Explore every episode of the podcast Teaching in Higher Ed
| Title | Pub. Date | Duration | |
|---|---|---|---|
| How Our Grading Systems Impact Student Motivation, with Daniel Guberman | 01 Oct 2026 | 00:44:00 | |
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 642 page on the Teaching in Higher Ed website. | |||
| Mental Health in College, with Alexis Redding | 24 Sep 2026 | 00:42:33 | |
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 641 page on the Teaching in Higher Ed website. | |||
| Show Up Online with Your Values Intact, with Dave Stachowiak | 17 Sep 2026 | ||
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 640 page on the Teaching in Higher Ed website. | |||
| Analog and Digital Ways to Engage Learners | 10 Sep 2026 | 00:41:57 | |
Bonni Stachowiak shares analog and digital ways to engage learners, from sorting exercises to gallery walks, on episode 639 of Teaching in Higher Ed. | |||
| UDL at Scale, with Thomas J. Tobin | 03 Sep 2026 | 00:35:52 | |
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 638 page on the Teaching in Higher Ed website. | |||
| Top Tools for Learning 2026, with Dave Stachowiak | 27 Aug 2026 | 00:35:06 | |
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 637 page on the Teaching in Higher Ed website. | |||
| Writing and Rhetoric Studies in the Loop | 20 Aug 2026 | 00:41:54 | |
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 636 page on the Teaching in Higher Ed website. | |||
| Servingness and Liberatory Teaching with Gina Ann Garcia | 13 Aug 2026 | 00:44:34 | |
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 635 page on the Teaching in Higher Ed website. | |||
| Outdated Research Notions with Jane Hammons and Adrienne Warner | 06 Aug 2026 | 00:39:20 | |
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 634 page on the Teaching in Higher Ed website. | |||
| Everyday Acts of Facilitation with Beth Cougler Blom | 30 Jul 2026 | 00:42:07 | |
Beth Cougler Blom on how teaching and facilitation skills are built in life’s ordinary moments — noticing, saying hello first, and staying curious.
When you love what you do, you see it everywhere. I’m here in Canada, and I’m on the West Coast, and there’s so many people learning here all the time about how to be living and working in a diverse community. If we hone our noticing skills, then we can notice what’s going on with ourselves when we’re teaching. When I make a mistake, often, I’ll tell the group, because that’s how we all learn too.
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| Fostering Skills for Civic Life with Bethany Morrison | 23 Jul 2026 | 00:44:15 | |
Bethany Morrison shares civic professionalism and how disciplinary identity shapes civic discourse on episode 632 of the Teaching in Higher Ed podcast.
Democracy needs to be born every generation. We can’t just assume it… Every generation, we have to kind of rebirth it, and it has to happen in our schools. One of the principles that we often recommend is setting some community discussion guidelines, talking together as a classroom community about how we want things to go when those hot moments come up later. Not saying anything has meaning too. So if you don’t say anything, you are making a decision, and students are going to read that to mean it was okay. [/divwrap][divwrap class=”one-half”] Resources
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| A Faculty Guide to Teaching With Video, with Jeff Kim | 16 Jul 2026 | 00:44:19 | |
Jeff Kim shares how faculty can use video in our teaching and make it sustainable on episode 631 of the Teaching in Higher Ed podcast.
You raise what you praise. So through these vlogs, you’ll see me not complaining, but actually praising a lot. Sometimes people can feel a little bit wary about being on social media; they know that the way that I’m going to produce the video is going to be in such a way that’s uplifting. A vision that I have for my channel is helping students to find out what they’re good at so that they can do good with it.
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| Feedback, Voice, and AI in the Writing Classroom, with Anna Mills | 09 Jul 2026 | 00:40:52 | |
Anna Mills shares Peer and AI Review and Reflection, plus a layered approach to writing feedback on episode 630 of the Teaching in Higher Ed podcast.
My sense of the value of feedback has not changed. It’s more important than ever, more meaningful than ever, when we do have that connection through words. I think overall I’ve advocated for more sort of technical support for transparency about what is AI and what is not. Students preferred both the peer and the AI feedback. They did not want one or the other. AI companies should be designing so that their agents don’t go in and say, “I’m a student taking a quiz.” [/divwrap][divwrap class=”one-half”] Resources
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| The Story of Grades, with Luke Green | 02 Jul 2026 | 00:31:21 | |
Luke Green uses the Santa Claus story to rethink what grades measure and the case for ungrading on episode 629 of the Teaching in Higher Ed podcast.
