The Scholarship Committee is excited to announce registration for the Summer 2022 POD Scholarly Reads.


Intergenerational Challenges 

This was a tough academic year all around, and many instructors reported their perceptions of lowered levels of engagement and motivation among students. At the POD Scholarly Reads team, we noticed that instructors and administrators attribute this phenomenon to generational changes. Are today’s students different from those 20 years ago? If so, how are they different, and why? And how can instructors effectively teach them? 


This summer, we will consider two recent pieces on intergenerational challenges that approach these question from different angles. The first (Grayson, 2021) considers how different generations of students experienced external conditions and the impact on their expectations, goals and experiences. The second (Schlee et al., 2020) compares two generations of business students and their attitudes toward group work. Per POD Scholarly Reads’ mission, we also hope to inquire about the unique value and contributions of the methodologies involved, and we encourage you to read them with that focus in mind. Please register and join us! 


June 7 

Grayson, J. P. (2021). “Boomers and Generation Z on campus: Expectations, goals, and experiences.” Canadian Review of Sociology, 58:549-568.


Compared to the other Anglo-American democracies, when they start job searches, Canadian post-secondary graduates likely confront more competition from similarly educated youth, and experience a relatively high unemployment rate. In addition, should they find work, there is no guarantee for graduates that it will be in their area of specialization. There is an added possibility that employment will be precarious. By comparison, in the mid-sixties, labour market conditions were more accommodating to university graduates. Are these different labour market conditions consistent with students’ expectations, goals, and campus experiences prior to graduation? An answer to this question was found through a comparison of those entering Glendon College, York University, in 1963, and in 2013. The examination was based on surveys students completed in 1963, 1967, 2013, and 2017. Data from these sources was. supplemented by information obtained through interviews with students, archival materials, and by analyzing the contents of the student newspaper. Over- all, the expectations of Glendon students in the 1960s, and 50 years later, were in keeping with respective favourable and unfavorable labour market conditions. For students’ experiences this was not the case. Despite considerable changes in the labour market, the way in which students experienced their time on campus was comparable in the two eras.


July 12

Schlee, Regina P., Eveland, Vicki B., and Harich, Katrin R. (2020). “From Millennials to Gen Z: Changes in student attitudes about group projects.” Journal of Education for Business, 95(3):139-147.

The authors compare a sample of students enrolled in business classes from 2005 to 2007 with a 2017–2018 sample of business students in terms of their attitudes toward group projects. The two cohorts of students are classified as Millennials, those born before 1995, and Generation Z, those born in or after 1995. Our analyses demonstrate significant changes in some attitudes about group projects and greater anxiety by Gen Z students than by Millennials about the contributions of other team members. 



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.

Who participates? 

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

  • Scholarship committee members
    • Adam Smith, Pennsylvania State University
    • Daphna Atias, George Washington University
    • Heather Dwyer, Tufts University
    • Chris Kilgore, UT-Knoxville
  • 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? 

Students as Partners (SaP) (Spring 2022)

  • February 8: Felten, P., Abbot, S., Kirkwood, J., Long, A., Lubicz-Nawrocka, T., Mercer-Mapstone, L., & Verwoord, R. (2019). Reimagining the place of students in academic development. International Journal for Academic Development, 24(2), 192-203.
  • March 8: Cook-Sather, A., Addy, T. M., DeVault, A., & Litvitskiy, N. (2021). Where Are the Students in Efforts for Inclusive Excellence? Two Approaches to Positioning Students as Critical Partners for Inclusive Pedagogical Practices. To Improve the Academy: A Journal of Educational Development, 40(1).
  • April 5: Debelius, M., McGowan, S., Maciel, A., Reid, C., & Eason, A. (2021). “Things are different now” a student, staff, and faculty course design institute collaboration. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 272-288). Utah State University.

Alternative Approaches in Assessment: Beyond Ungrading (Fall 2021)

  • October 12: Montenegro, E., & Jankowski, N. A. (2020). A New Decade for Assessment: Embedding Equity into Assessment Praxis. Occasional Paper No. 42. National Institute for Learning Outcomes Assessment.
  • November 1: Buckmiller, T., Peters, R., & Kruse, J. (2017). Questioning points and percentages: Standards-based grading (SBG) in higher education. College Teaching, 65(4), 151-157.
  • December 7: Quintana, R., & Quintana, C. (2020). When classroom interactions have to go online: The move to specifications grading in a design course. Information and Learning Sciences.

Ungrading (Summer 2021)

  • July 6:  Guberman, Daniel (2021). “Student Perceptions of an Ungraded Course.” Teaching and Learning Inquiry 9(1).
  • August 3:  Martin, Travis L.; Winslow, Matthew P.; Gremp, Michelle A.; Korson, Stacey J.; Bedetti, Gaby; McMahan, Ellen Hutcheson; Stumbo, David; Short, Elaina; and Morrow, Holdyn (2021). “Ungrading Across the Disciplines: Reflections of a Professional Learning Community.” Pedagogicon Conference Proceedings. 7. 

Centering Underrepresented Experiences in Higher Education (Spring 2021)

Prepared in Collaboration with the POD Diversity Committee

COVID’s Impact on Students, Faculty, and Educational Developers (Fall 2020)

  • 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.

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:
  • 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.
  • 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.

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.
  • 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.

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.
  • 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.
  • 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.
  • Carol Hurney et al. (2016) “The Faculty Learning Outcome Assessment Framework” Journal of Faculty Development, 30, no.2.

Resistance to Active Learning (Fall 2018)

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.
  • 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.
  • Gregory Walton & Geoffrey Cohen (2007). “A Question of Belonging: Race, Social Fit, and Achievement” Journal of Personality and Social Psychology, 92(1), 82.