recently published Archives - Adventures in Oceanography and Teaching

Published! Daae et al. (2025) “How academic developers can use modelling to promote active learning and co-creation”

December 24, 2025

Published on the 23rd of December! Check it out here! K. Daae, C. Bovill & M. S. Glessmer (23 Dec 2025): How academic developers can use modelling to promote active…

Published! Glessmer et al. (2025) on “How to SoTL”

December 20, 2025

Ok, “How to SoTL” is only the working title of the paper and the name of the Teams group in which we all collaborated, the actual title ended up being…

Now published: Glessmer, Curtis, & Thoni (2025) on “Two years of the initiative Teaching for Sustainability at Lund University – understanding challenges and exploring opportunities”

November 16, 2025

Together with my colleagues Steven Curtis and Terese Thoni, I ran a workshop at the Lund University Teaching and Learning conference 2024 — and now the proceedings have been published!

Now published: Forsyth & Glessmer (2025) on “How teachers build trust with students in the presence of GenAI”

November 13, 2025

Rachel Forsyth and I are in the process of doing focus group interviews with students and teachers at Lund University on how their relationships to each other are influenced by…

Now published: Hammarlund et al. (2025) “Understanding student sense of belonging in introductory STEM courses”

October 8, 2025

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…

Now published! “Student views on active learning in the Geoscience curriculum” by Kordts et al. (2025)

October 8, 2025

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…

Published! Lévy & Glessmer (2025) on how cultural expectations can make it difficult to teach for sustainability

September 10, 2025

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…

Now published: The book “Teaching fieldwork in geography, earth and environmental sciences”!

August 24, 2025

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…

Published! Dunnett & Glessmer (2025) “Positionality statements in engineering education: A European perspective”

May 19, 2025

Sharing is not always caring! And especially expecting others to share things about themselves that they might not be ready to share. The editorial “Positionality statements in engineering education: A…

Co-create your own adventure — our presentation at MNT 2025

May 5, 2025

Kjersti Daae and myself have a poster at MNT today (kindly presented by Anna-Marie Strehl). Below is the text we wrote for the conference proceedings.

Published! Kordts et al. (2025) “TAP: Teaching Analysis Poll for student feedback”

March 5, 2025

“Teaching Analysis Polls” are a very useful method to get formative, constructive feedback from a whole class. An external facilitator comes in and structures an approximately 30 minute long discussion…

Published! “STEM Students Prefer Assessment Practices Known to Reduce the Impact of Test Anxiety” by Costello et al. (2025)

February 28, 2025

Back in 2022, I worked on a really cool study on belonging and test anxiety together with the awesome colleagues you see in the featured image: aside from me taking…

Published! “Superficially plausible outputs from a Black Box: problematising GenAI tools for analysing qualitative SoTL data” Glessmer & Forsyth (2025)

January 29, 2025

We had spent the last month reading, coding, discussing, re-coding, discussing some more, re-coding, discussing even more, and then consensus coding free-text answers of 449 students, and submitted the manuscript.…

Published! “Engineering students trust teachers who ask, listen, and respond” (Glessmer, Persson, Forsyth; 2024)

January 2, 2025

This article was probably the easiest and most fun to write in my whole career so far! Trust between students and teachers is a really engaging topic, so when Rachel…

Recently published: “Supporting sensemaking by introducing a connecting thread throughout a course” (Daae, Semper, Glessmer; 2024)

July 25, 2024

Rotating fluid dynamics are super cool on the one hand (just look at my collection of DIYnamics rotating experiments, or our time on the 13m-diameter-tank-on-a-merry-go-round in Grenoble), but also super…

Recently published: “Adapting a Teaching Method to Fit Purpose and Context” (Glessmer, Bovill & Daae; 2024)

July 19, 2024

New article published! “Adapting a Teaching Method to Fit Purpose and Context” (Glessmer, Bovill & Daae; 2024), based on this blogpost, but a little more thought through and polished with…

Currently investigating: “If I don’t trust my teachers, how can I learn then?” (with Peter Persson and Rachel Forsyth)

November 17, 2023

I am currently doing this super interesting research project on trust with my colleagues Peter Persson and Rachel Forsyth. Rachel and colleagues developed a model for “trust moves” that teachers employ,…

Tips for creating inclusive classrooms at LTH (based on an article to be presented at LTH’s pedagogical conference this December)