Each student at some point throughout their academic career is going to receive a grade, receive some sort of an assessment that is going to fundamentally alter how they feel about the classroom. The narrative that we sell to our kids is that these gifts are earned. The metric is, those who are good children or better children, you receive more. What are grades, and what purpose do we want them to serve? Usually, it’s a proxy of understanding a student’s overall experience. And GPA is even worse, because you’re putting all of your course grades into a meat grinder and spitting out one number.
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| The Fair Feedback Project, with Remi Kalir | 25 Jun 2026 | 00:43:15 | |
Remi Kalir shares the Fair Feedback Project for addressing bias in student evaluations on episode 628 of the Teaching in Higher Ed podcast.
If you actually have students write about affirming values as a kind of open free write before they complete an evaluation of teaching, it actually has been shown to mitigate bias. There are many people who are experiencing the effects of these structural patterns of bias who don’t look like me. So what can I do? How can I show up as an individual in this? I did not want people coming to the Fair Feedback project and then having long-winded, tangential, potentially problematic conversations with Claude as a chatbot. You can call it my complicity, you can call it my complexity, whatever you might call it, but I am very much entangled in this AI moment, trying to understand how I am navigating all of this. [/divwrap][divwrap class=”one-half”] Resources
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| How College Students Make, Keep, and Lose Friends, with Janice McCabe | 18 Jun 2026 | 00:41:26 | |
Janice McCabe shares her research on campus loneliness and college friendship networks on episode 627 of the Teaching in Higher Ed podcast.
The previous surgeon general, among others, have declared a loneliness crisis facing the United States, and, in fact, the highest rates are among young adults. Many people that I interviewed told me how they felt like everyone else either had more friends than them, had better friends than them, was having more fun than them, along those lines. Something I hear from students a lot is just this appreciation for taking friendship seriously in students’ lives. And so that’s something that professors, teachers, college administrators can do. Students often say they don’t really like group projects, but then, that was a place that many of the friendships that formed in classes that I saw formed.
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| Naming the Urgency: Trauma-Informed Practices in Higher Ed, with Jeanie Tietjen | 11 Jun 2026 | 00:48:15 | |
Jeanie Tietjen unpacks trauma-informed practices in higher ed and why naming itself is a form of teaching on episode 626 of the Teaching in Higher Ed podcast.
Naming goes so far back in, even just in literary terms, the importance of naming. There is still a very nascent and as yet relatively unarticulated understanding of how profoundly trauma, adversity, and violence adversely affect teaching and learning. Many students have experienced traumas that are situated in educational settings, bullying experiences that are identity-based, that profoundly shape how they feel about the educational setting as a place. Learning is very vulnerable. It involves being wrong, failing, failing in front of other people.
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| Teaching Solidarity: Critical Race Reading, with Malini Johar Schueller | 04 Jun 2026 | 00:27:49 | |
Malini Johar Schueller unpacks critical race reading and the role of discomfort in the classroom on episode 625 of the Teaching in Higher Ed podcast.
Racism is a permanent structural feature of American society, and law alone, as now we have it, cannot deal with racism because racism is also part of law. Critical race reading takes off from that, and it asks, is there a way of reading… that can awaken us to questions of racial privilege and hierarchy, but without us imagining that we have taken over somebody’s place? Critical empathy, where you feel for others and you feel the injustice of others, but you also feel differently, you know, differently. Some level of discomfort is fine for learning, because if learning doesn’t produce any kind of discomfort, you haven’t moved outside your zone of what you already know.
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| How to Engage Learners in Online Courses, with Denise Maduli Williams | 28 May 2026 | 00:38:30 | |
Denise Maduli-Williams shares how to engage learners in online courses on episode 624 of the Teaching in Higher Ed podcast.
The very first thing I saw was the online instructor posting this video where she was roller skating in this roller Derby rink and welcoming us online, and that just changed everything for me. When we design with accessibility in mind, we support everyone, all students. Students who are quieter, whether it’s synchronous on Zoom or synchronous in person, they have the opportunity to participate when they’re ready and to prepare.
