Teaching in Higher Ed

Seth Offenbach shares about his article, Kindness and Community in an Online Asynchronous Classroom, on episode 586 of the Teaching in Higher Ed podcast. Quotes from the episode I had to recognize the reality that my classroom was never going to be the number one priority for people during the pandemic. -Seth Offenbach When we teach, why not be kind? -Seth Offenbach My goal is to challenge my students intellectually. My goal is not to stress them out. -Seth Offenbach We all miss deadlines. -Seth Offenbach In order to truly be kind, you have to create a safe space for the students where they feel that they can come to you, talk to you and learn with you. -Seth Offenbach Resources Kindness and Community in an Online Asynchronous Classroom, by Seth Offenbach Currents in Teaching and Learning – January 2025 edition Radical Hope: A Teaching Manifesto, by Kevin M. Gannon The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy, by Sherria D. Taylor and Maria J. Veri Feeling Better: A Year without Deadlines, by Doreen Thierauf A Pedagogy of Kindness, by Catherine Denial Cultivating Compassionate Community to Foster Academic Integrity?, by Maha Bali and Yasser Tammer An Equity Syllabus Liquid Syllabus, by Michelle Pacansky-Brock Jesse Stommel The Practice of Ungrading, by Jesse Stommel Remi Kalir’s Annotated Syllabus Go Ahead and Ask for More Time on That Deadline, by Ashley Whillans A Pedagogy of Kindness: The Cornerstone for Student Learning and Wellness, by Fiona Rawle Effect of Syllabus Tone: Students’ Perceptions of Instructor and Course, by Harnish & Bridges Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences, by Hills & Peacock Enhancing Social Presence in Online Learning, by Joyce & Brown The 1:1 method, by Seth Godin  Master Slave Husband Wife, by Ilyon Woo

Bryan Dewsbury helps us explore what socially just teaching might look like across disciplines on episode 585 of the Teaching in Higher Ed podcast. Quotes from the episode I am not interested in being in a war with AI. I'm not trying to be a faculty detective to see who's using ChatGPT or not, I didn't sign up for that work. -Bryan Dewsbury I'm not your enemy. I'm not against you. I'm rooting for you every single day. I really mean that. -Bryan Dewsbury The things I say on day one are not going to mean anything over the course of the semester if I don't give them feedback in a reasonable time or if I'm rude when they answer a question wrong in class. -Bryan Dewsbury The way in which we can interact around this material doesn't have to be one that's dictatorial. -Bryan Dewsbury You don't have to be able to save the world, but you're obligated to try, right? And so the whole key behind that is in trying, you almost by definition achieve more. -Bryan Dewsbury Resources Toward a Humanist and Agentic Paradigm of Inclusive Teaching—Lessons from the United States Civil Rights Era for College Pedagogy, by Bryan M. Dewsbury This I Believe – Essay Guidelines The Norton Guide to Equity-Minded Teaching Michael Palmer on “Big Beautiful Questions” David Yeager on “Wise Feedback” Eli Review Collaboration with Sarah Cavanagh on Assessment, Feedback, and Grading We Are Lady Parts Abbot Elementary Nexus: A Brief History of Information Networks from the Stone Age to AI, by Yuval Noah Harari

