + Maya Barak help us with expanding our collective understanding of generative artificial intelligence (AI) on episode 501 of the Teaching in Higher Ed podcast.
Quotes from the episode
It's good to be skeptical.
-Autumm Caines
And I feel like a lot of times students sign up for all these accounts without reading the terms of service, without reading the privacy policy, without thinking about the data that we're giving over, and without thinking about how that data could be used by a company.
-Autumm Caines
In a world of AI, it is becoming more important to be able to be more critical about the information that's coming to us and to have better tools available to sort out the truth from the fiction or fictionalized.
-Autumm Caines
Resources
2023 Fall University of Michigan Dearborn Teaching and Learning Hub Scholar in Residence: Bonni Stachowiak
University of Michigan-Dearborn Hub for Teaching and Learning Resources
Scholar in Residence Webpage on Teaching in Higher Ed
U-M debuts generative AI services for campus
University of Michigan Generative Artificial Intelligence
Autumm’s AI Career Interview Prompt
TechnoEthics DigCit - About
GenAI Chatbot Scenarios in Higher Education
Video: An alternative to SWBAT with Annie Fetter
Dave Stachowiak and Bonni reflect on generous lessons from you on episode 500 of the Teaching in Higher Ed podcast.
Quotes from the episode
I am filled with gratitude today for all of the ways in which people have shared how this community has helped you to laugh boldly, cry openly, show up, think deeply, think again, be humble, connect generously, and amplify voices.
-Bonni Stachowiak
Let's do 500 more!
-Bonni Stachowiak
Resources
Laugh boldly: Alan Levine discusses his appreciation for satire and celebrated Episode 399, when Bonni read a McSweeney’s column (with permission from McSweeney’s and the author). Bonni also shares a clip from Episode 138 with Mike Caulfield, in which they both reflected on a This American Life story about the tooth fairy
Cry openly: Dave introduced a clip of our daughter years ago on Coaching for Leaders Episode 310 with Tina Payne Bryson about how hard crying is when you’re three… Bonni considers how hard crying is when you’re much older than three and remembers Episode 165: Teaching Lessons from Course Evaluations. Bonni hopes for yet-another interview with Karen Costa… this time, about a chapter Karen wrote for a book about trauma informed teaching
Show Up: Bonni plays a clip from Episode 141 with Clint Smith where he read a poem from Counting Descent.
Think deeply: Derek Bruff (host of the Intentionally Teaching Podcast) describes how Episode 89 with Betsy Barre about course evaluations got him thinking
Think again: Maha Bali reflects on how Mia Zamora articulated another interpretation of their research collaborations on Episode 475
Be humble: Rob Eaton shares about mistakes and vulnerability regarding Episode 470 and Bonni reminisces about Episode 100 and her first conversation with Ken Bain on Episode 36
Connect generously: James M. Lang (with many times he has been interviewed on Teaching in Higher Ed) reflects on his own learning
Amplify voices: Karen Caldwell shares about Episode 432
Will Hennessy shares about fostering neurodivergent learners’ growth on episode 499 of the Teaching in Higher Ed podcast.
Quotes from the episode
Tourette syndrome is a neurological disorder characterized by involuntary, internal and external tics that occur repeatedly in the same way. OCD is a neurological disorder that causes problems with information processing.
-Will Hennessy
I honestly thought that I just wasn't as smart as my peers, that I just needed to try harder, or that one day, I guess, it would just kinda all click in my brain. Now, obviously, I know that's not the case now, but that's kind of where I was at.
-Will Hennessy
I want to create inclusive learning environments for neurodivergent learners and introverts, students like me.
-Will Hennessy
Structure is incredibly important for neurodivergent learners. Even though we're implementing flexibility and choice, it doesn't necessarily mean that it has to be a free for all where students can just do whatever they want, that could actually hinder learning.
-Will Hennessy
Neurodivergent learners need structure. All learners need need structure.