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| Can’t Stop, Won’t Stop: Teaching with AI Tools, with Rebecca Fordon | 21 May 2026 | 00:44:39 | |
Rebecca Fordon unpacks vibe coding and the eight AI teaching tools she built in a single semester on episode 623 of the Teaching in Higher Ed podcast.
Vibe coding, I think of being able to describe the kind of application or website that you want in just words, a narrative, rather than having to code it, knowing coding language. I think the easiest place to start is in ChatGPT, or Gemini, or Claude Code. Many of my students have not used it for anything related to law school. Until they get into my class, and then they see there actually are some good, legitimate uses. If you want to mess with things on your own, you can really just ask AI: How do I do that? Where should I look? [/divwrap][divwrap class=”one-half”] Resources
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| Why Mattering Matters, with Jennifer Wallace | 14 May 2026 | 00:40:59 | |
Jennifer Wallace shares about her book, Mattering: The Secret to a Life of Deep Connection and Purpose on episode 622 of the Teaching in Higher Ed podcast. Mattering says you belong at the table, but it goes even further, and it says you would be missed if you weren’t here. You are adding value, and we would notice if you weren’t here. We have so much input and so much output being demanded of us today that often we go through life on autopilot. Mattering is not another thing to add to your to-do list. Mattering is a way of looking at your to-do list. When you look at the data on what drives performance, it is engagement. And what drives engagement is mattering. [/divwrap][divwrap class=”one-half”] Resources
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| The Public Scholar, with David Perry | 07 May 2026 | 00:42:13 | |
David Perry shares about his new book, The Public Scholar, on episode 621 of the Teaching in Higher Ed podcast.
If we are really practiced at teaching, and as we develop our skills as teachers, those are the skills that can also take us into other spaces outside of the classroom. Academia is structured around all kinds of failure. Once you recognize that, and then bring yourself into another context where you’re going to experience rejection, you already have the skills to cope with it. I think all writers, and certainly in academia, worry a lot about our worst faith readers. How do we not get ripped apart? You have to write for your best faith reader. You have to really shift your focus. [/divwrap][divwrap class=”one-half”] Resources
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| The Joyful Online Teacher, with Flower Darby | 30 Apr 2026 | 00:40:23 | |
Flower Darby shares about being a joyful online teacher on episode 620 of the Teaching in Higher Ed podcast. Higher education doesn’t do a great job of preparing faculty to teach, generally speaking, that’s not new, but especially online teaching. If you’re not a meme person, don’t do that. Something that isn’t authentic to your personality is not going to be effective. Sometimes you don’t need all the latest bells and whistles; you don’t need the latest iPhone. We can be effective with simpler tools. We can’t be joyful if we’re always working. [/divwrap][divwrap class=”one-half”] Resources
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| The Science of Learning Meets AI | 23 Apr 2026 | 00:36:16 | |
Lew Ludwig + Todd Zakrajsek uncover themes from The Science of Learning Meets AI on episode 619 of the Teaching in Higher Ed podcast. We could actually create an educational system. Not so that it deals with the problems we have with AI, but so that those problems are no longer relevant. If you don’t have students attention, they can’t learn because if you don’t attend to something, you can’t learn it. Keep in mind that you’re the expert. This is your assignment. You know what you’re doing, you know the content, so then you can judge what AI gives you, what works, and what still may need some work. What this gets down to is backward design; we start with the learning goals. We should figure out how to assess them, and then decide if AI fits in that or not. [/divwrap][divwrap class=”one-half”] Resources
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| From Awareness to Action, with Norma Montague | 16 Apr 2026 | 00:44:02 | |
Norma Montague shares of her experiences going from awareness to action, interrupting bias in the classroom on episode 618 of the Teaching in Higher Ed podcast. One thing that my work on inclusive teaching focuses on, is really being able to understand your learner’s motivations. One of the ideas that I learned from a colleague who had recommended a book was the idea of rebranding office hours as student hours. I think it’s important to help students understand what those student hours are for and how they can get the most out of them. When students feel safe in the classroom, then they’re going to contribute, invest. That’s when I find that I can really increase their rigor and challenge them more. [/divwrap][divwrap class=”one-half”] Resources
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| How Agentic AI Changes What and How We Teach, with Teddy Svoronos | 09 Apr 2026 | 00:46:27 | |
For resources, recommendations and more information about this episode’s host and guest(s), visit the episode 617 page on the Teaching in Higher Ed website. | |||