Danny Liu shares a different way to think about AI and assessment on episode 584 of the Teaching in Higher Ed podcast. Quotes from the episode Our students are presented with this massive array of things they could choose from. They may not know the right things to choose or the best things to choose. And our role as educators is to kind of guide them in trying to find the most healthy options from the menu to choose from. -Danny Liu People want to give their students clarity. They want to give their students a bit of guidance on how to approach AI, what is going to be helpful for them for learning and not helpful for learning. -Danny Liu There is no way to really know if the rules that you're putting in place are going to be followed by students, and it doesn't mean that we need to detect them or surveil them more when they're doing their assignments. -Danny Liu We need to accept the reality that students could be using AI in ways that we don't want them to be using AI if they're not in front of us. -Danny Liu Not everyone lies. Most of our students want to do the right thing. They want to learn, but they have the temptation of AI there that is saying, I can do this work for you. Just click, just chat with me. -Danny Liu Our role as teachers is not to be cops, it's to teach and therefore to be in a position where we can trust you and help you make the right choice. -Danny Liu Resources Menus, not traffic lights: A different way to think about AI and assessments, by Danny Liu Talk is cheap: why structural assessment changes are needed for a time of GenAI, by Thomas Corbin,Phillip Dawson, &Danny Liu What to do about assessments if we can’t out-design or out-run AI? by Danny Liu and Adam Bridgeman Course: Welcome to AI for Educators from the University of Sydney Whitepaper: Generative AI in Higher Education: Current Practices and Ways Forward, by Danny Y.T. Liu, Simon Bates Five myths about interactive oral assessments and how to get started, by Eszter Kalman, Benjamin Miller and Danny Liu Interactive Oral Assessment in practice, by Leanne Stevenson, Benjamin Miller and Clara Sitbon ‘Tell me what you learned’: oral assessments and assurance of learning in the age of generative AI, by Meraiah Foley, Ju Li Ng and Vanessa Loh Interactive Oral Assessments: A New but Old Approach to Assessment Design from the University of South Australia Interactive oral assessments from the University of Melbourne Long live RSS Feeds New AI RSS Feed New AI RSS Page Broken: How Our Social Systems are Failing Us and How We Can Fix Them by Paul LeBlanc

James Lang shares about his latest book, Write Like You Teach, on episode 583 of the Teaching in Higher Ed podcast. Quotes from the episode Answers on their own are not interesting. They become interesting when we know the questions behind them. -James Lang When you take a reader on a journey, as the reader works through an essay or book that you've written, they spend a lot of time with you. -James Lang Be attentive to the person that you are on the page to the reader. -James Lang Start right now. That's the most important thing. -James Lang Resources Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience by James M. Lang Distracted: Why Students Can’t Focus and What You Can Do About It by James M. Lang Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang Cheating Lessons: Learning from Academic Dishonesty by James M. Lang The Greek Way by Edith Hamilton The Orchid Thief by Susan Orlean How Can Educators Teach Critical Thinking? by Daniel T. Willingham (American Educator) James M. Lang’s official website Susan Orlean’s official website Scrivener, a popular writing and revision tool for long-form projects The Opposite of Cheating from the Teaching and Learning in Higher Education Series (University of Oklahoma Press) University of Oklahoma Press – Teaching, Engaging, and Thriving in Higher Ed series Christine Tulley The Sirens' Call: How Attention Became the World's Most Endangered Resource, by Chris Hayes Proust and the Squid: The Story and Science of the Reading Brain, by Maryanne Wolf

Adriana Aldana shares about Counterstory Pedagogy: Student Letters of Resilience, Healing, and Resistance on episode 582 of the Teaching in Higher Ed podcast. Quotes from the episode One of our ethical obligations as social workers is to engage in self care to avoid burnout. -Adriana Aldana Their voice really comes through in the letter format in ways that I don't see in other forms of writing. I encourage them to loosen up a little bit with what they think I am expecting them to write about or how to write. -Adriana Aldana Resources Counterstory Pedagogy: Student Letters of Resilience, Healing, and Resistance, by Adriana Aldana Rest as Resistance, by Trisha Hersey Rest as Resistance card deck Episode 195: Considering Open Education with an Interdisciplinary Lens with Robin DeRosa Radical Hope: Letters of Love and Dissent in Dangerous Times, by Caro de Robertis Counterstory: The Rhetoric and Writing of Critical Race Theory, by Aja Y. Martinez Managing Transitions: Making the Most of Change, by William Bridges Elon University Center for Engaged Leanring Open Access Book Series

