Category: literature

Currently reading Gülbak & Gülbak (2025) on “Autonomy-Supportive Teacher Behaviours and Their Impact on Student Attendance at University Level”

• attendance
• self-determination theory

Currently reading Harris & Lanius (2025) on “The Impact of Classroom Architecture and Pedagogical Strategies on University Students’ Disruptive Phone Usage in Calculus”

• room

Currently reading Nguyen & Welch (2025): “Generative Artificial Intelligence in Qualitative Data Analysis: Analyzing—Or Just Chatting?”

• GenAI
• recommended reading

Currently reading Kelland (2025) on “The ambiguity of trust in higher education”

• trust

Now published: Hammarlund et al. (2025) “Understanding student sense of belonging in introductory STEM courses”

• belonging
• recently published

Now published! “Student views on active learning in the Geoscience curriculum” by Kordts et al. (2025)

• #CoCreatingGFI
• active learning
• co-creation
• recently published

Currently reading Gravett (2022)’s book “Relational Pedagogies”, and thinking about parasocial bonding

• care
• co-creation
• mattering
• podc
• TawitfSMOOC

Currently reading: “Stories of hope: reimagining education”

• hope
• Stories of hope

Currently reading Kumar et al. (2024) on “Guiding Students in Using LLMs in Supported Learning Environments: Effects on Interaction Dynamics, Learner Performance, Confidence, and Trust”

• artificial intelligence
• GenAI

Currently reading Stensaker & Matear (2025) on “Student involvement in quality assurance: Perspectives and practices towards persistent partnerships”

• co-creation
• evaluation
• quality
• student evaluation of teaching
• students as partners

Currently reading Eklöf & Klöckner (2025) on “Helping young people cope with eco-anxiety: a qualitative intervention study”

• climate anxiety
• emotions
• teaching for sustainability

Currently reading Trundle et al. (2025) on “Beyond the Mirror: Challenging the Common Assumptions of Reflexivity in Qualitative Research”

• positionality
• reflection
• reflexivity

Published! Lévy & Glessmer (2025) on how cultural expectations can make it difficult to teach for sustainability

• recently published
• teaching for sustainability

Currently reading: “Stories of hope: reimagining education”

• hope
• Stories of hope

Reading more about constructive alignment (Wickström, 2015, on “Dekonstruerad länkning: En kritisk läsning av Constructive Alignment inom svensk högskolepedagogik och pedagogisk utveckling”)

• constructive alignment

Currently reading Loughlin et al. (2025) on “Reclaiming constructive alignment”

• constructive alignment

Currently browsing “Academic Teaching” by Elmgren and Olding (2025)

• academic development

Currently reading Eggert et al. (2025) on “Teaching to say ‘no’: pedagogies of refusal in the social sciences classroom (and beyond)”

• teaching for sustainability

Currently reading Ramp & Hummels (2025) on “The Carousel: a mutual and parallel learning approach to design for societal transformation”

• active learning
• peer instruction
• TfSLTHUiB

Currently reading Nooij et al. (2025) on “Do not leave your values at the door; the permissibility of activism in the lecture hall”

• activism
• teaching for sustainability
• TfSLTHUiB

Currently reading Finnegan & d’Abreu (2024) on “The hope wheel: a model to enable hope-based pedagogy in Climate Change Education”

• active hope
• climate anxiety
• hope
• teaching for sustainability
• TfSLTHUiB

On the bigger mental health effects of being kind to others than to oneself (Currently reading Naclerio et al., 2025)

• climate anxiety
• emotions
• teaching for sustainability

Currently reading Hill-Harding et al. (2025) on “Beyond symptomatic support: Students’ emotional experiences with climate change and how universities can help”

• climate anxiety
• emotions
• teaching for sustainability

Currently reading Boisselier (2025) on how PhD students’ help-seeking behaviour helps them develop research self-efficacy

• self-determination theory
• supervision

Currently reading Stirling (2019) on “Engineering and Sustainability: Control and Care in Unfoldings of Modernity”

• care
• teaching for sustainability

Now published: The book “Teaching fieldwork in geography, earth and environmental sciences”! Summary part 2

• #fieldwork4all
• field learning
• FieldWorkFix

Currently reading about “Active hope” (Macy & Johnstone, 2022)

• active hope
• emotions
• hope
• teaching for sustainability
• TfSLTHUiB

Now published: The book “Teaching fieldwork in geography, earth and environmental sciences”!

• #fieldwork4all
• accessibility
• field learning
• FieldWorkFix
• inclusion

Who benefits from practice testing? (Schwerter et al., 2025)

• active learning

Raising the (perceived) value of attendance vs accessibility…

• attendance
• podcast

Notes on a presentation by Deslauriers on “The Illusion of Learning, What to Do About It, and How AI Can Help”

• active learning
• GenAI

Reading Thoroughgood et al. (2024) on why bystanders should act

• microaggressions

Currently reading Shiffman & Wester (2025): “Scientists no longer find Twitter professionally useful, and have switched to Bluesky.”

• science communication
• Social media

Currently reading Shanahan et al. (2023) on “Role play with large language models”

• artificial intelligence
• GenAI

Currently reading Gravett (2025) on “Authentic assessment as relational pedagogy”

• assessment
• authentic assessment
• mattering
• trust

Currently reading Lopes & Galleli (2025) on the “Pendulum effect: how formal structures and hidden curriculum act in higher education institutions’ contribution to sustainable development?”

• teaching for sustainability

Currently reading Shan & Illingworth (2025) on “Fostering Empathy Through Play: The Impact of Far From Home on University Staff’s Understanding of International Students”

• bias
• empathy
• game
• international students

Catching up on some reading about mastery-based testing and feedback

• assessment
• feedback

Preparing my course “Teaching for Sustainability” with the support of Noah (2025)’s brilliant book

• active learning
• active lunch break
• Classroom Assessment Techniques
• literature
• TawitfSMOOC

Currently reading up on Classroom Assessment Techniques

• assessment
• Classroom Assessment Techniques
• feedback

Finally reading THE SoTL book

• academic development
• SoTL

Reading about going public with SoTL

• academic development
• Social media
• SoTL

Does disclosing intention make it less likely that we act on it? No answer (yet), but a lot of reading…

• Instagram
• Social media

When Communities of Practice and GenAI collide

• artificial intelligence
• community of practice
• GenAI

Currently reading Shoshani (2025) on “Teachers’ flow, emotional well-being, and optimal teaching and learning experiences”

• academic development
• emotions
• flow
• freediving
• self-determination theory

Currently reading Mårtensson et al. (2011) on “Developing a quality culture through the scholarship of teaching and learning”

• academic development
• quality
• SoTL

Reading up on the Scholarship of Teaching and Learning (SoTL)

• SoTL

Currently reading Noah (2025) “Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education”

• active learning
• workshop

Weltbilder, world images, and perspectives (thinking about Biesta’s work…)

Currently reading Kahane (2025): “Everyday Habits for Transforming Systems: The Catalytic Power of Radical Engagement”