| (Re)Orienting the Scholarship of Teaching and Learning | 02 Apr 2026 | 00:42:46 | |
Nancy Chick, Peter Felten, and Katarina Mårtensson share about The SoTL Guide: (Re)Orienting the Scholarship of Teaching and Learning on episode 616 of the Teaching in Higher Ed podcast. We see SOTL as simply inquiry into teaching and learning for the purposes of improving teaching and learning in context and then contributing to what we know about teaching and learning in support of the broader aims of higher education. What I usually say when I speak to colleagues and academics who are sort of starting a SOTL journey is to start small, small steps, and whatever is a low threshold. I can’t go through this book and say who wrote this sentence or this section or whose idea this part was, because it really is a product of the three of us. [/divwrap][divwrap class=”one-half”] Resources
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| Being Kind to Our Future Selves, with Matthew Mahavongtrakul | 26 Mar 2026 | 00:43:38 | |
Matthew Mahavongtrakul and Bonni Stachowiak have a conversation about being kind to our future selves on episode 615 of the Teaching in Higher Ed podcast. Not everything that comes your way is an emergency. Not everything that comes your way has to demand your immediate attention. Once you are comfortable with your system and you’re iterating, it actually starts to become second nature, not only to professional life, but to personal life as well. An exercise that I did with my supervisor once was to actually go through each of these tasks and to see what I thought was high priority, was it actually high priority for the job that I was in?
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| Keeping Your PKM Real Simple with RSS | 19 Mar 2026 | 00:25:13 | |
Bonni Stachowiak shares how to keep your Personal Knowledge Mastery (PKM) real simple with RSS on episode 614 of the Teaching in Higher Ed podcast. Rather than get that overwhelmed feeling of how hard it’s going to be to keep up, I don’t have to, and neither do you. Enter RSS, Real Simple Syndication. It’s pretty spectacular how, if somebody knows about RSS, and they’ve subscribed to a blog or a website, how you can find people that you have a lot in common with, and get going with your curiosity. It’s amazing what happens when, before we start trying to lecture or share information, we ask people to predict something. Even if they end up predicting incorrectly, there still is that connection where we’ve piqued their curiosity. [/divwrap][divwrap class=”one-half”] Resources
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| Skepticism and Curiosity in the Age of AI, with Marc Watkins | 12 Mar 2026 | 00:42:57 | |
Marc Watkins shares about cultivating skepticism and curiosity in an age of AI on Episode 613 of the Teaching in Higher Ed podcast. I do think online education is going to be the focal point for this next year, and how it can survive with an agentic AI. My feeling is, we need to be offering students more embodied experiences and disembodied spaces. Every technology has its affordances and the things that are negative about it too; your cell phone, the computer, the fact we’re talking about this right now on the systems that we are using, cloud computing, that all has a cost. For an incoming freshman student in college to take 4 or 5 classes and have 4 or 5 very different AI policies, 4 or 5 very different understandings of what AI is, it is incredibly confusing. [/divwrap][divwrap class=”one-half”] Resources
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| Make Learning Visible with ePortfolios, with Lynn Meade | 05 Mar 2026 | 00:43:10 | |
Lynn Meade uncovers how to make learning visible with portfolios on episode 612 of the Teaching in Higher Ed podcast An ePortfolio is basically a curated collection of student work. It includes reflection, and it’s usually across the college experience. Anytime I teach portfolios, it’s really big that we talk about audience and purpose. Who is your audience and what is your purpose? There’s something particularly lovely about seeing student or faculty members’ written comments about my work. Both the critiques and those comments that build me up, and how very powerful they are, and how much they mean to me. It’s not about the tech. The most important thing is, am I writing? Am I able to think about myself? Am I able to reflect about myself? [/divwrap][divwrap class=”one-half”] Resources
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| Fostering Peace, Joy, and Community in Teaching and Leading, with Danny Mann | 26 Feb 2026 | 00:36:48 | |
Danny Mann shares about fostering peace, joy, and community in teaching and leading on episode 611 of the Teaching in Higher Ed podcast. Great teaching, and I think great life, is this adaptive, responsive thing, pulling out the bugs or getting things back in balance. Peace and joy are really interrelated, and I gravitated a lot towards these, as I spent time studying and practicing mindfulness practices. If you discover your why, you could basically feel much more energized and joyful about what you do, if you align your life with that. Giving students space to speak and share ups and downs. So the ironic leading by listening. [/divwrap][divwrap class=”one-half”] Resources
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| Big and Small Experiments in Teaching and Learning, with Mike Cross | 19 Feb 2026 | 00:36:31 | |