Alexandra (Ana) Kogl shares about her chaper in Joy-Centered Pedagogy in Higher Education on episode 581 of the Teaching in Higher Ed podcast. Quotes from the episode I didn't expect to find joy in the classroom when I started teaching political science 20 years ago. -Alexandra (Ana) Kogl Joy isn't something that we can coerce out of students. -Alexandra (Ana) Kogl They seem to expect to feel dead inside in the classroom, which is heartbreaking. -Alexandra (Ana) Kogl The opposite of joy isn't suffering, it's numbness. -Alexandra (Ana) Kogl People survive injustice and they thrive. -Alexandra (Ana) Kogl Resources Joy-Centered Pedagogy in Higher Education: Uplifting Teaching & Learning for All, edited by Eileen Camfield Ross Gay Masculinity as Homophobia: Fear, Shame and Silence in the Construction of Gender Identity, by Michael S. Kimmel SIFT Audre Lorde Martin Luther King Jr. Mike Caulfield Karl Marx Stanley Milgram Hannah Arendt Joy Cards Eichmann in Jerusalem All My Relations Podcast

Leslie Bayers discusses her chapter in Joy-Centered Pedagogy: The Joy of Embodied Learning on episode 580 of the Teaching in Higher Ed podcast. Quotes from the episode I certainly wasn't taught body literacy in school, and what I mean by that is how to read the internal signals that the body might be communicating. -Leslie Bayers We feel and think better when we move. -Leslie Bayers I try to get students moving or engaged with sensory textures as much as possible to spark learning. -Leslie Bayers How we feel absolutely shapes if and how we learn. And many of us feel this in our bodies. -Leslie Bayers Learning is incredibly hard work. It's one of the things that does drain the body of energy. -Leslie Bayers Resources Joy-Centered Pedagogy in Higher Education: Uplifting Teaching & Learning for All, edited by Eileen Camfield Katy Bowman Episode 505: How Role Clarity and Boundaries Can Help Us Thrive with Karen Costa Scope of Practice Template, developed by Karen Costa An Educator’s Scope of Practice: How Do I Know What’s Mine?, Karen Costa’s Chapter in Trauma-Informed Pedagogies Bend App 15 Minute Gentle Morning Yoga Catalina: A Novel, by Karla Cornejo Villavicencio On Muscle: The Stuff That Moves Us and Why It Matters, by Bonnie Tsui

Jennifer Baumgartner shares some lessons in love and learning from Mr. Rogers’ legacy on episode 579 of the Teaching in Higher Ed podcast. Quotes from the episode Mr. Rodgers was a very comforting influence as a young child. -Jennifer Baumgartner Moving slowly or taking your time is a very key theme of Mr. Rogers neighborhood, and also Fred Rogers' life and the way he lived it. -Jennifer Baumgartner He didn't shy away from talking about difficult subjects. -Jennifer Baumgartner "Anything that is mentionable is manageable." -Jennifer Baumgartner, quoting Fred Rogers Resources Fred Rogers Institute Fred Rogers Institute at Saint Vincent College The Neighborhood of Make-Believe You don’t have to wait for the clock to strike to start teaching, by Peter Newbury Go Somewhere: Reimagining Technology in Education for a Better Tomorrow, Bonni Stachowiak’s Keynote at LSU’s Faculty Colloquium Speaking Freddish: How to Sound Like Mister Rogers, by Alexei Novak “Did You Know?” Song by Mister Rogers 10 to 25: The Science of Motivating Young People, by David Yeager Cartoon about writing Teaching C-I Substack Fred Rogers Archive OuiSi Original: Games of Visual Connection Thomas Dambo – Recycled Art and Troll Sculptures Trollmap – Locations of Thomas Dambo’s Trolls Won’t You Be My Neighbor? (2018 Documentary)

