Teaching in Higher Ed

  Bonnie Stewart talks about networked pedagogy on episode #121 of Teaching in Higher Ed. Quotes from the episode Networks are a foundational structure of human experience. —Bonnie Stewart Recognizing that there is a distinction between the personal and the private can be encouraging for people who may feel uncomfortable with the whole idea of sharing. —Bonnie Stewart Identity is something that we’re always curating. —Bonnie Stewart I realized that I’ve been curating my identity since long before there was the internet … with the things that I save. —Bonnie Stewart Resources Mentioned Hybrid Pedagogy Digital Pedagogy Lab Networked Pedagogy Graphic on Bonnie’s site  

Dr. Robert Talbert talks about how to get more meaningful work done on episode 120 of Teaching in Higher Ed. Quotes from the episode 90% of the emails I get in my inbox are not actionable. —Robert Talbert The human brain is fantastic for processing information but it’s terrible for storing information. —Robert Talbert Sometimes the busyness we have is entirely self-inflicted; we work hard because we’re disorganized. —Robert Talbert Say yes to the things that matter and say no to everything else. —Robert Talbert Resources Getting Things Done (Updated Edition)* by David Allen Getting Things Done: Five Steps Overview The Five Steps Capture Dave and Bonni talk about capture on episode #32 todoist Recommendations from the Last TIHE episode with Robert Talbert Bonni talks about inboxzero on episode #56 Capture sticky notes using Evernote Clarify Dave and Bonni talk about clarify and organize on episode #41 Organize Evernote Review Google Keep Episode #64: The Weekly Review Episode #78: Checklists Essentialism* by Greg McKeown Engage Amazon’s Grocery Delivery Service* Amazon Dash OmniFocus  

Annemarie Perez shares about bridging the culture gap in the classroom and other broad thoughts about cultural competence on episode 119 of Teaching in Higher Ed. Resources Mentioned Annemarie’s Teaching Manifesto Blog Post Chicano or Chicana Latino Latina Hispanic The Case for ‘Latinx’: Why Intersectionality is Not a Choice

Mike Wesch describes his becoming a learner and what it taught him about teaching on episode 118 of Teaching in Higher Ed. Quotes from the Episode I’ve always picked things that are really hard and bring out fears inside me. —Mike Wesch Students get out of it whatever they put into it. —Mike Wesch I take the philosophy that grading can play different roles depending on the course. —Mike Wesch What matters when students graduate is how they’ve changed, not just their GPA. —Mike Wesch When I started teaching in my late 20s, it was really easy to relate to students. As I was in my late 30s, it was much more difficult. —Mike Wesch Life is too short to not experiment. —Mike Wesch Resources Mentioned The Sleeper, by Mike Wesch Rethinking the Syllabus (with a Course Trailer) Links to Presentations and Videos by Mike Wesch Daniel Pink’s Research on Motivation: Drive* LIFE101 Podcast LIFE101: Episode 1 What Baby George and Handstands Have Taught Me About Learning Mike Wesch’s YouTube Channel  

  Kerry Moore discusses how to balance the responsibilities of caring for an elderly loved one with our teaching responsibilities. Quotes from the episode   We’re trying to help people grow their own ability to meet needs and to have agency in their own lives. —Kerry Moore Sometimes challenges can help us to … bounce forward into new skills and knowledge. —Kerry Moore Nothing is going to make the loss of someone you love or a disability okay, but the way we walk through it makes a big difference in what our life looks like on the other side. —Kerry Moore A healthy locus of control has a realistic assessment of the things that I am in control of and also the things that I’m not. —Kerry Moore Caregiving [has] a lot of physical demands but also a lot of emotional demands. —Kerry Moore Resources Mentioned Radiolab episode: The Bitter End National Hospice and Palliative Care Organization Council on Aging

Laura Gogia shares about connected learning on this week’s Teaching in Higher Ed podcast. Quotes from the episode The most important part of [connected learning] is helping others understand the connections between all the different aspects of their life. —Laura Gogia It’s not a tool-first [mentality] … it’s which tool matches up with what I’m trying to achieve. —Laura Gogia Assessment becomes about documenting [the] process of learning. —Laura Gogia Resources Mentioned Connected Courses at Virginia Commonwealth University Journal for Prison re-entry Academic Transformation Lab at VCU http://lauragogia.com/connected-course-design/ Julian Sefton-Green Connected learning coaching Laura’s dissertation on connected learning Bonni mistakenly attributed this Twitter analysis tool to being introduced by Robert Talbert on the TIHE Slack channel, but it was actually Ken Bauer who shared it. Are You Enjoying the Show? 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.

This bonus clip answers a question from Heather about conferences. Lilly Conferences OLC Accelerate DigPed Lab institute Action track with Audrey Watters Open Ed ELI New Media Consortium Virtually Connecting

Autumm Caines shares about digital citizenship on this episode of Teaching in Higher Ed. Quotes from the Episode We have the technology to have conversations with diverse people. —Autumm Caines As educators, we need to empower people to feel okay about making mistakes. —Autumm Caines Resources Tracy Clayton on Twitter https://twitter.com/brokeymcpoverty Another Round Podcast on Twitter https://twitter.com/AnotherRound Heben Nigatu on Twitter https://twitter.com/heavenrants Silence and respect episode of Reply All Annemarie Perez Tressie Are You Enjoying the Show? 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.

Ken Bauer shares how to engage the heart and mind through the connected classroom. Quotes from the episode I’m not going to be there and lecture; I want to really connect with my students. —Ken Bauer The number one difficulty for faculty in innovating in their practice is … fear. —Ken Bauer You’ve just got to take baby steps and change those things that you can change. —Ken Bauer Resources Mentioned Amy Collier’s session at Campus Technology 2016 Conference: Love and Risk in Education – A Call to Resistance Student Paola’s video about her experience in Ken’s class Confusiasm – confusion and enthusiasm Nancy White on Twitter Ken’s blog post about his teaching evaluations Michelle Miller on episode #026 Gardner Campbell on episode #107 Common Craft’s RSS explanation video Flipped Learning Network Are You Enjoying the Show? 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.

Katie Linder shares about blended course design on Teaching in Higher Ed episode 113. Quotes from the episode Blended learning is not just a trend, and we’re starting to see technology integrated in really intentional ways. —Katie Linder One of the key things is alignment … between what you’re doing outside of the classroom and inside of the classroom. —Katie Linder Say to your students, “I’m going to give you an activity to do, and I’m going to lay out some guidelines for it, but I’m also going to give you quite a lot of freedom. —Katie Linder In the online environment, [social interactions] can still happen, but they just need to happen more intentionally. —Katie Linder There are ways that you can build in social presence activities into a blended classroom, both face-to-face and online, that are really encouraging interactions between you and your students and between your students and each other. —Katie Linder Because we don’t naturally reflect, it means that we have to intentionally build in reflection for our students. —Katie Linder Resources Mentioned Blended Course Design Resources: Book site: The blended course design workbook website Order the book: The blended course design workbook (discount code = BCD20) Book handouts: The blended course design workbook handouts Handout: Aligned Blended Course Mapping Handout: Weekly Course Design Task List Handout: Choosing LMS Tools Checklist Handout: Template for Mapping Content and Documents Other Resources: How to Design and Teach a Hybrid Course* by Jay Caulfield Michael Sandel’s Justice course Goosechase for scavenger hunts Journal Keeping* by Dannelle D. Stevens and Joanne E. Cooper Checklists Use checklists to teach more effectively and efficiently in higher ed Grant Wiggins’ How do you plan? On templates and instructional planning Episode 078: The power of checklists Are You Enjoying the Show? 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.

