Mirjam Sophia Glessmer
This is a personal blog which reflects my personal thoughts and experiences.
All opinions expressed are my own and do not represent my employer.
ORCiDAll opinions expressed are my own and do not represent my employer.
I have found very little research on how or why teachers trust their students — until Rachel sent me this article and now my mind is blown. I’ve heard people say before that development of university teaching is decades behind school teaching, and it looks like this might be the case when it comes to […]
Even though this study is on writing instruction — which is probably the subject that is affected most by the presence of GenAI — I think it is relevant far beyond: What does the presence of GenAI do to teacher emotions?
For me, the space I am in is hugely important for how well I can think. In the office, I have the desk in the corner between windows, because sitting in a cubicle facing a wall makes me depressed (and interestingly, nobody else wanted my spot, since you are not supposed to have your screen […]
These last couple of weeks, I have been writing. A lot. With 19 different co-authors on several manuscripts in stages that range from first drafts to waiting for proofs (guess not so much writing recently on the latter, but anyway, they count to my “in progress” writing projects, too!). Many of these collaborations are described […]
In thinking about who trust whom and why (not), it’s always interesting to see how people talk about other people, in this case how teachers talk about first generation students.
Sitting on the ferry back to Sweden a week ago (was it only a week ago?!), I listened to the episode “Sit Spot Mindfulness” on 60 second SoTL, and then had to immediately (or at least as soon as I had internet close Møn) read the original publication by Bitting et al. (2026).
I’ve seen lots of summaries and references to the “WONKHE report” on AI, so I had to check it out. It is based on focus group interviews and a survey with responses from more than 1k UK students, and it is a bit difficult to read because it is not always clear what results are […]
Wals (2022) argues that the classical key competencies for sustainability are not sufficient, that we also need to learn to disrupt, and then learn from the resistance against that. Interesting!!
Stratford et al. (2025) describe current pedagogies that fail to engage with the polycrisis (“meta-crisis” in their article) and thus contribute to mental health struggles in students as “pedagogies of misery”, which, they argue, we should disrupt by means of “Anthropocene Intelligence”.
Sitting on the ferry back to Sweden after two weeks in Germany, I listened to a great podcast episode on the podcast Update Hochschule (in German) on the topic of social media. @frauforschung Lisa Niendorf, whose content on Instagram I’ve enjoyed A LOT lately (and other notable German Insta in the same niche, Prof. Dr. […]
Another article that I read just now and that really resonated with me is Laidlaw (2026), where they explore teachers’ reactions to GenAI as an identity crisis, not a skills gap.
I remember learning about the “four ears” in Schulz von Thun’s model, where the same message (e.g. “there is not a lot of light here”) can be heard as stating a fact (“it’s dark here”), as saying something about the sender (“I’m uncomfortable when I cannot see properly”), as saying something something about the relationship […]
This is a really great book with lots of food for thought to reflect on teaching practices and bring more humanity into teaching. Since I have thought about trust and ways to build it quite a lot, as well as about inclusive (or even better, nonclusive) teaching and many related concepts, my notes below are […]
The central question in Kotz et al. (2026)’s preprint is about “understanding how to increase evidence-consistent beliefs and support for empirically grounded policy responses” on contested societal issues. They investigate whether conversations with LLMs can change peoples’ minds, and if so for what types of audiences it works best. They build on other research that […]
When LLMs were new, a participant in the Inclusive LU course I was teaching did a project where they explored using AI to generate podcasts about scientific articles to make them more accessible to the students. They generated a couple of podcasts on different articles and discussed the quality in terms of correctness but also […]
I always like studies that use authentic data from out in the wild. I think it is so elegant to look at what is happening in real life rather than trying to generate data and then having people not respond leading to too small sample sizes, people misunderstanding the question (which might also have been […]
I loved the book “Designing and Facilitating Workshops with Intentionality” by Tolu Noah (2025) so much when I read it last summer! I have very fond memories of sitting in my parents’ garden with the book, working through it by applying everything to a course I was preparing, so when I saw the invitation to […]
Feeling that you matter — to peers, staff, university — is important for student mental health. To really understand what it means for students to matter, Smith & McLellan (2026) analyze 155 respondents’ open-ended responses to the questions of describing situations where they felt that they did (not) matter while at university.