Mike Cross shares about his experiments (big and small) in teaching and learning on episode 610 of the Teaching in Higher Ed podcast. The reason I did it is because I just wanted to better understand what my students were going through. I love that, that idea of tiny experiments. I think that that is absolutely critical because we’re all so busy. Anytime you can put yourself in someone else’s shoes, it makes you a better person, right? Whether that’s a better teacher, a better spouse, a better friend, a better citizen, anything. [/divwrap][divwrap class=”one-half”] Resources
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| Pedagogical Wellness and the Conditions for Flourishing, with Theresa Duong | 12 Feb 2026 | 00:34:11 | |
Theresa Duong on episode 609 of the Teaching in Higher Ed podcast. “All we’re really trying to do is create these conditions that can help our students flourish and thrive within our classrooms while maintaining the rigor of our work.” “I felt like I could thrive in my PhD program because I had these people who kept pushing me to go and kept pushing me to take care of myself.” “Pedagogy, the formal definition in my mind, is this art and science of teaching and learning.” “To me, wellness is really about thriving and flourishing in the work that you’re doing.” [/divwrap][divwrap class=”one-half”] Resources
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| Overcoming the Curse of Expertise and Other Ways to Be Inclusive in Our Teaching, with Sheila Tabanli | 05 Feb 2026 | 00:41:45 | |
Sheila Tabanli shares ways to overcome the curse of expertise and other ways to be inclusive in our teaching on episode 608 of the Teaching in Higher Ed podcast “I suggest, sign up to a course that you have no idea, and then we’ll talk later. In other words, feel what it means to be a novice.” “An expert in a field doesn’t necessarily mean they will be able to effectively teach that content.” “There are differences between how experts and novices look at this content.” “We can still slow down. We can still show how an expert solves a math problem without sacrificing from the rigor or the content.” [/divwrap][divwrap class=”one-half”] Resources
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| An E-Bike for the Mind: AI, Augmentation, and Moral Hazards, with Josh Brake | 29 Jan 2026 | 00:44:27 | |
Josh Brake shares metaphors and other ethical considerations regarding AI on Episode 607 of the Teaching in Higher Ed podcast. “When you’re moving fast, it’s really easy to do things unreflectively and to make a poor decision without even realizing it.” “The special thing about bicycles, at least in their non-electronic versions, is that they’re totally human-powered. So it’s all based on the energy that you put in, and it’s just transforming that energy, to make you more efficient and be able to move faster.” “When you have something like an E bike, that augmentation can be used in a variety of different ways, so it can be used to actually extend your capacity.” “It’s really this question about what’s the intention that you’re bringing to the technology when you come to the tool, what are the questions that you’re asking? And fundamentally, it’s a question of purpose and intention. Why are you using this?” [/divwrap][divwrap class=”one-half”] Resources
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| An Educator’s Guide to ADHD, with Karen Costa | 22 Jan 2026 | 00:43:02 | |
Karen Costa shares about An Educator’s Guide to ADHD on Episode 606 of the Teaching in Higher Ed podcast. [divwrap class=”one-half first”] Quotes from the episodeCuriosity is just this sort of force of nature. So tap in to your students creativity, your students passions and interests as a way to support them in reaching and achieving those challenges that you also hold for them. That’s a heavy thing for folks with ADHD to carry, that we are a burden on the other students in the classroom, that we are a burden on our teachers. And that is simply not true. What we know now is that many times those are what are called stims in neurodivergent and ADHD and autistic communities. And those are actually a way that a lot of folks help themselves to stay present and regulated in their bodies so that they can direct their attention to the teacher or to the task at hand. The best thing we can do to make the course real is as an instructor to be present in that online course. [/divwrap][divwrap class=”one-half”] Resources
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| Teaching With AI: The Good, the Bad, the Ugly, and the Future, with José Bowen | 15 Jan 2026 | ||
José Bowen shares about the second edition of Teaching with AI on episode 605 of the Teaching in Higher Ed podcast. I do think that we are going to have to figure out how to focus on student learning in an era where students have this new technology that will short-circuit the learning we want. My advice to people is that I know we’re overwhelmed, so don’t ask AI to do something you love. Ask AI to do something that you hate. The real problem with AI privacy is that now we have a tool that can mine all that, right? I’m more worried about AI as a tool for analysis and observation, and how that’s going to change the world in which we live. I think the potential is, you’re probably going to get more bias because people are going to use AI poorly. And so bias and privacy are two categories of ugly that are pretty big.
