Teaching in Higher Ed

Dan Levy and Angela Pérez share about Teaching Effectively with ChatGPT on episode 538 of the Teaching in Higher Ed podcast. Quotes from the episode It’s very easy to be overwhelmed right now with AI. -Dan Levy AI has infinite patience. -Dan Levy ChatGPT is amazing for generating 10 topic ideas to get inspired. -Angela Pérez If you know how to prompt Chat GPT, you know how to create a customized bot. -Dan Levy You can think of the teacher being the designer of the feedback rather than the giver of the feedback. -Dan Levy I can ask the bot questions that I would be embarrassed to ask my instructor. -Dan Levy Resources Teaching Effectively with ChatGPT Teaching Effectively with Zoom Teddy Svoronos Building Customized Chatbots Chapter How to use Speaker Progress in Microsoft Teams for Education Flighty Pro The Anxious Generation* Becoming Great Universities: Small Steps for Sustained Excellence, by Richard J. Light and Allison Jegla Streamdeck

John Warner explores stressing pedagogical principles over AI promises on episode 536 of the Teaching in Higher Ed podcast. Quotes from the episode Once they’ve done the writing or as even as they’re doing the writing, they’re reflecting on their own metacognitive understanding of their own practices. -John Warner While you are in the act of writing, you are processing your own idea. -John Warner Resources Engaged Education, John Warner’s Newsletter Structure + Freedom = Engagement: A Frankenstories case study, by John Warner Just Say No to Historical Figure Chatbots: Against digital necromancy, by John Warner The Science of…Writing? Teaching requires lots of experimenting, but that doesn’t make it a “science” By John Warner On Becoming: Bonni and Alexis’ MYFest24 Session Frankenstories Joy Comes Back A reminder to myself to never take for granted how wonderful life can be. Unashamed, by Harry Baker

Andrew Cross and Alyshahn Kara-Virani share about creating interactive experiences and shaping the future of teaching on episode 535 of the Teaching in Higher Ed podcast. Quotes from the episode A lot of play science comes down to being a safe space to learn from each other, to see how people respond to what you put out there in the world without it being this critical life or death situation. -Andrew Cross People disproportionately remember experiences based on both the peaks and the valleys, and then also the ending experience. -Andrew Cross Encourage students to freely explore the content on their own. Sometimes that’s content, sometimes it’s a physical space. Turn them loose to go off and find something that they find interesting, a little bit of free choice learning. -Andrew Cross Status quo is our enemy too often. -Andrew Cross Resources Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul by Dr. Stuart Brown The Play Conference by US Play Coalition The Power of Moments: Why Certain Experiences Have Extraordinary Impact by Chip & Dan Heath Peak–end rule Episode 530 : Lessons from the Road: Share Your Teaching Stories with Dave Stachowiak Episode 527 : Beyond Dichotomous Thinking: Strategies to Enhance Teaching and Learning with Alexis Peirce Caudell The Museum Experience Revisited by John H Falk, Lynn D Dierking Activity-Based Teaching in the Art Museum: Movement, Embodiment, Emotion by Getty Museum The 5 “E”s

Josh Eyler helps us cultivate hope and action beyond grades on episode 534 of the Teaching in Higher Ed podcast. Quotes from the episode Teachers, instructors, educators at all levels can really work with students to find elements of what we are teaching that those students find individually interesting. -Josh Eyler We can help them learn how to ask questions that are meaningful to them, how to really dig in and find ways that the content becomes meaningful to who they are as people. -Josh Eyler We’re in another period of significant grading reform right now, fueled, I believe, by mass communication and social media. People are now able to connect in ways that in previous eras of grading reform, they were not able to. -Josh Eyler Resources Failing Our Future: How Grades Harm Students, and What We Can Do about It, by Josh Eyler How Humans Learn: The Science and Stories Behind Effective College Teaching, by Josh Eyler Kariann Fuqua Range: Why Generalists Triumph in a Specialized World, by David Epstein Moonwalking with Einstein : The Art and Science of Remembering Everything, by Joshua Foer Self determination theory Reconceptualizing Participation Grading as Skill Building, by Alanna Gillis University of Virginia: Michael Palmer Bird by Bird: Some Instructions on Writing and Life, by Anne Lamott Premortums Radical Hope: A Teaching Manifesto, by Kevin Gannon How to Podcast: How to help a Loved One with Dementia Failing Our Future: How Grades Harm Students, and What We Can Do about It, by Josh Eyler Punished for Dreaming: How School Reform Harms Black Children and How We Heal, Bettina L. Love Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching, by Jarvis R. Givens Indigenous Educational Practices Matt Townsley

Josh Eyler shares even more problems with grades on episode 533 of the Teaching in Higher Ed podcast. Quotes from the episode Being a dad who is an educator takes things from the academic and intellectual and brings them immediately to the surface, to the real world and to the real consequences for students and families. -Josh Eyler The conflict between what we think and what we value and what we want for our kids and what the world and our school systems say are important can sometimes be almost irreconcilable. -Josh Eyler We need to create environments that will cultivate intrinsic motivation. -Josh Eyler In situations where grades are given, students tend to be more fearful of making mistakes. They produce more behaviors of trying to get the grade rather than learning. -Josh Eyler Grades are not objective accurate measurements of learning according to this research. -Josh Eyler If grades don’t measure what they’re supposed to measure, why are we using them, and why are we putting so much pressure on them? -Josh Eyler Resources Failing Our Future: How Grades Harm Students, and What We Can Do about It, by Josh Eyler How Humans Learn: The Science and Stories Behind Effective College Teaching, by Josh Eyler Kariann Fuqua Mind Over Monsters: Supporting Youth Mental Health with Compassionate Challenge, by Sara Rose Cavanaugh Coaching for Leaders Episode 310: How to Reduce Drama With Kids, with Tina Payne Bryson Difficult Conversations: How to Discuss What Matters Most (Revised), by Douglas Stone & Sheila Heen* The Scarlet Letter, by Nathaniel Hawthorne* Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’S, Praise, and Other Bribes, by Alfie Kohn* A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback, by Alison Koenka, et al. A Century of Grading Research: Meaning and Value in the Most Common Educational Measure, by Susan M. Brookhart, Thomas R. Guskey, et al. The Math Wars: Timed Tests, Math Anxiety, and the Battle Over How We Teach Our Kids, by Joshua Eyler for The Saturday Evening Post Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (But Don’t Have To) , by Jack Schneider & Ethan L. Hutt * The Test , by Anya Kamenetz Lower Ed, by Tressie McMillan Cottom*