• systems thinking
• teaching for sustainability
• transformative experience

Playing with a “Teaching Consultations Menu”

• academic development

Currently reading Sinclair et al. (2025) on “Behavioral interventions motivate action to address climate change”

• climate change
• teaching for sustainability

Currently reading Gorichanaz (2023): “Accused: How students respond to allegations of using ChatGPT on assessments”

• artificial intelligence
• GenAI
• trust

Currently reading Curzon-Hobson (2002) on “A Pedagogy of Trust in Higher Learning”

• trust

Currently reading “Addressing students’ eco-anxiety when teaching sustainability in higher education” by Eriksson et al. (2022)

• climate anxiety
• emotions
• teaching for sustainability
• TfSLTHUiB

Reading about a capstone project designed to integrate sustainability in software engineering

• TawitfS
• teaching for sustainability

Currently reading Ross et al. (2024) on “Reflective writing as summative assessment in higher education: A systematic Review”

• assessment
• reflection
• self-assessment

“Walking Through the Future in the Present”, inspired by Wilson et al. (2025)

• room
• TfSLTHUiB

Currently reading Wenger et al. (2011) on “Promoting and assessing value creation in communities and networks: A conceptual framework”

• community of practice
• TawitfSMOOC

Thinking about what makes MOOCs work

• MOOC
• TawitfSMOOC

Currently reading: The Systems Thinking Playbook!

• key competencies for sustainability
• systems thinking

Currently reading Carless (2009) on “Trust, distrust and their impact on assessment reform”

• assessment
• trust

More reading about GenAI

• GenAI
• trust

Currently reading Timperley & Schick (2025): “Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder”

• assessment
• authentic assessment

Catching up on reading about GenAI, academic integrity, and trust

• cheating
• GenAI
• integrity
• trust

Key teacher skills and knowledge for GenAI implementation? Currently reading Belkina et al. (2025)

• GenAI

Currently reading “Examining Student and Teacher Perspectives on Undisclosed Use of Generative AI in Academic Work” by Adnin et al. (2025)

• GenAI

Currently reading Bochniarz et al. (2022) on “Attitudes to AI among high school students: Understanding distrust towards humans will not help us understand distrust towards AI”

• GenAI
• trust

“Education for Sustainable Development Curriculum Design Toolkit” by Higgins & Calvert (2025)

• key competencies for sustainability
• teaching for sustainability

Currently reading Cech (2014) “Culture of disengagement in engineering education?”

• ethics
• responsibility
• teaching for sustainability

Currently readin Schilke & Reimann (2025) on “The transparency dilemma: How AI disclosure erodes trust”.

• artificial intelligence
• GenAI
• trust

Currently reading Macfarlane (2022) on “The distrust of students as learners: Myths and realities”

• trust

Gandolfi (2024) on the becoming, being and (re)imagining teaching in the age of environmental emergencies

• teaching for sustainability

Conceptualizations of weak and strong sustainability (according to Rachel Lombardi et al., 2011)

• teaching for sustainability
• TfSLTHUiB

Currently reading Bicudo de Castro (2025): “Quantifying the burden of organisational bulk emails in a business school”

Exploring the UDL 3.0 version, inspired by an episode on the Tea for Teaching podcast

• artificial intelligence
• GenAI
• inclusion
• podcast
• UDL

The Spiral of Silence, or why it is so difficult to talk about sustainability (updated)

• emotions
• hope
• teaching for sustainability
• TfSLTHUiB

Currently reading Nieminen & Boud (2025) on “Student self-assessment: a meta-review of five decades of research”

• assessment
• self-assessment

Pihkala (2022)’s Model for “The Process of Eco-Anxiety and Ecological Grief”

• climate anxiety
• emotions
• teaching for sustainability
• TfSLTHUiB

Roxå et al. (2025): “Entangled in context: addressing academic development and choice architecture”

• academic development
• context
• interference
• theories of change
• total internal reflection

Published! Dunnett & Glessmer (2025) “Positionality statements in engineering education: A European perspective”

• academic development
• positionality
• recently published
• teacher training

Currently reading Ajjawi (2019) on “Persisting students’ explanations of and emotional responses to academic failure.”

How and why do students use GenAI feedback? Currently reading Henderson et al. (2025)

• GenAI
• trust

Currently reading Ferguson (2025) on “Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching”

• academic development
• teacher training

The political dimension of teaching for sustainability (currently reading Håkansson et al., 2018)

• political
• teaching for sustainability

Currently reading Sund (2015) on “Just an illusion of equality? The gender diversity paradox in Norway”

• bias
• gender
• gender equity

Currently reading Goldshtein et al. (2025) on “The role of learner trust in generative artificially intelligent learning environments”

• GenAI
• trust

Currently reading Brauner et al. (2023) on ““Trust me, do not trust anyone”: how epistemic mistrust and credulity are associated with conspiracy mentality”

• conspiracy
• trust

Currently reading Guthrie (2009) on “I’m curious: Can we teach curiosity?”

• curiosity
• motivation
• wonder

Currently reading Winner (1980) on “Do artifacts have politics?”

• teaching for sustainability
• technoskepticism

Co-create your own adventure — our presentation at MNT 2025

• #CoCreatingGFI
• co-creation
• recently published
• students as partners

“It is our responsibility as educators not only to impart knowledge but also to inspire and support our students to make a difference. For if we don’t do it, who will?” Bolander Laksov (2025)

• purpose of education
• responsibility
• teaching for sustainability

Slow reading of “Becoming an Everyday Changemaker: Healing and Justice at School” by Venet (2024), Part III

• everyday changemaker
• recommended reading
• teaching for sustainability

Currently reading “the Climate Change Playbook” by Meadows et al. (2016)

• climate communication
• game
• key competencies for sustainability
• play
• recommended reading

Currently reading: Connaught (2024) “Reframing the impostor phenomenon for Black college students”

• decolonialisation
• imposter syndrome
• microaggressions
• stereotype threat

Currently reading: “Why do teachers matter?” by López-Martín et al. (2023)

• reflection
• teacher training
• total internal reflection

Currently reading about SDGs, education for wonder, and academic activism

• activism
• teaching for sustainability
• wonder

Currently reading Cortinhas (2025) on “Does nudging higher education students improve attendance and does it matter?”

• attendance

Reflections on the workshop “Pedagogy of Hope” by Diana Holmqvist

• hope
• teaching for sustainability

Reading on cheating and grading (Henslee et al., 2025; and Swanson et al., 2025)

• assessment
• authentic assessment
• cheating
• grades
• grading

Currently reading McBrady (2025) on “Don’t Set Goals, Set Systems: Using Decoding the Disciplines and Students as Partners to Strengthen a History Department and its Teacher Candidates”

• co-creation
• decoding the discipline
• students as partners

“Should teachers worry that giving students gold stars or stickers for completing writing assignments decreases their motivation?” Currently reading Bardach & Murayama (2025) on “The role of rewards in motivation”

Currently reading Orr (1991) on “what is education for?”