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| Peak Higher Ed: AI’s Possible Futures, with Bryan Alexander | 08 Jan 2026 | 00:44:34 | |
Bryan Alexander shares about Peak Higher Ed on episode 604 of the Teaching in Higher Ed podcast “It’s another form of thinking, it’s another form of organizing information and that we have to treat it seriously as such. The computer scientist actually recommends that we think about generative AI as children. These are AIs that have some degree of autonomy and they’re also not very wise in the world yet, and we have to train and rear them up.” “So if AI is bubble, if it turns out to be a bubble and it pops, this might be bad news for the entire economy.” “The problem of how do we actually figure out what people are doing with AI within post secondary education? That’s a really great challenge because if you polled people, they have all kinds of great incentives to not respond accurately.” [/divwrap][divwrap class=”one-half”] Resources
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| Active Learning That Engages All Learners, with Matthew Mahavongtrakul | 02 Jan 2026 | 00:41:10 | |
Matthew Mahavongtrakul shares about active learning that engages all learners on episode 603 of the Teaching in Higher Ed podcast. You don’t need to change your entire course tomorrow. What is one simple thing that you can do that will push you on the path? “The number one kind of piece of pushback that I get from faculty is I just simply cannot cover everything.” “I think at the crux of it, it is the shift in mentality between us as being, as we say, the sage on the stage to being a facilitator in the classroom.” [/divwrap][divwrap class=”one-half”] Resources
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| Navigating AI’s Rapid Transformation in Higher Ed, with C. Edward Watson | 23 Dec 2025 | 00:41:04 | |
C. Edward Watson shares about navigating AI’s rapid transformation in higher ed on episode 602 of the Teaching in Higher Ed podcast. I never include AI in the beginning of my processes. There’s a lot of incremental shifts, but the increments are quite large. I would argue that maybe this is the first time in the history of higher education that we have learning outcomes that are at war with one another. We’ve never built a curriculum for something that’s changing so quickly. We’re being asked to keep up with this rate of change in a meaningful way that actually serves our students well. [/divwrap][divwrap class=”one-half”] Resources
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| The AI Grief Cycle, with Christopher Ostro | 18 Dec 2025 | 00:44:33 | |
Christopher Ostro discusses the AI grief cycle on episode 601 of the Teaching in Higher Ed podcast. The fact is there are things we’re grieving. Our job has profoundly changed in huge ways in a very short period of time. Our traditional assessments suddenly are not working effectively like we used to think that they did. I want my students to view me as a resource and as someone that they can trust. When something makes me uncomfortable, I want to lean in and understand it better. [/divwrap][divwrap class=”one-half”] Resources
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| 6 Pedagogical Practices From 600 Episodes, with Dave Stachowiak | 11 Dec 2025 | 00:31:28 | |
Dave Stachowiak joins Bonni to explore 6 pedagogical practices from 600 episodes on episode 600 of the Teaching in Higher Ed podcast. When we stop aiming for perfection, we allow ourselves to then be fully present for others. Practice 1: Start and end small. [/divwrap][divwrap class=”one-half”] Resources
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| How Better Teaching Can Make College More Equitable, with David Gooblar | 04 Dec 2025 | 00:42:59 | |
David Gooblar shares how better teaching can make college more equitable on episode 599 of the Teaching in Higher Ed podcast. Most of our scars are hidden. I think most of the time people don’t see the scars that we carry. We get such a small window into our students lives. The imaginary idea of the college student in America is of a privileged student. And that’s just not the case when we talk about American college students today. We need to work to earn their trust, to convince our students that we’re working for them, that our job is to help them develop, learn, and grow. [/divwrap][divwrap class=”one-half”] Resources
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| Voices on AI: Jeff Young Shares Soundbites of Change | 26 Nov 2025 | 00:38:49 | |
