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Reaching All Learners Through Innovation and Teaching Excellence, with Edward Leach


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Podcast: Teaching in Higher Ed
Episode: Reaching All Learners Through Innovation and Teaching Excellence, with Edward Leach
Pub date: 2019-09-26

Edward Leach shares about Reaching All Learners Through Innovation and Teaching Excellence on episode 276 of the Teaching in Higher Ed podcast.

Quotes from the episode

Edward Leach shares about Reaching All Learners Through Innovation and Teaching Excellence on episode 276 of the Teaching in Higher Ed podcast

There isn’t a lot of focus on what it means to teach at a community college, which is totally different than being at a four-year institution.
-Edward Leach

The most critical aspect of the teaching and learning process are the faculty members in the classroom.
-Edward Leach

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Design Thinking in Teaching and Research


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Podcast: Teaching in Higher Ed
Episode: Design Thinking in Teaching and Research
Pub date: 2019-10-10

Nicola Ulibarri explores Design Thinking in Teaching, Research, and Beyond on episode 274.

Quotes from the episode

Nicola Ulibarri explores Design Thinking in Teaching, Research, and Beyond on episode 274
Design thinking is a creative problem solving methodology that starts from understanding and addressing human needs.

-Nicola Ulibarri

Innovation is a learnable process.

-Nicola Ulibarri

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Engaging Learners in Large Classes


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Podcast: Teaching in Higher Ed
Episode: Engaging Learners in Large Classes
Episode pub date: 2019-09-05

Bonni Stachowiak shares about engaging learners in large classes on episode 273 of the Teaching in Higher Ed podcast

Quotes from the episode

Engaging Learners in Large ClassesThe act of predicting can enhance our learning.
—Bonni Stachowiak

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Helping students discover interesting research topics


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Podcast: Teaching in Higher Ed
Episode: Helping students discover interesting research topics
Episode pub date: 2016-01-21

Doug Leigh on helping graduate students come up with interesting research topics.

interesting research topics

Guest: Doug Leigh, PhD
Professor, Pepperdine University

Dr. Doug Leigh earned his PhD in instructional systems from Florida State University, where he served as a technical director of projects with various local, state, and federal agencies. His current research, publication, and lecture interests concern cause analysis, organizational trust, leadership visions, and dispute resolution. He is coeditor of The Handbook of Selecting and Implementing Performance Interventions (Wiley, 2010) and coauthor of The Assessment Book (HRD Press, 2008), Strategic Planning for Success (Jossey-Bass, 2003) and Useful Educational Results (Proactive Publishing, 2001).

Leigh served on a two-year special assignment to the National Science Foundation, is two-time chair of the American Evaluation Association’s Needs Assessment Topic Interest Group, and past editor-in-chief of the International Society for Performance Improvement’s (ISPI) monthly professional journal, Performance Improvement. A lifetime member of ISPI, he is also a member of the editorial board for its peer-reviewed journal, Performance Improvement Quarterly. More

QUOTES

Some of the differences between doctoral work and master’s work have to do with the amount of original data collection.
—Doug Leigh

I try to set up the expectation that when a dissertation chair is doing a good job, they’re giving a lot of feedback, and that may involve several iterations of drafting.
—Doug Leigh

Though we call them defenses, they’re not interrogations. They’re not about getting lined up to be battered with questions to prove your worth before a student is allowed into the club.
—Doug Leigh

Students who can avoid just reaffirming what’s already known are able to position themselves to do research that sticks with them as a passion.
—Doug Leigh

Resources

Doug also shares his reworking of Davis’s index that he developed for his students, along with representative examples …

