In Dunnett & Glessmer (2025), we pushed back on the idea that listing identity facets was a good way to do positionality statements in publication or the classroom, and stress that instead, reflection and a declaration of impact of facets was needed. And here comes a great toolkit for “robust reflexivity“!
Today, we tried a new format of our “Transformation Thursdays” (come-as-you-are informal lunch meetings where colleagues who are interested in Teaching for Sustainability can join me and Terese to chat about Teaching for Sustainability. No preparation required, but you are welcome to bring questions and topics if you like!) — first of all, it was […]
Sometimes, it is really difficult to navigate cultural expectations around teaching for sustainability. My colleague Léa and I just published a “perspectives” article about an experience in Léa’s teaching that we reflected on together.
I am challenging myself to read one chapter of “Stories of hope: reimagining education” per day. Here is how it has been going for the first 4 days! In this series, I am summarising the “stories of hope”, but I am also reflecting on the practice of daily reading. I started out by collecting the […]
Wickström (2015) states that the (Swedish) academic development has become dominated by very few concepts and theoretical models, mostly constructive alignment, Bloom‘s and SOLO taxonomy, and deep- and surface learning (which, funnily enough, I complained about here just recently. And just to make it clear, in the article it is used without the “approach”, which […]
This is a really interesting article, both because of the recommendations they give and because of the “asynchronous, anonymous, and discussion-focused” method they use, “tailored to best fit the needs of autistic individuals“!
Constructive alignment is basically the simplest idea in teaching: Figure out what you want students to learn and how you would know that they learned it, then figure out what they need to do in order to learn that. But it is also controversial, because of its origins and because it was implemented as a […]
We are using the book “Academic Teaching” by Elmgren and Olding in our “Introduction to Teaching and Learning” course. They came out with a new edition this year (2025; and to be fair, it was Elmgren and Henriksson before!) and we’ve got it in the office now! Here are my notes on a super quick […]
This article sounds so relevant: How do we teach to say “no” to unethical or harmful behaviour (and, in extension, future research (which is where the authors are heading), or maybe, me thinks, participating in other collective harmful behaviour towards, for example, the climate)? This comes from a very different disciplinary context from mine, so […]
Ramp & Hummels (2025) describe the peer-consultation method “carousel“, “a method to facilitate the exchange of perspectives of different actors working in parallel on different challenges“: Each presenter gets 30 minutes to present a project and ask 2-4 peers for input and feedback.
Academia and activism, how do they go together? I’ve been curious about that for a while, as evidenced by these posts. Today I came across an article that investigates not only academic activism, but activism in the classroom.
We are discussing more and more about the importance of hope when talking about climate change and general sustainability questions, and I wrote about different approaches before (for example, Webb (2013)’s five types of hope, which are patient, critical, sound, resolute, and transformative hope, and Macy & Johnstone (2022)’s Active Hope). And now here is […]
A very common advice, in my experience especially when we feel overworked, or struggle with climate anxiety, is that we should invest in some self-care, be kind to ourselves. Turns out, however, that this might not the best advice.
In a study of 869 students of the University of Glasgow, Hill-Harding et al. (2025) find high level of negative climate emotions: Powerlessness, helplessness, sadness, anger. Many also report impairment due to climate anxiety. When rating agreement with different statements, participants agreed strongly with statements like “People have failed to take care of the planet” […]
I read this paper on the bus this morning, but in a nutshell: it investigates PhD students’ research self-efficacy (i.e. the confidence in ones own ability to do research) and help-seeking behaviour, both of which are important to develop during PhD studies.
I’m always scanning the horizon on teaching for sustainability courses online to make sure I a) keep myself up-to-date with the state of the art, and b) don’t re-invent the wheel with our upcoming MOOC. I had been waiting for this one to come online for a couple of weeks and when I checked today, […]
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!