Karen Costa describes learning to teach, design, and rest on episode 578 of the Teaching in Higher Ed podcast. Quotes from the episode Gardening is something I've tried and failed at many times. I don't know if it's something you can win or fail at. -Karen Costa There's a ton of research on our mental health and well being and what green spaces can do for us. -Karen Costa The mindset is learning from nature rather than learning about nature. -Karen Costa Nature is really, really good at resting. -Karen Costa Resilience is born of rest, of hibernating, of knowing that we've got to kind of go down into the ground, into the earth, in those seasons of quiet and peace in order to begin again and rejuvenate. -Karen Costa Diversity is the foundation of life. Diversity is strength. -Karen Costa Resources Biomimicry Checklist Karen’s Final Biomimicry Presentation Biomimicry Life’s Principles The Native Plant Trust Kerry Mandalak on Teaching in Higher Ed Biomimicry – Janine Benyus Learn Biomimicry Rest Is Resistance Lead Through Strengths The Residence  acoustic-ish: an album…ish Yes to religion freedom; No to Christian nationalism, by Jeff Hittenberger The OpEd Project

Jessamyn Neuhaus shares about her book, SNAFU Edu: Teaching and Learning When Things Go Wrong in the College Classroom, on episode 577 of the Teaching in Higher Ed podcast. Quotes from the episode Human beings make mistakes. We make mistakes as part of learning. We make mistakes just being in the world. -Jessamyn Neuhaus Academia generally attracts people with perfectionist tendencies. -Jessamyn Neuhaus Sometimes there is no positive outcome when something goes wrong. Sometimes things just get messed up because people are human. -Jessamyn Neuhaus Inadvertently we have a subtext that teaching is somehow perfectible. Teaching and learning will never ever be perfectible. -Jessamyn Neuhaus Resources Snafu Edu: Teaching and Learning When Things Go Wrong in the College Classroom, by Jessamyn Neuhaus Center for Teaching and Learning Excellence (CTLE) at Syracuse University Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning, by Jessamyn Neuhaus Geeky Pedagogy, by Jessamyn Neuhaus Manly Meals and Mom's Home Cooking: Cookbooks and Gender in Modern America, by Jessamyn Neuhaus Let's Get Real or Let's Not Play: Transforming the Buyer/Seller Relationship, by Mahan Khalsa The Sleeper, by Mike Wesch SIFT (The Four Moves), by Mike Caulfield Our University Is Replacing DEI with Vibes and Vaguely Diverse Stock Photos by Carla M. Lopez for McSweeney’s DEI? You’re Fired! with Heather McGhee on The Weekly Show with Jon Stewart 10 In the Moment Responses for Addressing Micro and Macroaggressions in the Classroom, by Chavella Pittman 10 to 25: The Science of Motivating Young People, by David Yeager Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching, by Lauren Barbeau, Claudia Cornejo Happel Dippity Do Girls with Curls Curl Boosting Mousse MoMA Sliding Perpetual Calendar Mrs. Meyer’s Clean Day Hand Soap Teaching and Learning Together in Higher Education International Journal for Students as Partners Tea for Teaching Podcast The Present Professor, by Elizabeth A. Norell Thrifty Shopper We Are Lady Parts on Peacock

Emily M. Bender & Alex Hanna share about their book, The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want on episode 576 of the Teaching in Higher Ed podcast. Quotes from the episode What's going on with the phrase artificial intelligence is not that it means something else than what we're using it to mean, it's that it doesn't have a proper referent in the world. -Emily M. Bender There's a much broader range of people who can have opinions on AI. -Alex Hanna The boosters say AI is a thing. It's inevitable, it's imminent, it's going to be super powerful, and it's going to solve all of our problems. And the doomers say AI is a thing, it's inevitable, it's imminent, it's going to be super powerful, and it's going to kill us all. And you can see that there's actually not a lot of daylight between those two positions, despite the discourse of saying these are two opposite ends of a spectrum. -Emily M. Bender Teachers' working conditions are students' learning conditions. -Alex Hannay Resources The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want, by Emily M. Bender and Alex Hanna Distributed AI Research Institute (DAIR) The Princess Bride Emily Tucker, Executive Director, Center on Privacy & Technology at Georgetown Law On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? By Emily M. Bender, Timnit Gebru, Angelina McMillan-Major, and Shmargaret Shmitchell Emily M. Bender’s website How the right to education is undermined by AI, by Helen Beetham How We are Not Using AI in the Classroom, by Sonja Drimmer & Christopher J. Nygren  Empire of AI: Dreams and Nightmares in Sam Altman's OpenAI, by Karen Hao

