Today I welcome to the show Dr. Terese Huston to talk about teaching what you don’t know. Guest: Therese Huston Faculty Development Consultant, Seattle University Author: Teaching What You Don’t Know Seattle University faculty page: here Personal page:  www.theresehustonauthor.com Twitter:  @ThereseHuston Therese Huston received her B.A. from Carleton College and her M.S. and Ph.D. in Cognitive Psychology from Carnegie Mellon University. She was also awarded a prestigious post-doctoral fellowship with the Center for the Neural Basis of Cognition. Therese was the Founding Director of CETL (now the Center for Faculty Development) and served as Director from 2004 to 2010. Drawing upon her background in cognitive science, she has spent the past decade helping smart faculty make better decisions about their teaching. Her first book, Teaching What You Don’t Know, was published by Harvard University Press (2009). Quotes If I could go back to my 28-year-old self and give her one piece of advice, it would be to talk to a content expert. -Therese Huston I wish I had offered to take an expert to coffee once a week to brainstorm what I should be teaching. -Therese Huston Teaching is more than just knowing every single detail there is to know; teaching is much more about stimulating learning. -Therese Huston You have to be thinking, “I’ve got to do something that I know well, but if I’m going to be the best teacher I can be to my students I’ve also got to teach them some things that are perhaps outside of my comfort zone.” -Therese Huston No one can be an expert on this material, and what I’m going to be doing is to always look for the most recent, most important topic that I can be teaching you. -Therese Huston If I’m doing a good job up here, I’m going to be pushing the boundaries of what I know. -Therese Huston Notes Teaching what you don’t know looks at it from two perspectives: A subject you don’t know A group of students you don’t understand Things unique to people who experience minimal anxiety when teaching outside of their expertise: They had a choice about whether or not to teach the subject They addressed the “imposter issue” with their students They embraced a teaching philosophy that emphasizes the idea: “I don’t need to master the material” You have just been assigned to teach a course outside of our expertise. What are the most important steps to take in preparing to teach it? Tell someone (deal with the imposter issue) Find five syllabi for similar courses online Get a timer and start practicing preparing for your class in set chunks of time. Recommendations Bonni recommends: Therese’s book: Teaching What you Don’t Know* Sonos speakers : See on Amazon* Therese recommends: Licorice tea: See on Amazon* Book: Thanks for the Feedback: The Science and the Art of Receiving Feedback* Book: Difficult Conversations* Podcast about Book: Coaching for Leaders: Episode 143

In today’s episode, Doug McKee joins me to share about online courses. His Introduction to Econometrics class is taught about as close to an in-person as you can get, but without being bound by geographic barriers. Guest: Doug McKee Associate Chair and Senior Lecturer of Economics at Yale http://economics.yale.edu/people/douglas-mckee Website: http://dougmckee.net/ Teach Better blog and podcast: http://teachbetter.co/ Personal Blog: www.highvariance.net Twitter: https://twitter.com/TeachBetterCo Quotes regarding online courses: We weren’t lowering the price, but we were lowering the geographic barriers. –Doug McKee You don’t need a big film crew, and snazzy digital effects; you just need to be clear, and communicate it well. –Doug McKee Students show up, and they don’t have any questions. What I do is come with questions. –Doug McKee Links: Udacity: https://www.udacity.com/ Zoom: http://zoom.us/ Examity: http://examity.com/ Explain Everything iPad app: App Store Link* Recommendations: Bonni recommends: Sherlock: IMDB Doug recommends: Poster sessions with students: Read blog post here CS50 course: Syllabus TeachBetter podcast: episode with David Malan

