The Scholarship Committee is excited to announce registration for the Fall 2020 POD Scholarly Reads.
Our upcoming session will explore COVID’s Impact on students, faculty, and educational developers. All meetings will take place on the first Tuesday of the month, excluding the month of November — (September 1, October 6, December 1) from 1-2pm EST.
For more information and to register, please go to:
We have made two changes to the structure of POD Scholarly Reads for Fall 2020.
- First, because of the novel and rapidly-evolving situation higher ed finds itself in, we chose to highlight articles that share preliminary results from recently-collected data, even if these results have not yet been peer reviewed.
- Second, we will focus more heavily on identifying strategies and resources to address challenges identified in the articles and/or raised during our discussion.
Fall 2020 Readings
September 1 (student perspectives)
Blankstein, M., Frederick, J. K., & Wolff-Eisenberg, C. (2020, June 25). Student Experiences During the Pandemic Pivot.
October 6 (faculty perspectives)
Lederman, D. (2020, April 22). How teaching changed in the (forced) shift to remote learning. Inside Higher Ed.
December 1 (educational developer perspectives)
POD Network members Lindsay Wheeler and Eric Kaldor are leading a collaborative Scholarship of Educational Development research project to understand how the COVID-19 pandemic and large-scale instructional changes in higher education have impacted educational developers and their work. They will join us to share some of the preliminary findings from their work.
POD Scholarly Reads
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.
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
- Adam Smith, Pennsylvania State University
- Daphna Atias, George Washington University
- 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?
For more information and to register, please go to: POD Scholarly Reads Registration.
What do participants read?
Student Evaluations of Teaching (Spring 2020)
- February 4: NEW! We are going to change it up and listen to an episode of Doug McKee and Edward O’Neill’s Teach Better podcast with Betsy Barre, focused on an overview of the student evaluation literature: http://teachbetter.co/blog/2018/03/22/tbp-episode-72/
- March 3: Linse, A. R. (2017). Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees. Studies in Educational Evaluation, 54, 94-106. https://doi.org/10.1016/j.stueduc.2016.12.004
- April 7: Peterson, D. A., Biederman, L. A., Andersen, D., Ditonto, T. M., & Roe, K. (2019). Mitigating gender bias in student evaluations of teaching. PloS one, 14(5), e0216241. https://doi.org/10.1371/journal.pone.0216241
Imposter Syndrome (Fall 2019)
- 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.
- 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
- 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
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, 31(3), 753-780. https://doi.org/10.1007/s10648-019-09468-2
- 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.
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(8), 1291-1300. https://doi.org/10.1021/acs.jchemed.8b00251
- 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, 23(2), 72-85. https://doi.org/10.1080/1360144X.2017.1364644
- Carol Hurney et al. (2016) “The Faculty Learning Outcome Assessment Framework” Journal of Faculty Development, 30, no.2.
Resistance to Active Learning (Fall 2018)
- Joel Michael (2007). “Faculty Perceptions about Barriers to Active Learning” College Teaching, 55(2), 42-47. https://doi.org/10.3200/CTCH.55.2.42-47
- Andrew Cavanagh et al. (2016) “Student Buy-In to Active Learning in a College Science Course” CBE – Life Sciences Education, 15(4), ar76. https://doi.org/10.1187/cbe.16-07-0212
- Sneha Tharayill et al. (2018) “Strategies to Mitigate Student Resistance to Active Learning” International Journal of STEM Education, 5, no. 7. https://doi.org/10.1186/s40594-018-0102-y
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(2), 135-150. https://doi.org/10.1080/1360144X.2015.1046875
- China Jenkins & Mary Alfred (2018). “Understanding the motivation and transformation of White culturally responsive professors” Journal of Adult and Continuing Education, 24(1), 81-99. https://doi.org/10.1177/1477971417738793
- Gregory Walton & Geoffrey Cohen (2007). “A Question of Belonging: Race, Social Fit, and Achievement” Journal of Personality and Social Psychology, 92(1), 82. https://doi.org/10.1037/0022-35220.127.116.11