Teaching in Higher Ed

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

Quotes from the episode

“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.”

– Sheila Tabanli

“An expert in a field doesn’t necessarily mean they will be able to effectively teach that content.”

– Sheila Tabanli

“There are differences between how experts and novices look at this content.”

– Sheila Tabanli

“We can still slow down. We can still show how an expert solves a math problem without sacrificing from the rigor or the content.”

– Sheila Tabanli

Quotes from the episode

Resources

Guidebook for Reducing the Novice-to-Expert Perception Gap in Mathematics to Increase STEM Diversity, by Sheila Tabanli

Minding the Perception Gap in College Math Classrooms and Beyond, by Sheila Tabanli for Inside Higher Ed

Last-Day Activities Ideas from Sheila Tabanli, Featured In The Chronicle of Higher Education Teaching Newsletter

Fostering Active Learning and Metacognitive Skills in a Cognitive-Science Based Math Course, by Sheila Tabanli for the International Journal of Teaching and Learning in Higher Education

Powerful Teaching: Unleash the Science of Learning, by Pooja Agarwal and Patrice Bain

A Mind for Numbers: How to Excel at Math and Science, by Linda Oakley

Learning How to Learn: Powerful Mental Tools to Help You Master Tough Subjects, Dr. Terrence Sejnowski and Dr. Barbara Oakley

Episode 106: Undercover Professor with Mike Cross

College Matters Podcast

Josh Brake shares metaphors and other ethical considerations regarding AI on Episode 607 of the Teaching in Higher Ed podcast.

Quotes from the episode

“When you’re moving fast, it’s really easy to do things unreflectively and to make a poor decision without even realizing it.”

-Josh Brake

“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.”

-Josh Brake

“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.”

-Josh Brake

“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?”

-Josh Brake

Resources

An E-Bike for the Mind: E-Bikes and What They Can Teach Us About AI, by Josh Brake

I Grew Up Oblivious About Grades. It Ruined Me. Now I’m on a Mission to Ruin You too, by Josh Brake

The Moral Hazards of AI Are Closer Than You Realize, by Josh Brake

We Are Teaching Humans: A 50,000-Foot View As We Enter a New Academic Year, by Josh Brake

On Bandwidth and Bottlenecks: AI Tools Help Us Go Faster, But Speed is Not All You Need, by Josh Brake

Technique’s Deception: How Jacques Ellul Helps Us Understand the Difference Between Education and Schooling, by Josh Brake

Clip – Final Advice from Suborno Isaac Bari

The Real World of Technology, by Ursula Franklin

Player Piano, by Kurt Vonnegut

College Matters Podcast

Karen Costa shares about An Educator’s Guide to ADHD on Episode 606 of the Teaching in Higher Ed podcast.

Quotes from the episode

Curiosity 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.

-Karen Costa

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.

-Karen Costa

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.

-Karen Costa

The best thing we can do to make the course real is as an instructor to be present in that online course.

-Karen Costa

Resources

An Educator’s Guide to ADHD: Designing and Teaching for Student Success, by Karen Costa

99 Tips for Creating Simple and Sustainable Educational Videos: A Guide for Online Teachers and Flipped Classes, by Karen Costa

Episode 577: Teaching and Learning When Things Go Wrong in the Classroom with Jessamyn Neuhaus

Snafu Edu: Teaching and Learning When Things Go Wrong in the College Classroom, by Jessamyn Neuhaus

Episode 578: Learning to Teach, Design, and Rest from Nature with Karen Costa

Community of Inquiry Checklist, from Karen Costa

Belmont University

The Canary Code, by Ludmila Praslova

Blackbird – The Harvard Opportunes

AP 100 Photos of 2025 The Defined the Year

Hard Core Literature

José Bowen shares about the second edition of Teaching with AI on episode 605 of the Teaching in Higher Ed podcast.

Quotes from the episode

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.

-José Bowen

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.

-José Bowen

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.

-José Bowen

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.

-José Bowen

 

Resources

Teaching with AI: A Practical Guide to a New Era of Human Learning, second edition, by José Antonio Bowen and C. Edward Watson

We Teach with AI Website

Brilliant (courses Bonni mentioned that she is taking)

José Bowen on LinkedIn

Bonni Stachowiak on LinkedIn

Shell Game Podcast

Boodlebox

Ethan Mollick on LinkedIn

Anna Mills on LinkedIn

Sarah Elaine Eaton on LinkedIn

Krys Boyd on NPR’s Think

Bryan Alexander shares about Peak Higher Ed on episode 604 of the Teaching in Higher Ed podcast

Quotes from the episode

“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.”

– Bryan Alexander

“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.”

– Bryan Alexander

“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.”

– Bryan Alexander

Resources

Peak Higher Ed, by Bryan Alexander: How to Survive the Looming Academic Crisis, by Bryan Alexander

Bryan Alexander’s Website

Maha Bali’s Blog

On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? 🦜, by Emily M. Bender et al

Helen Beetham’s Newsletter: Imperfect Offerings

Pluralistic: Daily Links from Cory Doctorow

Faraday Cage

Georgetown University: Learning, Design, and Technology

John Warner

John Warner’s Newsletter

GTD – Workflow diagram

Todd’s AI Playground

Todd’s AI Songs About His Course Evaluations

Adam Tooze

Chartbook