On today’s episode, ten prior guests, as well as Dave and I, come together to celebrate 75 episodes of Teaching in Higher Ed. We look back at episodes that have had a big impact on us, take a listener question, and make recommendations. Guests: 1) Sandie Morgan The Eight Second Rule – Wait eight seconds to give students a change to respond https://teachinginhighered.com/6 2) Michelle Miller Rebecca Campbell’s – Don’t refer to students as children https://teachinginhighered.com/62 3) Scott Self theproductivenerd.org  Rebecca Campbell – Normalize help seeking behavior by being transparent with our students https://teachinginhighered.com/62 Mail App add-on: Act-On 4) Josh Eyler (two coming up both mentioning Cameron Hunt McNabb) Cameron Hunt McNabb – How to bring more creative assignments to students https://teachinginhighered.com/24 5) Janine Utell Cameron Hunt McNabb – Creative and critical thinking and “backwards design” https://teachinginhighered.com/24 6) Jim Lang Amy Collier – Not-yet-ness https://teachinginhighered.com/70 Article in the Chronicle mentioning more of Jim’s recommendations 7) Doug McKee Zero inbox https://teachinginhighered.com/56 The weekly review https://teachinginhighered.com/64 Recommendation: Pinboard for read-it-later service Pinboard Pinner App* Paperback Web App 8) Jeff Hittenberger Appreciates Bonni’s vulnerability about her own teaching, that she’s willing to admit her own mistakes. Questions from a Listener: Question: When seeking a professorship, how do you stand out from the crowd? Or, how do you find opportunities to the things you love in other career paths? Peter Newbury from UCSD, who appeared on Episode 53, answers the question. Recommendations: Dave recommends: Teaching in Higher Ed podcasts: Guest: Anissa Ramirez https://teachinginhighered.com/66 Guest: Meg Urey https://teachinginhighered.com/69 Beth Buelow’s podcast: The Introvert Entrepreneur Podcast Episode 93: Kevin Kruse and The 15 Secrets Successful People Know About Time Management Bonni recommends: Podcast: http://verybadwizards.com/episodes/75 Books: What the Best College Teachers Do by Ken Bain Cheating Lessons by James M. Lang  

Podcast Notes   On today’s show, Dr. Kris Shaffer talks about two topics: public scholarship and student privacy. Guest: Kris Shaffer Website: kris.shaffermusic.com Twitter: @krisshaffer GitHub: kshaffer We don’t have a nice, fuzzy boundary between completely private and completely public like we used to. —Kris Shaffer We don’t advance human knowledge by publishing something and putting it inside a fence and making it hard to get. —Kris Shaffer Social media is about more than just projecting my identity online; it’s about cultivating a community online. —Kris Shaffer And by raising a question, sometimes we advance knowledge more than by simply stating a fact. —Kris Shaffer Links: www.openmusictheory.com www.hybridpedagogy.com Open-source scholarship on Hybrid Pedagogy Recommendations: Bonni: Zotero tutorials: http://universitytalk.org/zotero/ N. Cifuentes-Goodbody on Twitter: https://twitter.com/doctornerdis Kris: CitizenFour: A documentary about Edward Snowden, streaming on HBO. Watch trailer here. Hello, by Adele: Watch here.