Rolin Moe shares about rebuilding trust in the value of education (among other things) on episode 575 of the Teaching in Higher Ed podcast. Quotes from the episode I never again had a static lesson plan. I was always very fluid in whatever I was going to be doing. I knew where I wanted to get, but the road could go in all sorts of different directions. - Rolin Moe Learning is a continuous activity in all sorts of areas and all sorts of places. - Rolin Moe Education is the process of helping people find things that they don't yet know they love. - Rolin Moe Resources Gary Stager George Siemens Van Gogh-Inspired AI Course Policy (YouTube) MOOCs (Massive Open Online Courses – Wikipedia) Smithsonian Institution Michael Peter Edson UC Riverside XCITE Center Community Colleges in California California State University (CSU) System Go Somewhere Card Game James A. Michener quote Wingspan Board Game Elizabeth Hargrave (Game Designer) Merlin Bird ID App (Cornell Lab)

Alex Edmans shares about his book, May Contain Lies: How Stories, Statistics, and Studies Exploit Our Biases and What We Can Do About It on episode 574 of the Teaching in Higher Ed podcast. Quotes from the episode We think a lie is basically the opposite of truth. So something is a lie if you can disprove it factually. -Alex Edmans What I focus on in my book is a more subtle form of a lie where something could be 100% accurate, but the inferences that we draw from them might be misleading. -Alex Edmans It's not that they're bad people, it's that they're people, they're humans. And if we're a person, we have biases. -Alex Edmans What I'm trying to highlight is the importance of being discerning. We want to have healthy skepticism, but we want to have the same healthy skepticism to something that we do like as something that we don't. -Alex Edmans Resources May Contain Lies: How stories, statistics and studies exploit our biases — and what we can do about it, by Alex Edmans Outliers, by Malcolm Gladwell Cookie Monster Practices Self-Regulation | Life Kit Parenting | NPR Addiction Rare in Patients Treated with Narcotics Taking A Mosaic Approach to AI in the Writing Classroom, presented by Chris Ostro All Else Equal Podcast A Little Life, by Hanya Yanagihara

Tolu Noah shares about her new book, Designing and Facilitating Workshops with Intentionality, on episode 573 of the Teaching in Higher Ed podcast. Quotes from the episode Whenever I'm planning a learning experience, I start by identifying a clear goal for the experience. -Tolu Noah I don't think there's necessarily one right way to approach planning. -Tolu Noah A really important aspect of facilitation is that yes, you have a plan, but you also need to be flexible with that plan and be willing to take a rest stop or a detour if needed. -Tolu Noah Timing is probably one of the most important aspects of facilitation. -Tolu Noah Resources Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education, by Tolulope Noah Yoruba The Art of Gathering: How We Meet and Why It Matters, by Priya Parker Richard E. Mayer Padlet Breakout Rooms Padlet Sandbox Bryan Mathers Permission Slip Headliner App Butter Scenes SessionLab Facilitating On Purpose