• misconceptions
• purpose of education
• teaching for sustainability

Currently reading Månefjord et al. (2025) on “Mind the Gender Gap: Implicit bias in STEM education”

• bias
• gender
• gender equity

Currently reading: Ellis et al. (2014) on “Systematic reflection: Implications for learning from failures and successes”

• reflection
• total internal reflection
• total reflection

One of my favourite podcasts discussing the book “Cultivating critical teaching behaviors” by Barbeau & Happel (2023)

• podcast

Currently reading: “The Influencer Industry: The Quest for Authenticity on Social Media.” Hund (2023)

• communication
• Social media

Reading about assessment for inclusion and distinctiveness

• assessment
• authentic assessment
• inclusion

Slow reading of “Becoming an Everyday Changemaker: Healing and Justice at School” by Venet (2024), Part II

• everyday changemaker
• teaching for sustainability

What does the availability of GenAI do to trust between students and teachers? Currently reading Luo (2024)

• GenAI
• trust

Currently reading Biesta (2009): “Good education in an age of measurement: On the need to reconnect with the question of purpose in education”

Smile! And the world smiles back. Or something like that. Currently reading Beaudry et al. (2024)

Quick summary on reading about how to write a role play for learning

• role play

Currently reading: Tai et al. (2022) on “Assessment for inclusion: rethinking contemporary strategies in assessment design”

• assessment
• authentic assessment
• cheating

The jigsaw method (with editable files to organise it)

• cooperative learning
• jigsaw

Currently reading: “Emerging learning environments in engineering education” by Hadgraft & Kolmos (2020)

“The educational integrity enforcement pyramid: a new framework for challenging and responding to student cheating” by Ellis & Murdoch (2024)

• assessment
• cheating
• integrity

Slow reading of “Becoming an Everyday Changemaker: Healing and Justice at School” by Venet (2024)

• everyday changemaker
• teaching for sustainability

Published! Kordts et al. (2025) “TAP: Teaching Analysis Poll for student feedback”

• feedback
• recently published
• Teaching Analysis Poll

Why don’t students attend classes? A study by Samuelsson et al. (2025)

• attendance

Christensen & Weissmann (2025) on using audio diaries for reflection on early career academic teacher identities

• reflection
• teacher training

Guest post by Kirsty Dunnett: “Where could Higher Education go? A hopeful perspective”

• guest post
• Kirsty Dunnett
• play

Published! “STEM Students Prefer Assessment Practices Known to Reduce the Impact of Test Anxiety” by Costello et al. (2025)

• recently published
• test anxiety

Reading Pleasants et al. (2023, 2024) on technoskepticism

• teaching for sustainability
• technoskepticism

“An active academia for peace and sustainability” Hattle et al. (2025), and about constructive hope and doubt (Marlon et al., 2019)

• activism
• hope
• teaching for sustainability

“Generous scholarship” after Martinovic et al. (2022) and Craig (2020) — compliment and aspiration

Currently reading “A neutral toolkit? For a fundamental critique of constructive alignment” by Newby & Cornelisen (2025)

• constructive alignment

Lund University “HT samtal” podcast on “teaching sensitive topics”

• podcast
• safe space

Reading “Distributed leadership and peer review: a MOOC exemplar” by Bosanquet & Harvey (2005), and checking out their MOOC

• Classroom Assessment Techniques
• MOOC

“Teachers should be allowed to be learners”! Currently reading Lidgren et al. (2006)

• change
• change theory
• teaching for sustainability
• theories of change

Reading about design principles for blended learning

• hybrid teaching
• online learning
• online teaching
• teaching for sustainability

Currently reading To (2025) on “Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback”

• feedback
• ice
• podcast

Ice watching and thinking about reflections — in the water, and in Harvey et al. (2025)’s article

• ice
• reflection

It is not up to us to complete the work, but neither are we free to desist from it

• change theory
• equity
• everyday changemaker
• justice
• recommended reading

Currently reading “Generative AI for Academics” by Carrigan (2024)

• equity
• GenAI

Currently reading: “Choreography and improvisation in hybrid teaching” by Lamb et al. (2025)

• hybrid teaching
• online learning
• online teaching
• room

Students who say that they cannot be bothered to engage with a task are not necessarily the ones that end up “unsuccessful”

• motivation
• self-determination theory

Kirsty Dunnett on Galløe (2023)’s “emotions differentiate opportunities”

• emotions
• guest post
• Kirsty Dunnett
• teaching for sustainability

Currently reading Venet (2024)’s “Becoming an Everyday Changemaker: Healing and Justice at School”

• equity
• everyday changemaker
• justice
• recommended reading
• teaching for sustainability

Published! “Superficially plausible outputs from a Black Box: problematising GenAI tools for analysing qualitative SoTL data” Glessmer & Forsyth (2025)

• artificial intelligence
• GenAI
• recently published
• SoTL

Currently reading and thinking about Sustainability Communication

• science communication
• teaching for sustainability

The process is the point.

• everyday changemaker
• teaching for sustainability

Currently reading “Gender Differences in the Use of Generative Artificial Intelligence Chatbots in Higher Education: Characteristics and Consequences” by Møgelvang et al. (2024)

• GenAI

Currently reading Narong (2024): “A system-based framework for engineering education as sustainable development”

• teaching for sustainability
• vision

More reading about mattering and care in higher education, inspired by the work of Gravett, Kinchin and others

• becoming
• care
• mattering
• room

Currently reading: “The Problem with “Inclusion”? It Is Done to Someone by Someone” by Hedvall & Ericsson (2024)

• inclusion
• UDL

Guest post by Kirsty Dunnett: “Odd feedback at year’s end and some New Years’ learning: what will peer review in 2025 and beyond look like”

• guest post
• Kirsty Dunnett

Published! “Engineering students trust teachers who ask, listen, and respond” (Glessmer, Persson, Forsyth; 2024)

• recently published
• trust

Currently reading: “The Value of Openness in Open Science” by Santana (2024)

Reading up on the purpose, pros and cons of positionality statements

• positionality
• reflection

Different ways students are talking about Wicked Sustainability Problems (currently reading Lönngren, Ingerman, & Svanström; 2017)

• teaching for sustainability
• wicked problems

Currently reading: “Carving space to learn for sustainable futures: A theory-informed adult education approach to teaching” by Holmqvist & Millenberg (2024)

• active lunch break
• place-based learning
• recommended reading
• teaching for sustainability

Using eco-guilt to motivate behaviour change seems not really supported by literature

• emotions
• guilt
• hope
• teaching for sustainability

Thinking about how to respond when people say “Don’t talk to me about sustainability, you make me feel guilty!”

• emotions
• guilt
• hope
• teaching for sustainability

Striving for accountable spaces (instead of safe or brave ones)

• microaggressions
• safe space

Currently reading Kezar (2005) on “Moving from I to We: Reorganizing for collaboration in higher education”

• change theory
• theories of change

Learning from history. Currently reading “Education and Learning for Sustainable Futures: 50 Years of Learning for Environment and Change” (Macintyre, Tilbury, Wals; 2024)

• teaching for sustainability

Academic developers are burning out (and finding coping strategies?)