Jim Sibley shares about Team-based Learning. Podcast Notes Team-based learning has come up a few times on the show previously (Dr. Chrissy Spencer in Episode 25). Today, however, we dive deep into this teaching approach and discover powerful ways to engage students with Dr. Jim Sibley. Guest: Jim Sibley Jim Sibley is Director of the Centre for Instructional Support at the Faculty of Applied Science at University of British Columbia (UBC) in Vancouver, Canada. As a faculty developer, he has led a 12-year implementation of Team-Based Learning in Engineering and Nursing at UBC with a focus on large classroom facilitation. Jim has over 33 years of experience in faculty support, training, and facilitation, as well as managing software development at UBC. Jim serves on the editorial board of the Journal on Excellence in College Teaching. Jim is an active member of the Team-Based Learning Collaborative and has served on its board and many of its sub-committees. He has mentored colleagues in the Team-Based Learning Collaborative’s Train the Trainer mentorship program. He is a co-author of the new book Getting Started with Team-Based Learning that was published by Stylus in July 2014. He is an international team-based learning consultant, having worked at schools in Australia, Korea, Pakistan, Lebanon, United States, and Canada to develop team-based learning programs. Jim’s Book: Getting Started With Team-Based Learning Jim’s Website: www.learntbl.ca More About Jim’s Personal Story: The Stroke Interview with Brainstream Hiccups Team-Based Learning Defined A form of small-group learning that gets better with the bigger size of class you have. The idea is to discuss the question until you get to some sort of consensus. Team-based learning could easily be called decision-based learning, because as soon as you make a decision, you can get clear and focused feedback. That’s what team-based learning is all about. Think about a jury, where you need brainpower. Then imagine you’re presenting the verdict, and you look around and see five other juries, on the same case as you. You can bet they’ve put a lot of thought into the verdict, and if they all have a different verdict than you, you can bet they’re going to give feedback. Team-based learning is not a prohibition on lecturing…but it’s in smaller amounts, and it’s for a reason like answering a student need or question. An activity will often make students wish they knew about something, then you teach it. About Teams The Achilles heel of group work are students at different levels of preparedness.  Team discussion has a nice leveling effect. Experience shows that smaller teams are the ones that have the most trouble 5-7 students is the ideal size for a group. Big teams work because you’re asking them to make a decision, and that’s something teams are naturally good at. Because team-based learning is focused on teaching with decisions, there is less opportunity for people to ride on the coattails of others. Instructors don’t have to teach about team dynamics or decision-making processes because teams are naturally motivated to engage in good discussion (if their conclusion is different than every other group, there will naturally be a lot of feedback). The Team-Building Process: The instructor builds teams, trying to add diversity to each team. The instructor of a large class can do an online survey for diversity of assets. Even freshman classes can have diversity (different people are better at different subjects). CATME has an online team maker function, as does GRumbler. Should students ever elect their own teams? Student-selected teams are typically a disaster, mostly because they’re a social entity, and you tend to pick people that are the same as you. It does work when students are passionate about the project. Team-based learning requires commitment: Team-based learning is something you have to commit to, not just something you try on for a day. it’s not a pedagogy that you can sprinkle on top of your lecture course; it’s a total change to the contract between you and your students. It used to be that you were a “sage on the stage” or a “guide on the side.” Team-based learning means you’re a “sage on the side.” Roles change. Everybody is uncomfortable at the beginning; students are in a new role, you’re in a new role. You’ll get some student resistance, but if you commit, student evaluations at the end of the semester will show that students rate team-based learning courses better than conventional ones. Teachers who do commit talk about “joy” and say things like “I’m falling in love with teaching again” and “class is so much fun.” When should we use Team-based learning? Any cautions? It works for all disciplines, but if you, as a teacher, are a last-minute person, be cautious with team-based learning. Because you’re making your students uncomfortable, and they’re looking for someone to pin it on, and if you’re disorganized, you’ll become a target. For teachers, it’s a similar amount of work as a traditional course, but because you have to do all the work upfront, it might seem like more. Resources teambasedlearning.org Jim’s Site: www.learntbl.ca Jim’s Book: “Getting Started with Team-Based Learning” Use the ERIC database  to research your topic Use peer-evaluation tools like those available on CATME Recommendations Bonni uses Feedly to subscribe to student blogs. It serves up all new student posts in one place, saving her from having to go to each blog individually. Feedly Pro allows you to gather student blogs, and then students can subscribe to the class collection with one click. Jim recommends an article in the Journal of Excellence in College Teaching by Bill Roberson and Billie Franchini. The article discusses why some teaching activities seem to crash while some seem to soar.