Leon Furze shares about myths and metaphors in the age of generative AI on episode 572 of the Teaching in Higher Ed podcast. Quotes from the episode In higher education there is a need to temper the resistance and refusal of the technology with the understanding that students are using it anyway. -Leon Furze We can take a a personal moral stance, but if we have a responsibility to teach students, then we have a responsibility to engage with the technology on some level. In order to do that, we need to be using it and and experimenting with it because otherwise, we're relying on third party information, conjecture, and opinions rather than direct experience. -Leon Furze My use of the technology has really shifted over the last few years the more I think about it as a technology and not as a vehicle for language. -Leon Furze Let the English teachers who love English, teach English. Let the mathematics teachers who love math, teach math. Let the science teachers teach science. And where appropriate, bring these technologies in. -Leon Furze Resources Myths, Magic, and Metaphors: The Language of Generative AI (Leon Furze) Arthur C. Clarke’s Third Law (Wikipedia) Vincent Mosco – The Digital Sublime MagicSchool AI OECD’s Definition of AI Literacy PISA (Programme for International Student Assessment) NAPLAN (Australia’s National Assessment Program – Literacy and Numeracy) Against AI literacy: have we actually found a way to reverse learning? by Miriam Reynoldson ChatGPT (OpenAI) CoPilot (Microsoft) Who Cares to Chat, by Audrey Watters (About Clippy) Clippy (Microsoft Office Assistant – Wikipedia) Gemini (Google AI) Be My Eyes Accessibility with GPT-4o Be My Eyes (Assistive Technology) Teaching AI Ethics – Leon Furze Black Box (Artificial Intelligence – Wikipedia) Snagit (TechSmith) Meta Ray-Ban Smart Glasses

Jackie Shay Shares about overcoming imposter syndrome through joyful curiosity on episode 571 of the Teaching in Higher Ed podcast. Quotes from the episode Sometimes I get in my head about imposter syndrome about being joyful. -Jackie Shay Why can't we recognize that these different types of intelligences have just as much value as intellectual intelligence? -Jackie Shay It's about supporting the learning by doing meaningful, challenging work that promotes growth, that allows us to find joy in the discomfort that comes from the vulnerability of pushing your mind to its boundaries and beyond. -Jackie Shay Resources Joy-Centered Pedagogy in Higher Education: Uplifting Teaching & Learning for All, edited by Eileen Camfield Emotional Intelligence Video about neuroplasticity Making Challenging Subjects Fun: Episode 66 with Anissa Ramirez Creating Desirable Difficulties to Enhance Learning, by Elizabeth L. Bjork and Robert Bjork Beyond Dichotomous Thinking: Episode 527 with Alexis Peirce Caudell What Baby George (and Handstands) Taught me About Learning from Mike Wesch Radical hope: A teaching manifesto, by Kevin Gannon Fred Wolf Awe: The new science of everyday wonder and how it can transform your life, by Dacher Keltner Coaching for Leaders Episode 254: Use Power for Good and Not Evil, with Dacher Keltner Tennis ball massage  Relaxed Cozy House Mix in a New York Loft | Tinzo

Laura Gibbs shares how to get started with interactive storytelling in any discipline on episode 570 of the Teaching in Higher Ed podcast. Quotes from the episode I think what happens with a lot of people's efforts to tell stories is that they're staring at a blank page or a blank screen, and they just feel lost in it because they don't have a form that they're filling up. -Laura Gibbss Everybody was thriving with these hundred word stories. -Laura Gibbss Meaninglessness in education won't work. Education has to be meaningful, personally meaningful. -Laura Gibbss Resources Laura Gibb’s Website and Blog Laura Gibb’s Aesop Survivor and Other Games Improvised Shakespeare Company TV Tropes George Station The Mouse Bride Mike Caulfield MYFest Nursery Rhyme Maze Game LinkedIn Post: Go Somewhere + Games, in General Laura’s Ungrading Padlet Who Cares to Chat? by Audrey Watters Audrey Watters’ 2nd Breakfast Newsletter Readers Theater, by Laura Gibbs & Heather Kretschmer Zine Construction video with Dawn Stahura Dawn Stahura’s Zine-Making Resources 100-Word Stories from Laura Gibbs (and her students) Tiny Writing Workshop Padlet, including 6-Word Stories Keeping ScOR from John Biewen Write Your Own Book List, by Laura Gibbs Ungrading Chapbook, by Martha Burtis Bonus Video After Pod Party with Laura Gibbs

