Category Archives: literature

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

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This is just a quick and dirty mapping, but even though details can certainly be discussed, I think that there is nevertheless a striking overlap between what the Swedish law from 1993 says a student shall demonstrate for a Degree of Master of Science in Engineering, and what Redman & Wiek (2021) suggest as key competencies in sustainability.

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

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I thought a lot, and wrote (e.g. here), about my positionality in relation to my work recently, inspired by conversations with, and nudging by, Kirsty. Below, I am posting her response to my blog post, where she shares her reflections on her own positionality and also on why and how we need to be careful with demanding, or expecting, or even just implying that we think people should be, sharing that kind of information. Definitely worth a read, thank you so much for sharing, Kirsty!

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

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Quick summary of this month’s iEarth Journal Club article: Clinton & Smith (2009) focus on how to “make” students take on responsibility in team work through team contracts and peer evaluation, in the context of cooperative learning. My summary below, and the strong recommendation to read what Oakley et al. (2004) have to say about “Turning student groups into effective teams” (see also featured image). That latter article is really one of the most useful articles I have come across over many years of reading, including a great FAQ section, and templates.

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

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Students can engage in higher education in different ways: behavioral, emotional, cognitive, or in any combination of those. Traditionally, this is seen as engagement with the curriculum inside the classroom, but increasingly the view of student engagement is widened to include forms where students take more ownership of their own learning, for example when becoming involved in (re)designing curriculum as student partners who are currently taking a course (or not), co-creating learning with a whole course, influencing learning on a program level (whether enrolled in the program or not), or influencing the bigger setting through engagement with services like university libraries, or in developing religious diversity training. In the book “Advancing Student Engagement in Higher Education: Reflection, Critique and Challenge”, Lowe (2023) brings together 25 chapters from 36 contributors, exploring and highlighting different aspects from very different perspectives. I am summarizing my personal main takeaways below.

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Currently reading about wicked problems in teaching for sustainability

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As part of my “Teaching for Sustainability” course, participants find & summarize articles that are relevant for developing their own teaching. From their summaries, the two articles below on using “wicked problems” in teaching for sustainability seemed so interesting that I had to go and read (and summarize) them myself…

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Summarizing more literature on trust between students and teachers

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The assumption that teacher-student relationships are important has been around for a long time and is probably uncontested. But when it comes to describing what exactly makes a good relationship, there is no consensus yet, and many aspects, like a sense of belonging, or the teacher caring, or trust in teachers, have been investigated. Here comes my summary of some of the relevant literature on trust that students have in teachers, and how that trust can potentially be fostered and grown.

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

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Recently I was very provoked by a colleague’s comment about how mindfulness practices lead to people’s focus being so inward that they will only strive to optimize their own lives and forget about the world outside that needs attention, and how it is “cruel optimism” to suggest to people that all can be well if only they do their mindfulness practices. Toxic positivity like that is never good, and neither is detaching from the world and stopping working against systemic injustices. However, mindfulness (and breathing practices, like we do for freediving training) can also be used to draw energy and inspiration from within in order to use it to change the world, and one application of just that in teaching is explored in the study that I am summarizing below.

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