Jeff Young shares clips from his Learning Curve Podcast regarding AI in higher education on episode 598 of the Teaching in Higher Ed podcast. It is crazy to think of how much we’ve all learned about generative AI just in the last couple years. I’ve been really interested in how students are thinking through AI and where their perspectives are. There is not one student view. You can find students that think all kinds of things. Students are very aware of AI and they’re also very aware of how it’s changing the job market that they might enter. One danger of these tools is that they give you such instant gratification. There’s a hit of dopamine. Students are using AI tools, not just for academics. They’re experimenting with AI. [/divwrap][divwrap class=”one-half”] Resources
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| Go Somewhere: A Game of Metaphors, AI, and What Comes Next | 20 Nov 2025 | 00:33:30 | |
Bonni Stachowiak shares about her card game, Go Somewhere: A game of metaphors, AI, and what comes next on episode 597 of the Teaching in Higher Ed podcast. A lot of you have been asking me about this game that I’ve played now and facilitated at over 10 universities and conferences called Go Somewhere. What the game allows people to do is to be a little bit playful, laugh, and smile as we explore very serious things. It can be helpful to have a map when we think about all of the different ways that artificial intelligence might impact our teaching. The other issue that comes up a lot as we start talking about artificial intelligence is how often it bumps up against our sense of identity. Continue to learn, reflect, and keep moving. Go somewhere. [/divwrap][divwrap class=”one-half”] Resources
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| Teaching, Learning, and the Lessons of Grief | 13 Nov 2025 | 00:42:20 | |
Christy Albright + Clarissa Sorensen Unruh share about teaching, learning, and the lessons of grief on episode 596 of the Teaching in Higher Ed podcast. Take two deep breaths. None of the books that I researched on grief actually defined grief. It’s like they just assumed you knew what it was because it’s such a universal experience, but it’s not universally experienced by everybody in the same way. Anticipatory grief is when you know something is coming and you’re already grieving that situation. People assume that grief gets smaller, and actually we grow around it. The big griefs in my life stay forever. [/divwrap][divwrap class=”one-half”] Resources
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| Higher Expectations: How to Survive Academia, Make It Better for Others, and Transform the University | 06 Nov 2025 | 00:32:27 | |
Roberta Hawkins + Leslie Kern share about their book, Higher Expectations: How to Survive Academia, Make it Better for Others, and Transform the University on episode 595 of the Teaching in Higher Ed podcast. We advise lots of different ways of rethinking our relationship with work in the book. You can’t solve institutional problems with individual sacrifices. We are not cogs in an institutional machine. One of the challenges, is the idea that our work is kind of a calling. It’s a passion project. The institution knows that we love our work and that we are passionate about our students and that we care about bringing great ideas to fruition in the world, so it will extract every little drop of that from you in terms of your time and energy. Invisibilized labor is an equity issue as well as a workload issue. [/divwrap][divwrap class=”one-half”] Resources
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| Remembering Ken Bain, with Dave Stachowiak | 30 Oct 2025 | 00:17:33 | |
Dave Stachowiak joins Bonni in remembering Ken Bain on episode 594 of the Teaching in Higher Ed podcast. Ken Bain was such good company to me and to countless people from around the world. While I didn’t ever have a chance to meet him or talk to him, I’m so glad for everything Ken did, all his writing, and how he’s inspired a new generation of leadership and faculty development in higher education to have a conversation that was really needed. [/divwrap][divwrap class=”one-half”] Resources
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| Analog Inspiration: Human Centered AI in the Classroom, with Carter Moulton | 23 Oct 2025 | 00:35:45 | |
Carter Moulton shares about his Analog Inspiration (AI) card deck and human centered AI in the classroom on episode 593 of the Teaching in Higher Ed podcast. I’m here to talk a little bit about the Analog Inspiration card deck, which really is a professional development resource under the guise of a game. I wanted to create something that would bring faculty together and talk with each other and wrestle with these moral and ethical questions. Those three questions underneath at the bottom of the card are really just trying to foster that critical thinking with students about what it is they’re making and what it is they’re doing and how they’re engaging with AI. I hope we don’t abandon the decades of research that has shown the benefits of peer learning, of caring, belonging, and relationships in the classroom. [/divwrap][divwrap class=”one-half”] Resources
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