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Submit ReviewKaren 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.
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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
Jody Greene discusses faculty’s role in student success on episode 515 of the Teaching in Higher Ed podcast.
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
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.
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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
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.
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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
Tolulope (Tolu) Noah describes how to create engaging microlecturees on episode 512 of the Teaching in Higher Ed podcast.
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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
David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.
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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
Robert Talbert shares about the principles of grading for growth on episode 510 of the Teaching in Higher Ed podcast.
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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
Kem Saichaie talks about how to teach in active learning spaces on episode 509 of the Teaching in Higher Ed podcast.
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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
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.
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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
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.
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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
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