Teaching in Higher Ed

Edward Oneill joins me to talk about practical instructional design. Podcast notes Practical instructional design Guest Edward Oneill, Senior instructional designer at Yale. Teach Better Podcast I know a little bit about a lot of things. – Edward Oneill (and also Diana Krall, etc.) What Edward’s clients often need intuitively-appealing ways of conceptualizing the learning process a survey of the relevant tools & which fit their needs & capacities Edward’s special skill …finding the points in the learning process where assessment and evaluation can be woven in seamlessly Design approach of Edward’s early courses Successes Made sure students had to do something every week Ensured consistent deadlines Weekly messages, creatively introducing them to that week Failures Disconnected topics, no second chances You don’t learn anything by doing it once. – Edward Oneill Not opportunities for practice I wanted to see it as the students’ fault. It’s so hard to get out of that [mindset]. – Edward Oneill Biggest challenges in our teaching We know our content, but we don’t realize how tightly packed our knowledge is… Edward’s blog post about the Five stages of teaching Peter Newbury – prior Teaching in Higher Ed guest on episode #053 shared about recall / connections Rehearsal and elaboration It’s about stepping away from the center and helping [students] communicate with each other. – Edward Oneill Methods for incorporating assessment and evaluation into the design of courses Have shorter/smaller forms of assessment that aren’t necessarily graded 100% of the time Use their performance as your own assessment Bonni shares about teaching with Ellen’s Heads Up iPad game Jeopardy game as form of reinforcement Recommendations Bonni recommends: Parker Palmer quote I am a teacher at heart, and there are moments in the classroom when I can hardly hold the joy. When my students and I discover uncharted territory to explore, when the pathway out of a thicket opens up before us, when our experience is illumined by the lightning-life of the mind—then teaching is the finest work I know. – Parker Palmer Edward comments: There is a special privilege in people letting you help them grow and change. – Edward Oneill Edward recommends: On Becoming a Person, by Carl Rogers As a teacher, I need to see you as a unique learner. If I really try to understand you and try to help you grow, it is not so much about information transfer; it is a more humane kind of relationship. – Edward Oneill When you’re passionate about teaching and you focus on it and you try to improve – you do. – Edward Oneill Closing notes 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.

Wendy Purcell shares about rethinking higher education on episode 207 of the Teaching in Higher Ed podcast. Quotes from the episode I think you’re seeing that universities now are needing to be much more connected to the society we serve. —Wendy Purcell You really will be learning throughout your life. —Wendy Purcell The very best education should transform you. —Wendy Purcell You are supporting transformation of people, and through people, transformation of society at large. —Wendy Purcell Education is the kindling of a flame, not the filling of a vessel. —Socrates To an unprecedented extent, universities must partner with government, business, and civil society to take on the grand challenges of sustainable development that lie ahead. —Jeff Sachs If you want to build a ship, don’t herd people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea. —Antoine de Saint-Exupery Resources Mentioned Envisioning pathways to 2030: Megatrends shaping the future of global higher education and international student mobility. January, 2018 Global universities unprepared for sea change ahead. 26th January, 2018 Future of skills and lifelong learning. 22nd November, 2017 Differentiation of English universities: the impact of policy reforms in driving a more diverse higher education landscape. Purcell, W.M. et al (2016).   Perspectives: Policy and Practice in Higher Education 20(1): 24-33.  Education is the kindling of a flame: How to reinvent the 21st-century university. 5th Jan, 2018; update 8th Jan The 2018 Trends Report (Chronicle of Higher Education) Episode 141: The Danger of Silence with Clint Smith

Todd Zakrajsek and Bonni Stachowiak discuss how to sustain our joy of teaching on episode 280 of the Teaching in Higher Ed podcast. Quotes from the episode Don’t look for people who are like you, look for the people who are like the people you would like to be. -Todd Zakrajsek Schedule time and figure out ways to take care of yourself. -Todd Zakrajsek If you understand the importance and value of what you’re doing, it has more value for you. -Todd Zakrajsek Teach the students you have. -Todd Zakrajsek Resources Teaching the Students We Have, Not the Students We Wish We Had, by Jesse Stommel and Sara Goldrick-Rab  International Teaching Learning Cooperative Network Educational Blueprints For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education*, by Christopher Emdin Neuroscientist Explains One Concept in 5 Levels of Difficulty | WIRED

