CILE

Jeannette Baca, New Mexico Highlands UniversityDebbie Gonzalez, California State Polytechnic University, HumboldtJamie Langlois, Grand Valley State UniversityMary Kirk, Winona State UniversityKey Statement: A framework for educators to address personal and student trauma, provide compassionate instruction, and create a thriving learning environmentKeywords: T-I CoI, Instruction, Well-Being, CrisisIntroductionUsing the Trauma-Informed Community of Inquiry (T-I CoI) framework as a pedagogical desi

Teresa Thompson discusses joyful connections through intentional teaching practices on episode 539 of the Teaching in Higher Ed podcast

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Discussions are a staple of interactive teaching, but they require careful planning and intentionality to support learning. Explore how to set discussion goals, develop questions that inspire energetic conversation, and show students how to contribute productively to class discussions.

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Creating Inclusive Learning Experiences As instructional designers, we hold the power to shape how learners engage with content. One of the most impactful ways to ensure inclusivity is by designing with accessibility in mind.

Why a blanket ban on italics for accessibility reasons is likely to do more harm than good. The real solution is full text customisation.

CW: mental illness, trauma, suicide (Please take what you need and leave the rest.) This piece has been bubbling up inside of me, fighting to get out, for the past several months, as I've seen an increase in folks in higher education who are obsessed with talking about other people's mental illness.

Discover how the imposter phenomenon uniquely impacts people of color and the role racial discrimination plays in feelings of self-doubt. Learn what this means for students and what higher education institutions can do to create inclusive environments.

Learn how embracing vulnerability can reduce student stress and strengthen classroom connections. Discover four key strategies for building trust and rapport with your students.

A follow-up to "Group Work, Participation, and Neurodiversity"

Today on the podcast I talk with Mariel Pfeifer, assistant professor of biology. Mariel started at Ole Miss just about a year ago as part of a cluster hire of three STEM faculty who are on the tenure track at UM doing disciplinary based education research. I was excited to hear Mariel was coming to the university because I was already familiar with her work. Back in the spring of 2023, I lead a faculty learning community on the topic of active learning in large enrollment STEM courses, and we read her study on the experiences of neurodivergent students in active learning STEM classes. As Mariel points out in our conversation, a lot of the traditional accommodations we use for students with learning disabilities assume that a college course is full of lectures and exams, but that’s not as true for STEM courses as it once was. Mariel shares lots of insight into the student experience in these courses and has practical advice for instructors interested in helping more students succeed. Episode Resources·       Mariel Pfeifer’s lab website, https://www.pfeiferlab.com/·

Classroom discussions help engagement and learning so find out how instructors can get started in facilitating respectful debate among students using a simple framework

Removing grades can have unexpected results

Metacognition plays a big role in how well we retain information. With a better understanding of how it works, we can leverage it to improve our learning.