Stephanie Cawthon shares about her book, Disability Is Human – The Vital Power of Accessibility in Everyday Life, on episode 561 of the Teaching in Higher Ed podcast. Quotes from the episode We all have disability at one time or another, maybe just not right now. -Stephanie Cawthon I think that there is still a sense of surprise when a request is made for some kind of modification. -Stephanie Cawthon This idea that accommodations and accessibility is coming at some cost to the abled is a false pretense. -Stephanie Cawthon If you receive a whole bunch of feedback and you can’t do anything about it, that just makes you feel bad. -Stephanie Cawthon I was really trying to help us understand our assumptions about disability and accessibility. -Stephanie Cawthon Resources Disability Is Human: The Vital Power of Accessibility in Everyday Life, by Stephanie Cawthon Video: Episode 561 Including American Sign Language Interpretation Disability Is Human: The Vital Power of Accessibility in Everyday Life | The Official Workbook, by Stephanie Cawthon Oakland firestorm of 1991 Kororā – Blue Penguin Colony Oamaru Blue Penguin Colony LIVE Cam – Highlights 17th July 2021 – Oamaru, South Island, NZ from the Urban Wildlife Trust WILDCAMS National Disability Center for Student Success How to Host a Deaf Podcast Guest and Accessibility Guidelines for Media Interviews and Presentations Reflect on Stephanies stories of mentorship The Art of Gathering: How We Meet and How it Matters, by Priya Parker

Simon Cullen, a faculty member at Carnegie Mellon University known for his 'Dangerous Ideas' course, and Nicholas DiBella, a postdoctoral fellow focusing on reasoning and uncertainty, discuss how to empower students to engage in constructive dialogue across differences. They introduce their neutral AI tool, Sway, aimed at fostering respectful discussions around polarizing topics. Cullen emphasizes confronting strong opposing arguments while DiBella highlights the importance of reflection in tough conversations, all aimed at enriching the educational experience.

Lauren Barbeau, Assistant Director at Georgia Tech's Center for Teaching and Learning, and Claudia Cornejo Happel, Director at Embry-Riddle Aeronautical University, explore critical teaching behaviors. They emphasize that effective teaching is learned, not innate. The conversation touches on the importance of reflective practices, embracing inclusivity, and engaging students in a meaningful dialogue. They advocate for self-compassion in teaching and suggest concrete tools for educators to enhance their effectiveness. Shared values and collaboration are highlighted as key to successful teaching.

Michelle Miller, a cognitive psychologist and author, dives into the art of remembering student names, emphasizing its importance in fostering classroom engagement. She shares strategies to overcome the common challenges teachers face, such as the cognitive barriers to name recall. Miller highlights that using names elevates conversations and creates a sense of belonging for students. Additionally, she discusses the psychological theories behind memory retention and offers actionable tips for educators to enhance their name-learning skills.

Kent Kauffman, an associate professor of business law and ethics at Purdue University, discusses vital legal issues for college faculty, drawing from his book, "Navigating Choppy Waters." He highlights the importance of clarity in syllabi as communication tools rather than contracts. Kauffman addresses academic freedom, noting that both faculty and students possess rights in public institutions. He also explains ownership of teaching materials and copyright implications, providing insights essential for navigating the complexities of academia.

Jasmine Roberts-Crews, a lecturer at The Ohio State University and a doctoral student, dives into the intersection of socially just open education and Black feminist pedagogy. She challenges mainstream feminism's narrative, emphasizing Black women's experiences are crucial for inclusivity. The discussion highlights the importance of agency and renewable assignments that foster meaningful engagement. Roberts-Crews also explores the emotional connections through nurturing plants and how digital tools can enhance learning environments, advocating for the humanization of classrooms.

Christopher Ostro, an Assistant Teaching Professor at the University of Colorado, specializes in writing and rhetoric with a focus on AI detection tools. He discusses the challenges and misconceptions surrounding these tools in education. Ostro emphasizes the need for transparency and ethical practices in academic writing, urging students to engage critically with AI. He argues that while AI detection has its place, it shouldn't be the sole basis for grading, and encourages educators to foster open communication with students about their use of these technologies.

Todd Zakrajsek, an expert in college teaching and author of "Classroom Assessment Techniques," explores pivotal strategies for engaging learners. He emphasizes the importance of understanding student anxieties around assessments, advocating for interactive methods to enhance comprehension. Zakrajsek highlights the balance between formative and summative assessments while sharing anecdotes from psychology classes. He also discusses fostering critical thinking, the necessity of meaningful assessments, and shares tools like virtual brainstorming to transform classroom dynamics.

Liz Norell, the Associate Director of Instructional Support at the University of Mississippi and author of "The Present Professor: Authenticity and Transformational Teaching," discusses the power of authenticity in education. She emphasizes the need for psychological safety to cultivate empathy and shares personal insights from her teaching journey. Norell addresses the challenges educators face in balancing professional pressures with genuine connections and stresses the importance of meaningful engagement aligned with student goals.

Cyndi Kernahan, a professor and director at the University of Wisconsin, River Falls, shares her expertise on race and racism in education. She discusses strategies for fostering discussions around institutionalized racism, aiming for students to focus on systemic issues rather than personal guilt. Kernahan highlights the significance of acknowledging intersectionality and the complexities of teaching race to enhance understanding of social privileges. She also recommends relevant literature and television shows that encourage deep reflection and engagement.