Mylien Duong discusses strategies for facilitating contentious conversations in your classroom on episode 532 of the Teaching in Higher Ed podcast. Quotes from the episode We were never really trained to have these difficult conversations. We were not really trained as instructors to facilitate these conversations. -Mylien Duong It is not realistic to not prepare our students to be civically engaged and be able to engage and work with people who are different from them who don’t share the same beliefs that they do. -Mylien Duong My goal is to help students to fully understand students, to help them clarify their own thinking, and to ensure and to help them communicate that to the rest of the class. -Mylien Duong Resources Constructive Dialog Institute Foundations in Facilitating Dialog Course Maintaining Campus Community During the 2024 Election: A Guide for Leaders, Faculty, and Staff, by Mary Aviles & Mylien Duong, PhD Successful classroom discussions begin long before anyone speaks for Times Higher Education, by Mylien Duong and Jacob Fay Becoming a Critically Reflective Teacher, by Stephen D. Brookfield Use Perplexity AI to Evaluate Health Information Cyclic sighing

Christopher Gilman and Adelmar Ramirez describe how to use IIIF in your teaching to bring the world’s image collections to students on episode 531 of the Teaching in Higher Ed podcast. Quotes from the episode I think that our responsibility as professors in the 21st century is to engage students more. -Adelmar Ramirez Think with your hands. Every step that you make, every button that you click is an operation. -Christopher Gilman Resources Gain Richer Access to the World’s Image and Audio/Visual Files with IIIF Get Started: Access IIIF End-User Resources Guides to Finding IIIF Collections and Resources Get Started Guide: University of Cambridge University of Cambridge Digital Collection Get Started Guide: Harvard University Digital Collections Harvard University Digital Collections Get Started Guide: UCLA Digital Collection UCLA Library Digital Collections 30,000 Getty Museum Images Published Online as IIIF Digital Florentine Codex Awesome International Image Interoperability Framework (IIIF) Sample IIIF Content (e.g. Stanford and Harvard) IIIF Experiments and Fun An ‘Alles is Muziek | ‘Music is Everything’ IIIF Website Bonni Found While Compiling the Show Notes

Dave Stachowiak and Bonni invite you to share your teaching stories and they tell of a few lessons from the road on episode 530 of the Teaching in Higher Ed podcast. Quotes from the episode It’s interesting how much comes back to a caravan and a road trip, because that’s where it all started. -Dave Stachowiak There’s a lot of people who want to help you. You need to teach them how. -Dave Stachowiak The more folks we can take along on the trip and share stories, the better. -Dave Stachowiak Resources The Teaching in Higher Ed Story Caravan Coaching for Leaders Podcast 661: How to Tell a Story About Yourself, with David Hutchens Coaching for Leaders Podcast 691: Bringing Your Strengths to a Big Job, with General CQ Brown, Jr. Permission Slip, by Bryan Mathers Join the Story Caravan Tell someone else about the Story Caravan Donate a prize Open Working The Visual Thinker Bonnie Powers Free Hexagonal Thinking Digital Toolkit from NowSparkCreativity 5 Creative Ways to Use Hexagonal Thinking Cult of Pedagogy episode on hexagonal thinking – where you can also hear the correct way to pronounce hexagonal, unlike how Bonni said the word throughout the entire episode 🤦‍♀️ Just Mercy: A Story of Justice and Redemption, by Bryan Stevenson The Legacy Sites

James Lang reads his piece, Working the Gardens of Our Classrooms, on episode 529 of the Teaching in Higher Ed podcast. Quotes from the episode He quits worrying about whether Pangloss or Martin are correct, decides that he and his companions should turn their attention to the immediate work demanded by their current circumstances. -James Lang Writing is, number 1, a form of thinking, number 2, that produces learning, and 3, generates new ideas. That was true in 2000, and it’s true in 2024. -James Lang In the meantime, the gardens need tending. If you continue to believe in the value of the plants that have always flourished in your garden, keep growing them. -James Lang Resources Voltaire on Working the Gardens of Our Classrooms: Are you a Pangloss, Martin, or Candide?, by James Lang Episode 19: Cheating Lessons with James Lang Episode 374: Small teaching Reprised with James Lang The Healing Power of Learning: After a health crisis, an academic finds that learning is not just joyful but restorative, by James M. Lang Notre Dame Hub of Learning Excellence Desirable difficulties Kristi Rudenga is Director of the Notre Dame Learning | Kaneb Center as well as Associate Teaching Professor, with a concurrent appointment in Psychology

Jason Lodge discusses assessment reform for the age of artificial intelligence on episode 528 of the Teaching in Higher Ed podcast. Quotes from the episode Where does the capability of AI end and where does the impact of the teacher start? -Jason Lodge Our tendencies as teachers and the way that we wanted to teach was clashing with the way that the lesson plan had been structured by Chat GPT. -Jason Lodge We don’t know where we’re headed, but at least we can have a sense of what the direction might be. -Jason Lodge We have to get to the point where we stop looking for evidence that students are using these tools to cheat and shift our emphasis to looking for evidence that learning has occurred. -Jason Lodge It’s less about the technology and more about the human, how we learn and how we understand ourselves. -Jason Lodge Small things can add up to make a huge difference. -Jason Lodge Resources Tertiary Education Quality and Standards Agency (TEQSA) TEQSA Assessment reform for the age of artificial intelligence International College of Management, Sydney (ICMS) Academic Integrity in the Context of Artificial Intelligence Assistant, Parrot, or Colonizing Loudspeaker? ChatGPT Metaphors for Developing Critical AI Literacies, by Anuj Gupta, Yasser Atef, Anna Mills, & Maha Bali James Lang Small Teaching, by James Lang Jon Ippolito MYFest Episode 524: Toward a More Critical Framework for AI Use with Jon Ippolito Assessment 2020: Seven propositions for assessment reform in higher education, by Boud and Associates Higher Education Standards Framework (Threshold Standards) National Artificial Intelligence Taskforce (2023)

Alexis Peirce Caudell shares ways we cen go beyond dichtomous thinking: strategies to enhance teaching and learning on episode 527 of the Teaching in Higher Ed podcast. Quotes from the episode It’s about being able to sort of think across or beyond those boxes that we normally operate on every day. -Alexis Peirce Caudell Resources Categories we live by: how we classify everyone and everything by Gregory Murphy Ministry of Imagination Manifesto Imagination: a manifesto by Ruha Benjamin Ecologies card game The vegetable garden pest handbook NYT Connections Game POV NYT Connections Author