November 16, 2023

I have been part of running a course called “the inclusive classroom” this fall. I learned a lot of new things both from other instructors (for example Louise’s excellent “office”…

Finally published yesterday: “Student guides: supporting learning from laboratory experiments through across-course collaboration” by Daae et al. (2023)

October 7, 2023

A project near and dear to my heart is using the DIYnamics rotating tank experiments in across-course collaborations. “Older” students, who did experiments the previous year, are trained to then…

Published now: “Activity bingo: Nudging students to make the most out of fieldwork”

July 29, 2023

Kjersti and I, together with Linda and Francesco, just published an article in Oceanography on the fieldwork bingo we developed for the student cruises earlier this year (and that came…

Article just published: Collaborative Sketching to Support Sensemaking: If You Can Sketch It, You Can Explain It

May 14, 2022

What a lovely Birthday gift (and seriously impressively quick turn-around times at TOS Oceanography!): Kjersti‘s & my article “Collaborative Sketching to Support Sensemaking: If You Can Sketch It, You Can Explain…

Just published: Co-Creating Learning in Oceanography

December 15, 2021

Kjersti and I just had an article published: “Co-Creating Learning in Oceanography” (Glessmer & Daae, 2021)! In this article, we discuss ways in which to share responsibility for learning between…

Published in Oceanography: How to Teach Motivating and Hands-On Laboratory and Field Courses in a Virtual Setting

January 9, 2021

recently published

One of the few “behind the scenes” shots of me taking #WaveWatching pictures! See the super awesome current right at my feet? :-D⁠⠀ ⁠⠀ Similar to kitchen oceanography, I believe…

Supporting conceptual understanding of the Coriolis force through laboratory experiments

May 3, 2019

My friend Pierré and I started working on this article when both of us were still working at the Geophysical Institute in Bergen. It took forever to get published, mainly…

Tag: recently published

Published! Daae et al. (2025) “How academic developers can use modelling to promote active learning and co-creation”

Published! Glessmer et al. (2025) on “How to SoTL”

Now published: Glessmer, Curtis, & Thoni (2025) on “Two years of the initiative Teaching for Sustainability at Lund University – understanding challenges and exploring opportunities”

Now published: Forsyth & Glessmer (2025) on “How teachers build trust with students in the presence of GenAI”

Now published: Hammarlund et al. (2025) “Understanding student sense of belonging in introductory STEM courses”

Now published! “Student views on active learning in the Geoscience curriculum” by Kordts et al. (2025)

Published! Lévy & Glessmer (2025) on how cultural expectations can make it difficult to teach for sustainability

Now published: The book “Teaching fieldwork in geography, earth and environmental sciences”!

Published! Dunnett & Glessmer (2025) “Positionality statements in engineering education: A European perspective”

Co-create your own adventure — our presentation at MNT 2025

Published! Kordts et al. (2025) “TAP: Teaching Analysis Poll for student feedback”

Published! “STEM Students Prefer Assessment Practices Known to Reduce the Impact of Test Anxiety” by Costello et al. (2025)

Published! “Superficially plausible outputs from a Black Box: problematising GenAI tools for analysing qualitative SoTL data” Glessmer & Forsyth (2025)

Published! “Engineering students trust teachers who ask, listen, and respond” (Glessmer, Persson, Forsyth; 2024)

Recently published: “Supporting sensemaking by introducing a connecting thread throughout a course” (Daae, Semper, Glessmer; 2024)

Recently published: “Adapting a Teaching Method to Fit Purpose and Context” (Glessmer, Bovill & Daae; 2024)

Currently investigating: “If I don’t trust my teachers, how can I learn then?” (with Peter Persson and Rachel Forsyth)

Tips for creating inclusive classrooms at LTH (based on an article to be presented at LTH’s pedagogical conference this December)

Finally published yesterday: “Student guides: supporting learning from laboratory experiments through across-course collaboration” by Daae et al. (2023)

Published now: “Activity bingo: Nudging students to make the most out of fieldwork”

Article just published: Collaborative Sketching to Support Sensemaking: If You Can Sketch It, You Can Explain It

Just published: Co-Creating Learning in Oceanography

Published in Oceanography: How to Teach Motivating and Hands-On Laboratory and Field Courses in a Virtual Setting

Supporting conceptual understanding of the Coriolis force through laboratory experiments

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