Kevin Gannon discusses Radical Hope – A Teaching Manifesto on Teaching in Higher Ed #112. Quotes If I want my students to take risks and not be afraid to fail, then I need to take risks and not be afraid to fail. —Kevin Gannon Teaching is a radical act of hope. —Kevin Gannon We work with the future, and that’s a really incredible responsibility. —Kevin Gannon Resources Episode 052: Respect in the Classroom Moonwalking with Einstein* by Joshua Foer Blog: Radical Hope – A Teaching Manifesto Blog: Radical Hope – A Teaching Manifesto (Hypothes.is annotated version) APM Marketplace podcast Storify Are You Enjoying the Show? 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.

Gardner Campbell on the higher ed horizon. Gardner was previously featured on show on Episode 107: Engaging learners Resources Virtually Connecting New Media Consortium The 2016 Horizon Report: Higher Ed Book: Reinventing Discovery: The New Era of Networked Science* by Michael Nielsen Questions about the New Media Faculty-Staff Development Seminar Awakening the Digital Imagination: A Networked Faculty-Staff Development Seminar New Media Faculty Development Seminar Are You Enjoying the Show? 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.

Robert Talbert on self-regulated learning and the flipped classroom. Quotes My view about teaching changed completely when I started having kids. —Robert Talbert You can’t say that you are interested in teaching students how to learn and then spoon-feed them everything. —Robert Talbert Resources Article: The inverted calculus course and self-regulated learning Article: The Inverted Calculus Course: Using Guided Practice to Build Self-regulation Article: We need to produce learners, not just students Recommendations Bonni: The Clarify software no longer exists. Are You Enjoying the Show? 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.

Bonni Stachowiak on how the best communicators add a sense of the unexpected to their teaching. Resources Glynn Washington at Snap Judgment LIVE! in Ann Arbor: “The Golden Man” “Times for telling,” introduced to me by Derek Bruff on TIHE episode 71 “A time for telling…” by Daniel L. Schwartz and John D. Bransford Listener Questions Questions from Ari Purnama Day one introductions TIHE blog post: Sticky notes as a teaching tool International education TIHE episode 080: International Higher Education in the 21st Century (featuring Mary Gene Saudelli from Dubai) TIHE episode 038: Steve Wheeler talks Learning with ‘e’s TIHE episode 108: Collaboration (featuring Maha Bali from Egypt) Takeaways Video: How do you enjoy life, as the world burns? Alex Blumberg’s podcast: StartUp Season 1: episode 1

Maha Bali shares about collaboration. Quotes The reason virtual collaboration works really well is that there’s usually no hierarchy with the person you’re working with. —Maha Bali If you want your students to collaborate, the main role of the educator is to provide them with something where collaboration is valuable. —Maha Bali Virtually collaborating brings the conversations to people who can’t be there in person. —Maha Bali If you want to keep learning, I think collaboration is necessary because you need to learn from somebody and with somebody. —Maha Bali Resources Rhizomatic learning The MOOC that community built Soundtrack to the collaborative play Virtually Connecting MLA Commons: Digital Pedagogy in the Humanities (Concepts, models, and experiments) MLA Commons: Collaboration Keyword Are You Enjoying the Show? 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.

Gardner Campbell talks about engaging learners. Quotes Learning is an enormously powerful and eventful kind of experience. —Gardner Campbell Recognize that great ideas of all kinds come from all kinds of people at all stages of their knowledge. —Gardner Campbell There are some great ideas that are forever closed off to an expert because he or she is simply too conditioned by prior learning. —Gardner Campbell Resources Seymour A. Papert’s books APGAR for class meetings by Gardner Campbell Derek Bruff reflects on Gardner Campbell’s APGAR test for class meetings Book: Smart Mobs* by Howard Rheingold Video: Mr. Hand from “Fast Times at Ridgemont High” Song: Peter Gabriel’s Solsbury Hill PHPBB Discussion Forum Book: Where Good Ideas Come From* by Steven Johnson Hacking the Academy Are You Enjoying the Show? 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.

On this episode, Dr. Mike Cross is an undercover professor.   Guest: Mike Cross Professor at Northern Essex Community College Read more in a Chronicle article about Mike Resources EasyBib Bacon Board Gamers Game: Escape Room Game: Rattlesnake Game: Loopin’ Louie Game: Loopin’ Chewie Book: My Freshman Year: What a Professor Learned by Becoming a Student* by Rebekah Nathan Are You Enjoying the Show? 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.

Today’s guest, Dr. McClain Watson, at University of Texas at Dallas, advocates for the importance of our students being able to: “ convince people in the professional world that they 1) know what they’re doing, 2) can be trusted, and 3) are interesting to be around?” On today’s episode: Professional Online Portfolios. Guest: McClain Watson Clinical Associate Professor, Director of Business Communication Programs Organizations, Strategy and International Management Bio: http://jindal.utdallas.edu/faculty/john-watson Resources Episode 101: Public sphere pedagogy with Thia Wolf Going public with our learning What are POPs? A Domain of One’s Own on UMW site University of Wisconsin – Stout rubric for assessment e-portfolios Sample portfolios http://danyalahmed93.wix.com/portfolio http://andreacastanedae.wix.com/andycastaneda http://olasaleh.weebly.com/ http://nathanblumenthal.weebly.com/ http://luzechanove.wix.com/misitio http://thomasjmckee.com/ http://guohaoyue1990.wix.com/howardguomusic http://edq130030.wix.com/elainequayle http://adrianhovelman.wix.com/pop2 Are You Enjoying the Show? 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.

On this week’s episode, Dave and I discuss disability accommodations and other listener questions. 1) Disability accommodations Dyslexia simulator Neurotribes: The Legacy of Autism* 2) Online scenario manager resource Geogebra.org Geogebra – Spreadsheet View 3) Preparation for getting doctorate degree Julie Wilson’s bio www.Lynda.com www.Zotero.org 4) “Small” approaches to reclaiming teaching as a focus TIHE 092: Small Teaching (James Lang) www.doodle.com The Lean Startup* by Eric Ries Leading Change* by John Kotter Six ways to improve your department’s teaching climate Are You Enjoying the Show? 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.

On this week’s episode, Sean Michael Morris and I discuss Critical Instructional Design. Guest: Sean Michael Morris Sean is a digital teacher and pedagogue, with experience especially in networked learning, MOOCs, digital composition and publishing, collaboration, and editing. He’s been working in digital teaching and learning for 15 years. His work as a pioneer in the field of Critical Digital Pedagogy is founded in the philosophy of Paulo Freire, and finds contemporary analogues in the work of Howard Rheingold, Cathy N. Davidson, Dave Cormier, and Jesse Stommel. He is committed to engaging audiences in critical inspection of digital technologies, and to turning a social justice lens upon education. More Course: Critical Instructional Design Critical Instructional Design course from Digital Pedagogy Lab Quotes [Instructional Design] makes very mechanical the non-mechanical nature of teaching. Certain processes are put into place where the spontaneity is taken out of teaching. The relationship is taken out of teaching. The care and nurture of the student is taken out of teaching. —Sean Michael Morris A lot of critical instructional design is questioning. It’s a matter of stepping back and observing and saying, “What are the assumptions of the LMS? What are the assumptions that I make and have been given to make about online learning? And how can I switch that up?” —Sean Michael Morris I think there is a direct correlation between the amount of restrictions we place on students and their lack of interest in what we’re doing. —Sean Michael Morris The more restrictions we place on learning, the less students have the ability to to explore it themselves. —Sean Michael Morris Resources Article: Critical Pedagogy in the Age of Learning Management TIHE episode about the “8 Recond Rule” Are You Enjoying the Show? 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.

