I started my blog in 2013 when I was a postdoctoral researcher in physical oceanography at the Geophysical Institute, University of Bergen. Right now, I am an academic developer at LTH, Lund University. Through all the changes in my career and life, my blog stayed, and grew with me, documenting my “Adventures in Oceanography and Teaching”, with varying foci over time.
#KitchenOceanography: experiments that can be done with household items, and how to use them in teaching and science communication, and just for my own enjoyment (and most recently: freediving!)
#WaveWatching: hyper-local expeditions to connect theoretical concepts with the real world (here I show you lots of pictures from where I encounter water in my daily life, and I promise you’ll never look at water the same way as before!)
This article has repeatedly been making waves in my circles over the last couple of months: “How well-intentioned white male physicists maintain ignorance of inequity and justify inaction” by Dancy & Hodari (2022). My take-away in a nutshell: Ignorance is bliss. It’s totally worth a read!
Things I didn’t try beforehand and that still worked out well: asking participants to brainstorm what students do who perform well in their courses, what less successful students do, collecting & clustering keywords for both on the whiteboard, and then projecting a picture from our Active Divers freediving training on top to stress the point that it is a surface APPROACH and deep APPROACH to learning, and rather than an inert quality in a student, that it’s often a strategic decision which one is being used (and a surface approach might be the strategic choice in many cases!), and that instruction can encourage one — or the other.
As I was gathering my favorite three books on learning and teaching to wave at the participants of our “introduction to teaching and learning” course today, I realized I never summarized one of them: “Whistling Vivaldi: How stereotypes affect us and what we can do” (Steele, 2011), which is what I am doing below. (The other two? “Communities of Practice“, and “Small Teaching“)
Another article that I just re-read for my teaching next week is Kugel (1993)’s “how professors develop as teachers”. Kugel describes the development of teachers in 6 stages that are very relatable and thus great to discuss, both to identify a current stage for yourself (and possibly teachers you encounter?), to reflect on that, and to get ideas for future developments:
In preparation for next week’s course, I just read Fox (1983)’s “Personal theories of teaching” and decided that it’s worth some time and discussion. So here is what I am planning to do (right now, but plans might change until next Friday…):
I just tried automated subtitles in pptx slides and they are SO GOOD!!! I had known for quite a while that this option exists, but had so many excuses for why I wasn’t using it. Like English isn’t my first language, pptx will probably not understand me anyway… But turns out that it does, and it works beautifully, I am so impressed! Just go to “slide show”, tick “always show subtitles”, and then, optionally, choose the input AND OUTPUT language. That’s right — it can also translate in real time! I tested with German and English and it is SO IMPRESSIVE! We’ve had a lot of discussions about whether it is more accessible to teach in Swedish or English* and now this discussion is moot — we can easily have both at the same time!
Now the one thing I need to figure out is how to capture the closed captions and save the transcript as a text file (so it’s searchable). Does anyone have any advice?
“Reach everyone, teach everyone” — that title caught me right away, and I’m glad I ordered and read the book by Tobin & Behling (2018)! They manage to make Universal Design for Learning feel like a manageable task, and one that can be done one small step at a time, rather than something so huge and overwhelming that it’s better to not even start thinking about it. Here are my notes on what I want to remember from a teacher perspective!
I have another recommended reading for you! I found this really nice framework for disarming microaggressions, both targeted directly towards the perpetrator, but also institutional and societal macroaggressions, in Sue et al. (2019). The article includes a lot of really helpful examples of what this might look like in practice. Below is a summary of the aspects that I want to take from the article to bring into a workshop I’m teaching next month (so I am reading this through a very specific lens for my own context). I definitely recommend to check out the original article to look at great examples of strategies to intervene depending on the objective (if nothing else, browse table 1)!