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

Michelle Pacansky-Brock shares how to become an authentic online teacher on episode 239 of the Teaching in Higher Ed podcast Quotes from the episode People, by nature, don’t like to recognize our faults. —Michelle Pacansky-Brock There’s such a rich array of data that the students can share with us if we let them in. —Michelle Pacansky-Brock It’s all about connection in the classroom. —Michelle Pacansky-Brock Resources Mentioned Dr. Beth Harris on Smart History Professors Share: The Moment That Changed the Way I Teach – The Chronicle of Higher Education Voice Thread The Slow Professor by Maggie Berg and Barbara K. Seeber* Humanizing Online Teaching & Learning course Catalog of courses from ONE CanInnovate Conference Marvin Patton presents Promoting Equity with EdPuzzle and Canvas Mastery Paths CCC Digital Learning Day The Checklist Manifesto by Atul Gawande*

Saundra Y. McGuire discusses how to teach students how to learn on episode 132 of the Teaching in Higher Ed podcast. Quotes from the episode Learning is a process, not an activity. –Saundra Y. McGuire Physical activity is really important to having the brain operate at peak efficiency. –Saundra Y. McGuire Pretending that you’re teaching information is a great way to practice retrieval of that information. –Saundra Y. McGuire Students who may be failing our courses miserably are not failing because they are not capable; they are failing because they don’t have strategies to successfully manage the information. –Saundra Y. McGuire When we believe it’s possible, then we can help students believe it’s possible. –Saundra Y. McGuire Resources Mentioned Teach Students How to Learn* by Saundra Y. McGuire Louisiana State University’s Center for Academic Success Mindset: The New Psychology of Success* by Carol Dweck Bloom’s taxonomy Earnest Everest Just ACUE’s Course in Effective Teaching Practices 150 ways to increase intrinsic motivation in the classrooms* by James P. Raffini 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.

Brenda Gunderson shares approaches for motivating large classes on episode 160 of the Teaching in Higher Ed podcast. Quotes from the episode I’m always looking for one new thing, one new idea to try in an upcoming term. I think it’s important that I keep learning. And not just learning inside my own discipline, but learning outside my discipline. Resources Mentioned ACUE’s expert series article with Brenda Gunderson ACUE’s profile of Brenda Gunderson, who is featured in their Course in Effective Teaching Practices Interactive Notes for Introduction to Statistics and Data Analysis Stats 250 YouTube Channel Edsurge Article About M-Write Brenda’s Keynote at the LASI conference Learner Analytics Summer Institute 2016: Includes iClicker data and Ecoach Recent publication about How to help students study ‘smarter’ Academic Innovation: University of Michigan M-Write – writing to learn Dancing with the Professors 2016 Dancing with the Professors Facebook Event Page 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.

Alan Levine shares how he creates courses as stories on episode 218 of the Teaching in Higher Ed podcast. Quotes from the episode Instead of thinking about the world through headline news stories, think about it through the experiences that people have living in these different communities. —Alan Levine You get better by just practicing. Not rote practicing, but stuff where you’re free to explore. —Alan Levine Resources Mentioned Alan’s Net Narratives Class Mia Zimora’s story Networked Narratives Spine DS106 – Digital Storytelling class Weekly studio visits Leonardo Flores studio visit Networked Narratives: Digital Alchemy of Storytelling, by Mia Zamora and Alan Levine NetNarr Studio Visit with Emilio Vavarella Virtual bus tours Alan’s choose your own adventure style course and social media setup: Labyrinthus #arganee world Mirror Mirror Arganee Alchemy Lab Cogdog’s Daily Blank WordPress theme DS106 daily create  Kevin Hodgson CLMOOC Hypothesis Jim Groom  Me on Futzing Alan’s calling card site Alan’s Portfolio site Reflection on most recent NetNarr class

