Teaching in Higher Ed with host Bonni Stachowiak is really one of my top 3 all time favorite podcasts. Today, I listened to her talking with Simon Cullen and Danny Oppenheimer in an episode on “rethinking student attendance policies for deeper engagement and learning“, and they talk about it in a way that really resonated […]
I was listening to an episode of “dead ideas in teaching and learning” on my walk back from dipping this morning (now you can really see that fall has come!) and I really enjoyed it and can well imagine using as at “recommended listening” to prepare participants for workshops on AI and/or assessment.
I really had a hard time getting started with this article by Meyerson & Scully (1995) on “tempered radicalism and the politics of ambivalence and change“. They introduce that ““Tempered Radicals” are individuals who identify with and are committed to their organizations, and are also committed to a cause, community, or ideology that is fundamentally different […]
This blog post contains the second part of the summary of the Hamann et al. (2025) book on “The Psychology of Collective Climate Action: Building Climate Courage” (summary of Part 1 here), but I want to start out with something I learned in Mel Robin’s podcast this morning, and that is the difference between “stress” […]
In the book “The Psychology of Collective Climate Action: Building Climate Courage” by Hamann et al. (2025), I came across Wandercoaching, a peer-coaching initiative for sustainability initiatives at universities. They share the materials they use here, and I really liked the “tools for your sustainable university” guide full of different methods — many of them […]
I read this book on my vacation and loved it! It is written for activists (that aren’t actually called activists, so that everybody can feel included whether they identify as activist or not, but I want to claim the word) and written by activists with large expertise in climate psychology research (and who also disclose […]
The other day I got to go on one of the coolest study trips ever (well, at least on the coolest that I have been on after I stopped going to sea… :-D) — my colleague Ivar and his bridge building course visited the Öresund Bridge, and the artificial island Pepparholm, where the bridge connects […]
This article investigates five schools in Belgium and Sweden doing “open schooling”, a very specific approach to developing and conducting teaching and learning, but I think the results are still super relevant and transferable to other situations where the goal is to teach for sustainability!
Preparing for a presentation that Terese and I will be giving soon at the “Inclusive Lund University” conference on how the inclusion and sustainability communities very much want the same thing and therefore should cooperate much more than they currently do, I came across the book “All means all” and the chapter on “The Magic […]
I recently watched a really interesting seminar by Kari Steen-Johnsen (UiO), who is working on the impact of digitalization on democracy. She gave an AI Lund online seminar on “Concern and Enthusiasm for AI Across the Globe. The Role of Trust” (recording here).
This is quite an intriguing article! Feeling more related (more belonging?) might make us feel less autonomous (except with people we are super close with)? If, motivated by self-determination theory, we try to give students opportunities to experience both autonomy and relatedness, and for feelings of relatedness/belonging, we force/encourage students to work with people they […]
This feels like a bit of a throwback to my science communication phase (for example reviewing the book “communicating climate change” in 2018, or “communicating climate change to young people” in 2014), but it’s always good to remind yourself of the basics…
Student attendance has been a hot topic for a while now. In this study, an impressive 101 interviews with students from one first-year course on what teacher behaviours influence their attendance are analysed. They find that structured guidance, promoting active participation, acknowledging students’ feelings, and teaching performance are the most important categories.
This is a nice little study! Do students use their phones (in a disruptive way, not to respond to a teacher-posed Menti question or similar) more in certain types of physical spaces, and more in certain instructional settings?
I just listened to episode 500 of “Squiggly Careers” on “Why Bringing Your Authentic Self to Work Is Bad Advice“. They explore the concept of “effective authenticity […] where you project a version of yourself that resonates with others whilst maintaining a semblance of genuineness“. This sounds a bit off-putting at first (“a semblance of […]
I really enjoyed reading Nguyen and Welch (2025)’s exploration of using GenAI to analyse qualitative data. They come to the same conclusion as Rachel and myself in our article (don’t do it!), but they very comprehensively look at different problematic facets, and explain them in detail.
Trust is important for learning and it’s the teacher’s job to create conditions in which trust can develop, but can there be too much trust, to the point where it inhibits critical thinking? Kelland (2025) looks at this question, starting from a definition of trust as an attitude towards other people that we hope will […]
In this article, we investigate sense of belonging of students in STEM courses at the University of Bergen, Norway. We find — as expected from studies in mostly a US context, but for the first time investigated in a Scandinavian culture with generally high gender equality — that women report significantly lower sense of belonging […]
In this article, we investigate students’ experiences with active learning at the Geophysical Institute at the University of Bergen, Norway (where we have put a lot of effort recently into introducing co-creation).