• academic development
• burnout

The “returner problem” in academic development (currently reading: Bolander Laksov, 2024)

• academic development

Academic development as “collaborative knotworking” (currently reading Elmberger et al., 2020)

• academic development

Employees on social media — whose voice do we hear? Reading two cool studies

• Social media

How do teachers describe what they mean by trust in a teaching context? Currently reading Sutherland et al. (2024)

• trust

Approaching wicked problem management in higher education (Currently reading: Hamshire, Barrett and Forsyth; 2024)

• trust

Structuring local, inquiry-based field work (Praskievicz, 2022)

• FieldWorkFix
• iEarth
• inquiry

Reading up on how climate protests work

• activism
• Climate Activism 101
• teaching for sustainability

Exploring PBL, reflection, student identity, and sustainability in Ginie Servant-Miklos’ work

• identity
• PBL
• teaching for sustainability

“Why students trust teachers, and what we can do to increase their trust”. Keynote at the Lund University conference on inclusive teaching, with Rachel Forsyth and Peter Persson

• Inclusive LU
• keynote
• trust

Thinking about Storytelling in Teaching for Sustainability

• teaching for sustainability

Currently reading & thinking about “The best of both worlds: A critical pedagogy of place” (Gruenewald, 2003)

• field learning
• iEarth
• place-based learning
• teaching for sustainability

Currently reading: “The Ideal Outcome of Education for Sustainability: Transformative Sustainability Learning” (Michel et al., 2020)

• teaching for sustainability
• transformative experience

Currently reading “F2F, zoom, or asynchronous learning? Higher education students’ preferences and perceived benefits and pitfalls” (Shlomo & Rosenberg-Kima, 2024)

• lecture
• online learning
• online teaching

Unsurprising but important research: there is a sequential bias based on order in which work is presented and then graded in learning management systems (after Wang et al., 2024)

• assessment
• grades
• grading

Second meeting of the “Climate Activism 101” course, and more reading

• Climate Activism 101

Attempting to Assess Key Competencies in Sustainability

• assessment
• key competencies for sustainability
• teaching for sustainability

Guest post by Mattias Lundmark on Self-Determination Theory (Vansteenkiste, Lens & Deci; 2006)!

• guest post
• iEarth
• motivation
• self-determination theory

Currently reading: “Sustainable assessment revisited” (Boud & Soler, 2016)

• assessment
• teaching for sustainability

Thinking about “Agency, context and change in academic development” (Land, 2001)

• academic development

Thinking about Maria Weurlander’s seminar on “When learning becomes difficult: Emotional challenges in education”

• emotions

Reading in preparation of the next meeting of “Climate Activism 101”

• activism
• Climate Activism 101
• climate communication
• ideas for activism

Podcast recommendations: Squiggly careers (and, as always, Academic Imperfectionist)

• podcast

UNECE “Competences for educators in education for sustainable development”

• teaching for sustainability

Thoughts on belonging, not-belonging, and teacher identity

• belonging
• identity

Thoughts on a webinar on “Climate Action Pedagogy (CAP): Working with Sustainable and Inner Development Goals” by Karen Costa

• teaching for sustainability

Thinking about assessing sustainability competencies

• assessment
• teaching for sustainability

Podcast recommendation: The Happiness Lab on pseudo-productivity and how we should work instead

Inner development and mindfulness at university (reading Libertson, 2023)

• teaching for sustainability

Sustainability competences, what they mean and when we need them (loosely after Wiek, Redman, and colleagues)

• key competencies for sustainability
• teaching for sustainability

Currently reading “Implementing competence orientation: Towards constructively aligned education for sustainable development in university-level teaching-and-learning” (Wilhelm et al., 2019)

• teaching for sustainability

Browsing the “you have a part to play” toolkit for higher education for sustainability (Meerkerk, de Mul & Broekhaus; 2024)

• key competencies for sustainability
• teaching for sustainability

Reading about team-based faculty development (Bolander Laksov et al., 2022)

• change theory
• theories of change

Helping students connect disciplinary concepts with the real world is helping them learn

• iEarth
• motivation

Listening to podcasts on DEI, conspiracy theories, and micro motivation

• podcast

Summary part 2&3 of “Competences in Education for Sustainable Development. Critical Perspectives” (Vare, Lausselet, Rieckmann, 2022)

• teaching for sustainability

Recently published: “Supporting sensemaking by introducing a connecting thread throughout a course” (Daae, Semper, Glessmer; 2024)

• constructive alignment
• Coriolis
• recently published
• sensemaking

Recently published: “Adapting a Teaching Method to Fit Purpose and Context” (Glessmer, Bovill & Daae; 2024)

• doughnut round
• method
• recently published
• teacher training
• teaching

Currently reading about “botshit”, and how to avoid it (Hannigan, McCarthy, Spicer; 2024)

• artificial intelligence
• GenAI

According to Hicks et al. (2004), “ChatGPT is bullshit”. And they make good arguments for it, too!

• artificial intelligence
• GenAI

Summary part 1 of “Competences in Education for Sustainable Development. Critical Perspectives” (Vare, Lausselet, Rieckmann, 2022)

• key competencies for sustainability
• teaching for sustainability

Currently reading “Academic identities and teaching wicked problems: how to ‘shoot a fog’ in a complex landscape” (McCune et al., 2024)

• community of practice
• teaching for sustainability
• wicked problems

In a nutshell: “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)

• recommended reading
• teaching for sustainability
• Van Poeck Östman Öhman (2019)

Thinking about sustainable futures, inspired by a recorded lecture by Dougald Hine

• teaching for sustainability

It is not necessary to convince teachers of active learning any more, it is now about improving the quality! (Dancy et al., 2024)

• active learning

On all the levels of decision making when sharing responsibility for learning (after Heron, 1992)

• co-creation

Database of Methods of Nonviolent Protest and Persuasion

• activism
• teaching for sustainability

Reading about building and rebuilding trust in higher education (Lewicka, 2022)

• trust

Reading more about academics and social media

• science communication
• Social media
• twitter

Currently reading about authenticity in assessment (Ajjawi et al., 2024)

• assessment
• authentic assessment
• iEarth
• teaching for sustainability

Social Media is dead, long live Social Media! Currently reading about a Social Media Entry Model for teachers (Machado et al., 2024)

• science communication
• Social media

Currently reading “Social media for academics” by Carrigan (2020)

• facebook
• Instagram
• science communication
• Social media
• twitter

Thinking about how ““first” is just another word for colonialism”

• decolonialisation

Mapping the requirements of the Swedish Higher Education Ordinance (1993) and Key Sustainability Competencies (Redman & Wiek, 2021)

• key competencies for sustainability
• teaching for sustainability

Guest post by Kirsty Dunnett: “Thinking about my positionality as a teacher and researcher in physics education and academic development”

• guest post
• identity
• Kirsty Dunnett
• positionality

Currently reading about how to successfully organize team work in student groups

• cooperative learning
• group development
• groupwork
• iEarth
• recommended reading