On today’s episode, Dr. Carl Moore and I have a dialog about proactive inclusivity. Guest: Dr. Carl Moore Dr. Moore is currently an Associate Professor and Director of the Research Academy for Integrated Learning (RAIL) at University of DC. Prior to his current role he served as an adjunct assistant professor in the College of Education as well as the Director of the Teaching and Learning Center at Temple University. More Quotes There are stages in which a person can honestly, truly feel [colorblind], but I do think that there is something to be said about honoring and respecting differences. —Carl Moore I have a strong sense of ethnic identity, but also a strong sense of identity of the mainstream majority, [as] an American. —Carl Moore Are You Enjoying the Show? 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.

On this week’s episode, Dr. Thia Wolf shares about public sphere pedagogy. Guest: Thia Wolf Thia is a Professor of English and Director of the First-Year Experience Program at California State University, Chico, where she has worked since 1989. Prior to her appointment in the FYE program, she coordinated a variety of writing programs, including the first-year composition program and the writing across the disciplines program. Since 2006, she has been collaborating with faculty in several disciplines to embed public dimensions in first-year classes. Her publications have focused on collaborative learning and on public sphere pedagogy. More Quotes Students need to have an experience when they come to college that … gives them a sense that education is for the rest of their lives, it’s to help them do things in the world. —Thia Wolf I noticed that the curriculum of first year students looks a lot like the curriculum in high school … I would say that it sends the “Not ready for prime time” message. —Thia Wolf When [students] go public with their work, they have to stand by it, and really remarkable things happen. —Thia Wolf We don’t give students opportunities to experience and reflect on how the curriculum is part of them and how they are affecting it. —Thia Wolf Resources First-Year Experience Program at Chico State Book in Common Program Courses that take students’ transitioning processes into account Public sphere events where students and their course work are “center stage” Chico Great Debate Meet the faculty Are You Enjoying the Show? 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.

Eight faculty share their failure stories on this special #100th episode of Teaching in Higher Ed. CV of Failures Johannes Haushofer’s CV of Failures HBR article about Johannes Haushofer Quotes At the time, I felt like I had to know everything in order to be a good teacher, so instead of admitting that I didn’t know the answer to the student’s question, I dismissed it. —Cameron Hunt-McNabb I think I understand way better now what kinds of issues my students think are important. —Doug McKee I strongly identified with that strain of perfectionism that insists that unless every student in every class feels like every moment was a rich and profound learning experience, then I have failed. —Jeff Hittenberger Guest Stories 1) Katie Linder Didn’t allow discomfort in the classroom and rushed too quickly through it. Check out the Research in Action Podcast 2) Jeff Hittenberger Felt like he had failed at the end of each semester. 3.) Angela Jenks Didn’t know how much the class textbooks cost. 4.) Josh Eyler Gave quizzes just to test that students read. Read the conversation in Storify for Twitter 5.) Michelle Miller Didn’t take care of a problem before it escalated. 6.) James Lang Was not clear enough in assignment criteria. 7.) Cameron Hunt-McNabb Thought she had to know everything to be good teacher. 7.) Maha Bali Laughed at student’s suffering … almost. 8.) Doug McKee Didn’t understand what issues his students thought were important. TIHE episode 045: Calibrating our teaching (Aaron Daniel Annas) Recommendations Books: Janine Utell: Dear Committee Members* by Julie Schumacher José Bowen: Teaching Naked* by José Bowen Sean Micael Morris: Savvy* by Ingrid Law Cameron Hunt McNabb: Tina Fey’s advice to “Say yes” in her memoir, Bossy Pants* Amy Collier: Quotes Anne Lamott: “These are the words I want on my gravestone: that I was a helper, and that I danced,” from her book Grace (Eventually)* Tools: Doug McKee: Piazza* Aaron Daniel Annas: Amazon Echo* Teaching inspiration: Rebecca Campbell: Be kind to students. Don’t make assumptions. Linda Nielsen: Cultivate your courage by trying out things you’re afraid of. Lee Skallerup Bessette: Be hopeful. Be optimistic. And give your students the benefit of the doubt right from the start. Doug McKee: Try poster sessions with students. Peter Newbury: Get yourself into a learning community. Get on Twitter. Are You Enjoying the Show? 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.

Dr. Angela Jenks shares about her experiences encouraging accountability in her students on today’s episode of the Teaching in Higher Ed podcast. Guest: Angela Jenks Angela is a medical anthropologist and Lecturer, PSOE (Tenure-Track Teaching Faculty) in the Department of Anthropology at the University of California, Irvine, where she also directs the M.A. in Medicine, Science, and Technology Studies program. Quotes It’s not necessarily a kindness to not fulfill the requirements of the class. —Angela Jenks One of the challenges is holding standards while not turning the classroom into an adversarial situation. —Angela Jenks One of the things I focus on increasingly is very clear policies. —Angela Jenks I didn’t want the syllabus to turn into something that reads like a Terms of Service. —Angela Jenks Mentioned in Episode Race Gender Science syllabus (inspired by Tona Hagen’s “Extreme Makeover” of her History syllabus) In Praise of Slowness* by Carl Honore Podcast episodes on kindness: Episode 057: Teaching with Twitter (Jesse Stommel) Episode 052: Respect in the Classroom (Kevin Gannon) Episode 019: Small Teaching (James Lang) Podcast episode on Attitude: Episode 062: Mindset (Rebecca Campbell) Recommendations Bonni recommends: Allowing students to “show up.” Consider this quote from Anne Lamott (who was mentioned on Episode 070 with Amy Collier): I had a session over the phone with my therapist today. I have these secret pangs of shame about being single, like I wasn’t good enough to get a husband. Rita reminded me of something I’d told her once, about the five rules of the world as arrived at by this Catholic priest named Tom Weston. The first rule, he says, is that you must not have anything wrong with you or anything different. The second one is that if you do have something wrong with you, you must get over it as soon as possible. The third rule is that if you can’t get over it, you must pretend that you have. The fourth rule is that if you can’t even pretend that you have, you shouldn’t show up. You should stay home, because it’s hard for everyone else to have you around. And the fifth rule is that if you are going to insist on showing up, you should at least have the decency to feel ashamed. So Rita and I decided that the most subversive, revolutionary thing I could do was to show up for my life and not be ashamed. —Anne Lamott

Stephen Brookfield shares about his book, The Skillful Teacher, on today’s episode of Teaching in Higher Ed. Quotes I think I internalized early in my career that my job was to talk, to profess. And that if I wasn’t talking, then I really wasn’t earning my money. I still feel that, and I fight against it constantly. —Stephen Brookfield Skillful teaching is whatever helps students learn. —Stephen Brookfield College students of any age should be treated as adults. —Stephen Brookfield Teachers need a constant awareness of how students are experiencing their learning and perceiving teachers’ actions. —Stephen Brookfield Resources The Skillful Teacher* Episode 15 with Stephen Brookfield: How to get students to participate in discussion.  

Dustin Bakkie shares how to integrate effective study methods, learning tools, and personal management techniques as a part of your curriculum. Guest: Dustin Bakkie Lecturer at California State University, Chico email: dbakkie @ csuchico dot edu website: EpicHigherEd.com (coming soon) twitter: @dustinbakkie Quotes The best time to learn something is right as you’re about to forget it. —Dustin Bakkie A lot of the time, students are just looking for someone who is on their side. —Dustin Bakkie Dustin’s effectiveness equations   Resources Book: Deep Work* by Cal Newport Coaching for Leaders podcast episode 233: Engage in Deep Work, with Cal Newport Thomas Frank’s Collegeinfogeek.com Leitner Review System App: Anki flashcards App: Attendance2* Are You Enjoying the Show? 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.