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

Josh Eyler shares about his book How Humans Learn: The Science and Stories behind Effective College Teaching on episode 231 of the Teaching in Higher Ed podcast. Quotes from the episode Part of the purpose of college is to help students develop the skills to ask really great questions. —Josh Eyler People are conditioned to fear failure. —Josh Eyler How do we build in opportunities for mistakes and errors? —Josh Eyler Part of the work of college is to help our students figure out what they find meaningful in their lives and pursue that. —Josh Eyler Resources Mentioned The Scientist in the Crib, by Alison Gopnik, Andrew N. Meltzoff, and Patricia K. Kuhl* The Gift of Failure, Jessica Lahey* Robin DeRosa on Teaching in Higher Ed Hoda Moftosa on Teaching in Higher Ed Retrieval practice Video: Why is Math Different Now What the Best College Teachers Do, by Ken Bain*

Teddy Svoronos talks about how to effectively use presentation tools in our teaching on episode 168 of the Teaching in Higher Ed podcast. Quotes from the episode A real tech win to me is a device that both enhances the student experience and also reduces friction. —Teddy Svoronos Think very carefully about what will enhance the learning of the people watching the presentation. —Teddy Svoronos When we adopt technology, there are are two considerations: how valuable it is and how much friction is it going to introduce. —Teddy Svoronos Resources Mentioned Teddy was on: Mac Power Users 383 and Mac Power Users 319 Bonni was on: Mac Power Users 240 (workflow segment) Slide Docs via Nancy Duarte Slideuments via Garr Reyolds Apple Watch Poll Everywhere Simpsons – Star Wipes Example of one way Teddy used animations in explaining sampling distributions: deriving likelihoods Slideology* by Nancy Duarte Teddy’s post: In Praise of Goodnotes More from Teddy on Live Annotation of Student Work with Goodnotes Teddy’s post: A Good Day to Keynote Hard Apple Pencil Surface Pro* Surface Pen Doug McKee’s post: Teaching Online with Zoom, Duet Display, and PDF Expert 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.

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.

Derek Bruff gives his unique take on the flipped classroom… what to have the students do before they enter the classroom and what to do once they get there. PODCAST NOTES Guest: Dr. Derek Bruff On Twitter His blog Ph.D., Mathematics, Vanderbilt University, 2003 Director, Center for Teaching, Vanderbilt University, November 2011 to present Bruff, D. (2015). An indirect journey to indirect impact: From math major to teaching center director. In Rogers, K., & Croxall, B. (Eds.), #Alt-Academy. Online: MediaCommons The flipped classroom Shin, H. (2015) ‘Flipping the Flipped Classroom: The Beauty of Spontaneous and Instantaneous Close Reading’, The National Teaching & Learning Forum, 24(4), pp. 1–4. doi: 10.1002/ntlf.30027. What are the experiences and activities we want to have our students engage in that will help them make sense of this material and have them do something interesting with it?” – Derek Bruff Eric Mazur – learning as a 2 stage process Transfer of information (during class) Assimilation of that information by the students (outside the classroom) A definition A shift in time to that process Class time spent on the assimilation process The classic flipped classroom Students encounter the info before class Come to class already having exposure Practice and feedback Flipped Classroom resources Vanderbilt flipping the classroom FlippedClassroom.org The Learning process If students aren’t doing the pre-work before they come to class, the time together isn’t going to be well-served.” – Derek Bruff Concerns that the flipped classroom is doubling the work for the students. First exposure Effective Grading, by Barbara Walvoord Schwartz, Daniel L. and Bransford, John D.(1998)’A Time For Telling’,Cognition and Instruction,16:4,475 — 522 Diet coke and Mentos experiment https://www.youtube.com/watch?v=iS2vG1o7Op4 This video is just an example of the Mentos/Diet Coke experiment; it isn’t Derek’s daughter Creating times for telling Students first need to encounter a problem, or a challenge, or something mysterious… and then that provides motivation to hear the 15 minute [explanation].” – Derek Bruff Linear algebra course Look at the board game Monopoly. What are the best places to buy on the board? Markov chain modeling Classes should do hands-on exercises before reading and video, Stanford researchers say. (2013, July 16). Retrieved 21 October 2015, from http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html Even when you have defaults [in your teaching], you want to have good defaults…” – Derek Bruff Peter Newbury on Teaching in Higher Ed talks about Peer Instruction RECOMMENDATIONS Bonni recommends: Pictures as a means for reminders Derek recommends: The adventures of Babage and Lovelace