Ann Taylor shares ways to offer accessible and affordable learning through open educational resources (OERs) on episode 526 of the Teaching in Higher Ed podcast. Quotes from the episode I have been surprised at how some of us don’t think about the cost of what we’re requiring our students to use. -Ann Taylor It’s the instructor that’s making the difference, that’s making the content come alive. -Ann Taylor If you’re boring face to face and monotone or you just kinda mumble and separate, you’re probably not gonna come across great recorded either. -Ann Taylor Text first, not video first. -Ann Taylor We start with the written word, and then we make sure that anywhere it’s gonna make a difference or it’s gonna engage the students, we incorporate multimedia pictures and graphics and interactive tools and video and so forth. -Ann Taylor Resources Penn State’s Course Marking Initiative Discover OER at Penn State Kay Dimarco, Multi-media specialist Kaitlin Farnan Video series shares sustainability lessons from trip to New Zealand, Australia YouTube channel: Sustainable Business in New Zealand and Australia 27: The Most Perfect Album Geology of the National Parks with Dr. Richard Alley and Dr. Sridhar Anandakrishnan MYFest 2024 It’s OK, Nightbirde Y Me Siento Bien, Cubaneros Africa, Salif Keita Coaching Real Leaders, with Muriel Wilkins Dear HBR Wiser Than Me The Moth Radio Hour UPCEA

Amira Barger shares four common arguments against DEI and how to dismantle them on episode 525 of the Teaching in Higher Ed podcast. Quotes from the episode Many people who are at the margins often know from lived experience that the playing field is not level, and that there are biases that leaders and individuals across any and every institution have to mitigate. -Amira Barger Many people tend to view the work of diversity, equity, and inclusion as this sort of a 0 sum game. That idea of we’re lifting someone else up means you have to push or bring someone else down. And that’s not at all what we’re trying to do this work. -Amira Barger It really is about leveling the playing field. It’s not about taking things away, but it’s about understanding. -Amira Barger What are you creating so that others can see themselves represented in the spaces they’re in with you? -Amira Barger I try to very intentionally surround myself with people who believe and think differently than I do so that I can understand where they are coming from. -Amira Barger Resources 4 Common Arguments Against DEI and How to Dismantle Them, by Amira Barger To Overcome Resistance to DEI, Understand What’s Driving It, by Eric Shuman, Eric Knowles, and Amit Goldenberg The Curb-Cut Effect How AI is Transforming DEI – and What Leaders Should Keep in Mind, by Amira Barger Navel Gazing: John Dickerson’s Notebooks: Sending Our Son to College Navel Gazing: John Dickerson’s Notebooks: Remembering George and Defending the Morning Navel Gazing: John Dickerson’s Notebooks: The Sneaky Pitfalls of the To-Do List The Wake Up: Closing the Gap Between Good Intentions and Real Change, by Michelle Mijung Kim The Moth Storytelling Podcast

Jon Ippolito on a more critical framework for AI use (amongst other topics) on episode 524 of the Teaching in Higher Ed podcast. Quotes from the episode We need to either rethink what intelligence means, beyond the scope of simply being articulate and knowledgeable when it comes to to putting words together, or we need to think about what other values we want to promote and encourage and teach that go beyond intelligence. -Jon Ippolito It’s a problem because the average of 2 facts is not necessarily a fact. -Jon Ippolito Resources Learning with AI from the University of Maine Variable Media Network UMaine’s Digital Curation program At the Edge of Art, by Joline Blais and Jon Ippolito Re-collection: Art, New Media, and Social Memory, by Richard Rinehart and Jon Ippolito The ‘Right to Unmake’ AI’s threat to elections is not what you think The Misapplication of AI Digital Curation in the Shadow of AI Why you should generate AI images in your classroom AI versus old-school creativity: a 50-student, semester-long showdown How To Teach with AI and Still Put People First

Judith Dutill talks about communication literacy in the age of AI on episode 523 of the Teaching in Higher Ed podcast. Quotes from the episode In the college classroom, we don’t often emphasize that type of communication as a skill that’s worth teaching, talking about, assessing, and we focus instead on more formal types of communication. -Judith Dutill Communication is a very subjective thing, but I think there is a common definition that we could all agree on that effective communication is creating meaning and being understood. -Judith Dutill As we develop in higher education, many of us believe in multiple literacies. -Judith Dutill If your discipline involves speaking and listening, communication is at the center of it. -Judith Dutill Resources National Communication Association Communication Learning Outcomes Watergate Karen Costa Emergent Strategy, by adriene maree brown Take an improv class

Clarissa Sorensen Unruh shares about intersectionality, power, and pedagogy on episode 522 of the Teaching in Higher Ed podcast. Quotes from the episode It is hard for students to accurately think about what their learning process looked like. -Clarissa Sorensen Unruh Not only is the system rigged for a certain dominant group, but it is purposefully sabotaging some groups. -Clarissa Sorensen Unruh The unfortunate thing about intersectionality is that once you start seeing the power lenses, you can never go back to not seeing the power lenses. -Clarissa Sorensen Unruh Our goal is not to get burnt out. -Clarissa Sorensen Unruh Resources Intersectionality as Critical Social Theory, by Patricia Hill Collins Kimberlé Crenshaw Liberatory and emancipatory pedagogies – critical pedagogy, culturally responsive pedagogies, open pedagogy, and ungrading Nel Noddings Ethics of Care Wool, Hugh Howey* Nikita Gill Dune Black Liturgies Learning in a Time of Abundance, by Dave Cormier

Leon Furze shares the myth of the AI first draft on episode 521 of the Teaching in Higher Ed podcast. Quotes from the episode We need to provide opportunities for people to find things hard, to persevere, and to see if they come out the other side. -Leon Furze For me, brainstorming, idea generation, drafting, all of that is far more important than the finished product itself. -Leon Furze If we’re going to accuse students of cheating and then allow professors or or educators to use the technology for assessments, that’s hypocritical, and probably quite condescending. -Leon Furze Resources The Myth of the AI First Draft, by Leon Furze Google NotebookLM Margaret Atwood Range: Why Generalists Triumph in a Specialized World, by David Epstein Connor Grennan describes the power of generalists on LinkedIn video Practical AI Strategies – 20% off course use code tihe2024 Good ideas: When to use GenAI for brainstorming, by Leon Furze