On today’s episode, I have the honor of talking with Dr. Jeff Wiese about how he uses coaching skills in his teaching of residents. Guest: Dr. Jeff Wiese Jeffrey G. Wiese, MD, is a Professor of Medicine with Tenure, and the Senior Associate Dean for Graduate Medical Education at the Tulane University Health Sciences Center. He is also Associate-Chairman of Medicine, the Chief of the Charity Medical Service and the Director of the Tulane Internal Medicine Residency Program. He has also served as the course director for the Clinical Diagnosis, Biostatistics, Advanced Internal Medicine, and Medical Education courses. Quotes What somebody knows is not as important to me as what they can do. —Dr. Jeff Wiese Years ago, we were so focused on on knowledge. Now, getting the knowledge is pretty easy. The shift of becoming a great coach is moving towards … teaching people not what to think, but how to think. —Dr. Jeff Wiese The way you go from good to great is finding your weakest area and improving it. —Dr. Jeff Wiese Training is to prevent surprise. Education is to prepare for surprise. —James Carse Links: Teach Better podcast episode 27: Teaching Clinical Reasoning With Geoff Connors Dr. Wiese’s Four Developmental Phases of a Teacher Are You Enjoying the Show? 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.

In this week’s episode, Mike Truong and I discuss teaching in the digital age. Quotes In our instant and very distracted culture … it’s critical to learn how to pay attention. —Mike Truong As faculty, we need to find ways that force us to slow down. —Mike Truong I try to prioritize in-person interactions over virtual ones whenever possible. —Mike Truong It is a real discipline to turn off our devices … the default is to be connected all the time. —Mike Truong Resources Tim Stringer’s blog: Technically Simple One Button Studio at Penn State Recommendations: Bonni Visit APU’s Office of Innovative Teaching and Technology and check out the section on blended learning. Article: From Showroom to Classroom: Advancing Technology in Education Mike Book: Hamlet’s Blackberry* by William Powers Book: Now You See It* by Cathy Davidson (Cathy was featured on TIHE episode 28: How to see what we’ve been missing) Book: Alone Together* by Sherry Turkle Book: Reclaiming Conversation* by Sherry Turkle

On today’s episode, I get the pleasure of talking with Dr. Pooja Agarwal about retrieval practice. Guest: Pooja K. Agarwal, Ph.D. Cognitive Scientist, Memory Expert, and Education Consultant, Founder of RetrievalPractice.org www.retrievalpractice www.poojaagarwal.com Twitter: @poojaagarwal Pooja K. Agarwal, Ph.D. is committed to bridging the gaps between research, teaching, and policy. Passionate about evidence-based education, Pooja has conducted retrieval practice research in a variety of classroom settings for more than 10 years, in collaboration with distinguished memory scholar Henry L. Roediger, III. In addition to her career as a scientist, Pooja earned elementary teacher certification and has extensive teaching experience at K-12 and university levels. To advance the use of scientifically-based learning strategies, she contributes her expertise through collaborations with students, educators, scientists, and policymakers worldwide. Recommendations Bonni: Change the culture in your classroom by asking students (in reference to retrieval practice): “What is it we’re doing right now?” and “Why are we doing it?” Pooja: Check out www.retrievalpractice.org for helpful resources. Are You Enjoying the Show? 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.

Natalie Houston talks about strength through habits. Quotes Habits save us tremendous time and energy, but they can also lead us to doing a lot of things mindlessly. —Natalie Houston Sometimes we have goals or intentions that are outdated, they’re from who we used to be. —Natalie Houston Habits often work really well when they’re connected to each other. —Natalie Houston If you successfully create one habit, it’ll be easier to create others. —Natalie Houston All of us have habits that we’re less than happy with and they’re there because they’re meeting some need. —Natalie Houston Resources TIHE episode 34: Practical Productivity in Academia (Natalie Houston) Natalie’s Blog: re:focus now Natalie’s articles at the Chronicle of Higher Education Book: The Power of Habit* by Charles Duhigg Three Steps to Creating a New Habit Identify why you want to create a new habit Get very clear and specific about how you’re going to measure that behavior Track your behavior Recommendations Bonni recommends: Lee Skallerup Bessette’s Bad Female Academic posts Natalie recommends: Music Service: Focus at Will

On this week’s episode, James Lang shares about his book: Small Teaching Quotes What I started to notice was that the coaches who paid attention to these little things, and focused on small fundamentals, tended to do a lot better than the teams that didn’t. —James Lang I’m a big believer in the opening and closing minutes of class … I think those are really ripe opportunities for small teaching. —James Lang I try to do framing activities to help the students realize the value of what we’re doing. —James Lang Resources Small Teaching: Small modifications in course design or communication with your students. These recommendations might not translate directly into 10-minute or one-time activities, but they also do not require a radical rethinking of your courses. They might inspire tweaks or small changes in the way you organize the daily schedule of your course, write your course description or assignment sheets, or respond to the writing of your students. Book: The Power of Habit* by Charles Duhigg Teaching in Higher Ed Episode 71 with Derek Bruff Video: How to be Alone Article: Boring but Important MERLOT Awards

On this week’s episode, I share my experiences with “choose your own adventure” assessments. Background on choose your own adventure assessments: TIHE Episode 58: Universal design for learning What is it? TIHE blog post: Choose your own adventure learning (Part 1) TIHE blog post: Choose your own adventure learning (Part 2) Resources App: Scannable* by Evernote Recommendation Peter Felten (@pfeltenNC) from the Center for Engaged Learning at Elon University shared on Twitter: Scholarship of Teaching and Learning Annotated Literature Database Are You Enjoying the Show? 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.

On this week’s episode, Todd Zakrajsek and I discuss our key take-aways from the 2016 Lilly Conference. Guest: Todd Zakrajsek Conference Director, Lilly Conferences California Twitter: @ToddZakrajsek www.lillyconferences.com Dr. Todd Zakrajsek, Ph.D., is the former Executive Director of the Academy of Educators in the School of Medicine and an Associate Professor in the Department of Family Medicine at UNC-Chapel Hill. Dr. Zakrajsek is the immediate past Executive Director of the Center for Faculty Excellence at University of North Carolina at Chapel Hill and prior to his work at UNC, he was the Inaugural Director of the Faculty Center for Innovative Teaching at Central Michigan University and the founding Director of the Center for Teaching and Learning at Southern Oregon University, where he also taught in the psychology department as a tenured associate professor. Dr. Zakrajsek also sits on two educational related boards and several editorial boards for journals in the area of teaching and learning, is an international speaker requested regularly for keynote presentations and campus workshops, and has published widely on the topic of effective teaching and student learning. Todd was previously featured on Episode 47: Developing metacognition skills in our students See list of Bonni’s resources from the Lilly Conference: www.teachigninhighered.com/lillycon Quotes Teaching should be more than telling. –Todd Zakrajsek If a worker knows why they’re doing something, they’re much better at doing it than if it’s a mystery to them. It’s the same thing in teaching. –Todd Zakrajsek Any time we start looking at these concepts and saying, “Should we do this, or that? Do the students fall into this category or the other category?” we lose the richness of all the individuals in between. –Todd Zakrajsek Lecturing alone simply does not return the same kind of advances you get when you add in engaged, active kinds of learning. –Todd Zakrajsek Resources https://twitter.com/Bali_Maha https://twitter.com/vconnecting (virtual connecting) Video: Father Guido Sarducci’s Five Minute University Stephen Brookfield featured on Episode 15: teachinginhighered.com/15 Taxonomy of Significant Learning by Dee Fink The Carl Wieman Project From The Onion: Parents of nasal learners demand odor-based curriculum Recommendations Bonni Presentation polling app: Sli.do* Todd Book: Teaching for Learning: 101 Intentionally Designed Educational Activities to Put Students on the Path to Success*