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.

Jesse Stommel shares about how to ungrade on episode 217 of the Teaching in Higher Ed podcast. Quotes from the episode The worst rubrics don’t create space for surprise or discovery. —Jesse Stommel Asking [students] to evaluate themselves ends up being a really important learning experience. —Jesse Stommel Something as complicated as learning can’t be reduced to … rows in a spreadsheet. —Jesse Stommel Just taking the grade off the table doesn’t do the harder work of demystifying that culture we’ve created in education. —Jesse Stommel Resources Mentioned Digital Pedagogy Lab Why I Don’t Grade, by Jesse Stommel How to Ungrade, by Jesse Stommel The New Education, by Cathy Davidson* Cathy Davidson on Teaching in Higher Ed, Episode #169 Peter Elbow Peter Elbow’s Website and Blog Bryan Dewsbury on Teaching in Higher Ed, Episode #215 Parrish Waters at UMW Blue Pulse

Robert Bjork on using cognitive psychology to enhance learning. PODCAST NOTES Guest: Dr. Robert Bjork Distinguished Professor of Psychology at UCLA Learning and memory; the science of learning in the practice of teaching. The Bjork Learning and Forgetting Lab Common misperceptions Belief that we work something like a man made recording device. In almost every critical way, we differ from any such device.” – Robert Bjork How can it be that we have all these years of learning things and formal education and then end up really not understanding the process? You might just think by sheer trial and error during all of our educational experiences we would come to understand ourselves better than we apparently do.” – Robert Bjork We found all these different situations where the very same thing that produces forgetting then enhances learning if the material is re-studied again. Forgetting is a friend of learning.” – Robert Bjork The spacing effect Delay in re-studying information The environmental context If you study it again, then you’re better off to study it in a different place. This is counter to the advice to study in a single place. Retrieval practice When you recall something, it does far more to reveal that you did indeed have it in your memory. “Using our memories shapes our memory.”- Robert Bjork As we use our memories, the things we recall become more recallable. Things in competition with the memories become less recallable.”- Robert Bjork We should input less and output more.”- Robert Bjork Test yourself; retrieval practice Low-stakes or no-stakes testing is key to optimizing learning.”- Robert Bjork “When I say they become inaccessible, they are absolutely not gone.”- Robert Bjork Interleaving “In all those real-world situation where there’s several related tasks or components to be learned, the tendency is to provide instruction in a block test. It seems to make sense to work on one thing at a time.”- Robert Bjork “We are finding that interleaving leads to much better long-term retention. It slows the gain in performance during the training process but, then leads to much better long-term performance.”- Robert Bjork “Forgetting is not entirely a negative process. There are a number of senses in which forgetting can be a good thing.”- Robert Bjork “The very same people who just performed better, substantially, with interleaving, almost uniformly said that blocking helped them learn better.”- Robert Bjork Desirable difficulties They’re difficulties in the sense that they pose challenges (increased frequency of errors) but they’re desirable in that they foster the very goals of instruction (long-term retention and transfer of knowledge into new situations). Interleaving vs blocking Varying the conditions of learning and the examples you provide rather than keeping them constant Spacing vs massing (cramming) “The word desirable is key. There’s a lot of ways to make things difficult that are bad.”- Robert Bjork The generation effect Any time you can take advantage of what your students already know and give them certain cues so that they produce an answer, rather than you giving them an answer, you greatly enhance their long-term retention.”- Robert Bjork Incorporating generation is a desirable difficulty but people have to succeed at the generation. If they fail, it is no longer a desirable difficulty.”- Robert Bjork Errors are a key component of effective learning.”- Robert Bjork Successful forgetting Memory relies on being in the same situation Present it in a different context, produces longer-term learning Encode the information differently; encoding variability Retrieval is powerful, but depends on success to make it so Many things are involved in remembering people’s names.” – Robert Bjork Self regulated learning The key is for us all to learn how to learn more effectively.”- Robert Bjork As a consequence of our complex and rapidly changing world and also changes in technology and educational environments, more and more learning is happening outside any formal classroom setting. It’s in our own hands.” Across a lifetime Recommendations Bonni recommends: GoCognitive’s Robert Bjork videos on YouTube Bob recommends: Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning Several books on research on learning Make it stick: the science of successful learning How we learn: The surprising truth about when, where, and why it happens What if everything you knew about education was wrong? Closing notes 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.