  1. Interestingness via Organizing or Disorganizing: things which have been thought to be similar are truly dissimilar, or that things believe to be dissimilar are actually similar. Example: John A Bargh’s “The Four Horsemen of Automaticity: Awareness, Intention, Efficiency, and Control in Social Cognition
  2. Interestingness by Composing or Decomposing: what seems to be varied and complex is really better understood simply, or something that is currently understood to be simple is actually elaborate, distinct, independent, heterogeneous, and diverse. Example: Quanta’s “The New Laws of Explosive Networks”
  3. Interestingness by Abstraction or Particularization: that which people assume are experienced by just a certain few are actually shared by all, or vice versa. Example: NYT’s “Mass Murderers Fit Profile, as Do Many Others Who Don’t Kill
  4. Interestingness by Globalizing or Localizing: what seems to be a global truth is really just a more local one, or that something thought to be experienced just locally is actual more global. Example: Pew Research Center’s Views on Science poll
  5. Interestingness by Stabilizating or Destabilizating: what seems to be stable and unchanging is actually unstable and changing, or things thought to be unstable are surprisingly stabilit and even permanent. Example: BBC’s “The Libet Experiment: Is Free Will Just an Illusion?” (video)
  6. Interestingness by Effective or Ineffective Functioning: some aspect of the world that was believed to function effectively is actually ineffective, or vice versa. Example: Derek Muller’s “Khan Academy and the Effectiveness of Science Videos” (video)
  7. Interestingness by Re-assessment of Costs or Benefits: what seems to be bad is in reality good, or what was believed to be good is actually bad. Example: On Point’s “Is Recycling Really Worth It?” (radio broadcast)
  8. Interestingness by Inter-dependence or Independence: what seem to be unrelated (or independent) phenomena are in reality correlated (or inter-dependent) phenomena, or vice versa. Example: Quartz’ “This article has been perfectly formatted for maximum reading comprehension
  9. Interestingness by Inconsistencies or Consistencies: what has been thought to be able to exist together are in reality things that cannot, or phenomenena thought to be mutually exclusive actually can co-exist. Example: Quanta’s “Physicists and Philosophers Debate the Boundaries of Science
  10. Interestingness by Positive or Negative Covariation: what has been thought to co-vary positively actually co-varies negatively, or what has been thought to co-vary negatively actually co-varies positively. Example: Big Think’s “How Hearing Something Now, Can Lead You to Believe the Opposite Later
  11. Interestingness by Dissimilarity or Similarity: phenomena that seem to be similar are in reality opposite, or phenomena that seem to be opposite are really similar. Example: The Atlantic’s “How ‘Quantum Cognition’ Can Explain Humans’ Irrational Behaviors

Recommendations

Bonni:

Doug:

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The podcast and artwork embedded on this page are from Bonni Stachowiak, which is the property of its owner and not affiliated with or endorsed by Listen Notes, Inc.

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Productive Travel


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Podcast: Teaching in Higher Ed
Episode: Productive Travel
Episode pub date: 2019-06-13

Dave Stachowiak and I share about productive travel on episode 261 of the Teaching in Higher Ed podcast.

Quotes from the episode

Productive TravelEvery time you have somebody on I just feel like there’s something that I’m using in my own work.
—Dave Stachowiak

There’s the tendency for a lot of us in this community to take on too much.
—Dave Stachowiak

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Using Virtual Labs and Immersive Reality to Enhance Student Learning Guest: Kambiz Hamadani


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Podcast: Teaching in Higher Ed
Episode: Using Virtual Labs and Immersive Reality to Enhance Student Learning Guest: Kambiz Hamadani
Episode pub date: 2019-01-31

Kambiz Hamadani discusses using virtual labs and immersive reality to enhance student learning on episode 242 of the Teaching in Higher Ed podcast.

Quotes from the episode

Using Virtual Labs and Immersive Reality to Enhance Student LearningFaculty have many more communication lines open to them, and why not use them?
—Kambiz Hamadani

One of the challenges I think we all face … is finding ways to deal with that diversity of background.
—Kambiz Hamadani

You have to very slowly wade into the pool of course redesign.
—Kambiz Hamadani

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But You Can’t Do That in a STEM Course


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Podcast: Teaching in Higher Ed
Episode: But You Can’t Do That in a STEM Course
Episode pub date: 2018-09-20

Karen Cangialosi on episode 223 of the Teaching in Higher Ed podcast discusses open education in STEM.

Quotes from the episode

open education in STEMI love when my students are surprised at what I’m asking them to do.
—Karen Cangialosi

We have such an opportunity to use our classrooms as experimental places where we can really affect change.
—Karen Cangialosi

Rigor comes from the students themselves.
—Karen Cangialosi

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