-Will Hennessy
Resources
Episode 493 with Maha Bali: Openness as a Way of Being
Tourette's syndrome
Obsessive–Compulsive Disorder (OCD)
Individualized Education Program (IEP)
Sarah Silverman’s Workshops
Liz Norell
TILT Framework
Michelle Pacansky-Brock
Remi Kalir on Annotating Your Syllabus
Good Omens Scene: Crowley Tells His Plants to Grow Better
The New Science of Learning: How to Learn in Harmony with Your Brain, by Todd Zakrajsek
Stein Brunvand talks about equipping educators to navigate artificial intelligence (AI) on episode 498 of the Teaching in Higher Ed podcast.
Quotes from the episode
When a novice teacher might observe a more experienced teacher, they're not always going to notice the kinds of decisions that the teacher is making that aren't verbalized.
-Stein Brunvand
It's not so much about learning a specific tool, but being open to learning what's available to you and using what you have available to you to try to improve the learning experience.
-Stein Brunvand
Let’s learn how can we be flexible and adaptable so that we can roll with whatever is available to us.
-Stein Brunvand
Resources
University of Michigan Committee to explore applications of generative AI
Generative Artificial Intelligence Committee Report; University of Michigan
UM-D Scholar in Residence Page on Teaching in Higher Ed
ISTE AI Explorations Program
Paul Galbally & Fevronia Christodoulidi discuss personalized learning pedagogies on episode 497 of the Teaching in Higher Ed podcast.
Quotes from the episode
The closer we get to each other, the more we understand each other.
-Paul Galbally
This course will make you uncomfortable. And if it doesn't, we're not doing our job.
-Paul Galbally
We get to know our students, and they get to know us.
-Paul Galbally
A brave space is when you can make a space safe by talking about things.
-Paul Galbally
It is more about learning to think rather than having all the solutions.
-Fevronia Christodoulidi Fenia
Resources
Personalised learning pedagogies and the impact on student progression and retention: the case of counselling training within a university setting, by Paul Galbally & Fevronia Christodoulidi
Fevronia Christodoulidi | University of East London (uel.ac.uk)
Fevroni’s Private Practice
Paul Galbally | University of East London
Paul Galbally’s ORCID
Jennifer Coon talks about how to know our audience in an AI world on episode 496 of the Teaching in Higher Ed podcast.
Quotes from the episode
I'm always interested in talking with students about how they got to the point that they're at today.
-Jennifer Coon
There is value in the blank slate.
-Jennifer Coon
Professors are the ones who are really training students to be the next economists, to be the next scientists, to be the next accountants, to be the next everything.
-Jennifer Coon
Service learning is a chance for students to get out of themselves and to experience what it feels like to do some good for someone else.
-Jennifer Coon
Resources
Generative AI University of Michigan
AI Tools
U-M Guidance for Faculty/Instructors
Autumm Caines
The Four Agreements, by Don Miguel Ruiz
Tolulope (Tolu) Noah shares about using QR codes to design engaging learning experiences on episode 495 of the Teaching in Higher Ed podcast.
Quotes from the episode
QR codes can be used to support universal design for learning (UDL) principles, specifically in regards to providing multiple means of engagement and providing multiple means of representation.
-Tolulope (Tolu) Noah
If your students created a video, why not create QR codes to share that video with other students so that they can learn from the content too?
-Tolulope (Tolu) Noah
Resources
8 Ways to Use QR Codes in Higher Education Classrooms
Share Pages with a QR Code in Google Chrome
One-Pager: Scanning & Creating QR Codes via Shortcuts
Video: Creating QR Codes
Adobe Express QR Code Generator
Bitly
Making QR Codes More Accessible and Improving Business Accessibility, by Benjamin Rousey
Accessibility and QR Codes by Joe Lamyman
Universal Design for Learning (UDL)
Mobile Mindful Teaching & Learning, by Christina Moore
Mentimeter
Flip
Padlet
Gallery Walk
great points made😍 Enjoyed it. thank you
that was great! thank you both
I love the idea that to ignite learning start with application or real life problems and then learners will be keen to master the theory that supports the interesting problem they've been presented with