On today’s show, Betsy Barre joins me to share about the research on course evaluations. Guest: Betsy Barre Assistant Director of the Center for Teaching Excellence at Rice University After making the move to Rice in 2012, she was able to pursue her interest in undergraduate pedagogy by working with students and faculty in Rice’s newly developed Program in Writing and Communication. In this role, she taught a series of disciplinary-based first-year seminars and contributed to the PWC’s faculty development programming for those teaching first-year writing courses. And in July of 2014, she began her current position as Assistant Director of Rice’s newly established Center for Teaching Excellence. More Quotes One of the biggest complaints faculty have about student evaluations is that it’s not a reflection of teaching effectiveness. –Betsy Barre Just because a student likes a class doesn’t necessarily mean they’re learning. –Betsy Barre It turns out that the harder your course is, the higher evaluations you get. –Betsy Barre If students think the work is valuable and something that’s helping them learn, you can give up to twenty extra hours a week of work outside of class and students will still give you higher evaluations. –Betsy Barre When we want to know if students have learned, one of the best things to do is just ask them if they’ve learned. –Betsy Barre Part of the movement in student evaluations now is to ask questions about learning, rather than questions about what the faculty members are doing. –Betsy Barre Notes Article: Do Student Evaluations of Teaching Really Get an “F”? Screencast: Student Ratings of Instruction: A Literature Review RateMyProfessor Analysis: Gendered Language in Teaching Evaluations Betsy’s Six Most Surprising Insights about Course Evaluations Taken from her article “Do Student Evaluations of Teaching Really Get an “F”?” Yes, there are studies that have shown no correlation (or even inverse correlations) between the results of student evaluations and student learning. Yet, there are just as many, and in fact many more, that show just the opposite. As with all social science, this research question is incredibly complex. And insofar as the research literature reflects this complexity, there are few straightforward answers to any questions. If you read anything that suggests otherwise (in either direction), be suspicious. Despite this complexity, there is wide agreement that a number of independent factors, easily but rarely controlled for, will bias the numerical results of an evaluation. These include, but are not limited to, student motivation, student effort, class size, and discipline (note that gender, grades, and workload are NOT included in this list). Even when we control for these known biases, the relationship between scores and student learning is not 1 to 1. Most studies have found correlations of around .5. This is a relatively strong positive correlation in the social sciences, but it is important to understand that it means there are still many factors influencing the outcome that we don’t yet understand. Put differently, student evaluations of teaching effectiveness are a useful, but ultimately imperfect, measure of teaching effectiveness. Despite this recognition, we have not yet been able to find an alternative measure of teaching effectiveness that correlates as strongly with student learning. In other words, they may be imperfect measures, but they are also our best measures. Finally, if scholars of evaluations agree on anything, they agree that however useful student evaluations might be, they will be made more useful when used in conjunction with other measures of teaching effectiveness. Recommendations Bonni Think about how you administer the student evaluations. Check out her Betsy’s screencast (see above). Betsy Design your own evaluation instrument and distribute it yourself, especially at the mid-point of the source. Take advantage of the teaching center on your campus for student interviews and classroom observations. Are You Enjoying the Show? 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.

On this week’s episode, Dave and I share our top five gadgets for teaching. Guest: Dave Stachowiak Bonni’s twitter: @bonni208 Dave’s twitter: @davestachowiak 1. Wireless presentation Remote Commonly referred to as a “wireless presenter”* Logitech remotes* are reliable and fairly inexpensive Video Downloader 2. iPad Pro iPad Pro specs iPad Pro on Amazon* iPad pro case from Sena 3. Apple Pencil Apple Pencil 4. Apple Watch use as a non-distracting notifier use as a timer can seamlessly record and Send reminders to OmniFocus TIHE article about using Due app 5. Web Cams with Zoom app Logitech web cam with 1080p * Sign up for Zoom* Recommendations Bonni: iPad app for pencasting: Doceri* Dave: Cloud database software: Airtable*

On today’s episode, I talk with Sean Michael Morris about what the best digital teachers do. Sean Michael Morris, Digital Teacher and Pedagogue www.seanmichaelmorris.com Twitter: @slamteacher Sean is a digital teacher and pedagogue, with experience especially in networked learning, MOOCs, digital composition and publishing, collaboration, and editing. He’s been working in digital teaching and learning for 15 years. His work as a pioneer in the field of Critical Digital Pedagogy is founded in the philosophy of Paulo Freire, and finds contemporary analogues in the work of Howard Rheingold, Cathy N. Davidson, Dave Cormier, and Jesse Stommel. He is committed to engaging audiences in critical inspection of digital technologies, and to turning a social justice lens upon education. Quotes There are no principles that I’m aware of in instructional design that allow for the human to creep in; it’s very mechanistic. –Sean Michael Morris I believe that teaching isn’t method; teaching is intuitive. –Sean Michael Morris Every time we step into a classroom or design a new course … we have to step back and realize we don’t know anything, that each time it is new. –Sean Michael Morris I approach everything by asking, “What is it that you’re wanting to get out of this?” and, “What is it that you want your students to get from this?” –Sean Michael Morris Recommendations Bonni: The courses at digitalpedagogylab.com/courses TIHE Episode 57: Teaching with Twitter Sean Book: A Pedagogy for Liberation* by Paulo Friere and Ira Shor Book: The Qualitative Manifesto* by Norman K. Denzin Book: Complexity Theory and the Philosophy of Education* by Mark Mason Book: Savvy* by Ingrid Law Twitter user: Simon Ensor (@sensor63) Twitter user: Pat Lockley (@patlockley) Are You Enjoying the Show? 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.

Bonni shares strategies to help “get it together” during stressful times of the semester. Quotes Never succumb to the temptation to say you don’t have enough time to stop. —Bonni Stachowiak Listening might be the most important part of our jobs. —Bonni Stachowiak Sometimes we’re so worried about entertaining our students that we miss the opportunities for them to have creative insights of their own. —Bonni Stachowiak Celebration. Celebrate what you are doing. Song: Celebration by Kool & The Gang Watch on Youtube Stop. Collaborate. And listen. Stop spinning, collaborate, and listen (which is maybe the most important part of our jobs). Song: Ice Ice Baby by Vanilla Ice Watch on Youtube List of projects. Create actionable names for your project tasks and use a system you trust. Song: Are You Gonna Kiss Me or Not by Thompson Square Watch video on Youtube Back to Life … Back to reality Get real with your aspirations Song: Back To Life by Soul II Soul Watch Video on Youtube Recommendations: Mobile App: Due Website: http://www.dueapp.com/ Find on the App Store*

In today’s episode, Dr. Bill Robertson introduces us to “action science” and the ways he is making his teaching relevant, creating opportunities for the most active kind of learning I can imagine. Guest: Bill Robertson Dr. Skateboard Bill has a Ph.D. in Education and has been a skateboarder for over thirty-five years. He has done hundreds of demonstrations nationally and internationally in festivals, events and in academic settings. Bill has been an educator for over twenty years. His academic areas of expertise are science education, curriculum development, and technology integration. He also teaches and does research in the areas of problem-based learning and action science. Find him online: Linkedin Dr. Skateboard Website Twitter skateboard videos Quotes People who are learning a second language may know exactly what they’re talking about but might not be able to express themselves. —Bill Robertson The things that made me successful in skateboarding made me successful in education. —Bill Robertson I realized there was a lot of physics and concepts in these sports that can be expressed and could be engaging and motivating for the students. —Bill Robertson The skills [students] are really good at can apply to something like education … if they can master something, they can probably master something else. —Bill Robertson You have to find ways to integrate the interests of your learners into your curriculum. —Bill Robertson Resources Teaching in Higher Ed episode 015: How to get students to participate in discussion, with Stephen Brookfield Teaching in Higher Ed post: Sticky notes as a teaching tool Recommendations: From listener Pamela: Book: Training in Motion* by Mike Kuczala. Emphasizes the importance of movement for learning (and not just regular exercise) Bill: Non-profit organization: Skateistan. Using skateboarding as a tool for empowerment, with a large commitment for young women in Afghanistan, Cambodia and South Africa. Educational Portal: Edutopia. Dedicated to transforming K-12 education. Are You Enjoying the Show? 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.

