I have been reading a lot about care in teaching as the focus moved away from control and past belonging and mattering, so it was quite interesting to read a very similar discussion on engineering and sustainability!
I’ve read and written about the importance of hope, especially when teaching for sustainability, before, and a book that always comes up in this context is Active hope by Macy & Johnstone (2022). And I finally got my hands on it (access via LUB)!
Feels like a very long time ago, but Kjersti, Hans-Christian and myself contributed two vignettes to the book “Teaching fieldwork in geography, earth and environmental sciences“, which has now become available!
Talking Learning and Teaching is quickly becoming one of my favourite podcasts! This morning, I really enjoyed the episode with Erik Brogt on “Pedagogical Content Knowledge in the Third Space”. Actually, I was really surprised how much I enjoyed listening to it; I usually get bored pretty quickly by academic developers trying to figure out […]
The STEM Education Research Centre at the University of Bergen had a really interesting presentation today (and the sketchy internet connection was more than made up for by all the kind people in the room that started streaming it from different angles!): Louis Deslauriers on “The Illusion of Learning, What to Do About It, and […]
“When advantaged group employees courageously stand up for the rights of their colleagues with marginalized identities, research suggests that they communicate a powerful, public “message of value” to such individuals“, according to Thoroughgood et al. (2024). And this message can have more effects in addition to signaling to the colleagues with marginalised identities that they […]
I have complained a lot about how I miss the old Twitter that was such an important tool for me a decade ago, and most importantly during the pandemic, and how I have been looking for, and into several different, alternatives. And here is a paper that confirmed my impression that science Twitter has moved […]
Authentic assessment is often understood as students doing practical, real-life, mostly outside-of-university tasks (and universities are often perceived as not part of the “real world” even though they should be, as Lockard & Bloch-Schulman (2023) also discussed). Recently, authentic assessment is even sometimes called upon as the antidote to students cheating with GenAI.
Lopes & Galleli (2025) look at how what happens at universities is influenced both formal structures (policy documents, …) and the hidden curriculum (informal and implicit messaging about what is socially accepted in the context, for example through jokes). They investigated a document analysis and conducted interviews with professors and students at universities in Brazil. […]
International students are not only far from home, but they are often also in a new culture — both regarding how teaching and learning and relationships at university work, but also just coping with everyday life outside of university, they might struggle with language, visas or bank accounts (ask me how I know…), or constantly […]
Testing drives learning, at least to some extent. Testing can also cause a lot of stress and anxiety that hinder learning. But there might be a way of testing that actually benefits learning without causing too much stress: Mastery-based testing, provided it is combined with good feedback!
In preparation for this fall’s online course on “Teaching for Sustainability“, I was looking into what kind of methods I want to model. And then — perfect timing — I started reading of Noah (2025)’s brilliant book on “Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education” […]
I’m currently preparing several courses and this book “Classroom Assessment Techniques” has been on my “to read during the summer” pile since last summer or so… So it was about time I moved it to my desk and dug into it! The book exists in much newer editions, this just happens to be the one […]
When I first put together my Teaching Consultations Menu (see below; inspired by Noah (2025)’s awesome book), I discussed how I really liked the menu because of how easily it conveyed how different offers related to each other (starting out with reflections that can stand for themselves or lead into “main” consultations or projects, dessert […]
I have been planning to read “SoTL in action: Illuminating critical moments of practice” edited by Chick (2023) for literally weeks, and then when I finally managed to put my hands on it in one of the university libraries (summer opening hours here are a joke!) I had already invested so much energy into this […]
