What is it? 

POD Scholarly Reads is a professional development initiative of the POD Scholarship Committee that aims to:

  • support POD members in meaningful engagement with scholarly literature and
  • provide POD members with low-investment, ongoing opportunities to participate in a scholarly community

How does it work?

Anyone can join the POD Scholarly Reads group, which meets monthly to discuss a scholarly article during a 60-minute Zoom meeting run by the Scholarship Committee. We are often fortunate enough to be joined by the authors of the article, and the group is a great way to engage with research, researchers, and POD members from a variety of institutions.

Our readings focus on one topic for a 3-month series (see previous topics below). Topics and readings are chosen based upon POD member suggestions. Commit to one article or the 3-month series, the choice is yours!

During the Zoom session, the Scholarship Committee facilitator introduces the session, and if present, gives the author of the article a chance to share a bit about the origins of the study. The facilitator then breaks up the larger group into smaller (4-5 participants) breakout rooms to discuss the article. Some of the questions that drive the small group discuss include:

  • What are the primary strengths and weaknesses of this study, in terms of its design?
  • How does this study connect with other work you may be involved in (e.g., questions your faculty have, programs you offer, initiatives at your institution, the broader landscape of higher education)?
  • What else do you want to learn about as a result of reading this study?
  • What questions do you have for the author?

After the small group discussion, the facilitator brings the group back together to ask the author questions.

Who participates? 

We typically have anywhere from 15-20 participants per Zoom session, which include:

  • Scholarship committee members
    • Katie Walsh, Carnegie Mellon University: Zoom session facilitator + general manager
    • Megan Sanders, Colorado School of Mines: registration coordinator
  • Article author(s) and/or researchers in the same field as author(s)
  • POD members and faculty members (who may or may not be POD members) from a wide variety of institutions

How do I register for the next session?

Our Fall 2019 theme is Imposter Syndrome. The Zoom meetings are the first Tuesday of every month, from 1-2pm EST. We will be discussing:

  • October 1st: Walton, G. M., & Brady, S. T. (in press). The social-belonging intervention. In G. M. Walton & A. J. Crum (Eds.) Handbook of Wise Interventions: How Social-Psychological Insights Can Help Solve Problems, Guilford Press: New York, NY.
  • November 5th: Rudenga, K. J., & Gravett, E. O. (2019). Impostor Phenomenon in Educational Developers. To Improve the Academy, 38(1), 1-17. https://doi.org/10.1002/tia2.20092
  • December 3rd: Hutchins, H. M. (2015). Outing the imposter: A study exploring imposter phenomenon among higher education faculty. New Horizons in Adult Education and Human Resource Development, 27(2), 3-12. https://doi.org/10.1002/nha3.20098

For more information and to register for the fall 2019 POD Scholarly Reads, please click below.

What do participants read? 

Diversity and Inclusion (Summer 2018)
  • David A. Green & Deandra Little (2016). “Family portrait: a profile of educational developers around the world”, International Journal for Academic Development, 21, no.2.
  • China Jenkins & Mary Alfred (2018). “Understanding the motivation and transformation of White culturally responsive professors” Journal of Adult and Continuing Education 24, no. 1.
  • Gregory Walton & Geoffrey Cohen (2007). “A Question of Belonging: Race, Social Fit, and Achievement” Journal of Personality and Social Psychology 92, no. 1
Resistance to Active Learning (Fall 2018)
  • Joel Michael (2007). “Faculty Perceptions about Barriers to Active Learning” College Teaching 55, no. 2.
  • Andrew Cavanagh et al. (2016) “Student Buy-In to Active Learning in a College Science Course” CBE – Life Sciences Education 15, no. 2.
  • Sneha Tharayill et al. (2018) “Strategies to Mitigate Student Resistance to Active Learning” International Journal of STEM Education 5, no. 7
Innovative Assessment (Spring 2019)
  • Sarah Boesdorfer et al. (2018) “Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course” Journal of Chemical Education 95
  • Deborah S. Meizlish, Mary C. Wright, Joseph Howard, & Matthew L. Kaplan (2017), “Measuring the impact of a new faculty program using institutional data,” International Journal for Academic Development
  • Carol Hurney et al. (2016) “The Faculty Learning Outcome Assessment Framework” Journal of Faculty Development 30, no.2.
SoED and Technology (Summer 2019)
  • Stephanie Vie (2016). “What’s Going On?: Challenges and Opportunities for Social Media Use in the Writing Classroom” Journal of Faculty Development 29, no. 2
  • Kayla Morehead, John Dunlosky, Katherine Rawson (2019). “How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)” Educational Psychology Review.
  • Ashley N. Castleberry et al. (2018). “5-Minute University: A Description and Discussion of 5-Minute Faculty Teaching Training Videos” Journal of Faculty Development 30, no. 2.

Want to join the POD Scholarly Reads Committee?

We are looking for volunteers to join the POD Scholarly Reads committee!

This committee is responsible for coordinating and facilitating the POD Scholarly Reads meetings. More specifically, members of the POD Scholarly Reads committee coordinate registration, develop themes, find articles, invite authors to participate, attend and facilitate Zoom meetings, and take attendance. These tasks are divided among the members of the committee.

The time commitment is, on average, about 3-5 hours a month. Some months might require closer to 5 hours, for example, during the summer when we plan for the year, develop themes, and select articles. Other months require less time, such as during the academic year when the primary time commitment is attending the meetings.