Doug Leigh on helping graduate students come up with interesting research topics. Dr. Doug Leigh earned his PhD in instructional systems from Florida State University, where he served as a technical director of projects with various local, state, and federal agencies. His current research, publication, and lecture interests concern cause analysis, organizational trust, leadership visions, and dispute resolution. He is coeditor of The Handbook of Selecting and Implementing Performance Interventions (Wiley, 2010) and coauthor of The Assessment Book (HRD Press, 2008), Strategic Planning for Success (Jossey-Bass, 2003) and Useful Educational Results (Proactive Publishing, 2001). Leigh served on a two-year special assignment to the National Science Foundation, is two-time chair of the American Evaluation Association’s Needs Assessment Topic Interest Group, and past editor-in-chief of the International Society for Performance Improvement’s (ISPI) monthly professional journal, Performance Improvement. A lifetime member of ISPI, he is also a member of the editorial board for its peer-reviewed journal, Performance Improvement Quarterly. More QUOTES Some of the differences between doctoral work and master’s work have to do with the amount of original data collection. —Doug Leigh I try to set up the expectation that when a dissertation chair is doing a good job, they’re giving a lot of feedback, and that may involve several iterations of drafting. —Doug Leigh Though we call them defenses, they’re not interrogations. They’re not about getting lined up to be battered with questions to prove your worth before a student is allowed into the club. —Doug Leigh Students who can avoid just reaffirming what’s already known are able to position themselves to do research that sticks with them as a passion. —Doug Leigh Resources Murray Davis’s “That’s Interesting!” article at Philosophy of the Social Sciences (paywalled) Science’s 2015 Breakthrough of the Year (free), see the runners-up here (paywalled) Doug also shares his reworking of Davis’s index that he developed for his students, along with representative examples … Interestingness via Organizing or Disorganizing: things which have been thought to be similar are truly dissimilar, or that things believe to be dissimilar are actually similar. Example: John A Bargh’s “The Four Horsemen of Automaticity: Awareness, Intention, Efficiency, and Control in Social Cognition“ Interestingness by Composing or Decomposing: what seems to be varied and complex is really better understood simply, or something that is currently understood to be simple is actually elaborate, distinct, independent, heterogeneous, and diverse. Example: Quanta’s “The New Laws of Explosive Networks” Interestingness by Abstraction or Particularization: that which people assume are experienced by just a certain few are actually shared by all, or vice versa. Example: NYT’s “Mass Murderers Fit Profile, as Do Many Others Who Don’t Kill“ Interestingness by Globalizing or Localizing: what seems to be a global truth is really just a more local one, or that something thought to be experienced just locally is actual more global. Example: Pew Research Center’s Views on Science poll Interestingness by Stabilizating or Destabilizating: what seems to be stable and unchanging is actually unstable and changing, or things thought to be unstable are surprisingly stabilit and even permanent. Example: BBC’s “The Libet Experiment: Is Free Will Just an Illusion?” (video) Interestingness by Effective or Ineffective Functioning: some aspect of the world that was believed to function effectively is actually ineffective, or vice versa. Example: Derek Muller’s “Khan Academy and the Effectiveness of Science Videos” (video) Interestingness by Re-assessment of Costs or Benefits: what seems to be bad is in reality good, or what was believed to be good is actually bad. Example: On Point’s “Is Recycling Really Worth It?” (radio broadcast) Interestingness by Inter-dependence or Independence: what seem to be unrelated (or independent) phenomena are in reality correlated (or inter-dependent) phenomena, or vice versa. Example: Quartz’ “This article has been perfectly formatted for maximum reading comprehension“ Interestingness by Inconsistencies or Consistencies: what has been thought to be able to exist together are in reality things that cannot, or phenomenena thought to be mutually exclusive actually can co-exist. Example: Quanta’s “Physicists and Philosophers Debate the Boundaries of Science“ Interestingness by Positive or Negative Covariation: what has been thought to co-vary positively actually co-varies negatively, or what has been thought to co-vary negatively actually co-varies positively. Example: Big Think’s “How Hearing Something No

Tim Clydesdale talks about how we can all better support our students in navigating college and beyond by talking about vocation. Quotes [Vocation] is about the type of life you want to lead and the type of person you want to be. —Tim Clydesdale It may be that the broader sense of who you are isn’t being fully expressed in your work but it’s being expressed in many other places: in your volunteer work, or your care for a family member. —Tim Clydesdale Vocation is a much better way to talk to students [than career] because it captures much more of the breadth of life as it’s really lived. —Tim Clydesdale Resources Article: Inside Higher Ed Organization: Council of Independent Colleges The Purposeful Graduate* What are some of the mistakes universities make when attempting to develop effective programs to facilitate more conversation about vocation? Design a program that wasn’t organic to the campus Hiring people who didn’t have a high emotional intelligence Recommendations Bonni: Keep a list of ideas for each class you have been scheduled to teach. Tim: Good food helps with conversation. Use a slow cooker (Crock-Pot) with a manual switch. This allows you to cook but also be engaged in conversation.

Doug Grove discusses practical program development: what works and what doesn’t when building learning experiences for today’s students. Quotes We see a lot of benefits of synchronous class sessions, but we’re not sure every student wants that. There’s a tradeoff with flexibility. -Doug Grove One of the mistakes we made when developing some of these programs was trying to be all things to all students. -Doug Grove Every program is a little different. One of the bigger mistakes we’ve made was we just took our existing structure and placed it on any new program. -Doug Grove Education Technology Tools Adobe Connect web conferencing software Dragon Naturally Speaking for speech-to-text Recommendations Bonni: Batch processing on the computer. Do “like work” all at one time. Doug: Book: Start with Why by Simon Sinek Coaching for Leaders Episode 223: Start with Why Featuring Simon Sinek Simon Sinek’s TED talk

Stephanie Vie discusses the ethical considerations of using Turnitin and other automatic plagiarism checkers. Guest: Stephanie Vie twitter: @digiret email: [email protected] Academia: https://ucf.academia.edu/StephanieVie Stephanie Vie researches the construction of digital identities in social media spaces as well as critical approaches to composing technologies such as plagiarism detection services. Her research has appeared in First Monday; Computers and Composition; Computers and Composition Online; Kairos: Rhetoric, Technology, and Pedagogy; and The Community Literacy Journal. She is a Reviews Section Co-editor with Kairos; a Project Director with the Computers and Composition Digital Press; and an editorial board member of the undergraduate research journal Young Scholars in Writing. Her doctorate from the University of Arizona (2007) is in Rhetoric, Composition, and the Teaching of English, and her dissertation, “Engaging Others in Online Social Networking Sites: Rhetorical Practices in MySpace and Facebook,” examined the use of privacy settings in these sites within a Foucauldian framework. More Quote The more moments you can take from an active, engaged classroom and bring them into your assignments, that’s going to significantly help reduce plagiarism. -Stephanie Vie Recommendations Bonni: Go for a walk. It’s easy to forget how great it feels walk. Stephanie: Book: My Freshman Year* by Rebecca Nathan App: Wunderlist for creating to-do lists App: Toggl for time tracking Are You Enjoying the Show? 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.