Dave Stachowiak interviews Bonni about Bird Brains on episode 520 of the Teaching in Higher Ed podcast. Quotes from the episode Good curators are valued members of knowledge networks. -Bonni Stachowiak For those of us that teach in a higher education context, there are so many different classroom observation tools that are far more grounded in research. -Bonni Stachowiak Let’s celebrate it for the whole 10th year. We are going to be launching an opportunity where we can surface and share our stories and our experiences together. -Bonni Stachowiak Resources Cornell Lab of Ornithology Merlin Bird ID by Cornell Lab The Genius of Birds, by Jennifer Ackerman Fold the Cheese | Schitt’s Creek What Baby George and Handstands Taught Me About Learning | Mike Wesch Enhancing Inclusive Instruction, by Tracie Marcella Addy, Derek Dube, and Khadijah A. Mitchell Protocol for Advancing Inclusive Teaching Efforts (PAITE) Episode 457: Metaphor as Conceptual Anchor with Kerry Mandulak Episode 213: Personal Knowledge Mastery with Harold Jarche Personal Knowledge Mastery, by Harold Jarche The Canary Code, by Ludmila Praslova Outside-In: Entangled Openness as Subversion Influencing Emergent Change, by Maha Bali Wild Geese, written and read by Mary OIiver on On Being Goosechase

Danielle De La Mare shares how to foster self compassion as a professor on episode 519 of the Teaching in Higher Ed podcast. Quotes from the episode And I worked way, way, way, way, way harder than I should have because I thought that if I didn’t work hard, people would see that I wasn’t worthy of being their teacher. -Danielle De La Mare Let’s just take a second and really feel all the pain that you’ve been feeling. And put your hands over your heart. -Danielle De La Mare Don’t say yes if it’s not something that really speaks to you, if it’s not really a deeper sort of desire of yours. -Danielle De La Mare What is it like to be me? Do I even know right now? -Danielle De La Mare Resources Self Compassion Breaks Self Compassionate Professor Podcast Facebook Group: Self Compassionate Professors Kristen Neff: What is Self Compassion? Link to a section of a Padlet board

José Bowen shares about Teaching with AI on episode 518 of the Teaching in Higher Ed podcast. Quotes from the episode The technology changed the standard that we accept. -José Bowen There’s a huge equity issue here, but there’s also an opportunity to raise standards. -José Bowen There are different things that AI can do to help us with student learning. -José Bowen AI has the capability to increase our ability to have relationships with students by taking away some of the other kinds of tedious things. -José Bowen Integrity is a universal value. -José Bowen Resources Teaching with AI: A Practical Guide to a New Era of Human Learning, by José Antonio Bowen and C. Edward Watson The Case for Slow-Walking Our Use of Generative AI: Four principles to guide your thinking on the role of ChatGPT and other such tools in your teaching, by James M. Lang How to Use GenAI to Prepare for Your Next Job Interview, by Tomas Chamorro-Premuzic

C. Edward Watson talks about thinking with and about AI on episode 517 of the Teaching in Higher Ed podcast. Quotes from the episode Where will things be 2 and a half years? And how do you prepare students for that world that’s rapidly evolving? -Eddie Watson You must use AI as a starting point in the real world. -Eddie Watson Even the best tool on the market says that it gets it wrong one out of 20 times. You know, there’s a false positive. It’ll accuse a student of cheating who did not cheat with AI. And that’s the best in show tool. -Eddie Watson There are so many ethical concerns within this space just around AI detection. -Eddie Watson Resources Teaching with AI: A Practical Guide to a New Era of Human Learning, by José Antonio Bowen and C. Edward Watson turbolearn ai AI Tutor Pro OpenStax Dialect prejudice predicts AI decisions about people’s character, employability, and criminality, by Valentin Hofmann , Pratyusha Ria Kalluri, Dan Jurafsky, Sharese King The Myth of the AI First Draft, by Leon Furze How To Teach with AI and Still Put People First, by Jon Ippolito Whisper Memos Lance Eaton Michelle Miller Anna Mills

Karen Robert + Aga Palalas share about their co-edited book, Presence in the Online World, a Contemplative Perspective and Practice for Educators, on episode 516 of the Teaching in Higher Ed podcast. Quotes from the episode This practice really focuses on the beautiful part of us, which is compassion. -Aga Palalas What is my intention? Why am I here right now? -Aga Palalas Practices take practice. -Karen Robert Come back to yourself. -Karen Robert Resources Presence in the Online World, a Contemplative Perspective and Practice for Educators, edited by Leslie Jeffrey; Agnieszka (Aga) Palalas; Karen Robert and Yuk-Lin Renita Wong Wild Geese Contemplative Practices in Higher Education* The 10% Happier Podcast, by Dan Harris Insight Timer App Greater Good in Education

Jody Greene discusses faculty’s role in student success on episode 515 of the Teaching in Higher Ed podcast. Quotes from the episode The special power of literature comes from that capacity to have one foot in the factual or the real and one foot in the imagination or the fictional. -Jody Greene We know that there are so many other important elements to students’ success, their well-being, their thriving, their career pathways, their ability to pursue interests and curiosities, their engagement, their activism, and all of these multiple measures. -Jody Greene I think people care about what the institution has told them they need to care about. -Jody Greene I don’t think we should have expectations based on people’s gender in a classroom. -Jody Greene Resources About Jody Greene Teaching Environmental Justice: Practices to Engage Students and Build Community, edited by Sikina Jinnah, Jessie Dubreuil, Jody Greene, and Samara S. Foster The dualistic mind, by Richard Rohr Gina Garcia Torgny Roxå – ‘shame briefcase’ Listen: Improving Student Success in the Classroom, Inside Higher Ed podcast with Jody Green New Day (live) – Alicia Keys Alicia Keys: NPR Music Tiny Desk Concert Try a little kindness Notice ASK: What is the most generous reading I can have right here? “If things were simple, word would have gotten around.” Jacques Derrida