Robert Bjork on using cognitive psychology to enhance learning.   PODCAST NOTES Guest: Dr. Robert Bjork Distinguished Professor of Psychology at UCLA Learning and memory; the science of learning in the practice of teaching. The Bjork Learning and Forgetting Lab Common misperceptions Belief that we work something like a man made recording device. In almost every critical way, we differ from any such device.” – Robert Bjork How can it be that we have all these years of learning things and formal education and then end up really not understanding the process? You might just think by sheer trial and error during all of our educational experiences we would come to understand ourselves better than we apparently do.” – Robert Bjork We found all these different situations where the very same thing that produces forgetting then enhances learning if the material is re-studied again. Forgetting is a friend of learning.” – Robert Bjork The spacing effect Delay in re-studying information The environmental context If you study it again, then you’re better off to study it in a different place. This is counter to the advice to study in a single place. Retrieval practice When you recall something, it does far more to reveal that you did indeed have it in your memory. “Using our memories shapes our memory.”- Robert Bjork As we use our memories, the things we recall become more recallable. Things in competition with the memories become less recallable.”- Robert Bjork We should input less and output more.”- Robert Bjork Test yourself; retrieval practice Low-stakes or no-stakes testing is key to optimizing learning.”- Robert Bjork “When I say they become inaccessible, they are absolutely not gone.”- Robert Bjork Interleaving “In all those real-world situation where there’s several related tasks or components to be learned, the tendency is to provide instruction in a block test. It seems to make sense to work on one thing at a time.”- Robert Bjork “We are finding that interleaving leads to much better long-term retention. It slows the gain in performance during the training process but, then leads to much better long-term performance.”- Robert Bjork “Forgetting is not entirely a negative process. There are a number of senses in which forgetting can be a good thing.”- Robert Bjork “The very same people who just performed better, substantially, with interleaving, almost uniformly said that blocking helped them learn better.”- Robert Bjork Desirable difficulties They’re difficulties in the sense that they pose challenges (increased frequency of errors) but they’re desirable in that they foster the very goals of instruction (long-term retention and transfer of knowledge into new situations). Interleaving vs blocking Varying the conditions of learning and the examples you provide rather than keeping them constant Spacing vs massing (cramming) “The word desirable is key. There’s a lot of ways to make things difficult that are bad.”- Robert Bjork The generation effect Any time you can take advantage of what your students already know and give them certain cues so that they produce an answer, rather than you giving them an answer, you greatly enhance their long-term retention.”- Robert Bjork Incorporating generation is a desirable difficulty but people have to succeed at the generation. If they fail, it is no longer a desirable difficulty.”- Robert Bjork Errors are a key component of effective learning.”- Robert Bjork Successful forgetting Memory relies on being in the same situation Present it in a different context, produces longer-term learning Encode the information differently; encoding variability Retrieval is powerful, but depends on success to make it so Many things are involved in remembering people’s names.” – Robert Bjork Self regulated learning The key is for us all to learn how to learn more effectively.”- Robert Bjork As a consequence of our complex and rapidly changing world and also changes in technology and educational environments, more and more learning is happening outside any formal classroom setting. It’s in our own hands.” Across a lifetime Recommendations Bonni recommends: GoCognitive’s Robert Bjork videos on YouTube Bob recommends: Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning Several books on research on learning Make it stick: the science of successful learning   How we learn: The surprising truth about when, where, and why it happens What if everything you knew about education was wrong? Closing notes Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