On today’s episode, I speak with Dr. Mary Gene Saudelli about developing curriculum for international higher education in the 21st Century. Guest: Dr. Mary Gene Saudelli Author, The Balancing Act: International Higher Education in the 21st Century* LinkedIn Book on Amazon* Mary Gene is an assistant professor and director of the Center for Teaching and Learning at the University of Calgary in Quatar. More Quote: I create a situation where I ask my students to think about things from multiple perspectives, but also allow their voices to be honored. –Mary Gene Saudelli How Dubai has Changed Recommendations Bonni: Book: Transitions: Making Sense of Life’s Changes* by William Bridges Book: The Way Of Transition: Embracing Life’s Most Difficult Moments* by William Bridges Mary Gene: In difficult circumstances, stop to consider your own thoughts: When you have extreme positions, does that extreme thought mirror who you want to be as a person and what you want to believe?

On today’s episode, I speak with Dr. Robin Paige about the potential impact of stereotype threat inside and outside of our classrooms. Quote When dealing with stereotypes, one of the things we can do on our campuses or in our classrooms is create a space of accountability but without saying “You’re a bad person for thinking that.” —Robin Paige Resources Academic Paper by Claude Steele and Joshua Aronson: Stereotype Threat and the Intellectual Test Performance of African Americans Recommendations Bonni: Podcast: This American Life episode 573: Status Update Book: Between the World and Me* by Ta-Nehisi Coates Course: 5 days to your best year ever course with Michael Hyatt* Robin: Book: Whistling Vivaldi* by Claude Steele Blog: http://thesocietypages.org/socimages/ Tip: Use food to create a stereotype-safe environment because it becomes a thing people have in common.

  Today on episode #078 of Teaching in Higher Ed: The power of checklists Book: The Checklist Manifesto by Atul Gawande Good checklists, on the other hand are precise. They are efficient, to the point, and easy to use even in the most difficult situations. They do not try to spell out everything–a checklist cannot fly a plane. Instead, they provide reminders of only the most critical and important steps–the ones that even the highly skilled professional using them could miss. Good checklists are, above all, practical. ―Atul Gawande We don’t like checklists. They can be painstaking. They’re not much fun. But I don’t think the issue here is mere laziness. There’s something deeper, more visceral going on when people walk away not only from saving lives but from making money. It somehow feels beneath us to use a checklist, an embarrassment. It runs counter to deeply held beliefs about how the truly great among us—those we aspire to be—handle situations of high stakes and complexity. The truly great are daring. They improvise. They do not have protocols and checklists. Maybe our idea of heroism needs updating. ―Atul Gawande Definitions A to-do list is what to do, a checklist is how to do it: Article on lessdoing.com A checklist is a documented process for something you’ll do daily; a to-do list is something you assembled yourself that you need to do at a certain point of your day: Article on alphaefficiency.com Philip Crawford, software entrepreneur on Quora, gives his definition: Question on Quora Natalie Houston on checklists A checklist ensures communication and confirmation among members of a team and catches errors. —Natalie Houston There are Two kinds of checklists: Read-do: read each step and perform the step, checking off as you go (like following a recipe) Do-confirm: perform steps of the task from memory until you reach a defined pause point when you confirm that things have happened. Advice for making checklists: Keep it simple Make it usable – need to be able to check things off Try it out and edit as necessary Read her article about checklists HERE Checklist on Checklists Atul Gawande lists things to consider when making a checklist: You you have clear, concise objectives Have you considered adding items that will improve communication among team members When crafting the list, is the font sans serif? Have you trialled the list with frontline users? And have you modified the checklist in response to repeated trials? Class Checklist See my class checklist HERE on Evernote. (I currently use an OmniFocus project template by Curt Clifton TIHE Article: Use checklists to teach more effectively and efficiently TIHE Article: Checklist for class planning efficiency Article by the late Grant Wiggins: How do you plan? On templates and instructional planning Recommendations: Book: The Checklist Manifesto* by Atul Gawande Task planning system: Trello

Today I welcome to the show Dr. Terese Huston to talk about teaching what you don’t know. Guest: Therese Huston Faculty Development Consultant, Seattle University Author: Teaching What You Don’t Know Seattle University faculty page: here Personal page: www.theresehustonauthor.com Twitter: @ThereseHuston Therese Huston received her B.A. from Carleton College and her M.S. and Ph.D. in Cognitive Psychology from Carnegie Mellon University. She was also awarded a prestigious post-doctoral fellowship with the Center for the Neural Basis of Cognition. Therese was the Founding Director of CETL (now the Center for Faculty Development) and served as Director from 2004 to 2010. Drawing upon her background in cognitive science, she has spent the past decade helping smart faculty make better decisions about their teaching. Her first book, Teaching What You Don’t Know, was published by Harvard University Press (2009). Quotes If I could go back to my 28-year-old self and give her one piece of advice, it would be to talk to a content expert. -Therese Huston I wish I had offered to take an expert to coffee once a week to brainstorm what I should be teaching. -Therese Huston Teaching is more than just knowing every single detail there is to know; teaching is much more about stimulating learning. -Therese Huston You have to be thinking, “I’ve got to do something that I know well, but if I’m going to be the best teacher I can be to my students I’ve also got to teach them some things that are perhaps outside of my comfort zone.” -Therese Huston No one can be an expert on this material, and what I’m going to be doing is to always look for the most recent, most important topic that I can be teaching you. -Therese Huston If I’m doing a good job up here, I’m going to be pushing the boundaries of what I know. -Therese Huston Notes Teaching what you don’t know looks at it from two perspectives: A subject you don’t know A group of students you don’t understand Things unique to people who experience minimal anxiety when teaching outside of their expertise: They had a choice about whether or not to teach the subject They addressed the “imposter issue” with their students They embraced a teaching philosophy that emphasizes the idea: “I don’t need to master the material” You have just been assigned to teach a course outside of our expertise. What are the most important steps to take in preparing to teach it? Tell someone (deal with the imposter issue) Find five syllabi for similar courses online Get a timer and start practicing preparing for your class in set chunks of time. Recommendations Bonni recommends: Therese’s book: Teaching What you Don’t Know* Sonos speakers : See on Amazon* Therese recommends: Licorice tea: See on Amazon* Book: Thanks for the Feedback: The Science and the Art of Receiving Feedback* Book: Difficult Conversations* Podcast about Book: Coaching for Leaders: Episode 143

In today’s episode, Doug McKee joins me to share about online courses. His Introduction to Econometrics class is taught about as close to an in-person as you can get, but without being bound by geographic barriers. Guest: Doug McKee Associate Chair and Senior Lecturer of Economics at Yale http://economics.yale.edu/people/douglas-mckee Website: http://dougmckee.net/ Teach Better blog and podcast: http://teachbetter.co/ Personal Blog: www.highvariance.net Twitter: https://twitter.com/TeachBetterCo Quotes regarding online courses: We weren’t lowering the price, but we were lowering the geographic barriers. –Doug McKee You don’t need a big film crew, and snazzy digital effects; you just need to be clear, and communicate it well. –Doug McKee Students show up, and they don’t have any questions. What I do is come with questions. –Doug McKee Links: Udacity: https://www.udacity.com/ Zoom: http://zoom.us/ Examity: http://examity.com/ Explain Everything iPad app: App Store Link* Recommendations: Bonni recommends: Sherlock: IMDB Doug recommends: Poster sessions with students: Read blog post here CS50 course: Syllabus TeachBetter podcast: episode with David Malan