Currently Reading “Advancing Student Engagement in Higher Education: Reflection, Critique and Challenge” (Lowe, 2023)

• co-creation
• equity
• inclusion
• students as partners

Currently reading about wicked problems in teaching for sustainability

• Liberating Structures
• teaching for sustainability
• wicked problems

Summarizing more literature on trust between students and teachers

• trust

“The construction of meaning through vital engagement” (Nakamura & Csikzentmihalyi, 2003)

• Liberating Structures
• student engagement

Mindfulness in teaching (Brendel & Cornett-Murtada, 2019)

Connections are everything! (Currently reading: Felten et al., 2023)

• belonging
• for students
• recommended reading

Planning a seminar on relationships in the classroom

• belonging
• ingroup/outgroup
• Liberating Structures
• name tent
• stereotype threat

Students trust teachers who ask, listen, and respond (says my work with Peter Persson and Rachel Forsyth)

• trust

STEM students’ sense of belonging and test anxiety in in Bergen (quick summary of work with Emily M. Christiansen, Sehoya Cotner, Robin Costello, Sarah Hammarlund, & Madeline Kate Kiani)

• belonging
• exam
• exams
• test anxiety

Intervening when witnessing microaggressions (my backup plan in case I don’t have time for this slide in an upcoming seminar)

• microaggressions
• safe space

Recap of the first meeting of my new course “Teaching for Sustainability”

• #scipoem
• key competencies for sustainability
• Liberating Structures
• teaching for sustainability

Operationalising and assessing sustainability competencies (some ideas from Wiek et al. (2016) and Redman et al. (2020))

• assessment
• authentic assessment
• key competencies for sustainability
• learning outcomes
• teaching for sustainability

Reflecting on my Scope of Practice (Inspired by Karen Costa’s interview on the Teaching in Higher Ed podcast)

• podcast

How politely should we talk to GAI in order to get the best results? Currently reading Yin et al. (2024)

• AI
• GenAI

Academic development as horizontal learning

• academic development
• community of practice

“Liberating structures: Engaging everyone to build a good life together” (Lipmanowicz et al., 2015) — go read it and try them!

• inclusion
• Liberating Structures
• method
• recommended reading
• teaching for sustainability

Thinking about my positionality as a teacher and researcher in academic development

• positionality

Currently reading Högfeldt et al. (2023): “Leadership, support and organisation for academics’ participation in engineering education change for sustainable development”

• community of practice
• teaching for sustainability

Reading about a sense of belonging, and how it is more complicated than we might think

• belonging

Recommended reading: “Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity” (Tanner, 2013)

• active learning
• Classroom Assessment Techniques
• diversity
• equity
• Recommended by CEE

Currently reading Part III of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)

• teaching for sustainability
• Van Poeck Östman Öhman (2019)

Currently reading Part III of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)

• teaching for sustainability
• Van Poeck Östman Öhman (2019)

“It feels like having a smart friend which we ask anything and it can answer”: Currently reading: “Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey” (Shoufan, 2023)

• GenAI

Thinking about student attendance. Podcast recommendation: “Talking Learning and Teaching” with Tom Lowe

• podcast
• UDL

Currently reading Part II of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)

• teaching for sustainability
• Van Poeck Östman Öhman (2019)

Currently reading Part II of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)

• teaching for sustainability
• Van Poeck Östman Öhman (2019)

Currently reading Part I of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)

• teaching for sustainability
• Van Poeck Östman Öhman (2019)

Student evaluations of teaching as a “technology of power” (reading Rodriguez, Rodriguez, & Freeman, 2020)

• evaluation
• student evaluation of teaching

How academic developers think about relationships between teachers (a lot of Roxå & Mårtensson papers, plus some others)

• academic development
• trust

Trust that teachers have in academic development (Little & Green (2002) and others)

• academic development
• trust

Currently reading: “Teachers interacting with students: an important (and potentially overlooked) domain for academic development during times of impact” (Roxå & Marquis, 2019)

• corridor of tolerance

Kolb (1984), Olsson & Roxå (2013), and McAlpine & Weston (2000): Learning cycles and how closely do you stick to your planned teaching?

• corridor of tolerance
• Kolb
• reflection

“Faculty matter: So why doesn’t everyone think so?” (reading Kezar & Maxey, 2014)

Teacher-student relationships (Hagenauer et al., 2014 & 2023)

• trust

(An attempt of) setting priorities in a team to avoid burnout

• burnout
• community of practice

Throwback to the pandemic: Teaching, cognitive and social presence (Rapanta et al., 2020), and zoom fatigue (Bailenson, 2021)

• online learning
• online teaching
• teacher training
• video
• virtual teaching

Revisiting the Hendriks et al. (2016) trust model

• trust

Applying the Head-Hands-Heart framework to my “teaching sustainability” course

• Head-Hands-Heart
• teaching for sustainability

Universal Design for Learning in Higher Education (Currently reading Cumming & Rose, 2022)

• UDL

Currently reading about how appealing to fear is effective in positively influencing behavior, and hardly ever backfires (Tannenbaum et al., 2015). Who would have thought?

• climate change
• climate communication
• emotions
• teaching for sustainability

Currently reading about how to make instructional videos more effective (through instructor presence and embedded prompts)

• online learning
• online teaching
• video

Our seminar today: “Serious Games in Teaching for Sustainability”

• Head-Hands-Heart
• teaching for sustainability

Currently reading: “Ten simple rules for successfully supporting first-generation/low-income (FLI) students in STEM” by Peña et al. (2022)

• imposter syndrome
• inclusion

Currently investigating: “If I don’t trust my teachers, how can I learn then?” (with Peter Persson and Rachel Forsyth)

• belonging
• recently published
• trust

Tips for creating inclusive classrooms at LTH (based on an article to be presented at LTH’s pedagogical conference this December)

• inclusion
• Inclusive LU
• recently published
• UDL

Currently reading about cooperative & collaborative learning (Oakley et al., 2004; Møgelvang, 2023; Wieman et al., 2014)

• #CoCreatingGFI
• cooperative learning
• groupwork
• iEarth
• literature

Structuring fieldwork as a jigsaw to increase student responsibility in, and ownership of, their projects

• #CoCreatingGFI
• #fieldwork4all
• FieldWorkFix
• jigsaw
• Kjersti Daae

Prompt engineering and other stuff I never thought I would have to teach about

• AI
• assessment
• GenAI

Finally published yesterday: “Student guides: supporting learning from laboratory experiments through across-course collaboration” by Daae et al. (2023)

• DIYnamics
• recently published
• rotating tank
• tank experiment

Today’s reading: “What Students Value in Their Teachers – An Analysis of Male and Female Student Nominations to a Teaching Award” by Wennerberg et al. (2023)

• student evaluation of teaching
• teaching

Currently reading: “The impact of grades on student motivation” (Chamberlin et al., 2023)

• assessment
• grades
• grading

Currently reading: “Teaching with rubrics: the good, the bad, and the ugly” (Andrade, 2005)

• assessment
• iEarth
• recommended reading
• rubric

Guest post by Kirsty Dunnett: The strength of evidence in (geosciences) education research: might a hierarchy do more harm than good?