Steven Michels helps us think outside the LMS on episode 140 of the Teaching in Higher Ed podcast. Quotes from the episode Every technology suggests how it should be used. –Steven Michels The hub of any class should be the discussion board. –Steven Michels Teaching should be learner-driven, not tool-driven. –Steven Michels Technology is better at bringing the world into the classroom than it is in taking the classroom out into the world. –Steven Michels Anything we can do as faculty members and professors to harness this natural love of learning that our students have … I think is a good thing. –Steven Michels Resources Mentioned Patterns in Course Design: How instructors ACTUALLY use the LMS Using Slack for Teaching (Steven Michels’ video) Slack Hypothes.is QuickTime SnagIt Google Slides Google Sites Page: Foundations of Political Thought Remind Diigo Medium 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.

Jackie and Rob Parke share about empathy toward greater inclusion on episode #126 of Teaching in Higher Ed. Resources Mentioned Even the Rat Was White* Eatwell Tableware Set for people with Alzheimer’s 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.

Rebecca Pope Ruark discusses her book, Agile Faculty, on episode 219 of the Teaching in Higher Ed podcast. Quotes from the episode What if we create experiences rather than courses? —Rebecca Pope-Ruark How do we help our students learn rather than just play school? —Rebecca Pope-Ruark The goal of articulating tasks is to break them down into reasonable chunks. —Rebecca Pope-Ruark Resources Mentioned Agile software development Scrum (rugby) Daily stand up (scrum) meeting The 3 questions that get asked Scrum board – backlog / work in progress / done Examples on Quora Overview of scrum and use of Trello

Stephen Brookfield discusses racial identity in the classroom on episode 147 of the Teaching in Higher Ed podcast. Quotes from the episode For the first half of my life I was race blind. –Stephen Brookfield I was colluding in a system and in practices that reinforced racism without consciously being aware of this. –Stephen Brookfield Most white people grow up with these elements in their consciousness but are unaware that they’re there. –Stephen Brookfield We’re here to challenge, rather than to reassure. –Stephen Brookfield We know that we’ll have been successful when … some of our comfortable assumptions are being questioned. –Stephen Brookfield Resources TIHE15: How to get students to participate in discussion with Stephen Brookfield TIHE98: The Skillful Teacher with Stephen Brookfield The Skillful Teacher by Stephen Brookfield* Between the World and Me by Ta-Nehisi Coates* A Conversation with My Black Son, a New York Times OpEd Video Good White People: The Problem with Middle-Class White Anti-Racism by Shannon Sullivan* Eduard C. Lindeman Michel Foucault Derald Wing Sue’s books* Videos of Derald Wing Sue Presumed Incompetent by Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris* TIHE123: Presumed Incompetent with Yolanda Flores Niemann Stephen Covey on Trust The Discussion Book: 50 Great Ways to Get People Talking by Stephen D. Brookfield and Stephen Preskill* David Bohm www.todaysmeet.com 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.