Joe Hoyle shares lessons from more than 50 years of teaching and from his free book: Transformative Education, on episode 514 of the Teaching in Higher Ed podcast. Quotes from the episode If you want to become a better teacher, find someone who has an interest in teaching like you do. -Joe Hoyle Great teaching is terribly, terribly complicated. -Joe Hoyle Having a good teacher who is kind to you is very, very important. -Joe Hoyle Your success, or your lack of success, is a product of the stories you’re telling yourself. So tell yourself different stories. -Joe Hoyle Resources Transformative Education: How Can You Become a Better College Teacher, by Joe Hoyle (a free resource) Victorian Literature for Accounting Majors, by Joe Hoyle and Elisabeth Gruner 50 years later, Joe Hoyle’s passion for teaching burns bright, a profile from the University of Richmond Teaching in Higher Ed Episode 164: Setting Students Up for Success from the Start with Joe Hoyle HelloFresh Louise Penny A League of Their Own Clip: The Hard Makes It Great

Adaira Landry and Resa Lewiss share how to develop your MicroSkills – small actions for big impact on episode 513 of the Teaching in Higher Ed podcast. Quotes from the episode I love that no is a complete sentence. -Resa Lewiss Taking intentional deliberate breaks makes you even more effective and efficient at work. -Resa Lewiss In academics, we are told to always say yes. -Resa Lewiss Resources MicroSkills: Small Actions Big Impact, by Adaira Landry MD MEd and Resa E Lewiss MD* “Small is good, small is all. (The large is a reflection of the small.)” in Emergent Strategy, by adrienne maree brown* The Ultimate Guide to Time Blocking by The Sweet SetUp How to Make a Good Virtual Introduction, by Joseph Crandall on LinkedIn

Tolulope (Tolu) Noah describes how to create engaging microlecturees on episode 512 of the Teaching in Higher Ed podcast. Quotes from the episode Microlectures prompt students to do something with the information they’re learning. -Tolu Noah I always find myself learning so much more about the power and potential of my devices through watching his videos than I would ever figure out just by tinkering around on the device on my own. -Tolu Noah Providing information in both audio and visual formats can just make it easier for students to process and retain information. -Tolu Noah Resources Short and Sweet: The Educational Benefits of Microlectures Jacob’s Quick Tips iPad Quick Lessons The Bible Project: Videos Amaury Guichon’s YouTube Channel Commoncraft Microlectures 101: What, Why, & How? Enhancing Flipped Learning with Microlectures Microlectures Planning Template Evidence-Based Principles for How to Design Effective Instructional Videos Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content Small Teaching Online, by Flower Darby If You Can’t See the Small Tiny Microphone Flic Starter Kit 99 Tips for Creating Simple and Sustainable Educational Videos

David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast. Quotes from the episode Does this represent what I really care about? -David Clark Most of us are used to giving feedback in some way, but making it helpful is the tough part. -David Clark A reassessment always needs some reflective parts, some metacognition, because that’s part of the feedback loop. -David Clark People aren’t going to remember everything that they’ve learned in our classes for all time. -David Clark As soon as there’s a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect. -David Clark Resources Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert Episode 510: The Principles of Grading for Growth with Robert Talbert Four pillars described in Grading for Growth, by David Clark and Robert Talbert Clearly defined standards Helpful feedback Reassessment without penalty Marks indicate progress Test Yourself: Which Faces Were Made by AI Grading for Growth Blog

Robert Talbert shares about the principles of grading for growth on episode 510 of the Teaching in Higher Ed podcast. Quotes from the episode In one shot, she can’t get a B in the class. And I sat there and just watched her sense of self worth and her excitement in the class just decay away right before my eyes. -Robert Talbert When you look at grades as we often use them in a traditional setting, they are much of what we do is under the guise of object what we think is objectivity. -Robert Talbert The biggest thing that’s broken about grades is that traditional grading is completely disconnected from the notion of a feedback loop. -Robert Talbert Give helpful feedback that doesn’t humiliate the student, affirms their basic dignity as a human being, and highlights what went well. Helpful feedback also highlights what could use some work and invites students to collaborate with you to make it better. -Robert Talbert Reattempts without penalty, that’s the closing of the feedback loop. -Robert Talbert Points used for grades are a judgment call that results in a label. -Robert Talbert Resources Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert Difficult Conversations: How to Discuss What Matters Most (Third Edition), Douglas Stone & Sheila Heen Dignity: Its Essential Role in Resolving Conflict, by Donna Hicks Leading with Dignity: How to Create a Culture That Brings Out the Best in People, by Donna Hicks The Extended Mind: The Power of Thinking Outside the Brain, by Annie Murphy Paul Robert Talbert’s Sabbatical in Industry with Steelcase The 12-week plan for building courses, by Robert Talbert

Kem Saichaie talks about how to teach in active learning spaces on episode 509 of the Teaching in Higher Ed podcast. Quotes from the episode Flexibility requires familiarity. -Kem Saichaie Oftentimes, at least at the research intensive level, we have this false comparison between STEM and non STEM types of teaching in classrooms. -Kem Saichaie At the heart of many active learning classroom design spaces is the concept of flexibility. -Kem Saichaie Resources A Guide to Teaching in the Active Learning Classroom, by Baepler, Walker, Brooks, Saichaie, and Petersen Students Put Teaching and Learning Complex to the Test, by Sudhiksha Shanbhag Kota Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities, by Gin, Guerrero, Cooper, and Brownell Various definitions to explore, when considering active learning spaces: pedagogical, physical, and psychological Design Justice Network Kem’s namedrop.io Bonni’s name-coach Sarah Silverman’s workshops

Scott Shigeoka shares about his book SEEK: How Curiosity Can Transform Your Life and Change the World on episode 508 of the Teaching in Higher Ed podcast. Quotes from the episode It is a really beautiful experience to have multiple generations in the same house where we’re all just living and learning alongside one another. -Scott Shigeoka Students can feel unsafe on their campuses because of the discourse or the lack of discourse. -Scott Shigeoka Resources SEEK: How Curiosity Can Transform Your Life and Change the World, by Scott Shigeoka Curiosity quiz I drove across the US to meet people I disagree with – and learned how to look beyond labels, by Scott Shigeoka in The Guardian Today Show Clip: How Being Deeply Curious Can Strengthen Connections UC Berkeley Greater Good Science Center Death Doula Alta Arthur’s TED Talk: Why Thinking About Death Helps You Live a Better Life How Curiosity Can Help Us Overcome Disconnection, by Scott Shigeoka for the UC Berkeley Greater Good Science Center