• guest post
• Kirsty Dunnett

Facilitating the Biodiversity Collage and reading more about serious games in teaching about sustainability

• biodiversity collage
• game
• teaching for sustainability

How to create an Activity Bingo for teaching purposes

• #CoCreatingGFI
• bingo
• game
• GeoLearning Forum
• iEarth

How can we adapt a teaching method for our purposes? The “Doughnut rounds” example

• #CoCreatingGFI

Currently reading: “Geeky Pedagogy” by J. Neuhaus

Revisiting Universal Design for Learning

• bingo
• inclusion
• Inclusive LU
• UDL

iEarth journal club on ‘Education as Relational Process’ by K. J. Gergen

• iEarth

Doing things together instead of alone: structures for Collective SoTL — a guest post by Kirsty Dunnett

• community of practice
• guest post
• Kirsty Dunnett
• SoTL

Just three emails to improve student grades and retention? Yes, please!

• belonging
• intervention
• mattering
• podcast

Published now: “Activity bingo: Nudging students to make the most out of fieldwork”

• #CoCreatingGFI
• #fieldwork4all
• bingo
• FieldWorkFix
• game

Currently reading: “Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education.” by Felten et al. (2023)

• trust

Derivatives and Concept Images — a guest post by Kirsty Dunnett

• guest post
• Kirsty Dunnett
• literature

Currently reading: “Five moves towards an ecological university” by Kinchin (2023)

• teaching for sustainability

Another serious game for teaching sustainability that I like: the Climate Fresk

• game
• teaching for sustainability

Currently reading: Lots of Robson et al. articles on gamification

• game

Currently reading “Games, motivation, and learning: A research and practice model” by Garris et al., 2002

Currently reading “Bicycle model on climate change education: Presenting and evaluating a model.” by Cantell et al., 2019

• literature
• teaching for sustainability

Currently reading: “Beyond open book versus closed book: a taxonomy of restrictions in online examinations.” by Dawson, Nicola-Richmond, & Partridge (2023)

• assessment
• literature

Kirsty Dunnett’s addition to my post on “A conceptual framework for the teaching and learning of generic graduate attributes” (Barrie, 2007)

• guest post
• Kirsty Dunnett

Currently reading: “A conceptual framework for the teaching and learning of generic graduate attributes” (Barrie, 2007)

Thinking about my role as academic developer as being a Handal-type “critical friend”

• community of practice

Currently reading: “Competencies for advancing transformations towards sustainability” (Redman & Wiek, 2021)

• key competencies for sustainability
• teaching for sustainability

How to show students that they matter, inspired by episodes of two of my favourite podcasts

• mattering
• names
• podcast
• student names

Currently reading “How well-intentioned white male physicists maintain ignorance of inequity and justify inaction” by Dancy & Hodari (2022)

• equity
• gender
• gender equity
• microaggressions

Reminding myself of “Whistling Vivaldi: How stereotypes affect us and what we can do” (Steele, 2011)

• stereotype threat
• stereotypes

Teaching Kugel (1993)’s “how professors develop as teachers”. 

Teaching about “Personal theories of teaching” (Fox, 1983)

Currently reading: “Reach everyone, teach everyone: Universal design for learning in higher education” (Behling & Tobin, 2018)

• UDL

Currently reading: “Disarming Racial Microaggressions: Microintervention Strategies for Targets, White Allies, and Bystanders” (Sue et al., 2019)

• microaggressions
• recommended reading

Recommended reading: “The New Science of Learning: How to Learn in Harmony with Your Brain” by Zakrajsek (2022) (Part 2)

• active learning
• for students

Recommended reading: “The New Science of Learning: How to Learn in Harmony with Your Brain” by Zakrajsek (2022)

• active learning
• for students
• recommended reading

“Supporting students in higher education: proposal for a theoretical framework” Kirsty Dunnett summarizes De Ketele (2014)

• guest post
• Kirsty Dunnett
• literature
• students as partners

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (3/x)

• active learning
• online learning
• online teaching

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (2/x)

• active learning
• online learning
• online teaching
• UDL

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (1/x)

• active learning
• online learning
• online teaching
• UDL

“Doughnut Rounds” (after Fleiszer et al., 1997)

• active learning
• doughnut round
• recommended reading

Preparing conference presentations on our DIYnamics experiments in across-course collaborative learning

• DIYnamics

“Mandatory coursework assignments can be, and should be, eliminated!” currently reading Haugan, Lysebo & Lauvas (2017)

• assessment
• iEarth

“Råd og tips til deg som underviser” (Raaheim, 2013)

“Conflict is not abuse” by Schulman (2016)

“Confident Assessment in Higher Education”, by Rachel Forsyth (2023)

• assessment

“The slow professor — Challenging the Culture of Speed in the Academy” by Berg & Seeber (2016)

• burnout

Wamsler et al. (2021)’s literature review on “Linking internal and external transformation for sustainability and climate action”, and “Inner Development Goals”

• change theory
• climate change
• teaching for sustainability
• theories of change

“Integrating learning and work: Problems and prospects”: Currently reading Ellström (2001)

• co-creation

“Transforming the lowest-performing students: an intervention that worked” — Deslauriers et al. (2012)

• iEarth
• learning learning
• students

Currently reading: Relationship-rich education (Felten & Lambert, 2020)

• belonging
• imposter syndrome
• literature
• mattering
• recommended reading

Emotionally-responsive teaching

• emotions
• teaching for sustainability

More “head, hands, and heart” in sustainability education, this time by Öhman & Sund (2021)

• Head-Hands-Heart
• teaching for sustainability

Thinking about emotions and teaching about sustainability

• emotions
• teaching for sustainability

Breathing practice: Where freediving and academic development collide

• freediving
• teaching for sustainability

“Systems conveners in complex landscapes” (Wenger-Trayner & Wenger-Trayner, 2014)

• change theory
• community of practice
• recommended reading
• theories of change

From “education for sustainable development” to “education for the end of the world as we know it” (reflecting on Stein et al., 2022)

• recommended reading
• teaching for sustainability

Reading Gin et al. (2021) on “how syllabi can serve as communication tools for creating inclusive classrooms”

• belonging
• inclusion
• recommended reading

Currently reading: “Using self-explanations in the laboratory to connect theory and practice: The decision/explanation/observation/inference writing method” by Van Duzor (2016)

• laboratory
• writing

Four misunderstandings about sustainability (after Block & Paredis, 2019)

• teaching for sustainability

Fostering student sense of belonging in a large online class (after Lim, Atif, Farmer; 2022)

• belonging
• feedback
• online learning
• online teaching

Reading about connections between theory and practice in teaching, metaphors for learning, and academically-supportive friendships

• belonging
• co-creation
• community of practice
• metaphor

Currently reading Cohen, Steele & Ross (1999) “The mentor’s dilemma: Providing critical feedback across the racial divide”