Derek Bruff gives his unique take on the flipped classroom… what to have the students do before they enter the classroom and what to do once they get there. PODCAST NOTES Guest: Dr. Derek Bruff On Twitter His blog Ph.D., Mathematics, Vanderbilt University, 2003 Director, Center for Teaching, Vanderbilt University, November 2011 to present Bruff, D. (2015). An indirect journey to indirect impact: From math major to teaching center director. In Rogers, K., & Croxall, B. (Eds.), #Alt-Academy. Online: MediaCommons The flipped classroom Shin, H. (2015) ‘Flipping the Flipped Classroom: The Beauty of Spontaneous and Instantaneous Close Reading’, The National Teaching & Learning Forum, 24(4), pp. 1–4. doi: 10.1002/ntlf.30027. What are the experiences and activities we want to have our students engage in that will help them make sense of this material and have them do something interesting with it?” – Derek Bruff Eric Mazur – learning as a 2 stage process Transfer of information (during class) Assimilation of that information by the students (outside the classroom) A definition A shift in time to that process Class time spent on the assimilation process The classic flipped classroom Students encounter the info before class Come to class already having exposure Practice and feedback Flipped Classroom resources Vanderbilt flipping the classroom FlippedClassroom.org The Learning process If students aren’t doing the pre-work before they come to class, the time together isn’t going to be well-served.” – Derek Bruff Concerns that the flipped classroom is doubling the work for the students. First exposure Effective Grading, by Barbara Walvoord Schwartz, Daniel L. and Bransford, John D.(1998)’A Time For Telling’,Cognition and Instruction,16:4,475 — 522 Diet coke and Mentos experiment https://www.youtube.com/watch?v=iS2vG1o7Op4 This video is just an example of the Mentos/Diet Coke experiment; it isn’t Derek’s daughter Creating times for telling Students first need to encounter a problem, or a challenge, or something mysterious… and then that provides motivation to hear the 15 minute [explanation].” – Derek Bruff Linear algebra course Look at the board game Monopoly. What are the best places to buy on the board? Markov chain modeling Classes should do hands-on exercises before reading and video, Stanford researchers say. (2013, July 16). Retrieved 21 October 2015, from http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html Even when you have defaults [in your teaching], you want to have good defaults…” – Derek Bruff Peter Newbury on Teaching in Higher Ed talks about Peer Instruction RECOMMENDATIONS Bonni recommends: Pictures as a means for reminders Derek recommends: The adventures of Babage and Lovelace

Amy Collier joins me to talk about not yet-ness, geekiness, Jazzercise, Stevie Ray Vaughan, teaching, and learning. Podcast notes Guest: Dr. Amy Collier Amy’s blog Connect with Amy on Twitter Amy admits to some shenanigans Stevie Ray Vaughan sings Mary Had a Little Lamb https://www.youtube.com/watch?v=4cGphy7XeZk The great thing about Lego is that it gives kids these tools and they don’t have to be built a certain way.” – Amy Collier Vaughn builds Lego with instructions https://www.youtube.com/watch?t=1&v=nMohv6GQBHc Vaughn builds Lego without instructions https://www.youtube.com/watch?v=bRXtAcHIGq4 Thoughts on education and teaching You can work with students to do something related to what you’re talking about in class, but they can find creative ways to do things you might not have predicted.” – Amy Collier …finding out what drives them, keeps them coming back, and helping them find their own voice – that’s what education is about. That’s where I find the most joy.” Not Yet-Ness Amy’s post on Not Yet-Ness Jen Ross Creating conditions for emergence Living in that not yet-ness… When you embrace not yet-ness, you are creating space for things to continue to evolve.” – Amy Collier By not creating space for those things, we end up creating a more mechanistic approach to education, rather than something that feels more human and more responsive to our humanity.” – Amy Collier Multidisciplinary examples Domain of One’s Own They have this flexible interface while also connecting to a community Messiness How do we evolve the ways in which we understand what learning is?” – Amy Collier More conversation is needed Amy invites us to consider for which students not yet-ness works best and for which students might it cause some kind of disequilibrium that will cause them not to be successful in their educational experience? More on not yet-ness Audrey Watters: Privileged Voices in Education Embodiment Recommendations Bonni recommends: Doug McKee’s advice: “Your job is to move them one step along a path. You can do that job no matter where they are when they enter your class.” Amy recommends: Anne Lammot “These are the words I want on my gravestone: that I was a helper, and that I danced.” – Anne Lammot We are human and our dance is one of the things that we bring to a human interaction.” – Amy Collier Closing notes Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