Tamara (Tami) Shetron shares a vision of higher education for all (including those with intellectual and developmental disabilities on episode 507 of the Teaching in Higher Ed podcast. Quotes from the episode My background is in a field called developmental education, which is some people used to call it remedial education, but the term evolved into developmental because remedial is the idea of fixing things, whereas developmental follows more the natural human cycle of growing and developing across the lifespan. -Tamara (Tami) Shetron Everyone can learn. -Tamara (Tami) Shetron What makes these programs different from a normal, typical college experience is they are designed to help students get employment. -Tamara (Tami) Shetron Resources Texas State University’s Bobcat RISE Program Convention on the Rights of Persons with Disabilities 2008 Higher Education Opportunity Act National Core Indicators (NCI) from Think College

Justin Shaffer shares how to use high structure course design to heighten student learning on episode 506 of the Teaching in Higher Ed podcast. Quotes from the episode Some students might be doing just fine with the traditional, maybe unstructured class. But we know from evidence, lots of research now shows that this type of structure does help students. -Justin Shaffer The keyword through all 3 steps is alignment. -Justin Shaffer I don’t think the structure necessarily guarantees success because it’s the students ultimately have to put the work in to earn that grade, to earn that outcome. -Justin Shaffer Resources The Spark of Learning: Energizing the College Classroom with the Science of Emotion, by Sarah Rose Cavanagh* Recombinant Education Podcases Calvin and Hobbes Kelly Hogan on Teaching in Higher Ed A Time for Telling, by Schwartz and Bransford Examples of Justin’s Reading Guides on his website Bibliography on Case Study Teaching in Science, Technology, Engineering, and Mathematics Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides, by Lieu, Wong, Asefirad, & Shaffer

Karen Costa shares how role clarity and boundaries can help us thrive on episode 505 of the Teaching in Higher Ed podcast. Quotes from the episode I saw people being asked to, like, completely revamp their entire course and learn how to online, but nothing was removed from their plate. -Karen Costa So the first question I want folks to ask themselves is what are my qualifications in this role. -Karen Costa Just because you are qualified to do it does not mean that it is yours. -Karen Costa I didn’t know what boundaries were until I was about 35 years old, and it’s taken me about 7 years of really challenging interpersonal work to understand what boundaries are and to feel confident in setting boundaries for myself. -Karen Costa Resources Students Crossing Boundaries: Rudeness, disruptions, unrealistic demands. Where to draw the line? in The Chronicle of Higher Education, by Beth McMurtrie Scope of Practice Template, developed by Karen Costa Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education, edited by Phyllis Thompson, Janice Carello An Educator’s Scope of Practice: How Do I Know What’s Mine?, Karen Costa’s Chapter in Trauma-Informed Pedagogies 99 Tips for Creating Simple and Sustainable Educational Videos: A Guide for Online Teachers and Flipped Classes, by Karen Costa Let’s Talk About Menopause, by Karen Costa for Inside Higher Ed The 12-week plan for building courses, by Robert Talbert

Catherine Cronin and Laura Czerniewicz share about Higher Education for Good on episode 504 of the Teaching in Higher Ed podcast. Quotes from the episode People are in a state of despair. -Laura Czerniewicz Sometimes sets of values are at odds with the measuring systems in the university. -Laura Czerniewicz Little moments of glimmers of innovation, not in the business sense of the word, but in the imaginative sense of the word, are good enough. -Laura Czerniewicz We tried to model the values that we talk about in the process of creating the book. -Catherine Cronin We wanted to stretch open the boundaries of a book. -Catherine Cronin Resources Higher Education for Good Hope for the Flowers The Overstory The Hidden Life of Trees Slow ontology – see Francis Bell’s comments at the bottom of Bonni’s blog post about attending the book launch celebration Octavia Butler adrienne maree brown Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org. All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC), established in 2016 by Sara Rafael Garcia.”

Safary Wa-Mbaleka + Leni Casimiro share about their work in online higher education around the globe on episode 503 of the Teaching in Higher Ed podcast. Quotes from the episode As we deal with our local contexts, we adjust according to the culture of the people and how they learn. -Leni Casimiro Eventually I went to study and get a degree in about online education, then it really became a part of who I am today as an educator. -Safary Wa-Mbaleka The definition of online education is much more expanded, especially with a lot of the tools that are available today that facilitate collaboration. -Safary Wa-Mbaleka I believe that artificial intelligence is going to challenge everything that we knew about online education because at this point you can do a lot of things that we have no control over. -Safary Wa-Mbaleka When you open online courses, you are opening it to serve the whole world. So we need to bring in this global perspective of online education. -Safary Wa-Mbaleka Resources The Sage Handbook of Online Higher Education by Safary Wa-Mbaleka, Kelvin Thompson, and Leni Casimiro Online Learning Consortium Coopetition – A made-up word combining cooperation and competition Asian Association of Open Universities Larch Corrections Center & Canvas – Pursuing Knowledge While Incarcerated Glocalization – A made-up word combining global and local efforts

Dave Cormier shares about his new book, Learning in a Time of Abundance, on episode 502 of the Teaching in Higher Ed podcast. Quotes from the episode I want you to include the word hate in front of learning styles and see what happens. -Dave Cormier It’s not about it being right or wrong. It’s about understanding where people are from. -Dave Cormier I value the headspace of a child whenever they’re learning. And I value that more than whether or not they get something right. -Dave Cormier To have common sense is to know the available decisions. -Dave Cormier Resources Learning in a Time of Abundance, by Dave Cormier Getting Air Episode with Dave Cormier, hosted by Terry Greene Mike Caulfield’s SIFT Framework: The Four Moves Episode 492 with Mike Caulfield: Verified Verified: How to Think Straight, Get Duped Less, and Make Better Decisions About What to Believe Online, by Mike Caulfield and Sam Wineburg Getting Air Podcast Episode with Dave Cormier

Autumm Caines + Maya Barak help us with expanding our collective understanding of generative artificial intelligence (AI) on episode 501 of the Teaching in Higher Ed podcast. Quotes from the episode It’s good to be skeptical. -Autumm Caines And I feel like a lot of times students sign up for all these accounts without reading the terms of service, without reading the privacy policy, without thinking about the data that we’re giving over, and without thinking about how that data could be used by a company. -Autumm Caines In a world of AI, it is becoming more important to be able to be more critical about the information that’s coming to us and to have better tools available to sort out the truth from the fiction or fictionalized. -Autumm Caines Resources 2023 Fall University of Michigan Dearborn Teaching and Learning Hub Scholar in Residence: Bonni Stachowiak University of Michigan-Dearborn Hub for Teaching and Learning Resources Scholar in Residence Webpage on Teaching in Higher Ed U-M debuts generative AI services for campus University of Michigan Generative Artificial Intelligence Autumm’s AI Career Interview Prompt TechnoEthics DigCit – About GenAI Chatbot Scenarios in Higher Education Video: An alternative to SWBAT with Annie Fetter

