Teaching

Annotation—the seemingly simple act of marking a text—is often diminished as a marginal practice. It is prohibited in physical objects and considered irr...

The Lie We Tell Ourselves Sarah’s quarterly review went well. Her compliance training program had a 94% completion rate. Everyone passed the quiz. Leadership was pleased. Three months later, …

Anchor Session: Educational Development for an Unknown Future 2025 POD Network in Higher Education Annual Meeting Resource Document Survey You can view a copy of our survey here. Resources Bottled Pondering, by Aepenton: https://aepenton.com/pages/what-is-bottled-pondering Why is the study of ...

What is Asset-Based Feedback? Feedback in the context of education is information provided following a learning activity that helps students and instructors: 1) identify current gaps in a student's journey from novice to expertise in a given domain and 2) clarify the steps toward filling ...

Building a Future of Wellbeing: The Institute for Pedagogical Wellness Theresa Duong, Ph.D. Danny Mann, Ph.D. Matthew Mahavongtrakul, Ph.D. Palm Room 1 (3:45 - 5PM) (10 min) Danny - Session Opening & Warm-up (slides 1-4) (10 min) Theresa - Intro to PW at UCI (5-12) Target time: 4:05 (10-15 min) D...

The importance of a community of support for alternative grading

Imagine a world where every POD session began with this kind of discussion about inclusion.

What the Best College Teachers Do is perhaps the most important book I’ve ever read.

A few takeaways from Open Education 2025

A ceramics teacher once split her students into two groups.

A practical tip about how to teach this stuff.

“On Writing” is a video podcast hosted by Jim Groom and Team Reclaim and for this episode we are thrilled to welcome Dr Catherine Cronin. Catherine is an ind...

I had the good fortune to meet her in a UDL course for higher Ed educators and her final project dazzled me and left me wanting to know more about her use of conversational quizzes in her course. I also wanted to get the word out to others who may see this as a useful tool in their teaching toolbox.

The quality of student-instructor relationships is an important factor in students’ academic engagement, achievement, and motivation (1–4). Instructors may attempt to build these relationships through their use of language beyond course content. Instructor talk, defined as “language used by an instructor that is not directly related to the concepts under study but instead focuses on creating the learning environment,” includes efforts to build rapport, explain pedagogical choices, share personal experiences, and unmask science (5, 6). Instructor talk may shape students’ perceptions of instructor immediacy, or the sense of closeness between instructors and students (7). Instructor immediacy behaviors, such as smiling, making eye contact, using students’ names, and incorporating humor, have been associated with students’ motivational beliefs, classroom participation, learning, and academic engagement (8–14).

Open educational resources hosted by California Education Learning Lab

"Why not be kind?" In this episode of Centering Centers, we talk with Cate Denial from Knox College about how kindness shows up in teaching, leadership, and everyday interactions, and how it can shape the ways we respond to challenges and change. She reflects on kindness not only as a pedagogy, but also as a practice and a discipline, and reminds us that kindness isn’t just for students, but for all of us working and learning together in higher education.Transcript

"And perhaps that’s the thread connecting critical thinking, citizenship, and democracy: they all depend on an uneasy kind of freedom. The freedom to make mistakes, to challenge others, and to remain in disagreement – without anyone being lectured on what the 'right' way to think is." https://theeconomyofmeaning.com/2025/10/28/do-you-really-want-students-to-think-critically/ #PKMastery

In this second bite-sized episode of PodBites, Adam Barger talks with Betsy Barre from Wake Forest University about how educational developers can “build a bigger tent.” In just a few minutes, Betsy offers five thoughtful and practical insights, from avoiding the word “training” to designing for disagreement, that invite educators to reimagine how we welcome diverse perspectives, foster inquiry, and create spaces where genuine dialogue about teaching can flourish.This episode was edited and produced by Roy W. Petersen.Transcript

In this post I share how I discovered a peer-reviewed article on postplagiarism that includes fake references, including attributed work that I never wrote. I summarize legitimate contributions to …

Simply grading the final group output is insufficient, Lauren Vicker and Tim Franz write.

Recommendations, reflections, and tips on teaching, learning, and being human from psychology, pedagogy, and literature.

The not-so-hidden features of learning that we receive from long-form writing (i.e., books).