Meg Urry shares approaches we can use to help our students correct inaccurate mental models and grasp complex information.   PODCAST NOTES: Correcting inaccurate mental models Guest: Dr. Meg Urry Connect with Meg on Twitter Interest in science At some moment it clicked and I understood what it meant. Not only was that the moment that I started to like physics, but also the moment I realized everybody can learn physics if they get this key that unlocks the door. You don’t want to leave them in the same state that I was in… of wondering why the heck we’re doing this… You want people to get over that hump and suddenly see that this is really simple, straightforward, beautiful, and useful.” – Meg Urry Gender discrimination in the sciences “It was very typical for me to be one of the only women in the class and the guys just sort of took over.” – Meg Urry “I always assumed that if someone claimed authority about something, that they must, indeed, know about it. It turns out lots of people do that all the time.” – Meg Urry “When I entered graduate school in 1977 at John Hopkins university, it had allowed women in as undergraduates only since 1970.” – Meg Urry It hasn’t been easy [for women].” – Meg Urry People who feel different than the norm (who feel outside the tribe) have a harder time learning.” – Meg Urry Science faculty’s subtle gender biases favor male students Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J. and Handelsman, J. (2012) ‘Science faculty’s subtle gender biases favor male students’, Proceedings of the National Academy of Sciences, 109(41), p. 16474. doi: 10.1073/pnas.1211286109. (Moss-Racusin et al., 2012) Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.”(Moss-Racusin et al., 2012) “Both the women and the men made this gender-biased judgment.” – Meg Urry Early lessons in teaching “I didn’t realize how hard these students were working.” – Meg Urry The first year, I did straight lecture intro to physics, but, I realized something was missing.” – Meg Urry Video of Eric Mazur sharing his teaching approaches Article about Eric Mazur: Twilight of the lecture Mazur Group Making large classes interactive with Dr. Chrissy Spencer “You listen to what the groups are saying and you can tell from that what their misperceptions are…” – Meg Urry What they need to do is to explain it to someone else, because that is how they will come to understand it better.” – Meg Urry Learning catalytics More ways to teach complexity They’re not going to get there by you talking at them. It just doesn’t work.” – Meg Urry Real learning takes time. We often don’t allow students the time they need to get there.” – Meg Urry “You can only get them to understand stuff when they have had to think about it and reject some possible alternatives.” – Meg Urry Bonni’s blog about showing the “not” in the learning Trying to tell students things, before they were in a state to listen. “You have to make them care about what you’re saying before you say it, or they’re not going to hear you.” – Meg Urry That moment when they don’t know what to do is a perfect teaching moment.” – Meg Urry Tool: How to solve problems Meg’s prescriptive checklist for solving problems Always share a picture of what you’re trying to solve. Figure out the principle of what you’re trying to solve. Etc. RECOMMENDATIONS Bonni recommends: David Wilcox’s: Leave it like it is   Meg recommends: The Only Woman in the Room “This book is a gift to any person who is a minority in science.” Closing notes Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

Bonni and Dave Stachowiak share about ways to reduce the potential for introducing bias while grading exams. PODCAST NOTES Grading exams with Integrity In today’s episode, Dave Stachowiak and I share about ways to reduce the potential for introducing bias while grading exams. Risks of bias in grading exams Halo effect Exam-based halo effect Inflating favorite students’ grades Vikram David Amar calls “expectations effect” Exhaustion factor Techniques to reduce potential bias Blind grading (sticky notes, LMS-based, etc.) Grade by question, not exam Inner-rater reliability practices Block time for grading during peak energy hours Be transparent and over-communicate your practices and rationale *** Re-grade the earlier exams, to avoid what Dave spoke about… Recommendations Bonni recommends: Asking your students what they want to listen to before class Coming Home, by Leon Bridges Dave recommends: Coaching for Leaders episode #211: How to be productive and present Closing notes Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.