Dave Stachowiak and Bonni reflect on generous lessons from you on episode 500 of the Teaching in Higher Ed podcast. Quotes from the episode I am filled with gratitude today for all of the ways in which people have shared how this community has helped you to laugh boldly, cry openly, show up, think deeply, think again, be humble, connect generously, and amplify voices. -Bonni Stachowiak Let’s do 500 more! -Bonni Stachowiak Resources Laugh boldly: Alan Levine discusses his appreciation for satire and celebrated Episode 399, when Bonni read a McSweeney’s column (with permission from McSweeney’s and the author). Bonni also shares a clip from Episode 138 with Mike Caulfield, in which they both reflected on a This American Life story about the tooth fairy Cry openly: Dave introduced a clip of our daughter years ago on Coaching for Leaders Episode 310 with Tina Payne Bryson about how hard crying is when you’re three… Bonni considers how hard crying is when you’re much older than three and remembers Episode 165: Teaching Lessons from Course Evaluations. Bonni hopes for yet-another interview with Karen Costa… this time, about a chapter Karen wrote for a book about trauma informed teaching Show Up: Bonni plays a clip from Episode 141 with Clint Smith where he read a poem from Counting Descent. Think deeply: Derek Bruff (host of the Intentionally Teaching Podcast) describes how Episode 89 with Betsy Barre about course evaluations got him thinking Think again: Maha Bali reflects on how Mia Zamora articulated another interpretation of their research collaborations on Episode 475 Be humble: Rob Eaton shares about mistakes and vulnerability regarding Episode 470 and Bonni reminisces about Episode 100 and her first conversation with Ken Bain on Episode 36 Connect generously: James M. Lang (with many times he has been interviewed on Teaching in Higher Ed) reflects on his own learning Amplify voices: Karen Caldwell shares about Episode 432

Will Hennessy shares about fostering neurodivergent learners’ growth on episode 499 of the Teaching in Higher Ed podcast. Quotes from the episode Tourette syndrome is a neurological disorder characterized by involuntary, internal and external tics that occur repeatedly in the same way. OCD is a neurological disorder that causes problems with information processing. -Will Hennessy I honestly thought that I just wasn’t as smart as my peers, that I just needed to try harder, or that one day, I guess, it would just kinda all click in my brain. Now, obviously, I know that’s not the case now, but that’s kind of where I was at. -Will Hennessy I want to create inclusive learning environments for neurodivergent learners and introverts, students like me. -Will Hennessy Structure is incredibly important for neurodivergent learners. Even though we’re implementing flexibility and choice, it doesn’t necessarily mean that it has to be a free for all where students can just do whatever they want, that could actually hinder learning. -Will Hennessy Neurodivergent learners need structure. All learners need need structure. -Will Hennessy Resources Episode 493 with Maha Bali: Openness as a Way of Being Tourette’s syndrome Obsessive–Compulsive Disorder (OCD) Individualized Education Program (IEP) Sarah Silverman’s Workshops Liz Norell TILT Framework Michelle Pacansky-Brock Remi Kalir on Annotating Your Syllabus Good Omens Scene: Crowley Tells His Plants to Grow Better The New Science of Learning: How to Learn in Harmony with Your Brain, by Todd Zakrajsek

Stein Brunvand talks about equipping educators to navigate artificial intelligence (AI) on episode 498 of the Teaching in Higher Ed podcast. Quotes from the episode When a novice teacher might observe a more experienced teacher, they’re not always going to notice the kinds of decisions that the teacher is making that aren’t verbalized. -Stein Brunvand It’s not so much about learning a specific tool, but being open to learning what’s available to you and using what you have available to you to try to improve the learning experience. -Stein Brunvand Let’s learn how can we be flexible and adaptable so that we can roll with whatever is available to us. -Stein Brunvand Resources University of Michigan Committee to explore applications of generative AI Generative Artificial Intelligence Committee Report; University of Michigan UM-D Scholar in Residence Page on Teaching in Higher Ed ISTE AI Explorations Program

Paul Galbally & Fevronia Christodoulidi discuss personalized learning pedagogies on episode 497 of the Teaching in Higher Ed podcast. Quotes from the episode The closer we get to each other, the more we understand each other. -Paul Galbally This course will make you uncomfortable. And if it doesn’t, we’re not doing our job. -Paul Galbally We get to know our students, and they get to know us. -Paul Galbally A brave space is when you can make a space safe by talking about things. -Paul Galbally It is more about learning to think rather than having all the solutions. -Fevronia Christodoulidi Fenia Resources Personalised learning pedagogies and the impact on student progression and retention: the case of counselling training within a university setting, by Paul Galbally & Fevronia Christodoulidi Fevronia Christodoulidi | University of East London (uel.ac.uk) Fevroni’s Private Practice Paul Galbally | University of East London Paul Galbally’s ORCID

Jennifer Coon talks about how to know our audience in an AI world on episode 496 of the Teaching in Higher Ed podcast. Quotes from the episode I’m always interested in talking with students about how they got to the point that they’re at today. -Jennifer Coon There is value in the blank slate. -Jennifer Coon Professors are the ones who are really training students to be the next economists, to be the next scientists, to be the next accountants, to be the next everything. -Jennifer Coon Service learning is a chance for students to get out of themselves and to experience what it feels like to do some good for someone else. -Jennifer Coon Resources Generative AI University of Michigan AI Tools U-M Guidance for Faculty/Instructors Autumm Caines The Four Agreements, by Don Miguel Ruiz

Tolulope (Tolu) Noah shares about using QR codes to design engaging learning experiences on episode 495 of the Teaching in Higher Ed podcast. Quotes from the episode QR codes can be used to support universal design for learning (UDL) principles, specifically in regards to providing multiple means of engagement and providing multiple means of representation. -Tolulope (Tolu) Noah If your students created a video, why not create QR codes to share that video with other students so that they can learn from the content too? -Tolulope (Tolu) Noah Resources 8 Ways to Use QR Codes in Higher Education Classrooms Share Pages with a QR Code in Google Chrome One-Pager: Scanning & Creating QR Codes via Shortcuts Video: Creating QR Codes Adobe Express QR Code Generator Bitly Making QR Codes More Accessible and Improving Business Accessibility, by Benjamin Rousey Accessibility and QR Codes by Joe Lamyman Universal Design for Learning (UDL) Mobile Mindful Teaching & Learning, by Christina Moore Mentimeter Flip Padlet Gallery Walk