• feedback
• stereotype threat

Teaching sustainability: Reading about how to turn frustration into action

• literature
• teaching for sustainability

Identity and emergency intervention (Currently reading: Levine et al., 2005)

• identity
• ingroup/outgroup

Currently reading: The impact of content co-creation on academic achievement (Doyle et al., 2021)

• #CoCreatingGFI
• co-creation
• literature

Currently reading Janke et al. (2017) on social identification with academia

• belonging
• identity
• test anxiety

Currently reading Flett et al. (2022) on “anti-mattering”

• belonging
• literature
• mattering

Currently reading: “Hope dies, action begins?” The role of hope for proactive sustainability engagement among university students. (Vandaele & Stålhammar, 2022)

• emotions
• hope
• literature
• teaching for sustainability

Currently reading: Inspiring Action, Efficacy, and Connection: Weaving Sustainability into Environmental Science Curriculum through a Connected Learning Model (Bertossi & Halliwell, 2020)

• Recommended by CEE
• teaching for sustainability

Currently reading: “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006)

• Classroom Assessment Techniques
• feedback
• literature
• peer instruction
• Recommended by CEE

Currently reading: JUTLP special issue on belonging in an anxious world (articles 1-7)

• belonging
• literature

A red thread in my career: Being intentional about building community

Students’ sense of belonging, and what we can do about it

• #CoCreatingGFI
• belonging
• literature
• mattering
• Recommended by CEE

Creating a “time for telling” (Schwartz & Bransford, 1998)

• #CoCreatingGFI
• Recommended by CEE
• recommended reading

Currently thinking about: Transformative sustainability learning

• Head-Hands-Heart
• teaching for sustainability

Currently reading: “Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis” (Hermann & Bossle, 2019)

• literature
• teaching for sustainability

Current reading: “Syllabus Language, Teaching Style, and Instructor Self-Perception: Toward Congruence” by Richmann, Kurinec & Millsap (2020)

• literature

Currently reading: “Motivating personal growth by seeking discomfort” by Woolley & Fishbach (2022)

• recommended reading

Currently reading: “Do Learners Really Know Best? Urban Legends in Education” by Kirschner & van Merriënboer (2013)

• Recommended by CEE

Currently reading: “Small teaching: Everyday lessons from the science of learning” by Lang (2021)

• Recommended by CEE
• recommended reading

Summaries of two more inspiring articles recommended by my colleagues: On educational assessment (Hager & Butler, 1996) and on variables associated with achievement in higher ed (Schneider & Preckel, 2017)

• Recommended by CEE
• recommended reading

Summaries of three inspiring articles on assessment (Wiliams, 2011), workload (D’Eon & Yasinian, 2021), and quality (Harvey & Stensaker, 2008)

• Recommended by CEE
• recommended reading

Trauma-aware teaching: Listening to Karen Costa on the “tea for teaching” podcast

• burnout
• podcast
• trauma-informed

Eight criteria for authentic assessment; my takeaways from Ashford-Rowe, Herrington & Brown (2014)

• assessment
• authentic assessment
• Bloom's taxonomy

Dealing with collective tragedy as a teacher, according to my reading of Huston & DiPetro (2007)

Microaggressions: How intent and impact don’t always go together.

• microaggressions
• safe space

My notes from last week’s ICED22 conference

Reducing bias and discrimination in teaching: an annotated, incomplete — WORK IN PROGRESS! — list of references

• assessment
• belonging
• communication
• equity
• gender equity

The Curious Construct of Active Learning: A guest post by K. Dunnett (UiO) on Lombardi et al. (2021)

• active learning
• Kirsty Dunnett
• literature

Catching up on my reading of Trigwell and Prosser et al. (1996, 1999, 2000)

Effective learning techniques for students: Currently reading Dunlosky et al. (2013)

• for students

Article just published: Collaborative Sketching to Support Sensemaking: If You Can Sketch It, You Can Explain It

• #CoCreatingGFI
• drawing
• recently published
• sensemaking

Using peer feedback to improve students’ writing (Currently reading Huisman et al., 2019)

• assessment
• feedback
• literature
• rubric

Co-creating rubrics? Currently reading Fraile et al. (2017)

• assessment
• co-creation
• rubric
• students as partners

Teaching to improve research skills? Thinking about Feldon et al. (2011)

Three ways to think about “students as partners”

• #CoCreatingGFI
• co-creation
• literature
• students as partners

Reinholz et al. (2021)’s eight most used theories of change and how they relate to each other in my head

• change theory
• iEarth
• theories of change

Using student evaluations of teaching to actually improve teaching (based on Roxå et al., 2021)

• evaluation
• literature
• student evaluation of teaching

Thinking about theories of change (based on Reinholz et al., 2021)

• change theory
• iEarth
• theories of change

Guest post by K. Dunnett: “Inquiry for Geology”

• guest post
• Kirsty Dunnett

Thinking about “Universal Design for Learning”

• accessibility
• safe space
• UDL

Currently reading: “Microaggressions: Intervening in three acts” by Thurber & DiAngelo (2018)

Thinking about decolonising the curriculum (inspired by Dessent et al., 2022)

• decolonialisation
• diversity
• equity
• gender equity
• inclusion

Reading about quality cultures in academia (Harvey & Stensaker, 2008)

• quality

Just published: Co-Creating Learning in Oceanography

• #CoCreatingGFI
• co-creation
• literature
• recently published
• student engagement

Students as partners as a threshold concept for students and teachers?

• literature
• student engagement
• students as partners

Kaur & Noman (2020): A study applying self-determination theory on Students as Partners

• literature
• self-determination theory
• student engagement
• students as partners

Guest post by Kjersti Daae: Using voting cards to increase student activity and promote discussions and critical thinking

• guest post
• iEarth
• Kjersti Daae
• multiple-choice questions
• student engagement

A review of change theory in STEM higher ed (Reinholz et al., 2021)

• change theory
• literature

Communities of practice

• community of practice
• identity
• literature
• reification

Quick summary of literature on the Teacher-Centered Systemic Reform

• change theory
• theories of change

Podcasts on learning and teaching, career development, and mental health in academia

• podcast

8 steps to accelerate change in your organization (Kotter, 2018)

• change theory
• theories of change

Vicarious experiences in learning

Currently reading: “Leveraging Multiple Theories of Change to Promote Reform” (Kezar & Holcombe, 2019)

• literature
• theories of change

Learning together across courses — our iSSOTL presentation

• Kjersti Daae
• rotating tank
• student engagement
• students as partners
• tank experiment

Reflections on the GeoLearning Forum 2021

• Classroom Assessment Techniques
• GeoLearning Forum

The story of Robert and Susan (Biggs, 1999)

• backward design
• constructive alignment
• literature

When flying turns out to not be essential for academia (after Jack & Glover, 2021)

Enacting frames of reference in geoscience education? (After Rollinde, Decamp and Derniaux, 2021)

Co-creating learning and teaching (Bovill, 2020)

• CHESS/iEarth Summer School
• co-creation
• literature
• students as partners

Pick a role and write a lecture summary from that perspective. Does that sound motivating?