On today’s episode, ten prior guests, as well as Dave and I, come together to celebrate 75 episodes of Teaching in Higher Ed. We look back at episodes that have had a big impact on us, take a listener question, and make recommendations. Guests: 1) Sandie Morgan The Eight Second Rule – Wait eight seconds to give students a change to respond https://teachinginhighered.com/6 2) Michelle Miller Rebecca Campbell’s – Don’t refer to students as children https://teachinginhighered.com/62 3) Scott Self theproductivenerd.org Rebecca Campbell – Normalize help seeking behavior by being transparent with our students https://teachinginhighered.com/62 Mail App add-on: Act-On 4) Josh Eyler (two coming up both mentioning Cameron Hunt McNabb) Cameron Hunt McNabb – How to bring more creative assignments to students https://teachinginhighered.com/24 5) Janine Utell Cameron Hunt McNabb – Creative and critical thinking and “backwards design” https://teachinginhighered.com/24 6) Jim Lang Amy Collier – Not-yet-ness https://teachinginhighered.com/70 Article in the Chronicle mentioning more of Jim’s recommendations 7) Doug McKee Zero inbox https://teachinginhighered.com/56 The weekly review https://teachinginhighered.com/64 Recommendation: Pinboard for read-it-later service Pinboard Pinner App* Paperback Web App 8) Jeff Hittenberger Appreciates Bonni’s vulnerability about her own teaching, that she’s willing to admit her own mistakes. Questions from a Listener: Question: When seeking a professorship, how do you stand out from the crowd? Or, how do you find opportunities to the things you love in other career paths? Peter Newbury from UCSD, who appeared on Episode 53, answers the question. Recommendations: Dave recommends: Teaching in Higher Ed podcasts: Guest: Anissa Ramirez https://teachinginhighered.com/66 Guest: Meg Urey https://teachinginhighered.com/69 Beth Buelow’s podcast: The Introvert Entrepreneur Podcast Episode 93: Kevin Kruse and The 15 Secrets Successful People Know About Time Management Bonni recommends: Podcast: http://verybadwizards.com/episodes/75 Books: What the Best College Teachers Do by Ken Bain Cheating Lessons by James M. Lang  

Podcast Notes   On today’s show, Dr. Kris Shaffer talks about two topics: public scholarship and student privacy. Guest: Kris Shaffer Website: kris.shaffermusic.com Twitter: @krisshaffer GitHub: kshaffer We don’t have a nice, fuzzy boundary between completely private and completely public like we used to. —Kris Shaffer We don’t advance human knowledge by publishing something and putting it inside a fence and making it hard to get. —Kris Shaffer Social media is about more than just projecting my identity online; it’s about cultivating a community online. —Kris Shaffer And by raising a question, sometimes we advance knowledge more than by simply stating a fact. —Kris Shaffer Links: www.openmusictheory.com www.hybridpedagogy.com Open-source scholarship on Hybrid Pedagogy Recommendations: Bonni: Zotero tutorials: http://universitytalk.org/zotero/ N. Cifuentes-Goodbody on Twitter: https://twitter.com/doctornerdis Kris: CitizenFour: A documentary about Edward Snowden, streaming on HBO. Watch trailer here. Hello, by Adele: Watch here.

Jim Sibley shares about Team-based Learning. Podcast Notes Team-based learning has come up a few times on the show previously (Dr. Chrissy Spencer in Episode 25). Today, however, we dive deep into this teaching approach and discover powerful ways to engage students with Dr. Jim Sibley. Guest: Jim Sibley Jim Sibley is Director of the Centre for Instructional Support at the Faculty of Applied Science at University of British Columbia (UBC) in Vancouver, Canada. As a faculty developer, he has led a 12-year implementation of Team-Based Learning in Engineering and Nursing at UBC with a focus on large classroom facilitation. Jim has over 33 years of experience in faculty support, training, and facilitation, as well as managing software development at UBC. Jim serves on the editorial board of the Journal on Excellence in College Teaching. Jim is an active member of the Team-Based Learning Collaborative and has served on its board and many of its sub-committees. He has mentored colleagues in the Team-Based Learning Collaborative’s Train the Trainer mentorship program. He is a co-author of the new book Getting Started with Team-Based Learning that was published by Stylus in July 2014. He is an international team-based learning consultant, having worked at schools in Australia, Korea, Pakistan, Lebanon, United States, and Canada to develop team-based learning programs. Jim’s Book: Getting Started With Team-Based Learning Jim’s Website: www.learntbl.ca More About Jim’s Personal Story: The Stroke Interview with Brainstream Hiccups Team-Based Learning Defined A form of small-group learning that gets better with the bigger size of class you have. The idea is to discuss the question until you get to some sort of consensus. Team-based learning could easily be called decision-based learning, because as soon as you make a decision, you can get clear and focused feedback. That’s what team-based learning is all about. Think about a jury, where you need brainpower. Then imagine you’re presenting the verdict, and you look around and see five other juries, on the same case as you. You can bet they’ve put a lot of thought into the verdict, and if they all have a different verdict than you, you can bet they’re going to give feedback. Team-based learning is not a prohibition on lecturing…but it’s in smaller amounts, and it’s for a reason like answering a student need or question. An activity will often make students wish they knew about something, then you teach it. About Teams The Achilles heel of group work are students at different levels of preparedness. Team discussion has a nice leveling effect. Experience shows that smaller teams are the ones that have the most trouble 5-7 students is the ideal size for a group. Big teams work because you’re asking them to make a decision, and that’s something teams are naturally good at. Because team-based learning is focused on teaching with decisions, there is less opportunity for people to ride on the coattails of others. Instructors don’t have to teach about team dynamics or decision-making processes because teams are naturally motivated to engage in good discussion (if their conclusion is different than every other group, there will naturally be a lot of feedback). The Team-Building Process: The instructor builds teams, trying to add diversity to each team. The instructor of a large class can do an online survey for diversity of assets. Even freshman classes can have diversity (different people are better at different subjects). CATME has an online team maker function, as does GRumbler. Should students ever elect their own teams? Student-selected teams are typically a disaster, mostly because they’re a social entity, and you tend to pick people that are the same as you. It does work when students are passionate about the project. Team-based learning requires commitment: Team-based learning is something you have to commit to, not just something you try on for a day. it’s not a pedagogy that you can sprinkle on top of your lecture course; it’s a total change to the contract between you and your students. It used to be that you were a “sage on the stage” or a “guide on the side.” Team-based learning means you’re a “sage on the side.” Roles change. Everybody is uncomfortable at the beginning; students are in a new role, you’re in a new role. You’ll get some student resistance, but if you commit, student evaluations at the end of the semester will show that students rate team-based learning courses better than conventional ones. Teachers who do commit talk about “joy” and say things like “I’m falling in love with teaching again” and “class is so much fun.” When should we use Team-based learning? Any cautions? It works for all disciplines, but if you, as a teacher, are a last-minute person, be cautious with team-based learning. Because you’re making your students uncomfortable, and they’re looking for someone to pin it on, and if you’re disorganized,