Todd Zakrajsek shares about the ones who are too often left behind in higher education on episode 494 of the Teaching in Higher Ed podcast. Quotes from the episode I don’t want to see a person left behind. -Todd Zakrajsek I just assumed that teaching looked a certain way, and then little by little, I started meeting different individuals who struggled for different reasons. -Todd Zakrajsek Teaching is the profession that makes all professions possible. -Todd Zakrajsek Nobody fails alone. -Todd Zakrajsek Resources Todd’s website Lilly Conferences Past TiHE Episodes with Todd Zakrajsek The New Science of Learning, by Todd Zakrajsek Donate Bluesky Codes to Members of the Chronic Illness/Disability Communities

Maha Bali exudes openness as a way of being on episode 493 of the Teaching in Higher Ed podcast. Quotes from the episode I don’t really know everything I have to say, but I’m willing to share my unfinished thoughts with you and I am willing to be criticized for it. -Maha Bali If people don’t have the vocabulary to express how they feel, they’ll just say they are fine. -Maha Bali This is a space where everyone in the room has to be collectively inclusive, and that’s kind of part of what equity and inclusion in facilitation and in classrooms needs to be. -Maha Bali My mentoring is not out of responsibility as something that I have to, I do it with joy because I’m building relationships with people. -Maha Bali Resources Winners of the 2023 Open Education Awards for Excellence adrienne maree brown Emotion Grid Nurturing Learner Empowerment with Intentional Equity, Care and Compassion, presented by Maha Bali for eCampus Ontario Maha’s Slide Deck from Her Presentation My Role Model for Open, Caring and Generous Mentoring Jon Nixon, by Maha Bali Interpretive Pedagogies for Higher Education: Arendt, Berger, Said, Nussbaum and Their Legacies, by Jon Nixon

Mike Caulfield shares about Verified, which he co-authored with Sam Wineburg, on episode 492 of the Teaching in Higher Ed podcast. Quotes from the episode The real impact is that you have a number of people within a community that kind of keep other people in check. -Mike Caulfield The field of argumentation theory has provided illuminating insights. -Mike Caulfield I want you to have the tools to be taken seriously. -Mike Caulfield I want you to be able to argue ethically. -Mike Caulfield Resources Verified: How to Think Straight, Get Duped Less, and Make Better Decisions About What to Believe Online, by Mike Caulfield and Sam Wineburg* SIFT 3-Hour Mini Course Life Cereal Mikey Likes It Commercial Toilet Paper Patent on Amazon Google Patents Toilet-Paper Roll

Stephen Bloch-Schulman talks about teaching through experiences on episode 491 of the Teaching in Higher Ed podcast. Quotes from the episode When students tell me what they think their beliefs are, what I’m hearing is what they wish they believe, not what they believe. -Stephen Bloch-Schulman I think what we’re doing when we’re talking about beliefs is often just naming how we wish we were. -Stephen Bloch-Schulman Resources Verified: How to Think Straight, Get Duped Less, and Make Better Decisions about What to Believe Online, by Mike Caulfield and Sam Wineburg You’re Doing it Wrong Schitt’s Creek Boop A critique of methods in the Scholarship of Teaching and Learning in Philosophy, by Stephen Bloch-Schulman Teaching through experiences – Interview with Stephen Bloch-Schulman Eric Schwitzgebel – Intellectualism about beliefs Eric Schwitzgebel’s scholarship

Dave Stachowiak and Bonni Stachowiak talk about navigating insecurity in teaching on episode 490 of the Teaching in Higher Ed podcast. Quotes from the episode 20 years later and I still run into nervousness. The intensity and the kind of nervousness is different, and it often comes up in unsuspecting ways. -Dave Stachowiak How can you open the first 10 seconds of a class to capture attention, tell a story, and engage participants? -Dave Stachowiak I always have a something in my back pocket, either literally or figuratively. -Dave Stachowiak Resources PollEverywhere You Don’t Have to Wait for the Clock to Strike to Start Teaching, by Peter Newbury Episode 6: The 8 second rule Episode 197: Interactivity and Inclusivity Can Help Close the Achievement Gap with Viji Sathy & Kelly Hogan Episode 425: Inclusive Teaching with Viji Sathy & Kelly Hogan Episode 475: Making Space for Emergence with Mia Zamora Quizlet Live Exit ticket Muddiest point Episode 324: Teaching Effectively with Zoom with Dan Levi Teaching Effectively with Zoom Book Maha Bali

Lindsay Doukopoulos talks about teaching with artificial intelligence on episode 489 of the Teaching in Higher Ed podcast. Quotes from the episode Learning is exceptionally difficult to really assess in a meaningful way at scale. -Lindsay Doukopoulos Students are almost exactly at the same place that faculty are in terms of their skepticism and anxiety about these tools. -Lindsay Doukopoulos Learning is change. -Lindsay Doukopoulos Resources Auburn Online’s Teaching with Artificial Intelligence Course Auburn University Biggio Center for the Enhancement of Teaching and Learning Announcement About New Course DeElla Wiley, Lindsay’s Colleague Inciting Joy, by Ross Gay Teaching in Higher Ed Episode 375 with Betsy Barre AI x Education Conference: Driven by Students, Dedicated to Educators “If AI is the Answer, What is the Question: Thinking about Learning and Vice Versa” Dr. Chris Dede What I Found in a Database Meta Uses to Train Generative AI, by Alex Reisner for The Atlantic Life101 Podcast, by Mike Wesch

Karen Costa shares about climate action pedagogy on episode 488 of the Teaching in Higher Ed podcast. Quotes from the episode Start where you are. -Karen Costa Some folks are starting to use these renewable resources like solar and wind to power servers. -Karen Costa Resources adrienne maree brown Emergent Strategy, by adrienne maree brown Holding Change, by adrienne maree brown Pithari, example from Sandie Morgan’s life Regeneration’s Nexus All We Can Save Venn Diagram OneHE Climate Action Pedagogy Co-Working Session