• active learning
• lecture
• teaching

The learning styles myth (based on Pashler et al., 2008; Nancekivell et al., 2020)

• literature

Building gender equity in the academy (Laursen & Austin, 2020)

• gender equity
• literature

Why it’s important to use students’ names, and how to make it easy: use name tents! (After Cooper et al., 2017)

• literature
• name tent
• names
• Recommended by CEE
• recommended reading

A tool to understand students’ previous experience and adapt your practical courses accordingly — by Kirsty Dunnett

• guest post
• inquiry
• Kirsty Dunnett
• literature

Increasing inquiry in lab courses (inspired by @ks_dnnt and Buck et al., 2008)

• inquiry
• laboratory
• literature
• teaching

“Wonder questions” and geoscience misconceptions.

• CHESS/iEarth Summer School
• literature
• misconceptions
• wonder

Why should students want engage in something that changes their identity as well as their view of themselves in relation to friends and family?

• iEarth
• literature
• teaching conversation
• transformative experience

#WaveWatching as “transformative experience”? (Based on articles by Pugh et al. 2019, 2011, 2010)

• active learning
• iEarth
• literature
• teaching conversation
• transformative experience

Follow-up on the iEarth teaching conversation: Why cognitive apprenticeship?

• cognitive apprenticeship
• community of practice
• iEarth
• sensemaking
• teaching conversation

An iEarth teaching conversation with Kjersti Daae and Torgny Roxå on #WaveWatching

• cognitive apprenticeship
• community of practice
• iEarth
• Kjersti Daae
• sensemaking

What does “sensemaking” really mean in the context of learning about science? (Reading Odden & Russ, 2019)

• literature
• sensemaking

Asking for the “nerd topic” when introducing workshop participants to each other to foster self-disclosure to create community

• introduction
• teaching
• workshop

My 3 favourite podcasts on university teaching

• podcast

My wave watching picture book for kids is out!

“Invisible learning” by David Franklin

• active learning
• learning
• literature
• teaching

Metaphors of learning (after Ivar Nordmo and the article by Sfard, 1998)

• CHESS/iEarth Summer School
• iEarth
• literature

Student evaluations of teaching are biased, sexist, racist, predjudiced. My summary of Heffernan’s 2021 article

• evaluation
• feedback
• literature
• student evaluation of teaching
• teaching

An overview over what we know about what works in university teaching (based on Schneider & Preckel, 2017)

• #TeachingTuesday
• literature
• teaching

Why students cheat (after Brimble, 2016)

• #TeachingTuesday
• exams
• online teaching
• teaching

Published in Oceanography: How to Teach Motivating and Hands-On Laboratory and Field Courses in a Virtual Setting

• recently published

Mind-set interventions

• intervention

Even though students in the active classroom learn more, they feel like they learn less

• active learning
• literature

A workshop on building and maintaining a mentoring network in academia

• ESWN
• mentoring
• mentoring map

Teaching field courses in a virtual setting

• #TeachingTuesday
• FieldWorkFix
• Social media

Asking questions that aim at specific levels of the modified Bloom’s taxonomy

• Bloom's taxonomy

Alles andere als trockene Theorie (Repost)

• DIYnamics
• PerLe

#TeachingTuesday: Student feedback and how to interpret it in order to improve teaching

• evaluation
• feedback
• literature
• student evaluation of teaching
• teaching

#TeachingTuesday: Some things I read about making good lecture videos

• #TeachingTuesday
• large lecture
• lectures
• online teaching
• teaching

Anna is answering questions on our Nature article at #ShareEGU20

Using campsites for scicomm

Our Nature article in 20 tweets

Playing in a 13-m-diameter pool on a merry-go-round results in Nature article

#SciCommSunday: The reason why I choose to post selfies on my #SciComm Social Media

Fastest way to read up on the science of science communication? This book!

• recommended reading
• scicomm
• science communication
• Social media

Melting ice cubes experiment published in kids’ journal Frontiers Young Minds

• Frontiers for Young Minds

My kids’ article on the formation of sea ice is out!

• Frontiers for Young Minds
• hands-on experiment
• ice formation
• sea ice

“Continue. Start. Stop.”. An article supporting the usefulness of my favourite method of asking for student feedback on a course!

• feedback
• literature
• teaching

Communicating Climate Change — a book you should definitely know about!

• climate change
• climate communication
• science communication

“Laboratory layered latte” – combining latte and double diffusion. Easily my favourite paper ever!

• diffusion
• diffusive layering
• double diffusion
• double-diffusive mixing
• kitchen oceanography

Some things are better left unseen — research shows that watching yourself in a video meeting is not a good thing

Response of the ACC to climate change #scipoem

• #SciCommChall
• #scipoem

#scipoem on an Darelius et al. article about ice shelves

• #SciCommChall
• #scipoem
• literature

Tale of arctic melting and deep water formation #scipoem

• #SciCommChall
• #scipoem

A #scipoem on upwelling of tropical OMZ waters in a warmer climate

• #SciCommChall
• #scipoem

Double the trouble — a poem about double-diffusive mixing in the ocean

• #scipoem
• double diffusion
• double-diffusive mixing

I am missing institute seminars! Or: Why we should talk to people who use different methods

• #COMPASSMessageBox
• climate model
• communication
• double diffusion
• double-diffusive mixing

How to make your science meaningful and accessible to any audience

• #COMPASSMessageBox

What you know about science is not necessarily what you believe about science

• climate change
• literature
• science communication

Outreach is about more than about the perfect presentation (or even the perfect hands-on tank experiment!)

• audience
• backward design
• literature
• outreach
• trust

You learn better when you explain to yourself

• literature

You learn better when you think that you will have to teach

• literature
• peer instruction
• teaching

How to know for sure whether a teaching intervention actually improved things

• evaluation
• literature
• mathematics
• mechanics

How to learn most efficiently when participating in a MOOC

• learning
• literature
• MOOC
• testing
• testing effect

Laborpraktika didaktisch gestalten – unsere Broschüre jetzt auch als pdf!

“Taking ownership of your own mentoring” – our chapter has been published!

How your behavior as an instructor influences how your students behave during peer instruction phases

• active learning
• literature
• peer instruction

How your students might be hurting themselves by skipping classes

• literature

Why you should shuffle practice problems rather than blocking them

• literature
• mathematics

Stages of group development

• group development
• TUHH

Does multitasking hurt learning? Show ’em!

• active learning
• literature

Preparing my workshop on how learning works

• active learning
• motivation
• TU Dresden
• workshop

And even more on motivation

• literature
• motivation
• TU Dresden

Motivation proportional to the expectation of achieving a goal?

• literature
• motivation
• TU Dresden

Motivation: dangle a carrot rather than threaten with a whip!

• literature
• motivation
• TU Dresden

Can there be “too much” instruction? Apparently yes!

• literature

When math hurts

• literature