Mike Perkins and Jasper Roe share a practical framework for ethical AI integration in assessment on episode 569 of the Teaching in Higher Ed podcast. Quotes from the episode We wanted to be flexible and have some opportunities for students and faculty to really have open conversations about how AI might be suitably used given the individual circumstances and the cultural context. -Mike Perkins One of the things that is happening that we can't deny is that the rate of hallucinations is going down. The capabilities are getting better and better. -Jasper Roe Criticality and pessimism aren't the same thing, especially when it comes to GenAI models. -Jasper Roe Resources AI Assessment Scale Website Updating the AI Assessment Scale, by Leon Furze The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment, by Mike Perkins, Leon Furze, Jasper Roe, & Jason MacVaugh Nick McIntosh Artificial intelligence and illusions of understanding in scientific research, by Lisa Messeri & M. J. Crockett Amelia King Jane Rosenzweig’s Bluesky post: Schitts Creek: The Sequel (Bluesky login required to view) Jane Rosenzweig’s Breakfast Club Ai generated photos mixed with real ones (login required) SIFT Toolbox for Claude (and ChatGPT) Released, by Mike Caulfield Strava Garmin AI and the Future of Higher Ed, by Nick McIntosh The Residence

Tricia Bertram Gallant and David Rettinger discuss The Opposite of Cheating: Teaching for Integrity in the Age of AI on episode 568 of the Teaching in Higher Ed podcast. Quotes from the episode It is true that people cheat, and that's the reason we have rules in the first place in our lives. -David Rettinger There are always going to be social, personal, and individual pressures on us that cause us to do things that either we didn't realize were wrong, or that we perfectly well know that are wrong, but that in that moment seem like a reasonable trade off to our behavior. -David Rettinger Take care of yourself first, whatever that looks like. You're never going to help somebody else if you're not on firm ground yourself. -David Rettinger You can treat people with dignity and respect even as you’re calling out their mistake. You can challenge them while being respectful. -Tricia Bertram Gallant It is important for us to remember to give grace to ourselves. -Tricia Bertram Gallant Resources The Opposite of Cheating: Teaching for Integrity in the Age of AI, by Tricia Bertram Gallant and David A. Rettinger Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students, by Denise Clark Pope The Four Agreements: A Practical Guide to Personal Freedom, by Don Miguel Ruiz Crucial Conversations: Tools for Talking When Stakes Are High, by Joseph Grenny, Kerry Patterson, Ron McMillan, Al Switzler and Emily Gregory Authentic Assessment Phil Dawson at Deacon University How Van Gogh Informs my AI Course Policy Taking A Mosaic Approach to AI in the Writing Classroom- Episode 555: A Big Picture Look at AI Detection Tools Good Robot Podcast Forever Chemicals, Forever Consequences: What PFAS Teaches Us About AI International Center for Academic Integrity Make It Stick: The Science of Successful Learning, by Peter Brown, Mark A. McDaniel, and Henry L. Roediger Study Like a Champ, by Regan a. R. Gurung and John Dunlosky The Residence Galatea 2.2: A Novel, by Richard Powers Tulsa Oklahoma

Therese Huston shares about Sharp: 14 Simple Ways to Improve Your Life with Brain Science on episode 567 of the Teaching in Higher Ed podcast. Quotes from the episode As an instructor, there are multiple streams that you're having to pay attention to and you're switching between each one. -Therese Huston The research shows that listening to music that moves you will increase dopamine in your ventral striatum, so you feel a sense of reward. -Therese Huston Visualizing the process actually increases productivity. The neuroscience shows that you see five times more brain areas activated when you picture the process than when you picture a glorious outcome. -Therese Huston If you do just a 5 minute meditation right before you need to recall something, you can get up to a 75% improvement in your recall. -Therese Huston Resources Sharp: 14 Simple Ways to Improve Your Life with Brain Science, by Therese Huston Unlocking Us Podcast: Brené Brown on Anxiety, Calm, and Over-/Under-Functioning Classroom Assessment Techniques: Episode 554 with Todd Zakrajsek The Dunning–Kruger Effect Calm App The Live Your Values Deck The Healthy Minds App